How to Make a Storm Glass to Predict the Weather

How to Make a Storm Glass to Predict the Weather You may not feel the approach of impending storms, but the weather causes changes in the atmosphere that affect chemical reactions. You can use your command of chemistry to make a storm glass to help predict the weather. Storm Glass Materials 2.5 g potassium nitrate2.5 g ammonium chloride33 mL distilled water40 mL ethanol10 g natural camphor How to Make the Storm Glass Dissolve the potassium nitrate and ammonium chloride in the water.Dissolve the camphor in the ethanol.Add the potassium nitrate and ammonium chloride solution to the camphor solution. You may need to warm the solutions to get them to mix.Either place the mixture in a corked test tube or seal it within glass. To seal glass, apply heat to the top of the tube until it softens, and tilt the tube so the glass edges melt together. If you use a cork, wrap it with parafilm or coat it with wax to ensure a good seal. A properly prepared storm glass should contain colorless, transparent liquid that will cloud or form crystals or other structures in response to the external environment. However, impurities in the ingredients may result in a colored liquid. Its impossible to predict whether or not these impurities will prevent the storm glass from working. A slight tint (amber, for example) may not be cause for concern. If the solution is always cloudy, its likely the glass wont function as intended. How to Interpret the Storm Glass A storm glass may present the following appearance: Clear liquid: bright and clear weatherCloudy liquid: cloudy weather, perhaps with precipitationSmall dots in the liquid: potentially humid or foggy weatherCloudy liquid with small stars: thunderstorms or snow, depending on the temperatureLarge flakes scattered throughout the liquid: overcast skies, possibly with rain or snowCrystals at the bottom: frostThreads near the top: wind The best way to associate the appearance of the storm glass with the weather is to keep a log. Record your observations about the glass and the weather. In addition to the characteristics of the liquid (clear, cloudy, stars, threads, flakes, crystals, and the location of crystals), record as much data as possible about the weather. If possible, include temperature, barometer readings (pressure), and relative humidity. Over time, youll be able to predict the weather based on how your glass behaves. Keep in mind, a storm glass is more of a curiosity than a scientific instrument. Its better to allow the weather service to make predictions. How the Storm Glass Works The premise of the functioning of the storm glass is that temperature and pressure affect solubility, sometimes resulting in a clear liquid and other times causing precipitants to form. In similar barometers, the liquid level moves up or down a tube in response to atmospheric pressure. Sealed glasses are not exposed to the pressure changes that would account for much of the observed behavior. Some people have proposed that surface interactions between the glass wall of the barometer and the liquid contents account for the crystals. Explanations sometimes include effects of electricity or quantum tunneling across the glass. History of the Storm Glass This type of storm glass was used by Robert FitzRoy, the captain of the HMS Beagle during Charles Darwins voyage. FitzRoy acted as meteorologist and hydrologist for the journey. FitzRoy stated storm glasses had been made in England for at least a century before his 1863 publication of The Weather Book. He had started to study the glasses in 1825. FitzRoy described their properties and noted there was a wide variation in the functioning of the glasses, depending on the formula and method used to create them. The basic formula of the liquid of a good storm glass consisted of camphor, partially dissolved in alcohol; along with water; ethanol; and a bit of air space. FitzRoy emphasized the glass needed to be hermetically sealed, not open to the outside environment. Modern storm glasses are widely available as curiosities. The reader may expect variation in their appearance and function, as the formula for making the glass is as much an art as a science.

Smart People, Bad Grammar

Smart People, Bad Grammar Smart People, Bad Grammar Smart People, Bad Grammar By Daniel Scocco Stanley Bing, a novelist and columnist for Fortune magazine, recently published an enlightening – let alone hilarious – piece on his blog. Titled â€Å"When Smart People Use Bad Grammar,† the article describes the common confusion around the usage of the personal pronouns â€Å"I† and â€Å"me.† I’m sitting at a lounge last week in Los Angeles with a top business reporter. True, we’re drinking, but that doesn’t really explain what happens next. I’m conversing with him about something that doesn’t really concern you, and things get kind of confidential, and I ask for his promise that the matter will remain off the record. †Don’t worry,† says the reporter, a graduate of a fine college and probably a reputable journalism school. â€Å"That will just be between you and I.† And here is his explanation on the proper usage: For the record, and for those who even marginally care: this is really easy. The word â€Å"I† is used when the You in questions is the subject of a sentence. â€Å"I† does things. â€Å"I like that,† you say. You don’t say, â€Å"Me like that,† unless you are Tarzan. â€Å"Me† makes his appearance when things are done to You. â€Å"He really screwed me on that deal,† is both a common occurrence and correct usage. If you want to read more about this topic, we covered the issue on the article â€Å"Me, Myself, and I.† 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 Grammar category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?36 Poetry Terms25 Idioms with Clean

Source Evaluation Essay Example | Topics and Well Written Essays - 750 words - 3

Source Evaluation - Essay Example Convincingly, his article provides a deep analysis of this social problem and provides ground to reduce domestic violence in the society. Ganley is a PhD holder who has a wide experience in the social affairs issues and a member of the future without violence organization. He is among the great pool of social activists who have stood up in the fight against domestic violence. Ganley (16) defines domestic violence as a pattern of assaultive and coercive behaviors, including physical, sexual, psychological attacks as well as economic coercion that adults or adolescents use against their intimate partners. The author provides a strong definition of domestic violence that reveals its nature and contains some of the most ignored factors of domestic violence. Many scholars have defined gender violence as violence against women and this definition cannot fit the contemporary society where complex marriage institutions exist and both men and women can be subjects of violence. With this definition, Ganley seems to consider the family structural changes, which makes his work unique and credible. The author points out to the various forms of gender violence in the society and the way they arise. Ganley (19-21) identifies physical, sexual and psychological assault as possible forms of domestic violence. Physical violence refers to the beating or fighting while sexual violence refers to the forceful use of sex on a partner within an intimate relationship. On the other hand, psychological assault refers to the use of threats of violence in intimidating a partner, which may have an emotional effect on the person. Most scholars have ignored psychological torture as a manifestation of domestic violence and Ganley goes an extra mile to elaborate that this is another form of the domestic violence. Actually, threats of war within a

Self-evaluation People Have Become Overly Dependent on Technology Essay

Self-evaluation People Have Become Overly Dependent on Technology - Essay Example The argument that people embrace a culture dependent on technology needs to be explained a little more. Spell checker argument does not clearly explain if it is the attraction of the feature that is making us use it or we are doing it berceuse of laziness and boredom. The statement needs to be elaborated in this regard. The paper shows the different benefits of technology on human life but is insufficient in establishing the human factor. Technology affected human behavior which led them to use it frequently that ultimately converted their life styles. This needs to be elaborated. Technology is human a creation but how it influences human emotions and its activities needs to be researched on. There are negatives aspects of technology too and it needs to be extended a little more in this contexts. By using technology we are losing our human values like sending emails instead of a personal greeting in festivals and celebrations. Though it is fast and more convenient, it lacks its human appeal. But still human beings go by it. Why is this so? The paper needs to explain this clearly. Technology and its advantages have captured human consciousness and their capacity to work and use their power for completing a task. There has to be a behavioral element to it that would explain how technological advancements affect human willingness to do a task themselves (Jones, 1984). The examples explained in the paper talks about the different advantages that technology has brought in our lives but it does not firmly establish how humans become increasingly exposed towards it. There are benefits but what compels us towards it? Is it the feature, our tendency to work fast or our lack of willingness to do it ourselves? This needs to e differentiated. The paragraph talks about the negative impacts of technology in our lives. I think it is not necessary as the paper is to ascertain if technology has affected us or we have become its slave willingly (Taslitz, 2002). But

Compare the relationship and characters Essay Example for Free

Compare the relationship and characters Essay As Winston continues to write his diary, he begins to write it as though it were for OBrien to read. Despite the fact that Winston has been having a relationship with a woman called Julia, he still feels the need to look toward OBrien for approval of his ideas. When OBrien invites him to his house, Winston begins to believe that in fact, OBrien is a conspirator against the Party. Winston visits OBrien and admits to being a thought criminal. OBrien tells Winston that The Brotherhood, a shadowy organisation run by Emmanuel Goldstein that is working against the Party, does indeed exist. OBrien is thorough and concise in his explanation. We see very subtle clues however, that OBrien could be leading Winston into a trap. He is unsurprised to hear Winston repeat the quote from his dream we shall meet again in the place where there is no darkness and repeats it himself as though it were repetition of a previously held conversation in the place where there is no darkness he said, as though he had recognised the allusion. (Page 185) He also says earlier we are the dead (Page 183). This was something Winston had said earlier in the book that OBrien couldnt have heard unless he had been spying on him. Despite this Winstons admiration grows for OBrien to almost worship. Again this reinforces Winstons weakness. Despite the fact that OBrien could easily be a member of the thought Police attempting to entrap him, he is quite willing to admit to being a thought criminal. Even though OBrien gave off a suggestion that he may have been spying on him, Winston suspicion is not aroused and in fact his admiration of OBrien is increased. OBrien seems to be everything Winston is not. Winston is neurotic, nervous and physically weak. He lacks the power to change the world he lives in and looks to others to take the initiative and lead him in his revolt against the system. OBrien is so calm, cool and collected. He gives off an air of inner strength and power this is accentuated by his strong physical form. Despite this he also has a softer, kindly side to his nature. He seems to have all the answers to Winstons questions and makes him feel safe When you looked at OBriens powerful shoulders and his blunt-featured face, so ugly yet so civilised, it was impossible to believe he could be defeated (Page 183). Winston shows all the classic signs of looking toward OBrien as a father figure. Later on after receiving the book from OBrien, a piece that Documents the true state of the world and how to bring down the party, Winston is captured by The Thought Police He is taken to the Ministry of Love There are no windows and the lights are constantly on. Suddenly the statement the place where there is no darkness comes into focus. What had seemed like a positive analogy with the Darkness alluding to the unpleasant world of 1984 is turned on its head. What was really meant was that the place where there is no darkness is actually a jail, where the lights are never turned off. Winston still has a blind faith in OBrien and futilely believes that OBrien may try and save him. However, OBrien and Winston are about to meet again, but their relationship is about to enter a new stage. When OBrien appears at the door of his cell, Winston even now deludes himself into thinking that OBrien has been captured. However he soon puts Winston straight indicating that he is Winstons incarcerator and telling him You knew this Winston and adds you have always known it (both Page 251). After a series of beating that degrade Winston to a state of almost complete humiliation, OBrien begins to interrogate him. OBrien begins by breaking him down with a series of torture techniques and drugs. In one instance, OBrien takes Winstons symbolic stance that Freedom is the Freedom to say 2 + 2 = 4 and through a series of Electrocutions makes Winston start to believe that 2 + 2 actually = 5. OBrien tells Winston that by controlling memory and records, that The Party can dictate reality who controls the past controls the future and who controls the future controls the past (Page 260). OBrien also tells Winston that they do not intend to punish him, but simply convert him to their ways of thought, before he is executed. OBrien has undoubtedly become Winstons tormentor, putting him through horrendous torture. He has broken Winston down and begins to undermine all of his free thinking ideas. OBrien and Winston move toward a Teacher/Pupil relationship. Like a promising student Winston questions OBriens beliefs, forcing him to justify them. Whilst OBrien almost sees Winston as a proti gi e, trying to show Winston the error of his ways He had the air of a Doctor, a Teacher, even a Priest, anxious to explain and persuade rather than punish. OBrien also displays an ability to read Winstons mind. It may be that he has a telepathic power, but it could also be the scientific approach that OBrien seems to take with everything he does. He is an expert in the subject of thought. I believe that he has studied Winston in immense detail over many years and can actually predict his thought patterns. OBrien has already thought out their conversations in his head and predicted Winstons responses. He is an experienced interrogator and probable member of the Thought Police. It is likely he is able to pick up from a persons expressions and body language what they may be thinking. I also think that the link between them may have seen OBrien take a special interest in Winston, maybe the same thought patterns had crossed OBriens mind at some stage in his life. Eventually Winston is almost completely cured. However, he retains his love of Julia. OBrien decides to expose him to his worst fear in Room 101. Winston wears a mask that allows rats to be released on his face. He has an immense fear of Rats and finally screams out for them to be released on Julia instead of him. Finally OBrien has reached through into his soul and Winston is truly defeated. The book ends with Winston drinking coffee in a bar where Traitors live out their days before execution. Winston has abandoned all his ideas of free thought and rebellion. He realises that rather than hating Big Brother, he actually loves Big Brother. OBrien and Winstons relationship goes through several stages. It starts with Winston seeing OBrien as a hope, somebody who might be having the same thoughts as him. Then he believes OBrien will be the freedom fighter who will put an end to the totalitarian state the world has become. Finally he becomes Winstons tormentor, inflicting pain on him in order to cure him of his disease. Through all this though OBrien and Winstons relationship maintains a theme. Winston looks up to OBrien as somebody with immense Power, who can protect him and control his destiny. Even during torture when OBrien is unseen Winston believes he is there, orchestrating the beatings and keeping him alive. He believes blindly throughout that OBrien is his saviour. In the end perhaps OBrien does become his saviour. Winston finally is released from the fear of Big Brother and detection for thought crime. He loves Big Brother and looks forward to his execution. In the end, despite the tragedy of his failure, Winston finally seems to be able to face his fate alone.

Statement of Educational Philosophy Essay -- Education Teaching Teache

Statement of Educational Philosophy During my public school years, I played practically every role possible in the classroom. At one time or another, I was the most popular student, the kid everybody picked on, the genius, the dummy, the teacher’s pet, and the student that the teachers wished would stay home. After playing all these different roles, I’ve come to the conclusion that each one is needed for a well-rounded classroom. Each has something special and significant to offer to the classroom. I think that these students should be allowed to interact and influence each other in order to broaden their overall thinking. No one’s ideas should be disregarded or thought less of than anyone else’s, as is common place in many public schools these days. If the teacher, who is usually the one disregarding these ideas, would just take the time to listen, they too might learn something new or exciting. This is the reason I want to become a teacher. As you might suspect, I am a big believer in progressivism. While I do expect students to learn and build upon the basic skills taught in school (reading, writing, arithmetic, etc.), I also think that learning how to think for one’s self and learning to work with others is highly important and under stressed. As the leader in the classroom, I will design projects for the students to do, in which group cooperation is a necessity. Quite often, the students will be working in groups, as long as they are working toward the goal that they are supposed to be working toward. I will, however, monitor these group projects, in order to make sure that everyone is doing their part in the group effort. I think this will introduce two important qualities in life; t... ...e curriculum and that that I am expected to incorporate them into my lesson plans. I will do so, but probably in a different way than most other teachers. My overall goal as a teacher is to do my best to ensure that every student is prepared for the next grade level and beyond. As I said earlier, every student has something different to offer the classroom, but the classroom should have only one thing to offer each student; success. Success doesn’t just meaning receiving good grades though. Success could be improving behavior in the classroom or overcoming a social problem. Some students will have no problem with achieving this success, but for others it will be a real struggle. It is for these students, that I will not be satisfied with my efforts until I see that I have made an impact and, if nothing else, have put them on the road to success. Statement of Educational Philosophy Essay -- Education Teaching Teache Statement of Educational Philosophy During my public school years, I played practically every role possible in the classroom. At one time or another, I was the most popular student, the kid everybody picked on, the genius, the dummy, the teacher’s pet, and the student that the teachers wished would stay home. After playing all these different roles, I’ve come to the conclusion that each one is needed for a well-rounded classroom. Each has something special and significant to offer to the classroom. I think that these students should be allowed to interact and influence each other in order to broaden their overall thinking. No one’s ideas should be disregarded or thought less of than anyone else’s, as is common place in many public schools these days. If the teacher, who is usually the one disregarding these ideas, would just take the time to listen, they too might learn something new or exciting. This is the reason I want to become a teacher. As you might suspect, I am a big believer in progressivism. While I do expect students to learn and build upon the basic skills taught in school (reading, writing, arithmetic, etc.), I also think that learning how to think for one’s self and learning to work with others is highly important and under stressed. As the leader in the classroom, I will design projects for the students to do, in which group cooperation is a necessity. Quite often, the students will be working in groups, as long as they are working toward the goal that they are supposed to be working toward. I will, however, monitor these group projects, in order to make sure that everyone is doing their part in the group effort. I think this will introduce two important qualities in life; t... ...e curriculum and that that I am expected to incorporate them into my lesson plans. I will do so, but probably in a different way than most other teachers. My overall goal as a teacher is to do my best to ensure that every student is prepared for the next grade level and beyond. As I said earlier, every student has something different to offer the classroom, but the classroom should have only one thing to offer each student; success. Success doesn’t just meaning receiving good grades though. Success could be improving behavior in the classroom or overcoming a social problem. Some students will have no problem with achieving this success, but for others it will be a real struggle. It is for these students, that I will not be satisfied with my efforts until I see that I have made an impact and, if nothing else, have put them on the road to success.

Basic Ethics Essay

According to Michael Boylan’s book Basic Ethics the study of ethics concerns itself with â€Å"right† and â€Å"wrong, judgments that assign praise or blame. In the case of ethics, these judgments are usually assigned to people or to actions (Boylan, 2009). This essay will discuss three major ethical theories, virtue ethics, utilitarianism, and deontological ethics. It will also provide a personal experience to help explain the relationship between virtue, values, and moral concepts as it relates to utilitarianism. The three ethics theories discussed herein are the virtue ethics theory that examines a person’s character over a long period of time and is forgiving of an occasional mistake that is not consistent with a person’s past character. Deontological ethics or duty-based morality is a theory based on a â€Å"nonconsequentialist† view of people and moral decision-making. Deontological ethics supports that actions are not justified by their cons equences. Rather, factors other than good outcomes determine the â€Å"rightness† of actions (Deontological Ethics, 2014). Utilitarianism in the most basic term is based on measuring â€Å"good† in terms of usefulness. Utilitarianism is often defined as an effort to achieve the greatest good for the greatest number. Also this principle advocates that the ends justify the means in other words if a negative action must be used to reach a greater good then its justified (What Is Utilitarianism?, 2014). There are marked differences between the three ethics theories. Unlike deontic or action based theories of morality that focus on the actions a person performs, the virtue theory, aka character ethics focuses on helping people develop good character traits, like kindness and generosity, â€Å"The deontological ethics is grounded in the â€Å"Categorical Imperative,† The Categorical Imperative simply declares, â€Å"Act as if the maxim of thy action  were to become by thy will a universal law of nature.† The Categorical Imperative is very similar to the â€Å"Golden Rule† of Chri stianity, and other religions (â€Å"do unto others as you would have them do unto you†)† (Deontological Ethics, 2014). On the other hand utilitarianism revolves around the concept that the end justifies the means. A personal example I have of utilitarianism being practiced was when my Father was in hospice with terminal throat cancer. He ordered a DNR, do not resuscitate. My family and I did not like his wish but it is what he chose for himself and we all accepted his final wish. Although many feel this is not right to just let someone die without trying to help the person dying the attitude on these decisions is purely determined by the person dying. The utilitarian approach can be selfish in nature because the judgments is strictly that of the person thinking of his own truth in my Fathers case his last dying wish. So depending on what kind of person you are, how you were raised, the environment you live in, your faith, the influences you may have from the social circle you belong to you all these factors could influence your ethics and depending on the situation on hand you may find yourself moving towards one or the other of these ethic theories. Morally or ethically, I would never let my Dad die without making some attempt to resuscitate him but on the other hand I set aside my moral belief and my ethics to allow my Dad his last and final wish. References Boylan, M. (2009). Basic Ethics (2nd ed). Upper Saddle River, NJ: Prentice Hall. Deontological Ethics. (2014, February 17). Retrieved from allaboutphilosophy .org: http://www.allaboutphilosophy.org/deontological-ethics.htm What Is Utilitarianism? (2014, February 17). Retrieved from wisegeek.org: http://www.wisegeek.com/what-is-utilitarianism.htm

Language Acquisition Theories

It is reported by Waggoner that one in six United States adolescents between the age of 14 and 19 speaks a foreign language at home besides English. Some schools expect these children to speak English fluently and at a rapid pace. They also have this hidden expectation that there will be no interference with their academic progress in the classroom. The information that is taught to English language learners is prolific in words and phrases. This can at times become baffled due to the literal and figurative language of words. Children who are fluent in English have a solid understanding of those figurative phrases.Lazar, Warr-Leeper, Nicholson, and Johnson (1998) reported that 11.5% of lessons taught in the classroom contain figurative language and teachers use idiomatic looks in one out of ten words used when teaching in the classroom. Idioms are very difficult for English language learners to translate. Often the English language learner also has difficulty understanding figurative language in the social setting.Figurative language is indeed a needed portion for the English language learner instruction. These students must have the appropriate instruction so that they can master the difficult task of speaking, reading, and writing a foreign language to them which is English. Palmer and Brooks (2004), states that if the English language learner is unable to understand and translate figurative language this will cause a disruption to their comprehension, which will cause frustrations and may hinder the student from wanting to become a reader of English.Classroom teachers must scaffold their instruction for the English language learner. The lessons must consist of comprehension strategies that are fostered around figurative language. This may have some challenges for the classroom teacher because the English language learner is diverse with a broad range of cultures and linguistics in the classroom.Alejandro’s ObservationAs a classroom teacher who possess es students who are English language  learners I could relate to some of the issues concerning Alejandro. According to MacGillivary and Rueda (2001), children like Alejandro will assist their parents who speak a little English and those who don’t speak English at all to translate for them any and everything that pertains to school, the doctor, or just everyday situations that may require English. Alejandro’s teacher created appropriate and purposeful lessons for him. These lessons were tailored around figurative language.This teacher modeled explicitly taught him how to translate words and phrases into English and also how to decide what the meaning is when it pertains to context clues. Alejandro is now able to communicate in both worlds English and Spanish.Strategies for Figurative LanguageExplicit Instruction:According to Palmer and Brooks (2004), â€Å"figurative language interpretation is based on students’ schemata; therefore, direct, or explicit, instru ction is often needed to provide the knowledge necessary to understand not only the figurative language expressions but the context surrounding them as well† (p.375). When the English language learner receives instruction that is clear and direct this will aide those students who may not be familiar with figurative language. This will also help them students who possess a limited knowledge to recognize figurative language.Connections to the Real WorldWhen the English language learner uses figurative language in their communities they create this connection that allows them to communicate naturally. Tompkins (2002), states that children who are English language learners have challenges comprehending the figurative phases used in the real world. He suggests that classroom teachers use hands on objects like posters created by the students that will show the figurative meaning of those phrases. Figurative language can help the English language learner to see this world in a new li ght. It also magnifies their perceptions about the world. Dialogue in ContextEducators of English language learners should explain the importance of  figurative language to their students. They should be aware of how this skill will be taught to them so they can create learning goals centered on figurative language. The classroom teacher should gear her lessons on the different types of figurative languages and provide explicit examples of the phrases used in paragraphs and sentences. It is also recommended that classroom teachers connect context clues with the use of figurative language. Using these context clues will allow the English language learner to construct meaning with the text.Modeling and Independent PracticeHow the English language learner grasps the concepts of figurative language depends upon their back ground knowledge and also what they have been exposed too. When the classroom teacher models explicitly the strategies for figurative language and provides opportuni ties for the students to practice what was taught this will strengthen their skills. These strategies should be modeled and practiced with students orally and written on a daily basis. The classroom teacher can use learning logs with the students during observations.VisualizationWith the use of illustrations provides the English language learner with a brighter interpretation of the figurative phrases used in the real world. Students can create literal pictures of the figurative phrases. For example, busy as a bee. Classroom teachers must keep in mind that the English language learner may need to communicate what was learned through pictures. This can be used for literal and figurative phrases.Use of the Native LanguageThe English language learner who has a firm structure in bilingual education will achieve higher than those English language learners who have not had the opportunity for bilingual education. These students are impelled to use their native dialect which will help them to comprehend English. The classroom teacher must remember their students who are English language learners are on several different levels which can create challenges. Because the English language learner is learning two combined languages, they will make gains from the skills they accumulated from their back ground knowledge.ReflectionThe strategies provided in this article can aid the English language learner when they have difficulty with figurative language in the real world and in texts. The background knowledge of the English language learner has an important role in how they comprehend figurative phrases. Once they have mastered this skill they can transfer what they learned to context clues. Having visuals for these students will support them in language arts. It is important that these students continue to speak in their native dialect. These strategies will give them a sense of accomplishment which will inspire them to become proficient readers and writers.

Make the best case you can for public funding of the arts. Essays

Make the best case you can for public funding of the arts. Essays Make the best case you can for public funding of the arts. There are two main worries about public funding of the arts. One is that there seem nowadays to be so many more urgent calls on public money. Isn't public funding for the arts an unaffordable luxury? The second worry is that there seem to be so many other things that are similar to the arts, but that do not attract similar public funding. Are the arts being picked out for special privileges, perhaps thanks to snobbery? I will try to show why, in spite of these worries, the arts remain a deserving case for some public funding. Let's begin with the claim that the arts are attracting special treatment. A comparison can be made with sports. Like the arts, sports call for skill and discipline from their participants. Like the arts, sports can be enjoyed by spectators as well as participants. Like the arts, sports vary a lot among themselves. Like the arts, sports are publicly funded to some extent. The main difference seems to be, however, that while public funding of sports is usually restricted to support for participants (e.g training of sportspeople), public funding of the arts often extends to spectators as well as participants. One can go to an art gallery or museum for free, but one pays to go to Anfield or Brands Hatch. Is this fair? The answer is that the contrast is exaggerated. On the one hand, spectatorship of sports is sometimes publicly funded. One can watch Wimbledon on the BBC for free, just as one can go to an art gallery for free. On the other hand, not all spectatorship of the arts is publicly funded. It costs money to go to a premier league football match, but it costs no less to see a stadium rock concert. One must be careful to compare like with like. One should compare the treatment of niche arts with that of niche sports, arts infrastructure with sports infrastructure, etc. One should also be careful not to assume a purist's definition of the arts, according to which a stadium rock concert doesn't count as an arts event. That would be like claiming that football is not a sport, but only a game (sports being limited to pursuits that involve horses and hounds!) In general we should expect public arts and sports funding to go to pursuits that are worth preserving but will otherwise not be viable, because there are otherwise not enough people who will pay enough money for them, while keeping them open to others. The government should step in where the market fails. But this brings us straight to our other worry. Surely, with so many more urgent calls on government expenditure, support for such things as sports and arts, however admirable, must be a low priority? They may be worth preserving, but is their preservation more urgent than the preservation of human lives in public hospitals? The thought here is that priority should reflect urgency. But this seems a bad principle for government. It leads to the government thinking only about the short-term. Shouldn't the government provide for the future, as well as coping with the present? If so, the arts, like sports, seem suitable for inclusion in the government's longer-term plans. The government needs to ask itself whether great achievements and great excellences can be allowed to go to waste, bearing in mind that once they have gone to waste it will be much more expensive to recreate them (or to create replacements for them). This argument seems to assume that a time will come when we will miss the arts or sports we have lost. That may not be true. Few people miss Morris dancing (a nearly dead art) or jousting (a nearly dead sport). But suppose we lost all dance-related arts, or all performance arts? Suppose we lost all combat sports, or all dangerous sports? Then we will live in a world with fewer choices and fewer opportunities for human beings to excel and develop their abilities, as well as for other human beings to spectate and admire this development. One important job for governments, even if it is never

Free First Grade Mathematics Worksheets

Free First Grade Mathematics Worksheets When it comes to teaching first-grade students the common core standards of mathematics, theres no better way to practice than with worksheets geared toward repeatedly applying the same basic concepts such as counting, adding and subtracting without carrying, word problems, telling time, and calculating currency. As young mathematicians progress through their early education, they will be expected to demonstrate comprehension of these basic skills, so its important for teachers to be able to gauge their students aptitudes in the subject by administering quizzes, working one on one with each student, and by sending them home with worksheets like the ones below to practice on their own or with their parent. However, in some cases, students may require additional attention or explanation beyond what worksheets alone can offer- for this reason, teachers should also prepare demonstrations in class to help guide students through the coursework. When working with first-grade students, its important to start from where they understand and work your way up, ensuring that each students  masters each concept individually before moving on to the next topic. Click on the links in the rest of the article to discover worksheets for each of the topics addressed. Worksheets for Counting, Time, and Currency One of the first things first graders have to master is the concept of counting to 20, which will help them quickly count beyond those basic numbers and begin to understand the 100s and 1000s by the time they reach the second grade. Assigning worksheets like Order the Numbers to 50 will help teachers assess whether or not a student fully grasps the number line. Additionally, students will be expected to recognize number patterns and should practice their skills in  counting by 2s,  counting by 5s, and  counting  by 10s  and identifying whether a number is  greater than or less than to 20, and be able to parse out  mathematical equations from  word problems  like  these, which may include  ordinal numbers up to 10 In terms of practical math skills, the first grade is also an important time to ensure students understand how to  tell time  on a clock face and how to  count  U.S. coins up to 50 cents. These skills will be essential as students begin to apply two-digit addition and subtraction in the second grade. Addition and Subtraction for First Graders First-grade math students will be introduced to basic addition and subtraction, oftentimes in the form of word problems, over the course of the year, meaning they will be expected to add up to 20 and subtract numbers below fifteen, both of which wont require the students to re-group or carry the one. These concepts are easiest understood through tactile demonstration such as number blocks or tiles or through illustration or example such as showing the class a pile of 15 bananas and taking away four of them, then asking the students to calculate then count the remaining bananas. This simple display of  subtraction  will help guide students through the process of early arithmetic, which can be additionally aided by these subtraction facts to 10. Students will also be expected to demonstrate a comprehension of addition, through completing word problems that feature  addition sentences up to 10, and worksheets like Adding to 10, Adding to 15, and Adding to 20 will help teachers gauge students comprehension of the basics of simple addition. Other Worksheets and Concepts First-grade teachers may also introduce their students to a base-level knowledge of fractions, geometric shapes, and mathematical patterns, though none of them are required course material until the second and third grades. Check out Understanding 1/2, this Shape Book, and these additional  10 Geometry worksheets for late Kindergarten and Grade 1. When working with  first-grade  students, its important to start from where they are. It is also important to focus on thinking concepts. For instance, think about this word problem:  A man has 10 balloons and the wind blew 4 away. How many are left? Heres another way to ask the question:  A man was holding some balloons and the wind blew 4 away. He only has 6 balloons left, how many did he start with? Too often we ask questions where the unknown is at the end of the question, but the unknown can also be put at the beginning of the question. Explore more concepts in these extra worksheets: How Many More to 10Fill in the Missing Numbers - to 10How many less - to 10Subtraction Facts to 10 Beginning Fractions: Concept of 1/2.

An Analysis of employee involvement on American Water Company Essay

An Analysis of employee involvement on American Water Company - Essay Example An Analysis of employee involvement on American Water Company Staw & Ross stated that employees know better what is expected of them, and they commit better on the organization’s decision (1978). [Employee]Participation may lower the disutility of effort, by providing intrinsic motivation (Staw, 1980). Also, participation may suit non-financial needs such as achievement, creativity and the longing for respect. This may also develop cooperation and communication; employees discuss with each other instead of allowing all discussions only to the management, saving management time. When employees are participative, they tend to supervise themselves, therefore reducing the need for a lot of managerial positions and lessening costs of labor. Involvement teaches employees new skills and helps identify and train leaders. Strauss emphasized that â€Å"participation increases loyalty and identification with the organization†. He also argued that â€Å"If participation and rewards take place in a group setting, the group may pressure indivi duals to conform to decisions† (1977).When management leaders and union participate cooperatively to resolve problems on a non adversarial basis; it improves union management relationship. Involvement often results in the setting of goals and according to Latham, Gary â€Å"goal setting is often an effective motivational technique, particularly when workers set their own goals (1988). Disadvantages of Employee Involvement However, employee involvement had been evaluated as disadvantageous in some ways. Among the disadvantages cited are: Employees may be less knowledgeable than managers, and the understanding upon the decisions they made may be different. Aside from this, Jensen and William stated that "the rewards motivating workers to share their ideas may be larger than the value of the ideas themselves" (1979). Employees may be unenthusiastic to change, once they commit to a decision. Employee Involvement is time consuming, and if the groups decided, response to changing environments may be mainly slow. Another concern is the possibility that when a precedent of employee involvement is established, it is difficult to withdraw this right to participate. Organized, participative groups may unite against the management to limit production and avoid change. Sharing information with unions raises their bargaining power, so companies may lose. If the management and union are unified, working together wit h management may lower unions' legitimacy with members. Goals employees set for themselves may be low. In order to better understand employee involvement, it is better if we take a closer look on an organization that allows/promotes employee involvement. One of these organizations is "American Water". Employee Involvement in American Water Company As cited in the World Wide Web American Water Works & Guarantee Company was founded in 1886 and was restructured in 1947 as American Water Works Company, Inc., and locally operates in New Jersey. Its major mission is to become a trusted water resource company dedicated to

Animal Agriculture in Ukraine Essay Example | Topics and Well Written Essays - 2500 words

Animal Agriculture in Ukraine - Essay Example Since independence, Ukraine’s animal agricultural policy seeks to address key issues such as; food security, the development of rural areas and international competitiveness with the poultry, beef and pig sectors being the most protected. Poultry farming, pig farming, Animal Feed production, Cattle farming and Bio Energy production constitute the key animal agricultural sectors in Ukraine. The country’s agricultural sector remains a key economic determinant; although the sector’s total output collapsed by 40% between the years 1990 and 2010, (USUBC, 2008). The period also saw the reallocation of resources as a result of comparative advantage with the share of grains in production growing at the expense of livestock. Statistics indicate that, between the years 1990 and 2008, livestock output suffered extensively with the production falling by 50% compared to only 25% for grain production, (USUBC, 2008). It is further predicted that the sector will further contract by 18% in the projection period from 2010 to 2018. Besides, the country’s Foreign Direct investment in Animal agriculture continues to lag behind other countries as a result of its structure and regulatory framework. It is estimated that FDI in animal agriculture fell from over 21% in 1990 to just 5% in 2002. Generally, an estimated 13% of Ukraine’s total land area constitutes permanent pasture land. A 2001 statistic indicate that there were 9.4 million head of cattle, 963,000 sheep, 7.6 million pigs, 912,000 goats, 20 million ducks and 103 million chickens,(OECD 2004). Poultry numbers increased by 9% between the years 2004 and 2006 while the number of pigs 25%. However, the number of cattle decreased by 11% within the same period. Turkeys, goats, Horses, rabbits and ducks are also bred and raised in the country, (USUBC, 2008). Meat production is a key component of the country’s animal agricultural sector with a 2001 statistic indicating that 646,000, 591,000 and 239,000 tons of beef, pork and poultry meat respectively were produced within the year much less than the 1, 986,000, 1, 576,000 and 239,000 tons of the same products in 1990. Milk and egg production are also key segments within Ukraine’s animal agricultural sector. In 2001, milk and egg production totaled t o 13.4 million and 546,000 tons respectively, (USUBC, 2008). In addition to animal rearing, Animal food production is also a key component of the country’s animal agriculture. Most feed production is for poultry estimated at 2.2 million tones in 2006 while pig and cattle feeds accounted for 850 and 650 tones respectively,(OECD 2004). Animal food production is however highly centralized, with an estimated 30 companies producing half of all feed. Furthermore, the country’s largest producers manufacture nearly all major types of feeds although the tendency to produce feeds for personal needs by farmers has also increased. This has can be attributed to the desire to save cost and to practice contemporary animal breeding techniques within their own farms,(OECD 2004). Changing Trend Although Ukraine has done considerably well in the animal agricultural sector, its full potential is yet to be realized. In beef farming for example, the cattle heard in 2009 was found to be almo st 88% below that of independence in 1991. Beef remains the largest meat sector with 900, 000 tones production in 2008. This is followed by pig meat and Poultry meat at 700,000 and 30, 000 tones