Field Trip Tips for Safe, Fun Learning Success

Field Trip Tips for Safe, Fun Learning Success New teachers might naively think that field trips are easier and more fun than a typical day in the classroom. But throw in crises like a lost group of children or wasp stings, and field trips can go from fun to frantic in no time. But if you adjust your expectations you can come up with a new, more practical way to approach field trips and minimize the chances of drama and mayhem. Tips for a Successful Field Trip Follow these field trip tips and youll likely create fun learning adventures for your students: Explicitly discuss field trip behavior rules with your students beforehand. Teach, model, and review appropriate field trip behavior with your students for at least a week before the big event. Drill into their heads that field trips are not the time or place to mess around and that any aberrant behavior will result in non-participation in any future field trips that school year. Sound serious and back it up with consequences as needed. Its good to have your students scared of testing the boundaries on field trips. Emphasize that they are representing our schools reputation when they are off-campus and that we want to present our best behavior to the outside world. Make it a point of pride and reward them afterward for a job well done.Give your students a learning task ahead of time. Your students should show up for the field trip with a base of knowledge on the subject at hand, as well as questions to answer before returning to the classroom. Spend some time in the weeks before the field trip discussing the subject matter. Review a list of questions they will be looking to answer during the field trip. This will keep them informed, engaged, and focused on learning all day long. Choose parent chaperones wisely. Field trips require as many adult eyes and ears as you can get, but unfortunately, you cant be everywhere at once. From the first day of school, observe the parents of your students closely, looking for signs of responsibility, firmness, and maturity. A lax or careless parent can be your worst nightmare on a field trip, so choose your parental allies wisely. That way, youll reap the benefits of having adult partners in the field trip process.Make sure you have all the necessary medications. Talk to the school nurse and procure any and all medications that your students usually take during the day. While on the field trip, make sure you administer the medications accordingly. If you have students will allergies, you may need to get trained on how to use an EpiPen. If so, the student involved will need to stay with you at all times.Arrive at school early on field trip day. The students will be excited and antsy, ready to go. Youll want to greet the chap erones and give them instructions for the day. It takes some time to organize the sack lunches and ensure that everyone has what they need for the day. And one last pep talk on appropriate behavior never hurt anybody. Give your chaperones the tools they need to succeed. Make nametags for all chaperones and students. Create a cheat sheet of the days itinerary, special rules, your cell phone number, and the names of all kids in each chaperones group; distribute these sheets to each adult on the field trip. Procure and label grocery bags that each chaperone can use to carry the groups sack lunches. Consider getting a little thank-you gift for each chaperone, or treat them to lunch that day.Be proactive with regards to challenging students. If you have a student who causes trouble regularly in the classroom, its safe to assume he or she will cause at least five times more trouble in public. If possible, ask his or her parent to be a chaperone. That will usually limit any potential problems. Also, when you are making groups, split any problem pairs into separate groups. This is a good policy for troublemakers, chatty kids, or bickering frenemies. And its probably best to keep the most challenging stude nts in your own group, rather than pawning them off on an unsuspecting parent chaperone. Count all day. As the teacher, you will likely spend most of your day counting heads and making sure everyone is accounted for. Obviously, the worst thing that can occur on a field trip is losing a student. So count accurately and often. Enlist the help of chaperones in this task, but do it yourself too, for your own peace of mind. Keeping track of each and every student is the number one priority of field trip day.Do a debriefing when you return to the classroom. If you have a few extra minutes after the field trip and before dismissal from school, put on some soothing classical music and have the students draw about what they saw and learned that day. It gives them a chance to decompress and review what they experienced. The next day, its a good idea to do a more active and in-depth review of the field trip material, extending the learning further and connecting it to what youre working on in the classroom.Write thank-you notes after the field trip. Lead a class language arts lesso n the day after your field trip, formally thanking the people who hosted your group. This serves as an etiquette lesson for your students and helps form your schools good reputation at the field trip destination. In future years, this goodwill could translate into prime perks for your school. With proper planning and a positive attitude, field trips can be unique ways to explore the outside world with your students. Stay flexible and always have a Plan B, and you should do just fine.

3 Sentences Demonstrating the Power of the Comma

3 Sentences Demonstrating the Power of the Comma 3 Sentences Demonstrating the Power of the Comma 3 Sentences Demonstrating the Power of the Comma By Mark Nichol The three sentences that follow illustrate the importance of the inclusion or omission of a comma can have in easing comprehension of a sentence. 1. After two hours at the bar, Jones said Smith was too drunk to drive, and Smith insisted that Jones take him home. This sentence erroneously implies that two hours after Jones and Smith arrived at a bar, Jones made the statement (to Smith?) that Smith was too drunk to drive; it seems odd that after Jones confronted Smith, the latter would demand a ride home. However, Jones is relating, much later (and to another party), the fact that two hours after they arrived at the bar, Smith was too drunk to drive; his demand for a ride was not in response to a confrontational comment. Inserting a comma after said to make â€Å"Jones said† a parenthetical attribution clarifies that Jones made the statement later, not that night: â€Å"After two hours at the bar, Jones said, Smith was too drunk to drive, and Smith insisted that Jones take him home.† 2. Smith admitted that he knew about the design side, but he didn’t know a whole heck of a lot about the manufacturing side. As written, this sentence suggests that although Smith acknowledged aloud that he was familiar with design, he apparently kept to himself his ignorance of manufacturing. However, though the context is not clear in isolation, Smith gave both pieces of information. In order to communicate that fact, the two components of the sentence must be parallel (â€Å"he admitted this and that†), and the comma must be omitted: â€Å"He admitted that he knew about the design side but he didn’t know a whole heck of a lot about the manufacturing side.† (A repeat of that can be inserted after but, though it is optional.) 3. This is the final known image of actor Robin Williams posing with a fan. This caption accompanying a photograph of Williams and an unidentified person can be read two ways: It is the last one he took with an admirer before his death (and the appearance of another person in the photo is important), or it is the last photograph taken of him before he died (and it just happens that it was taken with a fan). Even out of context, the first interpretation is suspect; unless the article the photo accompanies specifically pertains to the distinction of Williams being photographed with a fan (not likely), it’s almost certain that the fan’s presence in the photo is irrelevant to the distinction of the picture as the last one known to feature Williams before his death, and the phrase â€Å"posing with a fan† should be treated as a dependent clause: â€Å"This is the final known image of actor Robin Williams, posing with a fan.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†Connotations of 35 Words for Funny PeopleWhat Is a Doctor?

Psychological Factors of Crime and Constitutional Criminal Procedure Thesis

Psychological Factors of Crime and Constitutional Criminal Procedure - Thesis Example Psychoanalytic Theory Sigmund Freud talks about the â€Å"psychoanalytic theory†. According to this theory, the human mind in its natural stage does not harbour any sort of crime or hatred towards the community or its fellow beings. However, once the human being starts interacting with the society do the traits develop of negativity and crime. While the person interacts with people around him, he starts altering his mind and behaviour according to the developments taking place within the society. This can have a huge impact on the behavioural aspects of the human beings. The theory talks about the stage from an individual starts to give birth to negative traits about humanity. This happens if the person is outward in his emotions and tends to dislike and be disinterested with his life. Once he starts to get disinterested in the role of his life according to the societal needs, there is a great chance that he may start questioning the very reason for a society to exist. Once al l these questions brew in his mind, it all gives birth to a criminal mind, which accompanied by outward nature of emotional occurrence could lead to killings and other aspects of crime. So on one hand we see that human behaviour is always positive, but on the other hand we find that there are instances and situations where the negativity within the human mind takes over the conscious framework of happiness ad goodness for fellow beings, due to the nature of the society that the man starts to develop hatred for the same. It is extremely tough for minds which are weak in their consciousness to hold them tolerant for all the negativity surrounding their habitat. At the end of the day a lot of people do give in to the unfortunates of the society, and the fact that they are not able to defeat that negativity in their minds leads to crime in the society, whereby they take weapons and other means of mass destructions to eke out this negativity somehow form their system. One of the main rea sons of crime is the fact that the person who has developed a criminal mind has not been able to throw out the frustrations and negativity which has been living in his mind out of his system. Frustrated with life and other aspects of the society, he tries to find out means to throw away this frustration. But unfortunately he is not able to. Once he realizes that it is not going anywhere for him, and the fact that society seems to be largely responsible for his growing frustration and negativity, he decides that the best way to throw away such frustration is to give the negativity back to the people of the society, And this is where the phenomenon of crime starts to develop. A person takes upto crime due to a lot of sociological factors which get embedded into psychological factors. Society has been very much responsible for the derailment of humanity and the development of crime. The factor of crime always remains a negative factor as no one individual has been attracted to commit a crime in the first place. However, social inequalities and differences which have been casted upon the people have led to the ever growing situation of crime across different societies. Let us take an example of a man who has been going through a rough patch. He has been side-lined in his profession and does not have any hope to survive in his life. On top of that, his house is under stress from the landlord who

Sir Richard Rogers Lloyds Building Essay Example | Topics and Well Written Essays - 2500 words

Sir Richard Rogers Lloyds Building - Essay Example This building, started in 1979 but not completed until 1984, is a complex combination of both Modern and Postmodern ideals that manages to evade allowing either framework to dominate. A basic description of the building indicates a tall structure with the unusual feature of having its service features exposed to the exterior and utilized as a decorative element. This follows the Modernist movement in its focus on the mechanical elements of the structure while it also reflects the postmodern element of everything being in a constant state of flux. The building was originally designed to serve as the corporate headquarters of a large insurance firm and is erected in the center of London’s financial district. This context illustrates the importance of its design as a means of reflecting the higher monetary, capitalistic values of the community and thus much in line with the Modernist ideals of the era. However, the building was also required to be highly flexible to be able to ac commodate perhaps as yet unknown technologies and to adapt to often changing uses, thus reinforcing the concepts of Postmodernism. As the following investigation will prove, though, the building itself, in its focus on mechanics and materials, falls more within the realm of the Modernist movement while its means of addressing the concerns of the times and the context incorporates the values and ideas of Postmodernism. The concepts of the Modern approach focus upon the assumption that everything can be classified into specific categories and definitions. â€Å"Modernity is a project, and not only a period, and it is, or was, a project of control, the rational mastery over nature, the planning, designing and plotting which led to planomania and technocracy† (Beilharz, 2001: 6). Emerging as a product and reaction to an increasingly mechanized world in which standardization seemed inevitable; the basic

Coping Tactics in Translation Essay Example for Free

Coping Tactics in Translation Essay One cannot deny the astounding success of the â€Å"Twilight† series of books and films. Seemingly overnight, almost everyone has been sideswept by the popularity of the four-book series namely, â€Å"Twilight†, â€Å"New Moon†, â€Å"Eclipse†, and â€Å"Breaking Dawn†, all by debuting author Stephenie Meyer. The book’s characters have also become household names, the most popular ones being Edward Cullen, Bella Swan, and Jacob Black. Not surprisingly, the actors who portrayed them in the films have also been catapulted to stardom: Robert Pattinson, Kristen Stewart, and Taylor Lautner, playing the mentioned characters respectively. Definitely amazing, considering the simplicity of the story, a love triangle involving three teenagers. What probably makes the difference is that two of them are not human. Twilight Mystique 4 Demystifying the â€Å"Twilight† Mystique Most of us dream of making it big. Maybe to discover or invent something that will change the world, or put together an award-winning record album that will go platinum, or possibly, write a book that will sell millions of copies worldwide. The Author Herself Stephenie Meyer had a dream, literally. â€Å"A vivid dream took her to a forest meadow where she saw an average-looking girl and a stunningly handsome vampire having an intense conversation†, it says in her website, stepheniemeyer. com (cited in Vaz, 2008). She then began to flesh out a story, and after three months, she finished the first book, â€Å"Twilight†. She submitted her manuscript to several literary agencies and eventually ended up in the hands of the publishing company, Little, Brown where the road to success got a jumpstart, to say the least (stepheniemeyer.com, 2010). The rest of the saga has then followed the path to fame and fortune. Crossing age barriers the world over, the â€Å"Twilight† series has proven that if you take seemingly ordinary characters in a seemingly ordinary setting and spice it all up with something extraordinary, create situations and experiences that are almost believable, then you have got a winning formula. The Twilight Series The back cover of the first book, â€Å"Twilight†, teases us with the words, â€Å"About three things I was absolutely positive. First, Edward was a vampire. Second, there was a part of him – and I didn’t know how dominant that part might be – that thirsted for my blood. And third, I was unconditionally and irrevocably in love with him† (Meyer, 2005, back cover). Twilight Mystique 5 Almost immediately, two things jump out at the reader, the fact that there is a vampire involved, and so is that crazy, adrenaline-pumping emotion called love. The lore and legend of vampires goes way back into the olden days, with practically every culture having its own imaginative version of the creatures, often tortured souls who drink the blood of their victims (Vaz, 2008, p. 13). In fact, â€Å"Twilight† director Catherine Hardwicke says, â€Å"One reason the Twilight series has such resonance may be that the vampire myth is deeply rooted in the human psyche† (Vaz, 2008, p. 15). Joel Schumacher, director of â€Å"The Lost Boys†, a film about vampires haunting a resort town on the California coast, remarked in his commentary on the said film’s DVD, â€Å"I think one of the reasons vampires have an enduring quality is they’re the only monsters that are really sexy† (cited in Vaz, 2008). True enough, vampires are often portrayed as very attractive human beings, the only obvious giveaway is when they bare their fangs, to satisfy their thirst for blood. The universal theme of love has been used countless times in books, movies, poetry, music, and all other possible vehicles of expression. Thus, the obvious love angle in the â€Å"Twilight† series may be nothing new, but it still definitely sells. As an article by S. A. Dalton declared, â€Å"Every girl dreams of falling in love one day. She dreams of that perfect soulmate who was put on this earth to love no one but her†¦It’s a love that voids all pain and validates the very reason that either of them were born†¦Because of this love, the Twilight series was a huge success! † (cited in helium. com, 2002-2010) The character of Bella herself, as the narrator, often articulates the extent of their feelings. In the second book, â€Å"New Moon†, she narrates, â€Å"My head was already spinning by the time he leaned closer and pressed his icy lips against mine†¦I forgot all about my worries, and concentrated on remembering how to inhale and exhale (Meyer, 2006, p. 16) Twilight Mystique 6 Hardwicke even accurately observed that â€Å"for all the inherent darkness that came with vampires, it was the love story that touched people† (Vaz, 2008, p.134). The reader can also easily identify with Bella’s character, for she was portrayed as an ordinary, not particularly popular, oftentimes clumsy teenage girl. In the third book, â€Å"Eclipse†, she said, â€Å"We were almost to the clearing when I fell. I could see the wide opening ahead, and that’s probably why I got too eager and forgot to watch my feet. I caught myself before my head bashed into the nearest tree, but a small branch snapped off under my left hand and gouged into my palm† (Meyer, 2007, p. 470). Incidentally, the movie version of this third installment, to be shown June 30, 2010, is being eagerly awaited by the fans, as attested to by the â€Å"official online destination for all Twilight fans,† thetwilightsaga. com (thetwilightsaga. com, 2010). Stephenie Meyer makes it all so believable. After all, Bella remains unchanged, as unassuming as ever, even for instance in the fourth book, â€Å"Breaking Dawn†, wherein she was driving a new Mercedes Guardian and two strangers asked to have their pictures taken beside it. â€Å"It took me a second to process that. ‘Really? You want to take a picture with the car? ’, says Bella. † And as the two guys proceed to take pictures by the hood and even the back end, Bella whimpers to herself, â€Å"I miss my truck† (Meyer, 2008, pp. 6-7). This fourth installment meanwhile, will be shown as two films, and back-to-back shooting is expected to begin in October 2010, as stated in an article by Erik Davis (cited in cinematical. com, 2003-2010). Twilight Mystique 7 Anyhow, as Peter Facinelli, the actor who portrays Edward Cullen’s dad, said in his interview with Early Show co-anchor Maggie Rodriguez, â€Å"Anything that gets kids to read is a fantastic thing too† (cited in cbsnews. com, 2008). And so the â€Å"Twilight† phenomenon goes on. It will forever inspire us to follow and live our dreams, be it literally or figuratively speaking. So when a sudden inspiration strikes, take it as a hint to possibly start something big. Twilight Mystique 8 References Cbsnews. com. (2008). Facinelli on â€Å"Twilight† Phenomenon. Retrieved May 15, 2010, from http://www. cbsnews. com/stories/2008/11/21/earlyshow/leisure/boxoffice/main 4625399. shtml. Dalton, S. A. (2002-2010). Why the Twilight Series by Stephenie Meyer became so successful. Retrieved May 15, 2010, from http://www. helium. com/items/1430290-stephenie- meyers-twilight-was-a-success. Davis, E. (2010). It’s Official: â€Å"Breaking Dawn† will be Two Movies. Retrieved May 15, 2010, from http://www. cinematical. com/2010/02/11/its-official-breaking-dawn- will-be-two-movies. Meyer, S. M. (2005). Twilight. New York: Little, Brown and Company. Meyer, S. M. (2006). New Moon. New York: Little, Brown and Company. Meyer, S. M. (2007). Eclipse. New York: Little, Brown and Company. Meyer, S. M. (2008). Breaking Dawn. New York: Little, Brown and Company. Stepheniemeyer. com. (2010). Bio. Retrieved May 15, 2010, from http://www. stepheniemeyer. com. Thetwilightsaga. com. (2010). Eclipse Movie Tie ¬-in Books. Retrieved May 15, 2010, from http://www. thetwilightsaga. com. Twilight Mystique 9 Vaz, M. C. (2008). The complete illustrated movie companion:twilight. New York: Little, Brown and Company.

Toni Morrisons Beloved - Identity Essay -- Toni Morrison Beloved Essa

Review of "Beloved: A Question of Identity"  Ã‚   In her essay "Beloved: A Question of Identity," Christina Davis discusses the issue of identity from an historical perspective, a textual perspective and an authorial perspective. She looks at the text in comparison to the slave narrative, explores how the text itself expresses issues of identity and describes Morrison's choices of authorship and their contribution to identity. Her exploration of the theme of identity calls upon the treatment of self-image, particularly in the context of slavery; and outward image as expressed by naming and other white descriptions of the black characters. Her organization of information is historically sequential, ordering elements as they occurred rather than in the narrative order of the novel. Davis' introduction seeks to place the novel in the context of a slave narrative. However, she identifies several departures from the traditional form. Morrison creates a narrative which focuses on the individual rather than the collective. The novel favors the perspective of the oppressed to that of the oppressor. Davis identifies two ways that Morrison accomplishes this perspective. First, she describes not the "horrifying statistics of slavery" but instead seeks to explore "what it felt like" (151). This reorientation of topic is accomplished by taking "the individual out of the mass of statistics" (151). The second major device is the manner in which Morrison has "displaced the tone of the prose from the third person to the first" (151). Davis acknowledges that while the novel is not narrated primarily in the fist person, the main perspective is that of Sethe, who is gifted by Morrison with her own voice. The first major division of the ess... ...rison's authorial choices. The first is "the reclamation of black history" by the characters (155). By giving voices to enslaved characters, Morrison gives "them back their own history as human beings" as well as reminding the reader of that history (155). The second major effect is the fullness of character that results from Morrison's "mastery of the voices she speaks through" (155). Davis cites the sections of the novel which are delivered in the first person as particularly effective in producing the identities of Sethe, Beloved and Denver, the speakers. She identifies the chapter in which all three speak together as "the symbolic peak of the interaction among the three women and their search for identity" (155). Davis ends by praising the authorial skill of Morrison, as shall I. Works Cited: Morrison, Toni. Beloved. New York, Penguin Books USA Inc, 1988.

History Of A Transparent Membrane Health And Social Care Essay

A regular flow of aqueous temper base on ballss through a squashy tissue, known as trabeculate net, and Schlemms canal. Flexing of the TM pumps aqueous temper from the anterior chamber to SC through a series of valves crossing SC. The valves deliver the aqueous temper further on to venas in the sclerotic coat [ 38, 50, 51 ] . The aqueous flow is controlled and powered by the force per unit area difference during systole and diastole of the cardiac rhythm, the respiration, eye blink and oculus motion [ 51 ] . The abode clip of about 100 proceedingss of the fluid allows the exchange of foods and waste to and from the lens and cornea [ 43, 52 ] . A force per unit area bead of about 0.8kPa ( 6 mmHg ) occurs as the aqueous temper progresses into the aqueous venas but this force per unit area bead can increase drastically in eyes affected by glaucoma [ 52 ] . Figure 2-8 illustrates how a force per unit area addition causes the aqueous valves within the TM to compact, diminishing the lms dr astically and cut downing outflow and hence doing an accretion of AH taking to still higher IOP [ 51, 53 ] . The maximal force per unit area that can happen in an orb is set by the highest force per unit area degree in the ciliary arteria, which is, on norm, about 60mmHg ( 8.0kPa ) ( Figure 2-6 ) . Beswick et Al. [ 54 ] and Heys et Al. [ 55 ] define the trabeculate net permeableness ( kTM ) which they estimate to be 2.1 A- 10-9ms-1Pa-1 for normal IOP. The cornea is a crystalline membrane and belongs to the external portion of the outer hempen adventitia. The chief map of the cornea is to refract light into the oculus. The curvature of the cornea is greater than the remainder of the oculus and the junction with the sclerotic coat is known as sulcus sclerae. The thickness of the cornea varies between 1.2mm and 0.5mm from the outer ring of the cornea, the sulcus sclerotic coat, to the Centre. The cardinal corneal thickness ( CCT ) varies by +/-20 % between persons [ 13, 56 ] . Feltgen et Al. [ 57 ] reported that they had measured CCT in 72 patients and found a scope of 0.448 to 0.713mm. Elsheikh et Al. [ 58 ] have used CCT values of 0.32mm to 0.72mm in their numerical theoretical account to imitate distortion differences of the cornea when using an applanation device ( Goldman applanation tonometer ) . Doughty and Zaman [ 56 ] calculated the CCT from 300 informations sets from literature ( from 1968-1990 ) and calculated the CCT for corneas which were designated as normal and found the norm to be 0.534mm. The radius of curvature of human corneas has been found to be 7.9mm [ 56, 57, 59 ] . The cornea consists of 5 beds: the corneal epithelial tissue, the anterior modification membrane ( Bowman ‘s membrane ) , the chief organic structure of the cornea, substantia propria, the posterior modification lamina and the endothelium of the anterior chamber ( Figure 2-9 ) . The Young ‘s Modulus of cornea has been measured utilizing a assortment of trial methods. Smolek et Al. [ 61 ] , for illustration, have applied an internal force per unit area to human orbs in vitro and have measured the ensuing radius of curvature. They so calculated the Young ‘s Modulus utilizing LaPlace ‘s Law, i.e. presuming that the orb behaves as a thin-walled domain with changeless radius of curvature and wall thickness: where P is the known force per unit area in the orb, R is the known mensural curvature radius which can be rearranged to strive in the cornea and T is the known mensural cardinal cornea thickness. In the force per unit area scope of 2.1kPa ( 16mmHg ) to 2.8kPa ( 21 mmHg ) they found Young ‘s Modulus to be changeless at 1.03GPa. Hoeltzel et Al. [ 37 ] carried out uniaxial cyclic tensile trials on four cornea strips cut from human eyes of mean CCT 0.82mm, length 10mm-30mm and width about 2mm. The samples were tested up to strains of 0.08 % at a strain rate of 2.7A-10-4s-1 to 8.3A-10-4s-1 depending on sample length ( changeless distortion rate 0.05mm/min ) . To qualify the information, the same power jurisprudence was used as Hubbard and Chun [ 37 ] ( Equation ( 2-1 ) ) . The value of I? was about changeless at near to 2.0 for all 4 cyclic burdens, co-occuring with the power coefficient for collagen obtained by Hubbard and Chun. The I ±-value increased from 54.32MPa for the first rhythm to 98.97MPa for the 4th rhythm. The tangent moduli to the emphasis degrees of 6.4kPa and 260kPa were 0.34MPa and 0.56MPa severally, approximately tantamount to internal force per unit areas of 1.3kPa and 53kPa ( 10mmHg and 400mmHg ) severally. Elsheikh et Al. [ 62 ] presented values of Young ‘s modulus in relation to intraocular force per unit area and age. They used a cornea-sclera subdivision and applied force per unit areas up to 3.1kPa ( 35mmHg ) . Three different age groups ( 50-64, 65-79, 80-95 ) were tested and two different rates of addition of force per unit area were used ( 37.5mmHg/min and 3.75mmHg/min ) [ 63 ] . The consequences can be seen in Figure 2-11 and demo a clear decrease in Young ‘s modulus for lower rates of addition of force per unit area and a clear addition in Young ‘s modulus with age. All the measured Young ‘s moduli were in the scope of 0.16MPa and 0.96MPa. FEM simulations of the cornea have shown that values below 0.01MPa are non realistic due to the fact that the curvature radius would increase to twice that of the unpressured status when pressurised with 2.1kPa ( 16mmHg ) and that would imply a 400 % volume enlargement [ 59 ] . The big fluctuation in the mensural belongingss reviewed above can be explained with the different trials used to mensurate the belongingss ( rising prices and tensile testing ) and the extremely visco elastic behavior of the cornea which leads to a nonlinearity of the stress-strain curve and sensitiveness to fluctuations with strain rate. Therefore the â€Å" known † Young ‘s modulus varies from 0.01 to 1000MPa [ 54, 58, 59, 61, 64-67 ] . In simple footings, aqueous temper flows from the posterior chamber through the posterior tract ( spread between lens and flag ) to the anterior chamber and drains at that place through the trabeculate net ( Figure 2-10 ) . Glaucoma is defined as the status whereby aqueous temper is non able to run out at the normal rate through the trabeculate net. Even though the escape is limited, the production of aqueous temper in the ciliary organic structure continues and this leads to a force per unit area addition in the orb. The force per unit area addition distorts soft tissue within the oculus because the oculus can non freely spread out due to the hempen coating around the sclerotic coat. If the force per unit area in the oculus reaches dual its normal force per unit area of about 2kPa ( 16 mmHg ) , deformation of the nervus fibres Begins and the ocular field reduces or becomes out of focal point. Because the ocular nervus has to go through through all three adventitias ( hempen adventit ia, vascular adventitia and nervous adventitia ) , it is non enclosed in connective tissue and this makes it vulnerable to damage in glaucoma [ 38 ] . If glaucoma can be recognized at its early phases, it might be treatable utilizing drugs which cut down the production of aqueous tempers and/or constrict the student and put the border of the flag into tenseness which makes its surface more permeable to aqueous temper [ 68 ] . whereas secondary glaucomas are those where the addition in IOP is due to injury, redness or tumor of the orb. The two most common types are primary unfastened angle glaucoma and primary angle closing glaucoma. Primary open-angle glaucoma ( POAG ) is the taking cause of sightlessness [ 69, 70 ] . It can be characterised by an intraocular force per unit area above 21mmHg, an unfastened, normal looking anterior chamber angle, no eyepiece or systematic abnormalcy that might account for the raised IOP and typical glaucomatous ocular field and ocular nervus harm [ 71 ] . Figure 2-12 shows the addition of IOP caused by POAG. The black pointer shows the flow of aqueous temper from the posterior chamber to the anterior chamber. When the fluid reaches the trabeculate net it can non run out through the TM due to blockage and the force per unit area increases in the orb. Patients with primary angle-closure glaucoma ( PACG ) besides exhibit an addition in IOP ( higher than 21mmHg ) , the oculus is ruddy and the student is mid-dilated. To prove whether the trabeculate net is blocked by the flag it is necessary to measure the anterior chamber angle. Figure 2-13 illustrates how the flag can contract the angle between itself and the cornea thereby barricading the escape of aqueous tempers through the TM [ 71, 72 ] .

ICT has changed the way people live, work and communicate

Information Communication Technology ( ICT ) has significantly changed the manner people live, work, communicate and learn. Therefore, ICT influences many parts of our plants and lives, every bit good as many of our free clip activities. The fact is it includes a assorted figure of tools like computing machines which help to better human life. In instruction to be more specific it has been proven that ICT is a really of import portion of instruction and acquisition procedure. ICT creates new signifiers of larning that can be customized to pupils demands. Using ICT tools, such as multimedia, e-mail, synergistic presentation, CD-ROM, computing machine simulations, computing machine lab and www-based resources, can form learning so that the pupils can command the acquisition procedure. Lessons that based on the scholars ‘ accomplishments can be designed in new and more effectual ways.A Enhancing collaborative activities among pupils utilizing networked computing machine labs. Stud ents can discourse subjects specified by the teacher utilizing on-line treatment forums. Scientific surveies are going easier through computing machine simulations and ocular tools enable pupils to better understand constructs ( Morrison, Lowther and DeMeulle, 1999 ) . The integrating of ICT in the instruction sector is of import to run into the challenges presented by new tendencies, particularly with the planetary communicating of cognition. It is of import that the pupils become familiar with the construct and usage of ICT in order to fit them for future occupation market. Besides, the instructors can accomplish better quality in learning methods.A A1.2 Education system in Saudi ArabiaThe primary instruction system began in Saudi Arabia in the thirtiess. By 1945, King Abdulaziz bin Abdelrahman Al-Saud, the state ‘s laminitis, had initiated an extended plan to set up schools in the Kingdom. Six old ages subsequently, in 1951, the state had 226 schools with 29,887 pupils. In 1954, the Ministry of Education was established, headed by so Prince Fahd bin Abdulaziz as the first Minister of Education. Primary, intermediate and secondary schools are handled by the Ministry of Education, but policies sing third instruction are handled by the Minist ry of Higher Education, established in 1975 ( Ministry of Education, 2010 ) . The kindergarten in Saudi Arabia is non-mandatory. It starts when kids aged 3-6 old ages. Nurseries and kindergartens are supervised, established and developed by different sectors ; the private sector, the Ministry of Education, General Presidency for Girls Education, the Ministry of Labour and Social Affairs, Ministry of Health and governmental and private universities. The official instruction in Saudi Arabia starts from primary schools and above. A brief description for each phase is as follows: Primary schools in Saudi Arabia consist of six classs ( from age 6 to 12 ) . Get downing from this phase the male child and misss are separated in different schools. Middle schools in Saudi Arabia or intermediate schools consist of three classs ( from age 13-15 old ages old ) . In Saudi Arabia there are different sorts of secondary schools like general secondary schools, commercial, proficient and vocational secondary schools which are under The General Organization for Technical Education and Vocational Training. The general secondary schools consists of three classs 10, 11 and 12 ( from age 16-18 old ages old ) ( Ministry of Education, 2010 ) .1.3 ICT in Saudi ArabiaDeveloped and developing states have responded to the challenge by originating national plans to present computing machine engineering into instruction. Saudi Arabia made great paces in the countries of computing machine usage in instruction. With respect to the computing machine usage as learning stuff within the course of study of general instruction or its usage in the disposal of the educational procedure. Saudi Arabia takes the advantages of computing machines and introduced it in instruction since 1996 as a tool and course of study to heighten instruction system. Consequently, Computer l abs have been established in secondary schools to learn computing machine scientific discipline as a topic. Many undertakings were implemented beside part from private sector to the airing of computing machine civilization in line with the Ministry of Education programs ( Computer and Information Centre, 2008 ) . The Ministry of Education ten-year strategic program was established in 2004. It stated that its Information and communicating engineering ( ICT ) end is to develop the substructure of information and communicating engineering and its employment in instruction and acquisition ( Computer and Information Centre, 2008 ) . This comprehensive program for the integrating of engineering in instruction, through many undertakings such as: King Abdullah Bin Abdul Aziz undertaking for the development of public instruction was in 2007. It has a budget of SR 9 billion and aimed to vouch the handiness of a extremely skilled and motivated work force in the hereafter. The undertaking will get down with making a hi-tech schoolroom environment in the Kingdom in six old ages. More than 400,000 instructors will be trained to manage categories in the hi-tech manner ( Ministry of Education, 2008 ) . The Ministry of Education in Saudi Arabia identified 39 stairss to implement this undertaking which includes course of study development, professional development programmes for instructors, betterment of the educational environment and the extra-curricular activities for pupils of the more than five million pupils ( Ministry of Education, 2007 ) . The execution of this undertaking required the readying of course of study, digital electronic books and educational elements of the course of study, and constructing proficient criterions integrating into the course of study, course of study development at all phases, get downing from primary through to secondary school. In fact, MOE identified nine stairss to better the educational environment including associating all schools through high-velocity digital communicating and supplying webs within schools with the necessary waiter, and supplying portable Personal computer ( laptop ) devices to each instructor for readyings and lessons. The Saudi authorities ‘s end is to intermix ICT with instruction ( Ministry of Education, 2007 ) . As a consequence, the Computer Based Labs undertaking has been established in schools across a scope of different engineerings. One of the Ministry of Education precedences is the development of Learning Resource Centre ( LRC ) in each school to supply information through ICT. LRC purpose to supply appropriate acquisition environment that allows the scholar to take advantage of several different types of beginnings of acquisition and make self-learning chances and heighten his accomplishments in research and geographic expedition, enabling the instructor to follow the modern methods in the design of the lesson and develop stuffs, execution and rating. This twelvemonth is the 3rd stage of the constitution of Learning Resource Centre in the public schools. Therefore, this undertaking contributes to increase pupils ‘ technological civilization and the effectivity of lessons. Fu rthermore, the authorities encourages the investing in E-learning or â€Å" distance instruction † to supply instruction and preparation of national workers. In short, Saudi MOE gives precedence in heightening instruction and acquisition procedure and developing educational environment with all updated engineerings.1.4 Statement of jobThe hereafter of the computing machine engineering as an educational tool which allows the interaction between the scholars and lesson, distinguishes computing machine engineering than the remainder of the educational tools that came before it. Furthermore, Banathy ( 1996 ) asserts that the integrating of computing machine engineering in learning and acquisition is an educational invention that touches all facets of a school system such as course of study, instructional patterns, learning schemes and techniques, schoolroom scenes, stuffs, resources, instructors ‘ preparation and professional development, appraisal, etc. Teachers are an of import factor in the execution of computing machine engineering integrating in instruction. Without the engagement of instructors, most pupils may non take advantage of all the available possible benefits of computing machine engineering on their ain. The educational system in Saudi Arabia keeps increasing the attending in recent old ages on developing instructors and course of study. Promoting the usage of modern learning AIDSs such as computing machines and develop instructors ‘ accomplishments. The Saudi Ministry of Education has launched ambitious programs to incorporate engineering in instruction, and attention was given to both instructors ‘ and pupils ‘ computing machine accomplishments, like set uping the Learning Resource Centres which to a great extent depending on computing machine engineering to supply information for scholars, computing machine labs and computerized scientific discipline labs to research its assorted applications in t he Fieldss of instruction ( Computer and Information Centre, 2008 ) . Teachers ‘ phases of concern about this invention are an of import component to promote instructor to incorporate computing machine engineering in their instruction. Without the cognition of instructors ‘ phase of concern in this invention it will be hard how to continue in the execution of computing machine engineering integrating in instruction and acquisition among instructors in Saudi Arabia. Furthermore, because instructors play cardinal function in the diffusion of educational invention it is indispensable to cognize their phase of concern about this invention while most of the surveies investigate instructors ‘ attitudes and degree of usage of computing machine engineering in learning and larning. Besides, teacher preparedness is a cardinal to measuring a instructor ‘s ability to originate, develop or follow a given invention ; it is utile for decision makers and pedagogues to understand instructors ‘ concerns, both before and during the execution stage of an invention ( Fullan, 1999 ) . Harmonizing to Hord, Rutherford, Huling-Austin, and Hall ( 1987 ) , alteration is best carried out by single instructors, and, therefore, placing instructor concerns about an invention is indispensable in easing the acceptance procedure and besides they recommended the usage of the Concerns-Based Adoption Model ( CBAM ) to steer invention execution to a successful point of acceptance. A few surveies about instructors ‘ phases of concern in The Arabic context like Al Shammari ( 2000 ) in his survey in instructors ‘ concern about computing machine engineering execution in the intermediate schools in Kuwait. He indicates that instructors with many old ages of experience expressed higher impact concerns, while instructors with few old ages of experience reported lower ego concerns. On the other manus most of the surveies focus on one learning country like scientific discipline instructors ( Dass,1997 ) , English instructors ( Aziz,2008 ) , computing machine instructors ( Al Shammari,2000 ) and societal surveies instructors ( Al-Aghbari,2007 ) . †¦ †¦ Therefore, the job of this survey is because of the deficiency of information sing Saudi secondary schools instructors ‘ phases of concern about the integrating of computing machine engineering in learning and acquisition.1.5 Research aimsThe purpose of this research is to look into Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning. The research aims are: To place Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and acquisition. To place the differences between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of learning experience. To place the differences between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of country of learning country.1.6 Research inquiriesThe information of this survey will be analyzed to reply the undermentioned inquiries: What is Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning? Is there a important difference between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of learning experience? Is there a important difference between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of learning country?1.7 Significance of the surveyDeriving an grasp of the instructors ‘ phases of concern about the integrating of computing machine engineering for learning and larning may supply utile penetrations into engineering integrating and use of engineering in learning and larning. It is expected that the consequences of the research will steer future research and development in the state and sketch the importance of the usage of information and communicating engineering in instruction for instructors, pupils, and decision-makers. Besides, this research will lend to the research on instructors ‘ concerns about the acceptance of an invention. The findings of this survey can assist the facilitators of alteration to do appropriate determinations on when and how to supply support to single instructors during the execution of ICT integrating in Saudi instruction.1.8 Restrictions of the surveyThis survey is conducted with the undermentioned restrictions: it is applied in Saudi general secondary schools in Al-Hassa state. The private general secondary schools, the proficient and vocational establishments and the schools in rural country are non included in this survey. Another restriction of this survey that the sample is from the male childs ‘ Secondary schools instructors merely because the educational system in Saudi Arabia is gender-based. Data will be collected from Secondary schools instructors in Al-Hassa state in Saudi Arabia by utilizing lone Phases of Concern Questionnaire ( SoCQ ) as a study instrument of this survey. Therefore, the consequences from this survey can non be generalized to all the Saudi secondary schools.1.9 Operational definitionsSaudi Secondary school instructors: this refers to instructors who teach in the 3rd phase of general instruction system in Saudi Arabia. This phase consists of classs ( 10-11-12 ) where the pupils are in the age from age 16-18 old ages old. Teachers in this survey are in different learning countries. Computer engineering: This term refers to the full scope of digital hardware and package used to back up instruction and acquisition across the course of study, runing from desktops, laptops, handheld computing machines and applications, local web and the cyberspace to digital peripherals such as cameras, scanners and adaptative devices. It does non include older parallel media such as movies ( Centre for Applied Research in Technology Education, 2005 ) . The integrating of Computer engineering: The incorporation of engineering resource ( computing machines and specialised package, network-based communicating system and other equipment and substructure ) and technology-based pattern into day-to-day modus operandis, work and direction of schools ( Christensen,1997 ; US Department of Education,2002 ) . It refers to the usage of computing machine engineering to heighten instruction and better the pupils larning ( Baker, 2003 ) . Phases of concern: It refers to the phases of concern in CBAM which includes Awareness, Informational, Personal, Management, Consequences, Collaboration and Refocusing.

Introduction to an Oligopoly Market

Introduction to an Oligopoly Market When discussing different types of market structures, monopolies are at one end of the spectrum, with only one seller in monopolistic markets, and perfectly competitive markets are at the other end, with many buyers and sellers offering identical products. That said, there is a lot of middle ground for what economists call imperfect competition. Imperfect competition can take a number of different forms, and the particular features of an imperfectly competitive market has implications for the market outcomes for consumers and producers. Oligopoly is one form of imperfect competition, and oligopolies have a number of specific features: Several large firms - Oligopolies generally consist of a few large firms, and this is part of what sets them apart from competitive markets. Similar or identical products - While it is possible to have an oligopoly with slightly differentiated products, firms in oligopolies usually sell non-differentiated products. Barriers to entry - There are barriers to entry into an oligopoly, making oligopolies different from competitive markets with a large number of relatively small firms. In essence, oligopolies are named as such because the prefix oli- means several, whereas the prefix mono-, as in monopoly, means one. Because of barriers to entry, firms in oligopolies are able to sell their products at prices above their marginal costs of production, and this generally results in positive economic profits for firms in oligopolies. This observation of markup over marginal cost implies that oligopolies do not maximize social welfare.

Cause Effect Papers

Cause Effect Papers Cause Effect Papers Cause Effect Papers: Why and What? You may be surprised by the fact that writing of cause effect papers is rather fascinating task. But it is so, indeed! Why? When writing cause effect papers students investigate causes and effects of certain events or phenomena that have taken or are taking place in nature or human society. Is it not interesting to find out why World War I started or what may be results of the carbon emission increasing? So, lets consider how to do this interesting task in order to get high grades! In what way should cause effect papers be written? It is up to you to decide whether you want to study causes or effects, whether you want to research the main causes/effects among numerous ones. The matter point is that you should be interested in the issue. The process of writing of cause effect papers First of all, one should stress that writing of cause effect papers like any other assignment papers should begin with determining of a topic. If you are not provi ded with a certain topic for your writing, your task is more difficult. You should think about what you want to study in your cause effect paper. Remember: choose the topic that is interesting for you. It will be much easier for you to write your paper. Besides, you will be able to make your paper interesting for your audience. So, then the process of your writing starts.Study the issue. Before writing about any causes or effects you should study the issue in question properly. Remember: the more information on the topic you will find, the better you will highlight the issue. Make a thesis statement. State what exactly you are discussing. Pay attention your thesis statement should be short and clear. Make an outline. Determine the main points you are going to highlight in your paper: causes, effects or both causes and effects. Write your paper. Try to use different facts, examples, results of some observations, some figures. That will make your paper more interesting and convincing. The usage of various transitional words and phrases such as first of all, firstly, secondly, this suggestion is supported by the fact that, it seems that, moreover will help you put your thoughts clearly and logically. Do not forget to check your cause effect paper! Any mistakes may easily spoil the impression about your paper and, hence, your grade. So, re-read your paper for several times paying attention to grammar, spelling, punctuation and the whole contents. So, bearing in mind this information will help you in writing any of cause effect papers.

Designing Networking (WAN) Essay Example | Topics and Well Written Essays - 750 words

Designing Networking (WAN) - Essay Example To transfer a 972.222kb data in less than two minutes we can have an Internet connection which has an upload speed of 32kbps. If we take 256 kbps of access speed connectivity then down load would be 256 divided by 4 and upload would be 256 divided by 8. These are standard calculation to choose an Internet connection. If continuous connectivity is required then we can choose DSL connectivity or else a dial up connectivity would be sufficient. A 256kbps dial up connectivity can upload 32 kb per second that is equal to 1920 kb per minute which is 3840kb i.e 3.75mb for two minutes which exceeds our requirement. This type of connectivity is ideal for Fargo to Denver. For a link to this configuration we need a DS3 dedicated link which can support a 45mb per second. This is the most ideal line type for the given data transfer. To have a DS3 link we need to have a multiplexer, router and a switch. Switch = Cisco catalyst 4605 which can support more than 200 users. A 45 mbps dedicated link would be the cheapest and reliable line type from Minneapolis to Denver which does not need an Internet connection. This connectivity is called a tie line. The same can be used for even voice connectivity from Denver to Minneapolis. For the St.Louis to Denver connectivity a 256 kpbs dial up connectivity would be an ideal line type. Since only a 100 kbps data transfer is needed. Dial up is advised since the connectivity needed is intermittent. The Nortel multiplexer is connected to a Cisco router and from there a Cisco switch is connected. From the switch we can many interfaces. Fargo and St.Louis connect to the main office through Internet. Only Minneapolis connect to Denver using a DS3 45 MBPS dedicated link. Nortel 7480 multiplexer WAN diagram showing four location connectivity Data transfer calculations for St.Louis. 100kb = 100/1024 = 0.09mb. a 256 kbps dial up would far exceed the 100 kbps requirement. Reference Development Gateway. (2006) Information and Communication Technologies for Development. [online]. Available from: http://topics.developmentgateway.org/ict. [Accessed 6 Dec. 2006]. Frost. (2006) Growth Partnership Service: Information and Communication Technologies. [online]. Available from: http://www.frost.com/prod/servlet/svcg.pag/IT00. [Accessed 6 Dec. 2006]. Chumbley, Lloyd. (n.d.) E-technology. [online]. Available from: http://www.megaessays.com/viewpaper/61504.html. [Accessed 6 Dec.