In Comparing The Argument For The Existence Of God There Are Two Views

In looking at the contention for the presence of God there are two perspectives, Decartes and Locke. Decartes accepts there is intrinsic information that everyone as of now has an ideal being obtained information. Locke accepts that all thoughts originate as a matter of fact. I accept truth lies between both of these hypotheses. It just stays for me to look at how I got this thought from God. For I didn't procure it from the faculties; it has never come to me surprisingly, as typically occurs with the thoughts of things that are recognizable by the faculties, when these things present themselves to the outside sense organs-or appear to do as such. What's more, it was not concocted by me either; for I am doubtlessly incapable either to remove anything from it or to add anything to it. The main staying elective is that it is intrinsic in me, similarly as the possibility of myself is inborn in me.(pg255 W.p.) Decartes is disclosing to us we know everything when we are conceived, the thought was at that point there. Decartes is stating God built up a relationship with the people to support them. Decartes hypothesis shows God as everlasting, endless, permanent, omniscient, supreme, and a maker. Each man being cognizant to himself that he thinks, and that which his brain is utilized about while thinking, being the thoughts that there would it say it are, is past uncertainty that men have in their psyches a few thoughts, for example, those communicated by the words whiteness, hardness, pleasantness, thinking, movement, man elephant, armed force, inebriation and others, it is in any case to be asked: How he stops by them? Let us guess the psyche to be, as we state, white paper, bereft all things considered, with no thoughts. How comes it to be outfitted? When has it all the materials of reason and information? To this I answer, in single word, as a matter of fact. In that the entirety of our insight is established, and outer reasonable items, or about the inside tasks of our psyches saw the materials of thinking.(pg31W.P.) Locke is disclosing to all of us thoughts originate as a matter of fact. Locke trusts God could emerge out of reasoning. Locke clarifies you are brought int o the world with white paper void with content however have activities that go on in the psyche. By filling a hole in the interests in individuals, we trust God made everything. Lockes hypothesis shows the psyches capacity to interpertate God as recognition, thinking, acting, thinking, thinking, willing, and knowing. I feel that both Decartes and Locke hypotheses contribute similarly. In Decartes guarantee of natural information it is feasible for a hypothesis of rebirth. It is apparent that if information exists toward a mind-blowing beginning, it could exist previously, during, and in after life. This demonstrates a natural information. I additionally have faith in Lockes hypothesis since we find out about God for the duration of our lives adding to the information. This is valid since science contributes adding more thoughts through innovation to find new propelled information. Through this capacity we find out about the beginning of the world and realities further back ever. All in all I feel both Decartes and Locke have both added to the hypothesis of God similarly.

Personality Perspective

Question: Which of the four points of view of character hypothesis do you identify with the most? Why would that be? Answer: Out of the considerable number of points of view as for character, it is the psychodynamic viewpoint which I for one identify with the most as it depends on the learning hypothesis. In complete difference to the social viewpoint, this point of view attempts to examine character by getting into the leader of the individual with the goal that sense can be made of the encounters and relationship and the methodology that they have towards life as a rule (Karagiannopoulou, 2011). This as indicated by me is extremely basic as character isn't something that can be placed into a restraint equation of science and is significantly more unpredictable and many-sided (Tasca and Balfour, 2014). Book index Karagiannopoulou, E. (2011). Returning to learning and instructing in advanced education: A psychodynamic point of view. Psychodynamic Practice, 17(1), 5-21. https://dx.doi.org/10.1080/14753634.2011.539349 Tasca, G. Balfour, L. (2014). Dietary problems and Attachment: A Contemporary Psychodynamic Perspective. Psychodynamic Psychiatry, 42(2), 257-276. https://dx.doi.org/10.1521/pdps.2014.42.2.257

Competition of browsers

Competition of browsers Competition: Windows, Linux, Firefox and Internet Explorer Home›Marketing Posts›Competition: Windows, Linux, Firefox and Internet Explorer Marketing PostsConsumers in the computing world have a number of options to choose from when it comes to operating systems and software applications. In this competitive market, a number of producers have varieties of products that are similar but with unique selling points and strategies. Producers have to tailor their products according to customer demands and let consumers to choose what is best for them. This has always sparked and maintained innovation across all manufacturers and has led to improved quality for all products in the computing market. A similar case exists with Microsoft and the Linux community, the main operating systems in the market. This paper will examine the challenges that Linux and Firefox face when it comes in direct competition with Windows operating system and Internet ExplorerApparently, Linux is a competitive initiative that Windows has had to contend with. Linux is an open source operating systems and hence has got dozens of distributions developed by various communities across the globe. However, the proprietary Windows is developed and maintained by Microsoft and has maintained the greater market share in the personal computer market throughout its existence (Chuiko, 2009). On the other hand, major Linux distributions that have gained considerable market share against Windows include Red Hat, Novell and Ubuntu among others. These products are usually tailored to target personal computer consumers as well as enterprise applications (Rubens, 2009).With its continued improvement, Microsoft Windows has been able to maintain its large market share in the personal computing business. It has also been a major player in the server application side with its Windows server editions. This has constantly presented stiff competition to Linux developers and distributors. Most Linux distributions ar e offered for free although others are available to customers on a subscription basis. The Windows operating system comes in a variety of versions, though it has been argued that Microsoft gives consumers different variants of the same product at a cost. A similar competition has existed between Mozilla Firefox and Internet Explorer.Browser usage has mainly been balancing between the two browsers. Just like Linux, Firefox is an open source product from Mozilla Corporation and has been a major competitor in the internet market. Both browsers have been innovatively developed to provide the most secure browsing experience to users. They integrate latest web technologies and compatibility with relevant internet engines (Barksdale Turner, 2010). For any browser, security assurance is a vital property that can ensure a growth in popularity with users. Firefox is a secure browser that is compatible with most versions of Windows and Linux distributions. Nevertheless, it has faced major com petition from its Microsoft counterpart, Internet Explorer.Internet Explorer ranks high in the browser market with almost a half of the total market share (Claburn, 2011). Firefox follows closely ahead of other browsers. The recently launched Firefox 4 has however presented strong completion for Internet Explorer 9, Microsoft’s latest browser. Within twenty four hours of its launch, Firefox 4 had already taken 1.95% of the world wide browser market ahead of Internet Explorer 9 with 0.87% (Mozilla Firefox 4 The Strong Competetor for Internet Explorer 9, 2011). Internet Explorer 9 has a relatively weak position due its incompatibility with Windows XP.A similar case occurs with Linux in the server segment. Various distributions have leveraged on the enterprise market in order to beat the competition form Windows. However, no single Linux distribution has surpassed the Windows operating system in the personal computer market. Nonetheless, the introduction of netbooks into the world of computing has greatly changed this trend as Linux distributions are mainly used on the new devices due to their low hardware requirements. As the popularity of netbooks continue to grow, Linux stands to gain a bigger share of the market with its continued development aimed at supporting new innovations in the computing scene.Open source software has been battling with proprietary software for quite some time now and the battle is increasingly growing with new innovations in the hardware market. In fact, open source has become a mainstream option in the annals of computing. Interestingly, Linux is gaining market share due to its many distributions that have sustained growth and becoming more and more attractive with each year (Rubens, 2009). The multiple distributions, commonly denoted as ‘distros’, ensure the needs of consumers are met with precision. The underlying principle is that no single distribution can take care of all customer needs and hence the need for varied soluti ons provided with each distribution. Open source applications employ a similar rationale and are developed to aid in all areas of computing; including learning, teaching, networking and entertainment among others. The Firefox browser and Linux operating systems have come to contend with other proprietary software based on these core principles. Users have the option to choose between the two depending on their needs.Most of them prefer open source as it is distributed free of charge. Technically, the main difference between open source and proprietary software is that professional support is guaranteed with proprietary software, but at a cost. Users usually have to subscribe to routine commercial support without which they may lose the right to use the products. These costs are too high at times especially with enterprise solutions. Moreover, the closed standards of proprietary software hinder constant development of the products. On the other hand, open source software is beneficia l as it comes at minimum or no cost whatsoever. The open standards further enable integration with other systems upon customization. However, the downside to these products is that they lack professional support, which can only be obtained from evolving developer communities (Peters, 2011). A large development base is however available for users to obtain help and professional support. The choice between open source and proprietary software boils down to the unique needs of the consumers.Linux has in most cases been found to outsmart Windows in performance and security particularly in server solutions. A wide range of enterprises prefer Linux for their servers. The performance of Linux against that of Windows has also been found to be superior and this has attracted considerable interest from a range of users. On the other hand, the ease of use presented by Windows operating system gives it a competitive edge in the personal computer market. Consequently, it has maintained a dominan t market share for all the time it has been in existence.However the license costs imposed on Windows users still play a major role in persuading them to opt for the free Linux distributions especially those that are user-friendly. Worse still, a single copy of Windows cannot be used on multiple computers unless licensed for multiple users. On the contrary, once a user obtains a copy of Linux, whether for free or for a fee, it can be used on as many computers as possible. This has made small businesses opt for Linux solutions due to the relative costs saving. Windows gained its market dominance as a result of reducing costs against its major competitor, Apple’s Macintosh. Currently, the market has become more dynamic and Linux is literally doing the same to Windows.It is apparent that the battle between open source applications and proprietary ones is becoming stiffer with each coming season. This is evident with the penetration of Windows and Linux operating systems as well as th e introduction of other browsers such as Firefox from Mozilla. Users only have to deal with few bugs in the operating systems and application software. Frequent upgrades are also available with both solutions. Luckily, Linux has a big advantage as it is literally immune to viruses, worms and spyware which are a constant menace to windows users.

Hsun Tzu and Mencius Conflicting Perspectives of Society

HSUN TZU AND MENCIUS: Their Conflicting Perspectives of Society The Warring States period in China (453-221 BCE) presented a time of great confusion and chaos among the people of China. However, it was also a great period for the philosophy of Confucianism, with the teachings of Mencius and Hsun Tzu to lead the way for their lost followers. According to Hsun Tzu and Mencius, human beings give birth to their children with a sense of an inherent reaction to life. Without proper teaching, children would be uncivilized, and ineffective in contributing anything towards society. Young age is important, for it is at this time that their perspectives drastically split. Mencius believed that human beings were born with a rationality of good†¦show more content†¦This governance style would entail a stronger sense of fraternity and stronger bonds between the classes. This would be reinforced by an economic system that is progressive in centralized plots of diversified farms, where a mutual central square is cultivated by multiple families and encompassed their payment for taxation. This would entail families working together towards a mutual goal of bettering the entire community and the state through their taxation. These familiar bonds of filial piety would continue to stabilize their economic status, and create a new social infrastructure that would encompass a similar moral code. According to Mencius, hungry people cannot be moral people, and this economic system would have been effective in unifying the people if people heeded his warnings about the destabilizing morality and political structures. Mencius, though, had numerous flaws in his philosophy, because his arguments were based on contradictions and vacuity. The political system based on the lessening of the repercussions of laws and lessening taxes by a benevolent rule lead by virtue was the pivotal aspect of his argument that a good natured ruler would be rewarded with obedient subjects. The strict enforcement of armies to serve in battle, as in the methodo logy of Hsun Tzu, would serve as a catalyst for action, as in Menciuss ideology the inherent selfishness of people would overtake their desire to fight. The economic system conceptualized by

Wuthering Heights By Emily Bronte - 1099 Words

â€Å"Wuthering Heights† is the epitome of classical literature written by Emily Bronte in 1847. This masterpiece unfolds the story of two lovers, Catherine Earnshaw and Heathcliff and how their intense love for each other succumbed to revenge. The novel centralises around the theme of revenge through the use of gothic elements. Gothic Literature and is a combination of fiction, horror and romanticism. Wuthering Heights effectively employs gothic literature elements to emphasis the characters, plot and action. These elements are significantly prominent throughout the book and employed for particular purposes. The setting of this novel contributes significantly towards the conventions of a gothic literature novel as it creates an atmosphere of mystery and suspense. Throughout the novel Bronte evokes a sense of horror and builds tension through the use of setting. The plot of the novel is exaggerated through the gothic themes of revenge, death and decay, superstition, vio lence and madness. These elements heighten the tension and suspense of the plot. The characters in this novel are typical gothic characters that are driven by revenge and passion. They are exaggerated by the heightened plot and their actions are characteristics of a conventional gothic literature novel. The main settings in the novel; the moors and Wuthering Heights are greatly influential in exploring the gothic elements in this novel. The moors are where Catherine and Heathcliff spend most of theirShow MoreRelatedWuthering Heights By Emily Bronte1555 Words   |  7 Pages2015 Wuthering Heights (1847) by Emily Brontà « Introduction The novel Wuthering Heights was written in 1847 by Emily Brontà «. The plot unravels with Lockwood visiting his landlord at Wuthering Heights; as Lockwood stays the night, he starts to discover items within the home and later a fatal vision appears, which causes him great curiosity. Lockwood returns back to his residence at Thrushcross Granges and listens to the history of his landlord, Heathcliff; told by an old servant at Wuthering HeightsRead MoreWuthering Heights By Emily Bronte1521 Words   |  7 Pages  Wuthering Heights is Emily Brontà « s only novel. Written between October 1845 and June 1846, Wuthering Heights was published in 1847 under the pseudonym Ellis Bell; Brontà « died the following year, aged 30. Wuthering Heights and Anne Brontà « s Agnes Grey were accepted by publisher Thomas Newby before the success of their sister Charlotte s novel, Jane Eyre. After Emily s death, Charlotte edited the manuscript of Wuthering Heights, and arranged for the edited version to be published as a posthumousRead MoreWuthering Heights by Emily Bronte1290 Words   |  5 Pagesusually by retaliating in kind or degree† (â€Å"revenge†) however to Heathcliff it meant more than just to avenge himself he wanted to have everything he felt he rightfully deserved and more. Social class and revenge, are primary themes in the novel Wuthering Heights. Social class plays a considerable part in the lives and loves of the charters in the novel. Revenge is key element in the book, this twisted theme creates the whole plot line. â€Å"Children develop a strong interest in the world around them by theRead MoreWuthering Heights, by Emily Brontà «1865 Words   |  8 Pagesdevilish, preternatural passion that tamer beings can scarcely recognize as love.† (Duclaux) Wuthering Heights by Emily Brontà « is considered a masterpiece today, however when it was first published, it received negative criticism for its passionate nature. Critics have studied the novel from every analytical angle, yet it remains one of the most haunting love stories of all time. â€Å"Wuthering Heights is not a comfortable book; it invites admiration rather than love,† (Stoneman 1). The novel containsRead MoreWuthering Heights By Emily Bronte1936 Words   |  8 PagesWuthering Heights, a novel by Emily Bronte is one of the most admired and favorable written works in English literature. When the novel was published in the year 1847, it sold very poorly and only received a minimum amount of reviews. Although the novel does not contain any sexual relations or bloodshed, it is considered to be inappropriate due to its portrayal of an unconstrained love and cruelty. Wuthering Heights is formed on the Gothic tradition in the late 18th century, which consists of supern aturalRead MoreWuthering Heights by Emily Bronte553 Words   |  2 PagesWuthering Heights: Good vs. Evil Emily Bronte’s classical literary masterpiece, Wuthering Heights, can more or less be viewed as a struggle between conventional, civilized human behavior, as well as the wild, anarchistic side that each of us humans possess, although subtly. Bronte’s piece can be summed up by the â€Å"good vs. evil† elements that include Wuthering Heights as opposed to Thrushcross Grange, Heathcliff vs. Edgar, and much more. These elemental set points lead to the conclusion that WutheringRead MoreWuthering Heights by Emily Bronte885 Words   |  4 PagesIn â€Å"Wuthering Heights† Emily Bronte vividly present the main character, Heathcliff, as misanthropist after he suffers abuse, degradation, and loses his beloved Catherine. Heathcliff, a black, orphan gipsy child, is brought to live in upper-class society by Mr. Earnshaw’s generosity. Heathcliff is an outcast in his new society. Thus, Heathcliff’s temperament is depicted in â€Å"Wuthering Heightsâ⠂¬  as cruel, abusive, and vindictive against those who humiliated and not accepted him in society. HeathcliffRead MoreWuthering Heights By Emily Bronte1149 Words   |  5 PagesDuring it release in 1842, ‘Wuthering Heights’ by Emily Bronte was considered to be a novel of obscenity and monstrosity. The novel has the ability to adapt to a range of themes and transcend the forms of content and cultural context within the ideas of love, oppression, power and harmony. 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His desire to pay back those who have done him wrong is so extreme that he finds himselfRead MoreWuthering Heights By Emily Bronte1766 Words   |  8 PagesKaitlynn Keegan Ms. Causey AP Literature, Period 2 11 December 2015 Wuthering Heights Introduction In the haunting book Wuthering Heights by Emily Bronte, love, rejection, and revenge are the main topic points of this composition. Rejection is a very large factor in this book: Catherine rejects Heathcliff because he is poor, to marry Edgar for money, and she ends up rejecting him as well. But all that is on Heathcliff’s mind is Catherine’s rejection of him and the revenge he wants to get on Edgar

Beneficiation of Iron Ores Free Essays

These ores ca n be directly used in the production of iron and steel. All other ores need benefaction and certain processing before they are used in t he production of iron and steel. Low grade iron ores cannot be used as such for the production of iron and SST eel and need to be upgraded to reduce its gangue content and increase its Fee content. We will write a custom essay sample on Beneficiation of Iron Ores or any similar topic only for you Order Now The process adopted to upgrade the Fee content of air n ore is known as iron ore benefaction (108). However, Iron ores from different sources have their own peculiar mineralogy cal characteristics and require the specific benefaction and teleological treatment to get the best product out of it. Also for effective Ben affectation treatment, effective crushing, grinding, and screening of the ore is necessary for which suitable crushing, grinding, and SC reining technologies are to be employed. The choice of the benefaction treatment depends on the nature of the gangue present and its association with the ore structure. Several methods/techniques such as washing, jigging, magnetic separation, gravity separation, and flotation n etc. Are used to enhance the Fee content of the Iron ore and to reduce its gangue content. These techniques are used in various combination s for the benefaction of iron ores. For benefaction of a particular iron ore the emphasis is usually to develop a cost effective flow she et incorporating necessary crushing, grinding, screening and benefiting techniques which are necessary for the upgrading of the iron or e. A typical flow sheet for iron ore benefaction plant is shown in Fig 1. 3/13 Fig 1 A typical flow sheet of iron ore benefaction plant Some of the common methods/ techniques applicable for iron ore processing are described below. Crushing, grinding and screening technique The purpose of grinding and regrinding is to reduce the ore to a size small en ugh to liberate and recover the valuable minerals. The crushing, grinding and screening systems of an BIB plant are to be designed t aging into account the requirements of the downstream benefaction processes. The crushing units may include primary, secondary, t artery and quaternary crushing systems. Jaw, gyrator, cone, and roll crushers are used for ore crushing. Semi toughens grinding and AU toughens grinding circuits are used for grinding the ore. Both rod mills and ball mills are used for this purpose. Capital investment and proper action costs of grinding equipment are high. Hence economics play a large part in planning for the degree of crushing and grinding perform d to prepare ore for benefaction. Other factors considered in determining the degree of crushing and grinding includes the value concentrate Zion of the ore, its mineralogy, hardness and moisture content. Closed circuit grinding minimizes over grinding of very friable ore normally of undo in the ore bodies of our region. The more the recirculation load the less is the over grinding of particles. Washing and wet scrubbing This process is primitive and widely used in lumpy iron ore processing to disco edge and remove friable and soft laterality materials, fine materials and limitation clay particles adhering to the ore. Wet scrubbing is alls o useful in hard and porous ores, which invariably have cavity/ pores filled with clayey material that need substantial removal. Gravity separation This technique is used where iron bearing minerals are free from associated g angle materials. The specific gravity of iron bearing minerals is usually higher than the specific gravity of gangue materials. Effectiveness e efficiency of the gravity separation depends largely on to proper crushing and sizing of the ore so as to ensure a proper size feed to the gravity separation equipment and also removal of slime from the equipment. A large numbers of equipment/ processes functioning on gravity separation principle are available. Some of t hem are described below. Dense media separation -? The process is also known as heavy media separate on. The process is used for coarse ores (size range mm to 50 mm. Ground ferry silicon of 300 mesh size is used as suspension to cream et a parting density of 33. 2 which is sufficient for angle materials to float and get separated. The suspension material is recover reed by using low intensity magnetic separators (LIME). Feed for the dense media separation must be hard and compact with non poor us gangue material. Heavy media cyclone – The process is used for iron ore fines with size range o f 0. Mm to 6 mm. The cyclone type separator utilizes centrifugal as well as gravitational forces to make separation between ore an d gangue material. Ground Frederickson of 325 mesh size is used as a media in cyclone. Jigging – Jigging is a gravity concentration technique where the iron ore is seep rated into light density fraction, medium density fraction and heavy density fraction. Size fraction of the iron ore used for gig Eng is 0. 5 mm to mm. Http://asparagus. Com/beneficiationofironores/ Spirals – Spiral concentrators are flowing film separation devices. General pop ration is a continuous gravitational laminar flow down on an inclined surface. The mechanism of separation involves primary and SE secondary flow patterns. The primary flow is essentially the slurry flowing down the spiral trough under the force of gravity. The sec Andrea flow pattern is radial across the trough. Here the uppermost fluid layers comprising higher density particles move away from t he centre while the lowermost concentrate layers of higher density particles move towards the centre. Spirals require addition of water at various points down the spiral to assist washing of the iron ore, I. E. Transporting away the light gangue from the dense ore. The e amount of wash water and its distribution down the spiral trough can be adjusted to meet the operating requirements. Point count roll minimizes the total water requirements by efficiently directing water into the flowing pulp at the most effective angle. Feed size app logicality is in the range of 0. 3 mm to 1 mm. Spirals are normally operated at a pulp density of 25 % to 30 % solids. Tables -? Tables have wide range of application in gravity treatment of iron ore s. Tables are normally used in cleaning and scavenging circuits. Feed size applicability is in the range of 0. 3 mm to 1 mm. Spirals are n armorial operated at a pulp density of 25 % to 30 % solids. Multi gravity concentrator – They are under development stage and are design Ned to treat fines and ultramarine particles Of iron ore. They are useful in processing of valuables from slimes and tails. Cyclones – Cyclones used for concentration of iron ores are of several types. T hose include hydrochloric, stub cyclone and heavy media cyclone. Cyclones are cost effective and simple in their construction. The e main parts of a cyclone consist of cyclone diameter, the inlet nozzle at the point of entry into the feed chamber, vortex finder, cyclic medical section and cone section. They have proper geometrical relationship between the cyclone diameter, inlet area, vortex find ere, apex orifice, and sufficient length providing retention time to properly classify particles. As the feed enters the chamber, a rotation Of the slurry inside of the cyclone begins, causing centrifugal forces to accelerate the movement of the particles towards the oh term wall. The particles migrate downward in a spiral pattern through the cylindrical section and into the conical section. At this poi NT the smaller mass particles migrate toward the center and spiral upward and out through the vortex finder, discharging through the overflow pipe. This product, which contains the finer particles and the majority of the water, is termed the overflow and should be discharged at or near atmospheric pressure. The higher ass particles remain in a downward spiral path along the walls of the conical I section and gradually exit through the apex orifice. This product is termed the underflow and also should be discharged at or nee r atmospheric pressure. Magnetic separation Magnetic separation technologies are used to take the advantage Of the differ once in the magnetic properties for separating iron ore from the non magnetic associated gangue materials. Magnetic separation can be condo acted in either a dry or wet environment, although wet systems are more common. Magnetic separation operations can also be categorized as either low or high I density. Low intensity separators use magnetic fields between 1000 to 3000 gauss. Low intensity techniques are normally used on magnetite ore as an inexpensive and effective separation method. High intensity separators employ fields as strong as 20,000 gauss. This method is u seed to separate weakly magnetic iron ores such as hematite, from nonmagnetic or less magnetic gangue materials. Other factors important t in determining which type of magnetic separator system is used include particle size and the solids content of the ore slurry feed. Http:// asparagus. Com/beneficiationofironores/ 5/13 Typically magnetic separation involves three stages of separation namely (I) c bobbling, (ii) cleaning/roughing and (iii) finishing. Each stage may employ several drums in a series to improve separation efficiency. Each s successive stage works on finer particles as a result of the removal of oversized particles in earlier separations. Cobblers work on larger particles and reject substantial percent of feed as tails. Several types of magnetic separation technologies are used. These are descried bed below. Wet and dry, low intensity magnetic separation (LIME) High gradient magnetic separation (HIGHS) Wet high intensity magnetic separation (WHIMS) Roll magnetic separators for processing weak magnetic ores Induction roll magnetic separation (RIMS) for concentrating dry ores Flotation process Flotation process uses a technique where particles of one mineral or group of minerals are made to adhere preferentially to air bubbles in the presence of a chemical reagent. This is achieved by using chemical reagents t hat that preferentially react with the desired mineral. Several factors are important to the success of flotation activities. These include unify remit of particle size, use of reagent compatible with the mineral, and water conditions that will not interfere with the attachment of the e reagents to the mineral or the air bubble. Today flotation is primarily used to upgrade concentrates resulting from mage entice separation. Flotation to be used all alone as a benefaction method is used rarely. Chemical reagents used are mainly of three main groups namely (I) collectors/ amines, (ii) brothers, and (iii) antifoam. Reagents may be added in a number of forms which include solid, immiscible liquid emulsion a ND solution in water. The concentration of reagents need to be loosely controlled during conditioning since adding more reagent than needed d retards the reaction and reduce efficiency. How to cite Beneficiation of Iron Ores, Papers

Top 10 Percent Graduating Essay Example For Students

Top 10 Percent Graduating Essay Top Ten PercentGraduating top ten percent is a hard road filled with four years of all nighters, study sessions, and countless hours at the library. To graduate with this honor not only brings pride to ones parents but it also gives the student a special privilege. The top ten percent rule passed in 1997 (House Bill 588) by the 75th legislator automatically accepts these students to any public Texas University. While this may seem like a noble idea on the surface, in retrospect this gives an unfair advantage to the rest of the graduating class. Texas government believes that the top ten percent rule will encourage students to work harder in high school and increase the amount of minorities accepted into a public Texas University. Instead, it works against other hard working students who did not achieve top ten percent status but have other outstanding achievements. I believe that this rule excludes many deserving students and cause parents as well as public school systems to do irrat ional things to circumnavigate a well intentioned but poorly thought out bill. This rule should be abolished for the good of the future students. We will write a custom essay on Top 10 Percent Graduating specifically for you for only $16.38 $13.9/page Order now A great deal of hard working students who have made it their goal to attend the University of Texas at Austin are rejected solely on the basis that they are not in the top ten percent of their respected school. In the article ?Student Run Into to Ten Percent Law? published in the Houston Chronicle, a promising 17-year-old student who wanted to follow in his fathers footsteps by attending the University of Texas was reject purely on the grounds that he was not in the top ten percent of his class. The rejection letter stated that his ?academic record did not meet the required competitive level?(Nissimov, 1a) but his accomplishments such as maintaining a 3.94 grade point average and scoring a 1240 on his SAT (180 points above the national average) clearly states otherwise. His only draw back was attending a very academically competitive high school. His grade point average would have easily placed him in the top ten percent in many other schools but at the high school he attended, it on ly managed to secure him a spot in the top 30 percent. The top ten percent rule has caused students, parents, and schools to do outrageous things to get students in the top ten percent of their class. In some instances, parents were forced to move out of their home and or illegally place their children into a less competitive and less challenging school by falsifying their address. In the article ?Dumbing Down of the Education Plaguing Texas and the Nation.? By Marc Levin, states that ?There have been reports of parents transferring their children to inferior high schools to give them a better chance of graduating it the top ten percent, thereby receiving automatic admission to UT and AM. This outgrowth of the top ten percent rule provides a clear example of how leveling can bring an entire educational system down to the lowest common denominator.?(Levin, 2) These students may achieve the top ten percent status but in essence, they sacrifice the better education that they could have received. There have been cases in some schools that ha ve squeezed extra student in the top ten percent. At Westlake High School, 63 of the 491 seniors were in the top ten percent, but the math clearly shows us that in actuality that would make it 12.8 percent. ?Ms. Faske, the schools college career counselor, concedes that the school did inflate some students class rank.?Golden, 1) Another instance was at Lyndon Baines Johnson High School where 15 percent of the seniors managed to with the top ten percent status. .u9c451f004ec3f5f5f3b7cab77666f858 , .u9c451f004ec3f5f5f3b7cab77666f858 .postImageUrl , .u9c451f004ec3f5f5f3b7cab77666f858 .centered-text-area { min-height: 80px; position: relative; } .u9c451f004ec3f5f5f3b7cab77666f858 , .u9c451f004ec3f5f5f3b7cab77666f858:hover , .u9c451f004ec3f5f5f3b7cab77666f858:visited , .u9c451f004ec3f5f5f3b7cab77666f858:active { border:0!important; } .u9c451f004ec3f5f5f3b7cab77666f858 .clearfix:after { content: ""; display: table; clear: both; } .u9c451f004ec3f5f5f3b7cab77666f858 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9c451f004ec3f5f5f3b7cab77666f858:active , .u9c451f004ec3f5f5f3b7cab77666f858:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9c451f004ec3f5f5f3b7cab77666f858 .centered-text-area { width: 100%; position: relative ; } .u9c451f004ec3f5f5f3b7cab77666f858 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9c451f004ec3f5f5f3b7cab77666f858 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9c451f004ec3f5f5f3b7cab77666f858 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9c451f004ec3f5f5f3b7cab77666f858:hover .ctaButton { background-color: #34495E!important; } .u9c451f004ec3f5f5f3b7cab77666f858 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9c451f004ec3f5f5f3b7cab77666f858 .u9c451f004ec3f5f5f3b7cab77666f858-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9c451f004ec3f5f5f3b7cab77666f858:after { content: ""; display: block; clear: both; } READ: Is Ethnography A Suitable Meth EssayThe outcome of so many students accepted through the top ten percent automatic admission rule is that there is little room left for regular admission. As a result of this, many students end up in the provisional program offered here at UT Austin. The requirement for acceptance through the provisional program is that students are required to take 12 credit hours in the subjects of mathematics, science, social science, and English. They must pass all of their classes with no incompletes and must maintain a minimum grade point average of 2.25. The provisional program is considered a tough and lengthy program but Br. Hall, a professor of Bio logy at UT, best describes it by stating the ?the provisional program is basically 9 weeks of cramming.?(Hall) The students who do make it into UT under the provisional program are faced with another dilemma; they are automatically placed in the school of liberal arts. This poses a problem for many of the students who want to pursue a degree in a major outside of liberal arts because the requirements to transfer into another major are extremely high. This controversial subject brings along with it much heated debate on whether the top ten percent rule helps bring an increase of minorities into our Texas Universities. National leading newspapers such as USA today have written, ?The top ten percent rule has had successful results because it promotes racial diversity, and it still rewards hard work and merit.?(Evans, 2) The actual statistics of the amount of minorities accepted in the top ten percent contradicts this statement. ?In 1999, blacks accounted for 4 percent of the undergraduate population, the same as in 1996. Hispanics accounted for 14 percent of the undergraduate students today in 1999, also the same as in 1996.?(Nissimov, 20a) One of the goals of the top ten percent rule was to racially diversify our schools but the numbers still remains stagnant, unchanged in the value of minorities accepted for the past three years. House Bill 588 passed in 1997 was indented to promote diligence, hard work and to eliminate discrimination. This bill was created to promote equality and to allow everyone with the same opportunities but instead it does more damage than does good. The top ten percent rule has made students, parents, and schools to do things that they normally would not do such as escalating 15 percent of the senior class into the top ten percent. Students who are truly deserving of being admitted into a good school never get the chance because this rule single handedly counts them out. The top ten percent rule automatically accepts the top ten percent of the graduating senior each year but in retrospect, it rejects 90 percent of hopeful college freshmen. BibliographyEvans, Margo. Personal essay. 15 July. 2000. Golden, Daniel. Some High School Fringle To Cram Kids Into Top 10%. 15, May 2000(http://www.asqdelaware.org). Levin, Marc. Dumbing Down of Education Plaguing Texas and Nation. HoustonReview 5 June 1999 (http://www.houstonrewiew.com/articles/36.html). Nissimov, Ron. Students run into top 10 percent law. Houston Chronicle 4, June. 2000:1a, 20aGovernmental Issues

College Farewell Party Themes

College Farewell Party Themes If you or someone you know is heading off to college, a college farewell party can be a fun way to celebrate the start of an exciting new chapter. The following themes can all help to make sure a farewell party is the perfect balance of celebration, acknowledgment, and fun. Book Theme   Dont think nerdy; think scholarly. A book-themed party can provide all kinds of creative ideas, whether its a write-the-next-chapter-of-your-life idea or one that focuses on the academic nature of college. Additionally, decorating with books can be easy on the budget, as you (and your friends and neighbors) likely already have a ton of books you can use for centerpieces and the like. State Theme If youre going to college in a new state, consider making that states history and reputation the theme. Places like Hawaii, New York, California, and even Idaho all have strong identities that you can use. Additionally, look into a state (or even specific colleges) history for more ideas. Sports-Team Theme If your school is known, for example, for a great football team, that can easily become your farewell party theme. Similarly, if youre going to college in a town with famous professional teams like Boston those can also be adapted to a party theme as well. Course-of-Study Theme If you want to be a doctor, consider a party that revolves around those working in the medical field; childrens playsets of doctors coats and stethoscopes can easily become quick centerpieces and decorations. If you want to be a teacher, consider decorating with apples, books, chalkboards, and the like. Using what you want to study, or a job youd like to have after you graduate  can be a smart starting place for party themes. Off-to-See-the-World Theme This can be especially good if youre interested in studying abroad or majoring in something like international relations. The theme can easily carry over, too, with global maps, globes, and other world-theme decor. For an extra fun touch, see if someone can make an ice cream bombe that looks like the earth! What-Will-You-Become? Theme Conversely, however, some students go off to college as undeclared majors and have no idea what they want to study. If this is the case, use the party as a chance to explore the possibilities of what someone can do while theyre away at school. Ask guests to write down their predictions for the future. Put out a crystal ball that sets the theme of what the future might hold. Sometimes the unknown itself can be a perfect farewell party theme. Role Model Theme If you, for example, a woman who is going off to study science, use the opportunity to acknowledge those who helped pave your path. Similarly, if you want to go to college so you can help your community or become politically active, find and display information about role models who helped you set your goals. It can be a great way for you to remind yourself of your internal motivations while also helping party guests learn about people they might not have heard about before. College/University Theme This one is so easy and yet so many folks dont even think about it. Plan your theme around the college youll be attending. Use school colors for things like plates and decorations; have key people wear shirts advertising the name of your future college or university; ask to have a cake decorated with the logo of your school. Its easy and fun and can help everyone celebrate your excitement. Ready-to-Bloom Theme If you love flowers, gardening, nature, or environmental issues, having an off-to-bloom! theme can be original and creative. You can use small plants or even seed packets for decorations and party gifts. You can use the analogy of heading off to college as the start of someone really opening up and becoming him- or herself. This theme offers a lot of funky ideas for the right creative mind. But given how much growth and change happens during ones time in college, it can also be the perfect farewell party theme at the perfect time.

How to Write an Internship Motivation Essay. 7 Steps

How to Write an Internship Motivation Essay. 7 Steps Internship Motivation Letter Guideline Motivation letter or essay aims to show that you want to work as an intern at school, university or a particular company. It is a great chance to show the potential employer why you are a good fit, giving insight into your personality and aspirations. Such a letter is more profound and thoughtful than a simple CV so it can render more details and information. A good quality motivation essay can distinguish you from other applicants and greatly improve your chances of getting the internship. Apart from a motivation application letter, you may also be asked to write an essay after finishing the internship. Such a letter must be a sort of a report, which reflects your experience, advantages of the company, internship’s impact on your personality and various aspects of life. Here are the most popular topics for personal internship statements: Explain how taking part in our internship meets your academic or career goals; What classes or programs you have taken, what experience you have to make you the best fit for the program; Give an example of situations, when your initiative helped to solve an issue. Almost every topic for an internship essay concentrates on the qualities and experience you have to become the best candidate for the chosen program. Tips for writing an internship essay Internship letters are not that different from other types of application essays. Your main goal is to explain what makes you a good candidate for the program and telling the potential employer about your achievements, academic results, and other important information. In this article, we have prepared a list of the most useful steps for achieving your goals. Step 1 The first sentence of your essay should grab the attention of the reader. Bear in mind that your introduction must intrigue the audience and make them willing to learn more about you. Remember that the potential employer has to read hundreds of essays, so yours must stand out from the first line. For example, start with an example of why you are the best candidate, backing it with numbers or achievements. Step 2 Finish your introductory section with a powerful thesis statement. It is very important because your thesis gives direction to the rest of the letter. It should concentrate on the internship you are willing to have. For example, you want to apply for a medical internship. In such a case your thesis should be as follows: ‘Because of my previous volunteering experience working with injured people and a strong desire to help those in need, I have developed a strong interest in your program. It will help me to improve my compassion and focus-on-details even more.’ Step 3 Don’t focus only on the internship advantages. Try to write at least several sentences about how you can contribute to the company or the university. Tell them what personal treats and experience will improve the place of your internship. Step 4 One of the most common mistakes applicants make is mentioning the same skills, which they have provided in a CV. Of course, it is highly recommended to discuss your strong sides in the essay, but you need to provide new details instead of simply repeating those, which were stated in your CV. Step 5 Not depending on the internship type, its schedule and payment, you must persuade the board that you will treat it with all seriousness, performing all the tasks in the best way. It is crucial to show that you will approach the internship like a real job and persuade the employer that it’s an excellent opportunity to achieve your academic goals and start a career. Step 6 Try to avoid common phrases and clichà ©s. Instead of paraphrasing sentences, you have found on motivation letter examples, try to mention your skills and achievements, which would make you a great intern. Step 7 Pay careful attention to the employer’s guidelines. Most of them provide potential candidates with strict instructions. They may concern formatting of the page, including spacing, word count and margins. It is important to compose your letter according to those demands. If the quantity of words is not stated, then try not to exceed 500 words. It is more than enough to tell about yourself and not to bore the reader.

Research Problem of Coca-Cola Case Study Example | Topics and Well Written Essays - 1000 words - 1

Research Problem of Coca-Cola - Case Study Example Therefore, this called for a change of strategies by Coca-Cola and their option was to introduce a new product that offered the same feature like their competitors. In this case, they had to conduct a research in order to introduce a new product to market. Â  After the investigation, they identified that Pepsi was offering a product that had a sweeter taste and this contributed to a growth in the preference resulting in increased market share. Coca-Cola commenced a research project, whereby they spent two years and $4million prior to settling on a new formula. They conducted 200, 000 taste test on the final formula and a blind test, whose results were sixty percent of the consumers choosing the new formula over the old one. In fact, fifty-two percent of the customers choose it over Pepsi, and this was an indication that new coke would assist in dealing with the problem of losing the market share to Pepsi. Â  There was a narrow definition of the research problem by Coca-Cola, given that the research emphasized on the taste only and ignored the feelings of the customers in relation to replacing the old Coke with a New Coke. Therefore, Coca-Cola Company should have investigated on other intangibles such as the band name, history, packaging, cultural heritage, and reputation. In fact, they forgot that the symbolic meaning of coke was more important to the consumers than the taste. Moreover, Coca-Cola should have focused on the conducting a marketing research considering these emotions. Furthermore, there was a poor judgment during interpretation of research planning strategies by the managers. Â  

Partnerships Essay Example | Topics and Well Written Essays - 250 words

Partnerships - Essay Example opriate information may indicate that it is better for the organization to adapt ways that would eliminate any existing limitations instead of remaining independent. This brings the idea of partnership. In addition, an organization can empower its employees through sharing information with them. This would help the employees in making the most appropriate decisions concerning partnerships since they have adequate information beforehand. Moreover, empowerment through creation of clear goals as well as objectives would aid in empowering the employees to make goal-oriented decisions. For instance, the employees might suggest establishment of partnerships as the main way of realizing specific goals as they are well informed on the goals of the organization. Furthermore, creating an environment that encourages making mistakes through taking risks would also be helpful in establishment of partnerships. This would encourage the employees to try new things with the customers and encourage ot hers to do the same. However, berating an individual for trying something would keep others from doing the same and hamper creativity and development in the organization. From an experience perspective, my employer does not punish or even yell at us, the employees, for having introduced a customer to a new idea and asking them to try it. Instead, my employer encourages us to continue trying new things and rewards those successful in developing new ideas. This has extended to the point that risk taking is a competitive advantage that our organization uses to compete in the

Hemingway and Symbolism Essay -- essays papers

Hemingway and Symbolism Ernest Hemingway and Symbolism Ernest Miller Hemingway is a well-known American author who wrote in the twentieth century. He has written several novels such as, A Farewell to Arms, For Whom the Bell Tolls, and The Old Man and the Sea. The Sun Also Rises was finished on April1, 1926 and was published in October of 1926. The Sun Also Rises was Hemingway's expression of his own life. He had changed the names of his friends and some of the details, but the real identities of the characters were obvious to anyone in Paris. The Sun Also Rises encapsulates the angst of the post-World War I generation, know as the Lost Generation. This poignantly beautiful story of a group of American and English expatriates on a sojourn from Paris to Pamplona represents a dramatic step forward for Hemingway's evolving style. Featuring Left Bank Paris in the 1920's and brutally realistic descriptions of bullfighting in Spain, the story is about the flamboyant Lady Brett Ashley and the hapless Jake Barnes. Ernest Miller Hemingway is an American author who has penned several novels and short stories; one of his works is The Sun Also Rises. Hemingway was born on July 21, 1899 in Oak Park, Illinois. Hemingway was raised with the conservative Midwestern values of strong religion, hard work, physical fitness and self determination; if one adhered to these parameters, he was taught, he would be ensured of success in whatever field he chose . As a boy, he was taught by his father to hunt and fish. When he wasn't hunting or fishing his mother taught him the finer points of music. Hemingway never had a knack for music and suffered through choir practices and cello lessons, however the musical knowledge he acquired from his mo... ...ause the baby will ruin both of their lives. Next is the character of the woman who shows contrast, and supports the qualities of â€Å"the girl†. She is called â€Å"the woman† because she is older, and the reader is to assume, wiser, and experienced. The â€Å"girl† talks about â€Å"having a fine time† and â€Å"trying new drinks† which shows that she is still young, living a life of ease, experiencing a lot of things, where as the woman brings these â€Å"new drinks† to the girl. This displays the woman as mature, older, and experienced because she is working instead of â€Å"trying new drinks†, and â€Å"having a fine time.† She is no longer yound leisurely trying new drinks, she is working trying to earn a living. She is an indirect supportive device of the theme in that she the opposite image of what the girl is. The woman further defines the symbolic qualities of the girl, in other words.

They Poured Fire on Us from the Sky

About the Book Benjamin, Alepho, and Benson were raised among the Dinka tribe of Sudan. Theirs was an insulated, close-knit world of grass-roofed cottages, cattle herders, and tribal councils. The lions and pythons that prowled beyond the village fences were the greatest threat they knew. All that changed the night the government-armed Murahiliin began attacking their villages. Amid the chaos, screams, conflagration, and gunfire, five-year-old Benson and seven-year-old Benjamin fled into the dark night. Two years later, Alepho, age seven, was forced to do the same.Between 1987 and 1989, thousands of other young Sudanese boys did likewise, joining this stream of child refugees that became known as the Lost Boys. Their journey would take them over one thousand miles across a war-ravaged country, through landmine-sown paths, crocodile-infested waters, and grotesque extremes of hunger, thirst, and disease. The refugee camps they eventually filtered through offered little respite from the brutality they were fleeing. In They Poured Fire on Us From the Sky, Benson, Alepho, and Benjamin, by turn, recount their experiences along this unthinkable journey.This is a captivating memoir of Sudan and a powerful portrait of war as seen through the eyes of children. And it is, in the end, an inspiring and unforgettable tale of three young boys who, cast against all elements, had the will, the tenacity, and the very good luck to survive. TEACHING AND READING GUIDE In the Classroom This disarmingly intimate memoir delves beyond headlines to bring readers deep into the heart of the Sudanese conflict – and into the flight of three children determined to escape it. It deciphers Sudan’s struggle from the inside. Who is fighting it? Why?Who are the victims? How did these boys survive without food, without family, for so long? At the same time, the journey of Benson, Alephonsion, and Benjamin over these many years and these thousand miles reveals how small minds comprehe nd and process the violence of war. Their story also begs the question: Can and should the international community intervene? What can be done? Pre-Reading Activity Have students bring in recent news articles and clippings regarding developments in Sudan. Try to piece together the conflict from these accounts and clippings. Discuss the history of Sudan’s war.How do the students feel about the conflict? What do they think it is like to grow up during wartime? You may also invite them to bring in articles regarding intervention or immigration. Do they think intervention important? How do they feel about refugees, like the Lost Boys, seeking asylum in this country? USING THIS GUIDE To the Teacher: Reading and Understanding the Story examines the reader’s comprehension and retention of the book itself, and of the war as Benson, Alepho, and Benjamin relate it. Students should refer to the narrative to answer these questions.Themes and Context encourages students to use the book as a lens into larger ideas, events, and issues. These questions encourage students to think freely and independently on the war in Sudan and the broader moral and political debates stemming from it. Teaching Ideas offers course-specific projects, essays, and discussion questions for classes: English/Language Arts, Geography, History, Science, and Social Studies. READING AND UNDERSTANDING THE STORY Definitions Ask students to define the following terms with reference to the book: Dinka; SPLA; refugee; jihad; genocide; murahiliin; UNHCR. ComprehensionLook at a map of Africa. Locate Ethiopia, Kenya, Sudan, Kenya. Identify the Nile River. Find Sudan’s capital city, Khartoum. Try to locate Bhar al Ghazal (the region where the Dinka live). Before this phase of the Sudanese war, a treaty had brokered peace between northern and southern Sudan. What was the name of this treaty? (See Judy Bernstein’s introduction. ) Describe the landscape in which the authors grew up. What was their village life like? Benson recalls first learning of the war around village fires. What does he learn from the tribe elders? For much of his journey, Benson wears red shorts.Where did he get these? They are almost ruined one night. What happens to them? Why does he treasure these shorts so much? Along their journey, Benson, Benjamin, and Alepho meet many kind family and friends. Who is Monyde? Who is Yier? Why are they important in this story? Despite their clear desperation and young age, time and again the boys find villages turning them away, denying them food, and directing them back into enemy hands. Why do the villages do this? Yier recalls the government storming Wau Wau University. â€Å"We were led to the dorms and questioned: Do you know the leader of the rebels, ______? What was the name of this leader? As the refugee camp takes shape at Panyido, the UN begins sending food relief. What do they send? How does this diet differ from the usual Dinka diet? What are some of its mis-intended consequences? (see p. 92) Benson writes â€Å"I have many bad memories that I will never erase from my brain† but of these, the flight from Panyido stands out. Why were the Sudanese forced to leave Panyido (Ethiopia)? The refugees had only one means back into Sudan. What was it? What were the perils of this flight? Who was Mr. Hyena? Why did the refugees call him that?Name two positive aspects of Kakuma life for the Lost Boys. Name two negative aspects of it. At Kakuma, refugees receive food in the form of grain rations. Though the rations are small, many still end up selling some portion of these at the market. Why do they do this? What are the consequences when the camp learns of this underground grain market? The journey through the refugee camps and finally, to America introduces the Lost Boys to a new language (words like â€Å"dessert† and â€Å"because†), a new culture, and many new things. Recall two episodes where the authors en counter new objects or concepts.Describe their initial reaction in each instance. BROADER THEMES AND QUESTIONS FAMILY AND FRIENDSHIP. Robert E. Lee once said â€Å"What a cruel thing is war†¦ to fill our hearts with hatred instead of love for our neighbors. † After reading this book, do you think this is always the case? How does war impact families? How does it shape friendships? What qualities does it bring out in people throughout the story? RITES AND INITIATIONS. â€Å"My mother wore the radiating scarification mark on her forehead as a sign of her bravery† remembers Benson. Rites and initiations are important aspects of the Dinka culture.Explain two different cultural initiations common to the Dinka. What is the role of such rites in a culture? Do you know of any such rites, initiations, and/or identifying marks in your own family or culture? GROWING UP. Though torn from their homes and their families, the Lost Boys were still very much children. From their e arly childhood in the village to their adolescence in the refugee camps, we watch them grow up in this story. Can you relate to any of their experiences growing up? What about the games they play? How do they view and interact with the opposite sex? How do their views of education relate to your own?How do their perceptions of adults and authority figures change through the story? THE â€Å"OTHER†. Benson’s father attempts to describe the enemy to his children. He explains: â€Å"The government troops are Arabs and call themselves Muslims. The Arabs wear a long white dress with a large handkerchief tied on their ears†¦They speak a strange language that we cannot understand. † But when he continues he says: â€Å"You must beware. Some of the Muslims are traitors from Dinka tribes; they speak the way we do. † Imagine Benson’s confusion. Are friends and allies easily distinguished in war?Consider how we try to describe and define people â€Å"ot her† than our peers and ourselves. Do physical traits define who we are and who we are not? Link this idea to recent other conflicts and wars: Rwanda; Vietnam; the Israeli-Palestinian conflict. LIFE AS A REFUGEE. Kakuma Refugee Camp in Kenya is the light at the end of a long and dark journey for the Lost Boys. They risk everything and endure unspeakable pain, hunger and thirst, just to enter the camp. Yet the camp presents them with its own menaces and challenges. After several years in the camp Benson decides he hates it than â€Å"more than anyplace. What makes him say is this? How do the Kenyans and the camp administrators treat the refugees? What is life like as a refugee? SPIN. Joseph Goebbels, the Propaganda Minister in Nazi Germany, once declared: â€Å"We have made the Reich by propaganda. † Throughout They Poured Fire on Us from the Sky, we see government and rebel forces alike manipulating facts and media to their own ends. Consider the role of propaganda in the book. How and why do you think leaders use propaganda? What is its purpose? What is its impact? Have you ever heard of or encountered propaganda in your own media? What about in the government?GEOGRAPHY AND CULTURE. When the Sudanese government institutes Sharia law over all of Sudan, the Dinka tribes grow angry. Benson recalls the village elders complaining: â€Å"We have too much to do with our cattle, our plantations and hunting†¦. † What is Sharia Law? What are some of the reasons the southerners resist it? What role do you think physical and geographic constraints play in determining the ideals and traditions of a community? TEACHING IDEAS English/Language Arts Ask students if they know of any immigrants, in their family or community, who came to the US from another country?Have them interview these individuals about their journey and present that person’s story to the class. Allow students to decide the medium for their presentation. For example, they ca n create a video-audio montage, enact it before the class, or rewrite that person’s story as a first-person narrative. Immigration and interventionism make major news headlines these days. Have students select one of these issues and research both sides of the debate. Then have them select a position, write a position statement on the issue, and then team up to â€Å"debate† the issue in class. Have students create a Kakuma Camp newspaper.Possible sections could include: Arts and Leisure, Sports, International News, Op-Eds, Marketplace (which could include articles on food rations or the state of trading in the Kenyan marketplace). Geography Make a map of Sudan. Have students chart out the major cities, rivers, mountains, and deserts. Have them demarcate the northern/southern divide and indicate the primary religion, resources, and activities of each region. â€Å"Piecing together Africa†. As the boys recall the landscapes they cross in they journey, they reveal Africa to be a land of rich and varied terrain – far more so than American students sometimes think.Create a large outline map of Africa. Cut out the countries and divide these among the students. After researching their country(s), students should report back with their cutout clearly indicating the major physical and geographic traits of that area. Now reassemble the map (preferably on a large surface). Have the students examine the reassembled map and try to understand the great geographic differences and divides of this continent. The southern tribes resist Sharia Law because, in part, as farmers and cattle-herders: â€Å"We don’t have time to pray five times a day. Have students research Islamic countries and report back on the major geographic features of these countries. What are the major resources, commodities, and products of these nations? Does physical geography correlate to cultural geography? Ask them what role they think geography played in shaping tra its of their own communities. History Colonization, violence, and civil war represent only a part of Sudan’s history. Create a Sudanese cultural timeline around the classroom. Assign students to specific periods in Sudanese history and ask them to research major events and cultural elements in that era.Have them create posters and/or dioramas replete with images and any objects they might find that illuminate their portion of the Sudanese timeline. History is always being created, and sometimes revised, by its sources. In August of 2005, John Garang died in a plane crash in Sudan. Have students locate accounts of this plane crash. Be sure they consult a variety of news media publications: left, right, American, British, African, Sudanese. Have them read the different accounts out loud to the class. Do these vary at all in facts or in tone? Discuss the importance of noting, and cross-referencing, sources in historical research.Science â€Å"We were all heads and hipbones. â⠂¬  Along the journey, the boys describe unimaginable hunger, such that they become like â€Å"stoneheads† teetering along. Investigate the impact of hunger on the human body. What are the caloric needs of the body? How does hunger impact body functions? How does it affect mental capacity? Have students consider their own diets and create caloric scales. Balance their daily intake of calories versus those the boys received (through their rations) at Kakuma. Have students identify the major illnesses and diseases that appear in this story (e. g. ehydration, snake bite, yellow fever, dysentery). Have them create a medical chart of these diseases. What are the causes? What are the symptoms? What is the treatment? Social Studies The UN is a large and complex organization. Have the students research and create an organizational chart of the UN system. How is it organized? How is it governed? How is funded? Where do groups like the UNHRC fit in this scheme? How are such subsidiary bodies programs administered, funded, and maintained? Have students read the UN Convention on the Crime of Genocide. What organizations report on instances of genocide today?Find examples of such reports in recent times. Distribute a template to the students and have them complete a rights report on one of these recent crises. Though governments, and economists, dislike them, underground economies can be necessities – at least to the producers and consumers within them. Why do the Kakuma refugees sell some of their precious rations? Why does the UN consider this wrong? Have students consider the case of Kakuma trading and set up a mock trial/debate that argues the social and economic consequences of such markets within aid-dependent economies.

Juvenile Justice And Juvenile Delinquency - 1675 Words

Juvenile Justice has been a work in progress from the beginning of the program because of the evolving mentality of the generations. The purpose of Juvenile Justice was to correct the behavior of the juvenile delinquents and rehabilitation through a probationary period monitored by an individual who paid for bail and periodically reported behavior changes to courts. (Mulligan 2009) We do justice to the youth offenders by understanding the history of Juvenile Justice restorative programs, the alternatives to incarceration, and how to help them amend their actions and behavior. The history of Juvenile Justice went from incarceration with adults to reform back to incarceration in separate facilities and similar rights as adult offenders.†¦show more content†¦Because of the efforts, juvenile court spread to 46 states by 1925. (Eskin, 1991) Constitutional rights were given to juvenile offenders in 1967, when the Juvenile Justice was under scrutiny for unfair treatment. A Supreme Court reviewed a case that sentenced a 15 year old Gerald Gault to detention until the age of 21 for making an obscene phone call. The Supreme Court case determined that juveniles are entitled to many of the same adult rights and have the right to know their charges, have legal representation, and the right not to testify against their own selves. (Eskin, 1991) It is beneficial for society to know and understand the Restorative programs and how juveniles can amend their actions and correct their behavior. (Hagan and King 1992) Juvenile Justice is often thought of as dealing with juveniles who commit theft or unruly. Society today has to face the reality that the current generation of juveniles are committing crimes such as murder, drug offenses, and sexual assaults. Restorative justice is known through objectives and in contrast to the former retributive and rehabilitative beliefs of punishment. (Mulligan 2009) Community-based juvenile justice programs focus on developing the competency development of the youth offender to ensure the youth successful completion of the programs in order to exit the juvenile justice system and become contributing law abiding members of the community. TheShow MoreRelatedJuvenile Delinquency And The Juvenile Justice System1299 Words   |  6 Pagesdedicated his life to troubled juveniles once said, â€Å"I believe that the kids who are labeled â€Å"good† are children who know how to solve their problems and manage their behavior and social life, and the kids who are labeled â€Å"bad† are kids who don’t know how to solve those problems.† Every day, kids are committing illegal acts of varying severity. Some are involved in petty robberies, others involved in murders and rape. These juveniles become the responsibility of the juvenile justice system which is taskedRead MoreJuvenile Delinquency And The Juvenile Justice System2169 Word s   |  9 Pagesthe factors that contribute to juvenile delinquency and the solutions to correct or prevent this delinquency. In the history of the construction and implementing federal laws, it has been imperative to take actions and make procedures in response to the increasing number of minors who violate the laws. The formation of a juvenile justice system that is made up of proper course and development was created. It is important to point out the reasons why these juveniles do offensive and criminal actsRead MoreJuvenile Delinquency And Juvenile Criminal Justice System1475 Words   |  6 PagesIntroduction: Juvenile delinquency is an ever growing issue in the United States, according to the Office of Juvenile Justice and Delinquency Prevention, â€Å"In 2012, there were 3,941 arrests for every 100,000 youths ages 10 through 17 in the United States† (OJJDP, 2014). The way juveniles are treated in the criminal justice system is very different than the way adults are. In 1899, in Cook County, Illinois, the first juvenile justice system in the country was founded. This established an alternativeRead MoreJuvenile Justice System. The Federal Juvenile Delinquency1845 Words   |  8 PagesJUVENILE JUSTICE SYSTEM The Federal Juvenile Delinquency Act defines juvenile delinquency as, â€Å"any act that is otherwise a crime, but is committed by someone under 18 years of age (â€Å"Juvenile Justice, 2007†)†. This act sets forth rules in which state laws must comply with in regard to juvenile court procedures and punishments. A majority of states have a criminal culpability set at 18 years of age, however culpability age can differ depending on the state. Certain states base whether a juvenile’sRead MoreJuvenile Justice And Delinquency Prevention1598 Words   |  7 PagesJuvenile Delinquency According to the Office of Juvenile Justice and Delinquency Prevention (OJJDP), there are more than 70 million Americans, about 1 in 4 of those are younger than 18, which is the age group commonly referred to as juveniles (2014). A juvenile delinquent is created when one of these juveniles display disruptive behavior that is beyond parents control and or violates the law. The violations range from simple offenses like smoking or fighting to violent crimes like sexual assaultRead MoreJuvenile Justice And Delinquency Prevention2440 Words   |  10 Pagesincarcerated or confined (Census, n.d). According to the U.S Department of Justice’s office of Juvenile Justice and Delinquency prevention, it was reported in 2011 that 1 in 13 of juvenile arrests was for murder, and about 1 in 5 arrests was for robbery, burglary, or larceny-theft; totaling in an estimated amount of 1,470,000 arrests for 2011(Puzzanchera, 2013). The most popular crime committed between juveniles is arson, wh ich makes up for 44% of all crimes committed by youths. Robbery and burglary bothRead MoreJuvenile Justice And Delinquency Prevention2506 Words   |  11 Pagesincarcerated or confined (Census, n.d). According to the U.S Department of Justice’s office of Juvenile Justice and Delinquency prevention, it was reported in 2011 that 1 in 13 of juvenile arrests were for murder, and about 1 in 5 arrests were for robbery, burglary, or larceny-theft; totaling in an estimated amount of 1,470,000 arrests for 2011(Puzzanchera, 2013). The most popular crime committed between juveniles is Arson, which makes up for 44% of all crimes committed in youths. Robbery and burglaryRead MoreJuvenile Justice and Delinquency Prevention1877 Words   |  8 PagesIntroduction Does exposure to deviant peers affect whether individuals participate in general delinquency? Peers have an influence on the developing individual where the individual shares definitions favorable to them (Snyder, Dishion, Patterson, 1982). Findings in literature suggest that delinquent youths are involved in a relationship between peers delinquent behavior and a respondent’s own delinquency (Warr, 1996). Shaw and McKay, in 1931, discovered that more than 80% of individuals had deviantRead MoreJuvenile Delinquency and the Criminal Justice System1423 Words   |  6 Pagescriminal justice system. Within the criminal justice system, juvenile delinquency is an issue that I find the most overlooked and it is a problem that is growing, particularly in the poorer areas. The term juvenile delinquency refers to the antisocial or criminal activity under the age of 18 which violates the law. Everyone is affected by juvenile crime, parents, teachers, families and neighbors. It is essenti al that programs are implemented to help with juvenile delinquents. Although delinquency ratesRead MoreFice Of Juvenile Justice And Delinquency Prevention1617 Words   |  7 PagesThe federal government even formed an office called the Office of Juvenile Justice and Delinquency Prevention that operates under United States department of Justice to attempt â€Å"by supporting states, local communities, and tribal jurisdictions in their efforts to develop and implement effective programs for juveniles†. (Howell, J. C., Wilson, J. J., Reno, J., Marcus, D., Leary, M. L.) The Office of Juvenile Justice and Delinquency Prevention established a policy that enables communities officials