Midsummer Nights Dream Act5 Scene1

Midsummer Night’s Dream: To what extent does ACT5 Scene1 present a harmonious â€Å"New World†? Act 5 Scene 1 is considered to be a harmonious â€Å"New World†, not forgetting that we have just left the â€Å"Green world† with all the mischief and fairies all around. This would make us question is the green world really gone? And is the new world really all that â€Å"Harmonious†? Act 5 Scene1 is the resolution of the entire play. At the start of It is obvious that the harmonious â€Å"New world† is present, with all the arguments and lovers falling out with one another and falling in love with someone else, all that has been left behind.Usually, characters who return from the Green world back into the new world discover that all their problems have been resolved and any past mistakes they have made, they will learn from. Lysander and Hermia and Demetrius and Helena all marry, this would be interesting because in a â€Å"New World† mul tiple marriages suggest that there is social harmony. On the other hand none of these marriages are shown on stage in front of the audience and just reading the play we only hear about the marriage taking place and are taken straight to the celebrations of the evening.This would allow us to think that if all the marriages taking place are legitimate and doesn’t really portray a harmonious feel,its just leaves us confused on the reason â€Å"why†. All shown above supports Frays theory on the â€Å"New World†, but how true is this love between the Athenians in the â€Å"New World†? Demetrius is still under the Love Juices influence that was placed on his eyes during Act3 Scene1, and is under the impression that he is in love with Helena, so much so, that he has married her. Now we are left with the nagging thought of: if the â€Å"green world† i. the fairies didn’t interfere with Demetrius’ inner feelings and mind, would he still be â⠂¬Å"in love† with Hermia? And would Act5 Scene1 be really that â€Å"Harmonious† taking into consideration that it was the help of the â€Å"Green World† that allowed this â€Å"new world† to happen but its interference is still present. So how far has the problems from the â€Å"Green World† been resolved? Because surely if everything had been resolved Demetrius would’ve naturally fallen in love with her without the interference of Puck and Oberon.At the start of Act5 Scene1 Hippolyta notes to Theseus that the young Athenian lovers story is strange but Theseus seems to dismiss this idea with â€Å"More Strange Than True†. Theseus makes the connection between the wild imaginations of the lovers, lunatics and poets, all of which fit in nicely with the idea of fantasies. With the lunatics imagination in play turning heaven into hell, thinking they can see devils everywhere. Lovers’ being just as crazy seem to think that shaping He lena’s face in the â€Å"brow of Egypt† makes her beautiful. The poet on the other hand creates entire worlds from â€Å"airy nothing† of imagination.This could be considered god like, meaning we have no real control over what happens. The formality of Theseus’ words changes. From being a man with the voice of reason, logic and law throughout the play. He uses words/phrases such as â€Å"lunatic lovers and the poet† and â€Å"imagination† all this short phrases and words you’d expect to find in the â€Å"green world† which plays around with the idea of lunatic behaviour and a great deal of imagination. Along with the change of formality in the way he speaks, he also begins to talk about animals and how the human eye can be misleading, â€Å"how easy a bush supposed a bear†.Theses opinion of the lovers, makes us really think are things in the â€Å"new world† always as they seem? And is the love they feel for their dear ones really true or in fact just an illusion which has been made that â€Å"form things unknown†. Is this really how a â€Å"new world† is supposed to be? With the easy misleading of the human eye, which could taint the ideas of true love and marriage. The mechanics play brings dancing and festive behaviour towards the end of the scene; this would support the ideas of a â€Å"New world†. The mechanics produce a â€Å"play within a play† this would highlight the illusion and reality shown throughout out the play.The character Bottom who plays Pyramus talks in rhythm and rhyme. Between lines 260-275 in the play this flowing and overwhelming of the rhythm and rhyme, would be supported in act4 scene 1 where bottom refers to himself in large amounts as â€Å"me thinks† this would demonstrate repetition and rhyme and lack of organisation within the mechanicals play. This would contradict the ideas of the â€Å"New World†, as the â€Å"new w orld† is supposed to be considered where all things are to be organised and shouldn’t consist of repetition of things because those would’ve been left behind in the green world.Bottom playing Pyramus is a lover who kills himself at the end of the play, this play is performed in the â€Å"new world†. Now we know that the play ends with the lovers getting married, but in this celebration death is being presented alongside it with the mechanics play. Would this play fit into the â€Å"new world† idea? Or could it be considered a sort of sign or representation that the new world isn’t always going to be filled with harmonious happiness and in fact that there will always be a harsh reality out there? Act5 Scene1 begins with the high social class of the Athenians and then it ends with the Fairies: Puck, Oberon and Titania.It is evident that the â€Å"New world† is in place because the problems that were once occurring between Titania and Obe ron have now been resolved and they have now learnt from their mistakes. At the end of this act Oberon blesses the Athenians and his blessing suggests that new ideas and solutions are going to take place. The importance of children is also important because it signifies a â€Å"new world†. However there is a darker side to Oberon’s blessings. In a part of Oberon’s blessing it says â€Å"Never mole, hare-lip, nor mark prodigious, such as are, despised in nativity†.The fact that this play is supposed to end with a â€Å"happy† and â€Å"harmonious† marriage is contradicted by the short sentence in Oberon’s blessing. It shows that there is that darker side of marriage which involves children and how they should be perfect and that they should be cast aside if they have any de-formation. It could possibly be Shake spears way of telling the audience that there is no such thing as a harmonious new world and that there will always be that da rk side that cannot be controlled. Marriage is supposed to be a binding before god, would the gods approve of this blessing?

Noun and Ans

GRAMMAR Topics: †¢ A or an †¢ Sentences using Yes, it is/No, it isn’t †¢ Sentences using Yes, they are/No, they aren’t †¢ Singular Plural †¢ Punctuation †¢ My Favorite Fruit (Essay) †¢ This is, There is/These are, There are †¢ My Mom (Essay) †¢ Noun †¢ Proper Nouns †¢ Verb †¢ Sentences using can/can’t †¢ My Pet (Essay) †¢ Words/Opposites †¢ Masculine/Feminine †¢ Comprehension Unit 0: Topic 1: A or an Definition: Exercise: (in copy) Q1: Fill in the blanks with a or an? 1. It’s a mat. 2. This is an umbrella. 3. It’s a book. 4. It’s an orange. 5. This is a fish. 6. It’s a tree. 7. It’s a cup. . This is an egg. 9. This is a pencil. 10. It’s an insect. Topic 2: Introducing â€Å"Myself† 1. My name is _____________. 2. I am ___________ years old. 3. I like to _________________. 4. I live with my _____________. 5. There are __________ people i n my family. 6. I live in _________. Topic 3: Sentences using â€Å"Yes, it is/No, it isn’t† 1. Is it a mat? *. Yes, it is. 2. Is it an orange? * No, it isn’t. 3. Is it an apple? * Yes, it is. 4. Is it a rat? *. No, it isn’t. 5. Is it an egg? * Yes, it is. 6. Is it a cat? *. No, it isn’t. †Topic 4: â€Å"Singular / Plural† Definition: Singular |Plural | | | | |Cat |Cats | |Hat |Hats | |Pencil |Pencils | |Book |Books | |Door |Doors | |Egg |Eggs | |Banana |Bananas | |Rat |Rats | |Tree |Trees | |Biscuit |Biscuits | Topic 5: â€Å"Punctuation† Definition: Example: 1. Monkeys live in the trees. 2. I am a boy. 3. Dog is an animal. Exercise (in copy) Q1: Use capital letters and full stop. 1. there are two apples *. There are two apples. 2. sky is blue *. Sky is blue. 3. honey is sweet *. Honey is sweet. 4. ali has a pencil *. Ali has a pencil. 5. he was born in karachi *. He was born in Karachi. Work Sheet Punctuation Marks R ewrite these sentences using capital letters, full stop. 1. i like to eat vegetables __________________________________________________________________________ 2. this kite belongs to ali _________________________________________________________________________ 3. i like to paint and read books __________________________________________________________________________ 4. he is eating __________________________________________________________________________ 5. rana has a new bicycle __________________________________________________________________________ 6. i will go to school tomorrow __________________________________________________________________________ Work Sheet Punctuation Marks Rewrite these sentences using capital letters, full stop. 1. i like to eat vegetables I like to eat vegetables. 2. this kite belongs to ali This kite belongs to Ali. 3. like to paint and read books I like to paint and read books. 4. he is eating He is eating. 5. rana has a new bicycle Rana has a n ew bicycle. 6. i will go to school tomorrow I will go to school tomorrow. Topic 6: â€Å"MY FAVORITE FRUIT† (ESSAY) 1. My favorite fruit is apple. 2. It is red in colour. 3. It has many seeds. 4. Its taste is sweet. 5. I like it very much. â€Å"COMPREHENSION† Read passage and do the exercise? â€Å"A LITTLE FAIRY† Once there was a little fairy called Cindy. She lived in a little house in the forest. She had four lovely squirrels named Munch, Crunch, Punch and Bunch. They all had big, bright eyes and long tails. They loved to eat nuts.One day they left the nutshells all over the house and Cindy got very angry. She decided to punish them by not giving them food for a day. They learnt their lesson and did not mess up the house again. Answer the following question? Q1: Who was Cindy? Ans: __________________________________________________________________________ Q2: Where did she live? Ans: __________________________________________________________________________ Q3: How many squirrels were there? Ans: __________________________________________________________________________ Q4: What did the squirrels do one day? Ans: __________________________________________________________________________ Q5: How did Cindy punish them?Ans: __________________________________________________________________________ â€Å"COMPREHENSION† Key Read passage and do the exercise? â€Å"A LITTLE FAIRY† Once there was a little fairy called Cindy. She lived in a little house in the forest. She had four lovely squirrels named Munch, Crunch, Punch and Bunch. They all had big, bright eyes and long tails. They loved to eat nuts. One day they left the nutshells all over the house and Cindy got very angry. She decided to punish them by not giving them food for a day. They learnt their lesson and did not mess up the house again. Answer the following question? Q1: Who was Cindy? Ans: Cindy was a little fairy. Q2: Where did she live? Ans: She lived in a little house in the forest.Q3: How many squirrels were there? Ans: There were four squirrels. Q4: What did the squirrels do one day? Ans: They left the nutshells all over the house. Q5: How did Cindy punish them? Ans: She decided to punish them by not giving them food for a day. Topic 7: â€Å"This is, There is† â€Å"These are, There are† Definition: â€Å"Sentences on â€Å"This is† 1. This is a book. 2. This is a clock. 3. This is a pencil. 4. This is an orange. 5. This is an egg. Sentences on â€Å"There is† 1. There is a glass. 2. There is an umbrella. 3. There is an aeroplane. 4. There is a ruler. 5. There is a leaf. Sentences â€Å"These are† 1. These are apple. 2. These are cats. 3. These are buttons. 4. These are doors. 5.These are pins. Sentences on â€Å"There are† 1. There are two cups. 2. There are three balls. 3. There are some kites. 4. There are four fishes. 5. There are five tins. Topic 8: â€Å"MY MOM†(Essay) 1. My Momâ₠¬â„¢s name is ________________________. 2. She is ________ year old. 3. She is very beautiful. 4. She cooks food very tasty. 5. She takes care of me. 6. I love my mom very much. Topic 9: â€Å"Noun† Definition: Example: Sara, Table, Cat, Karachi. Q1: Underline the mouse? 1. I have a pencil. 2. Sara is reading a book. 3. The hen has a pen. 4. Fish lives in water. 5. He went to Islamabad. 6. Ali and Tom are friends. 7. This jug is big. 8. I like to eat pizza. Note: Pencil, Sara, book, hen, pen, fish, Islamabad, Ali Tom, jug, pizza are nouns) * Topic 10: â€Å"PROPER NOUNS† Definition: Example: 1. Tom and Jerry. 2. Monday. 3. July 4. Summer. 5. Lahore. â€Å"Exercise† Q1: Circle the Proper nouns? School, bag,Lahore, cake, Monday, van, pen, Donald Duck, ruler, Winter, shoes, March, book, America, bell, cup, Edison. Note: (Lahore, Monday, Donald Duck, Winter, March, America, Edison are proper nouns) Topic 11: â€Å"VERB† Definition: Example: 1. Eating. 2. Drin king. 3. Sleeping. 4. Reading. 5. Playing. Q1: Underline the verbs? 1. She is eating a cake. 2. They are going in a garden. 3. We are reading books. 4. You are laughing. 5. He is playing football. 6. Ali is crying. Note: eating, going, reading, laughing, playing, crying, are Verb) Topic 12: â€Å"SENTENCES USING CAN/CAN’T† Definition: Example: 1. I can sleep. 2. I can play. 3. I can’t swim. 1. Can a cat run? *. Yes, it can. 2. Can a bee swim? *. No, it can’t. 3. Can you play football? *. Yes, I can. 4. Can you jump? *. Yes, I can. 5. Can you cook food? *. No, I can’t. Topic 13 : |Animals |Sounds | |Cat. |mew. | |Dog |bark. | |Hen |cluck. |Cow |moo. | |Goat |bleat | |Duck |quack. | |Wolf |howl. | |Horse |neigh. | |Donkey |bray. | |Snake |hiss. | Topic 14: Words / Opposites |Words Opposite | |On |Off | |In |Out | |Up |Down | |Come |Go | |Black |White | |Sit |Stand | |Dry |Wet | |Old |New | |Hard |Soft | |Near |Far | Topic 15: Masculine / F eminine Masculine |Feminine | |He |She | |Boy |Girl | |Father |Mother | |Brother |Sister |Son |Daughter | |Man |Woman | |King |Queen | |Bull |Cow | |Sir |Madam | |Horse |Mare | Topic 16: COMPREHENSION† Read passage and do the exercise? â€Å"THE SINGING GRASSHOPPER† Once upon a time, there were two friends. They lived in the jingle. They were the ant the grasshopper. The ant was hard working insect. Everyday, it would go out to look for food. It would than bring the food back to its nest. The grasshopper was a lazy insect. It did not like to do any work. Instead, it lived to sing all long. Answer the following questions: Q1: Where did the two friends live? Ans: ________________________________________________________________________ Q2: Who were the two friends? Ans: ________________________________________________________________________Q3: What kind of an insect was the ant? Ans: ________________________________________________________________________ Q4: Wh ere did the ant bring back its food? Ans: ________________________________________________________________________ Q5: What kind of insect was the grasshopper? Ans: ________________________________________________________________________ Q6: What did the grasshopper do all the day? Ans: ________________________________________________________________________ â€Å"COMPREHENSION† KEY Read passage and do the exercise? â€Å"THE SINGING GRASSHOPPER† Once upon a time, there were two friends. They lived in the jingle. They were the ant the grasshopper.The ant was hard working insect. Everyday, it would go out to look for food. It would than bring the food back to its nest. The grasshopper was a lazy insect. It did not like to do any work. Instead, it lived to sing all long. Answer the following questions: Q1: Where did the two friends live? Ans: Two friends lived in the jungle. Q2: Who were the two friends? Ans: They were the ant and the grasshopper. Q3: What kind of an ins ect was the ant? Ans: The ant was hard working. Q4: Where did the ant bring back its food? Ans: The ant brought back its food to its nest. Q5: What kind of insect was the grasshopper? Ans: The grasshopper was a lazy insect.Q6: What did the grasshopper do all the day? Ans: It loved to sing all long. ———————– â€Å"A† is used before consonant. â€Å"An† is used before vowels. Vowels a, e, i , o u Singular means one thing. Plural means more than one thing. Every sentences should begin with a capital latter and end with a full stop. â€Å"This is and there is, are used with one thing†. There are and these are used with two or more things. Word that name things are called â€Å"Nouns†. Names of people, days, months, cities and seasons are a special kind of noun. They are called â€Å"Proper noun†. Doing words are called â€Å"Verbs†. We use â€Å"can† to talk about things that people are able to do.

Equal Employment Opportunity and Employee Rights Review Paper

Equal Employment Opportunity and Employee Rights Review Paper Klista Odgers HRM/300 University of Phoenix Online October 29, 2012 Dwight Walker Introduction In the face of rising technology, globalization, and productivity some workers find themselves at a disadvantage to their efforts to retain employment. To prohibit discrimination, the United States has governed laws that protect the citizens from all types of discriminations. This allows organizations to focus on promoting employment based on a person’s abilities. The two laws chosen for review are the Pregnancy Act of 1978 and Family and Medical Leave Act of 1993.We will also discuss Drug-Free Workplace Act of 1988. Provide a General summary of each Law The Pregnancy Discrimination Act of 1978, was an amendment of Title VII of the Civil Rights Act of 1964 that prohibited sex discrimination on the basis of pregnancy (â€Å"U. S. Equal Employment Opportunity Commission†, 2012). That section 701 of the Civil Rights Ac t of 1964 is amended and states the terms â€Å"because of sex† or â€Å" on the basis of sex† include, but not limited to, because of or on the basis of pregnancy, childbirth, or related medical conditions (â€Å"U. S.Equal Employment Opportunity Commission†,). The act states women affected by the above terms shall be treated the same for all employment-related purposes. Next, is Family and Medical Leave Act of1993, entitles employees of covered employers to take unpaid, job-protected leave for specified family and medical reasons with the continuation of group insurance coverage under the same terms and conditions as if the employee had not taken leave. The final summary describes the Drug-Free Workplace of 1988. This act requires certain related groups to make sure that their workplace is drug free.The importance of this act is that it ensures the safety of all employees by ensuring that no one will be working under the influence of drugs. For each selected l aw or issue, locate a present-day court case The Pregnancy Discrimination Act of 1978 Months ago, a statement was made by a contributor for the Presidential Campaign, suggesting that there is no reason why business owners should be obligated to provide any special provision to the medical health plan in the workplace for female comprehensive insurance plans for contraceptive.This individual felt as if the Federal Health Care Reform Law was not necessary, but the Institution of Medicine, researched and found that access to contraceptive is vital to a woman’s health, and as August 2012, women are able to file Temporary Disability, at work after giving birth or during pregnancy. They can ask for special accommodations because of this medical condition, and the employer must provide insurance which covers any related issues to reproduction. Family and Medical Leave Act of 1993The Supreme Court ruled Tuesday that states cannot sue under the Family and Medical Leave Act for refusin g to give an employee time off to recover from an illness. One justice said the decision â€Å"dilutes the force â€Å"of the law that allows millions of working Americans time off to care for sick family members or to have children. Daniel Coleman asked for a 10-day medical leave to deal with hypertension and diabetes in 2007, and said he was wrongfully fired after his request was denied. He sued for $1. million in damages under the Family and Medical Leave Act, but his lawsuit was thrown out, with the 4th U. S. Circuit Court of Appeals saying states could not be sued under the FMLA (the Huffington post). Drug Testing Currently, in the state of Florida the Federal Appeals court is battling arguments of a judge ruling against the idea that the government would violate the rights of the citizen of Tallahassee, by requiring any individual wham applies for public assistance benefits would have to adhere to drug test prior receiving any public assistance.The district judge thinks that individual whom receive assistance already provide a wide range of information in order to participate in the program, and by asking them to submit to a drug screen in order to receive benefits in an invasion of privacy and violates the constitution’s reasonable search ban. This case is currently being heard in Atlanta, Georgia, all because of a Navy Veteran, former college student, whom is a single parent applied for benefits back in 2011, meet the requirements of the program but felt it would be an result to be asked to participate in random drug screens in lure of help.The following media publicity of this case has implemented the state if Florida employees to be required to do drug testing. What are the implications for HR department in managing the employer-employee relationship in the contest of the law or issue? Within the workplace, the HR department has to deal with conflict issues that arise between employees and employers. Because employment relationships are so c omplex and depending on the different types of situations that can arise, there are employment laws that are in place to protect the employer and employee.Important HR laws include the Fair Labor Standards Act (FLSA), Title VII, Age Discrimination (ADEA, Equal Pay Act (EPA, 1866 Civil Rights Act, Family & Medical Leave Act (FMLA), Americans with Disabilities Act (ADA), ADA- Public Accommodations, Executive Orders 11246 & 11478, Drug-Free Workplace Act, National Labor Relations Act (NLRA), Byrnes Act, Worker Adjustment & Retaining Act (WARN), Rights of Servicemen (USERRA), Occupational Safety & Health Act (OSHA), Immigration Reform & Control Act (IRCA), Health Maintenance Organization Act (HMO), Employee Retirement Income security Act (ERISA), Consolidated Omnibus Budget Reconciliation Act (COBRA), Health Insurance Portability (HIPPA), New Hire Reporting, Electronic Communications Privacy Act (ECPA), Fair Credit Reporting Act (FACRA), Federal Bankruptcy Code, Jury Systems Improvement Act, Employee Polygraph Protection Act, and Export Administration Act of 1977. For each law or issue, write an example that shows compliance with the laws or acts discussed. Pregnancy Discrimination Act of 1978An eligible employee is entitled to take unpaid maternity leave if the employee is for work because of: 1. Pregnancy-related illness or 2. Preparation of birth of a child Family and Medical Leave Act of 1993 Twelve workweeks of leave in a 12-month period for: 1. The birth of a child and to care for the newborn child within one year of birth 2. The placement with employee of a child for adoption or foster care and to care for the newly placed child within one year of placement. 3. To care for the employee’s spouse, child, or parent who has a serious health condition 4. A serious health condition that makes the employee unable to perform the essential functions of his or her job 5.Any qualifying exigency arising out of the fact that the employee’s spouse, son, dau ghter, or parent is covered military member on â€Å"covered duty 6. Twenty-six workweeks if leave during a single 12-month period to care for covered service member with a serious injury or illness if the eligible employee is the service member’s spouse, son, daughter, parent, or next of kin (military caregiver leave). Drug-Free Workplace Act When it comes to drug-free workplace, human resources have policies to ensue employees, vendors or customer is not using alcohol or drugs. It is crucial for this department to be firm to their procedures to ensure this does not happen during work time.Some of the implications for HR departments in managing the employer-employee relationship are to have a zero tolerance for drugs and alcohol. In conclusion with all the laws against discrimination there are still people that are being discriminated against. The laws have helped in the workplace and for many people to have a safe workplace and place they can work with being afraid of bein g fired because of their race, color, sex, religion, or age. Reference: Holland, Jesse J, Supreme Court Makes Ruling in Maryland Sick-Leave Case. Retrieved October 28, 2012 from www. huffingpost. com Saunders, j; â€Å"News Service of Florida†: retrieved October 29, 2012; from Ledger. com Likert, R. , 1932 â€Å"Studies in the principles of judgments and attitudes†

Reflection paper Essay Example | Topics and Well Written Essays - 250 words - 21

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Visual Arts and Film Studies - Essay Example In 2009, He received the first Jack Wolgin Fine Art Prize that was given to him at the Art at Temple University in Philadelphia. That is known for recognizing the peak level of artistic excellence on an international level. He is currently residing and working and living in Philadelphia. Ryan Trecartin’s video â€Å"A Family Finds Entertainment† is a video that was released in 2004 and stars a clownish but psychopathic boy called Skippy who locks himself up in the upstairs bathroom during a wild party. He is persuaded to join in the party but he refuses. He cuts himself with a knife and musing opaquely on his dilemma regarding King Lear style delirium. Whereas, downstairs, the partiers have having complex mood swings that are constantly disrupted by a burst of animated sequences and visual effects. This seems to disorient the characters similar to many lightening strikes. Eventually, Skippy comes out of the bathroom, borrows money from his sexually inappropriate parents and heads for the outdoors. He meets a documentary film maker who decides to make a movie about him but, Skippy is hit by a car and apparently dies. Back at the party, a hyperactive gal called Shin, a cat played by Trecartin receives the sad new regarding Skippy (Trecartin 2004). She spends twenty minutes of being hysteria filled with the sad news as she prepares to tell her friends what has happened. After she has informed her friends, the band compose a song that seems to magically raise the teenager from the dead. Everybody runs outside the house and sets the fireworks. However, on the event the police appear, they run back to the house. Ryan Trecartin’s video â€Å"A family Finds Entertainment† unfolds with a similar intent like futuristic fever dreams. This is a collaboration that assembles the cast of family and friends. He displays the skill of being able to merge complex digital manipulations with footage from pop culture, animations and internet employing wid ely stylized performance and sets. Despite the fact that, this video has drawn major comparison to early John waters, Jack Smith and Perr – Wee play House, Ryan Trecartin’s video is thoroughly unique. His video, sculpture performance, photography and installation creates scenario that are displayed with the collaboration of his friends. Critical study of the video The quote from the video â€Å"I believe that some where there is something worth dying for and I think is amazing.† Skippy sounds sarcastic but envious. In the video he polariods himself and cuts the picture into half. When he cuts himself while looking at the mirror, he tries to test a true reflection of his soul and knowledge of himself. In the other room, a young man says â€Å"Show me something beautiful and, I will live, show me something worth holding on and I will hold on.† Veronika tell the young man that they are planning to go on a tour very soon. This is an indication that this group contains musicians who like to sing and go on tours. While Skippy is still hiding in the toilet, Veronika come to tell him that her friends want to leave because his show is boring and the environment is not intriguing. Accidentally, Skippy cuts himself but pretends that he cut himself more dramatically while he

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Chemical engineering distillation column - Essay Example The required task is therefore to determine if the column has potential to efficiently distillate within economic operation costs. While a five-step procedure is recommended for testing the facility, time is scarce and not all the steps can be implemented. The steps are; calculation of the theoretical capabilities of the distillation column in the lab, preparation of an accurate vapor liquid equilibrium diagram of water and ethanol, accounting for the energy usage of the distillation process, accounting for the final products ethanol concentration, and analysis of the costs and benefits of obtaining higher yields against higher purities. The time scarcity however dictates that only two of the steps are adopted in order to determine the column’s capacity. My team would choose to prepare an accurate vapor liquid equilibrium diagram for water and ethanol, and to account for the final product’s ethanol concentration. The vapor liquid equilibrium would be preferred because of its theoretical basis that can be used in an experiment to test the facility’s efficiency and freedom from errors. This is because for any mixture of two fluids and across varying temperatures or pressures, there is an equation that determines corresponding mole ratios of mixture components in the vapor state given a temperature or pressure. A given volume of water and ethanol can then be used in the column and measurements taken at a given temperature and mole ratio determined. If the experimental values correspond to theoretical values, as determined by Raoult’s theory, then the column is approved to be operationally efficient. It is therefore an accurate measure of efficiency (Theodore, Ricci and Vanvliet, p. 233). Accounting for the final et hanol concentration is another efficient process for determining the operational efficiency of the distillation column. This is because of the

Superior Grain Inc Essay Example | Topics and Well Written Essays - 2000 words

Superior Grain Inc - Essay Example describe the assumptions and methods used (3 pts) Somewhat describes assumptions and methods used (7 pts) Substantially describes assumptions and methods used (8 pts) Effectively describes assumptions and methods used (10 pts) Calculate statistics using a spreadsheet Does not calculate appropriate statistics using a spreadsheet and/or does not provide evidence of calculations (0 pt) Calculates appropriate statistics using a spreadsheet (most answers are not correct) (13 pts) Calculates appropriate statistics using a spreadsheet (not all answers are correct) (21 pts) Calculates appropriate statistics using a spreadsheet (most answers are correct) (25 pts) Effectively calculates statistics using a spreadsheet (almost all answers are correct) (30 pts) Explain implications of output of statistical analysis Does not explain implications of output of statistical analysis (0 pt) Partially explains implications of output of statistical analysis (3pts) Somewhat explains implications of output of statistical analysis (7 pts) Substantially explains implications of output of statistical analysis (8 pts) Effectively explains implications of output of statistical analysis (10 pts) . . . continued . . . TITLE OF RUBRIC: Case Analysis, cont. (Page 2 of 2) Course: QNT 5040 LEARNING OUTCOME/S: (see syllabus) Date: 02.15. 2013 PURPOSE: To facilitate effective decision making under uncertain conditions by quantifying risk. Name of Student: Kelly Espinosa, Diana De Castro, Elsa Santos, Marie Jean, Lesan Thomas, Courtney Waite VALIDITY: Best practices in Monte Carlo simulation. Name of Faculty: Nova Southeastern University COMPANION DOCUMENTS: Assignment and format instructions, Case Earning maximum points in each box in ‘PROFICIENT’ column and / or points in columns to the right of... Based on the analysis of the historical data and projected data for the upcoming year, it would be a mistake for Superior Grain to rely on the volume of shipments allotted from the Polish contract to cover the costs of building the third wharf with the expectation of 20% profit. It is apparent from the statistics that the addition of the third wharf would decrease the demurrage charge; however, there is a negative net present value (NPV) that indicates the company should not build the third wharf. Even though, there is a negative NPV for the company, according to our five-year analysis, Superior Grain Elevator could still consider building the third wharf. Because of the 3 factors detailed below, Superior Grain Manager, Mike Armstrong, needs to consider building the third wharf. By building the third wharf the waiting time will be dramatically decreased, and customer satisfaction will also increase. After the contract is over the number of ships will go back to 115 with the savings o f more than $100,000 per year. There is always a possibility within the next 2 years for the company to get a new contract which it will be prepared to handle. Therefore by building the third wharf the company will be able to benefit from it.

Globalization Impact on Iran Essay Example | Topics and Well Written Essays - 1500 words

Globalization Impact on Iran - Essay Example As the research stresses the main reason why Iran has recently started to experience the impact of globalization is emergence of modern social networks as well as its rapid economic growth. Despite the fact that globalization has both positive and negative effects, â€Å"the globalization trends in 1990s have affected most of the countries and Iran too has experienced the changing mood of the people†. As the paper declares in spite of different opinions of researchers about the impacts of the globalization process, the effect of this trend on the people’s life is beyond the measure. It worth mentioning that globalization process is a complex of different tenets, which includes such aspects as technological, economic, political, cultural, as well as social. It is hard to properly estimate, which one of those aspects is the most significant and has the biggest impact. The essence of the technological aspect of globalization consist of communication and transporting industries, development of such sciences as microelectronics and IT, etc. The vivid example of the influence of technological aspect of globalization on Iran is increasing popularity and usage of social media. They have facilitated the communication process inside as well as outside the country and contributed to the implementation of main tenets of democracy. Globalization has significantly influenced Iran’ s economic.

Reading Response Article Example | Topics and Well Written Essays - 500 words

Reading Response - Article Example For instance, in order to write a word that connote a plural of two in Arabic, individuals are supposed to add ‘een’ in that word. Look at this example, the word quiz in English it is going to be â€Å"quizeen† and an ‘at’ is added to ‘quiz’ to make it ‘quizat’ when there are more than two quizzes. This became a common trend and words like friendeen-friendat, teachereen-teacherat, sistreen-sistrat, and classeen-classat were commonly in use by both instructors and students. What’s more, the author is supporting Smith’s (1976, pg. 12) argument which state ‘any international language must serve both the local and the international needs by developing alongside other languages’. Subsequently, the author fails to elucidate to us the effects this assumption will have in causing more complications in the communication process between the natives and non-natives. Conversely, it is significant to note that English as one of the international languages is losing its monopoly to control the world socio-economic due to the emergence of the new translation technology. The emergence of new translation technology has risen concerned on how long English language, will continue to dominate the other local and international languages. Therefore, can we conclude that the emergence of the new translation technology will affect English as one of the predominant international languages? Additionally, Quirk et al (972 pg. 28) argued that for English language to serve the appropriate purpose of pedagogical, the instructors and academic administrators must get seriously involved in the exploration for appropriate policies that will determine the standardization. Global teaching of English language should be integrated. Besides this, individuals like Kachru (1997, pg. 10) argued that the spread of English in both inner circle, outer cycle, and expanding circle has led to development of many

Triaxial undrained test Essay Example | Topics and Well Written Essays - 1250 words

Triaxial undrained test - Essay Example In turn the values from this graph as well as the resulting Excel sheets were used to determine the maximum deviator stress for each sample under investigation. The maximum deviator stress and the relevant cell pressure for all three samples are shown in the table below. The calculation was carried out relying on the test equipment that produced values for measured force using a load cell calibration constant. The calibration constants for all three samples are presented in the table below. The highest value of corrected stress was taken from this graph and the tables and was plotted in the form of Mohr’s circles. Once the Mohr’s circles were drawn, they were connected together using a common tangent. This tangent is critical to the calculations required as the y-intercept represents cohesion while the inverse of the gradient of the tangent represents the internal friction angle of the soil. The plot of Mohr’s circles and the resulting graph is shown below. Using the plot shown above the y-intercept and the angle that the tangent made with the horizontal were calculated. The y-intercept was 306.68 while the angle of the tangent with the horizontal was 3.62 degrees. Once this was found, it was time to find out the void ratio and the degree of saturation. This was done with the help of the taken weights (which are shown in the table below for all samples) and with the use of the formulas shown after them. The results obtained from the Mohr plot indicate that the soil has a high cohesion (306.68 kN/m2) but a small angle of friction (15.81 degrees). In turn this can be used to surmise that the soil sample under investigation has relatively good shearing properties although it is prone to failure if the angle of repose is increased by a large amount. The other thing to take note of is whether the soil sample under investigation has been packed

Music Piracy Is a Good Thing Essay Example for Free

Music Piracy Is a Good Thing Essay If pirating music hurts musicians income so badly it would show, and after all this time of pirating music it hasnt. Music piracy benefits artists more than it hurts, therefore it should be legal. Music piracy is mostly committed by people who are everyday people who have average income jobs and have families who end up being sued by big record companies over downloading music for free. It seems a bit to greedy when you look at the difference in pay between the artist and the people who download the songs. ( †¦) say that the people who pirate the music are more likely to go to the show and buy the albums after downloading music (Ernesto). Also, people who pirate music tracks are very likely to develop an connection to the bands orartists and that will lead to them attending the shows, buying albums and merchandise. When putting this issue in perspective, record companies are just looking for money without any consideration for the ways of getting it. Record companies start suing people who have downloaded music for ridiculous amount of money in attempt to intimidate and scare off the fellons from downloading music illegally. The main groups affected are college kids that dont have the money. Sarah Barg was a sophomore at the University of Nebraska-Lincoln, Sarah received an email from a label company stating that she owed $3,000 to the Recording Industry Association of America (Bratton). For that amount,, Sarah would be paying $7. 87 for each song. Majority of the songs she pirated were from the eighties and werent even relevant anymore, and yet she was battling record company’s in court over them them. Sixty students like Sarah at UNL received the same similar, as well as hundreds sent out to over sixty other universities across the country. Not knowing ow else to handle the situation, Barg contacted her parents and they had to cover her settlement. I dont know what I would have done. Im only 20 years old, says Barg. Well over five hundred students across the states have paid settlements to avoid being sued. I see it as bullying, UNL freshman Andrew Johnson says, Legally, it makes sense, because we dont have the money to fight back. Johnson illegally downloaded one song and settled $3,000 to avoid being sued for one song. The money used came from the 18 year olds college fund and he now has to work two jobs to compensate for his losses. The record companies seem to target those cant fight back. In 2007, major record companies such as Warner music groups, Warner Bros Records, Inc. , and Sony BMG Music Entertainment, tried to sue a young girl from Texas named Whitney Harper for illegally downloading music from file sharing networks on the internet (Malisow). Whitney was at the time was sixteen years old and was being sued for a minimum of $750 per song when Whitney downloaded thirtyseven songs. That is a little over $20,000 and she is only sixteen years old. Harper tried to use the Innocent Infringer Act that would reduce fees to $200 per song. In order to accomplish that, Harper had to prove she was unaware of the copyright laws by claiming that the copyright notice placed on cds were not on the file sharing networks on the Internet therefore she was unaware. The companies referred to the sixteen-year-old as a long term massive infringer of copyright laws. Harper warned that if the companies won the case that downloading music off the Internet could never be innocent infringement. The Harper case is one the few after many years still going through federal court. The companies had stated they were going to begin transitioning away from suing individuals and find better means of fixing the issue. After years of record companies using an intimidation method to fix the pirating problem, it got them nowhere because the amount of pirates only went up, and the efforts by the companies were in most cases useless. According to the Wall Street Journal, they attempted suing many single mothers, a thirteen-year-old girl, and a dead peope. The new approach is for the companies to work with Internet service providers and when music is eing pirated the user receives a warning that they will lose Internet service if they continue(WSJ. com). The companies still reserve the right to sue if someone is a heavy violator or has ignored several warnings, but even with this new system, it still seems like the companies are only out for money, but in an attempt to escape negative attention from the media, they change their approach. According to The Independent, peo ple who illegally download music also spend more money on music, concerts, merchandises than anyone else. The Secretary of State for Business, Peter Mandelson, stated that the record companies new approach to crack down on illegal down loaders by cutting off internet service could potentially harm the music industry more than help it. The people who file share are the ones who are interested in music. They use file sharing as a discovery mechanism. The artists also have mixed opinions over file sharing, some such as James Blunt and Lily Allen are anti-piracy and Shakira is pro-piracy(Shields). Sites have come out with monthly bills for unlimited music plans that seem fairer. Some artists dont feel affected by file sharing and support the fact that piracy creates a bigger fan base for them. Bands like Angels and Airwaves have produced free records so copyright wasnt an issue. They figure that the fans will still come see them play and record sales arent the only thing to being in a successful band. Some artists dont seem to realize that. Most artists make plenty off of record sales even with a piracy problem, so court cases and law suits on everyday people by record companies seems a bit greedy and selfish. Even with the new laws, they are still pushing to stop this unstoppable problem. Today music piracy is referred to as a dead issue. Most cases that are still pending are being dropped. This year a $54,000 fine on a single mother of four was dropped by the U. S. District Court Judge, Micheal Davis, who stated piracy is no longer monstrous and shocking. The need for deterrence cannot justify a two million verdict for stealing and distributing twenty-four songs for the sole purpose of obtaining free music(physorg. om). Thomas Rasset was convicted in 2007 and was ordered to pay $220,000, but the judge who presided over the trial called off the verdict, saying it was wholly disproportionate and oppressive. Her case was one of the thousands that had actually made it to court. In 2011, with new laws, these cases should not be forgotten about. The people who lost cases should be compensated and apologized to because they did nothing other than have an interest in the artist.

Techniques For Providing Water To Arid Regions An Environmental Sciences Essay

Techniques For Providing Water To Arid Regions An Environmental Sciences Essay Introduction About 30% of entire worldwide land area includes populated arid and semi-arid areas. The major obstacle to socio economic development in these areas is Water shortages. The essential ideology for the allocation of water resources are effectiveness, equity, and sustainability, with the endeavor of give the utmost advantage for society, environment and economy, at the same time as to maintain reasonable allocation amid various areas and people. Sustainable economic development in arid and semi-arid areas relies a lot on sustainable water resource management. The lucid allocation of water resources needs a multifaceted balance between demand and supply, in various economic sectors particularly athwart sub-areas in arid and semi-arid climate areas. Regional development planning needs to incorporate economic objectives with issue including historical, technological, and natural resource constraints. Jointly, these factors effect populace distribution, economic structure and prototype of ecology and therefore, the extent of water distributed for these purposes in arid and semi-arid areas. Regional community, economic and ecological dissimilarity necessitate special sustainable development strategies in province of water scarcity. This study assesses the feasibility of different techniques for providing fresh water to arid regions of the world. Background Brisk industrialization, urbanization, and population growth in arid countries are wielding rising pressure on local water authorities and water planners to gratify the emergent urban water demand. Since accessibility of conventional sources of fresh water lacks for drinking use, seawater water desalination, in accumulation to partial groundwater resources, are the chief water supply sources for urban utilization. In last two decades, urban water stress has increased considerably, owing to fast urbanization and industrialization, population growth and development in living standards. Facts and Figures With a soaring average growth rate of over 3.4% the population amplified from around 17.688 million in 1970 to 38.52 million in 1995. It is predicted to get to 81.25 million in 2025. The urban population is anticipated to ascend from 60% in 1995 to over 80% in 2025. Curriculum has been made for improved leakage control in networks of domestic water. They have been also incorporated for wastewater treatment and use again for industrial and irrigation use. Water management-related regulations and laws have been designed, counting those to decrease water demands and losses. Uncontrolled leakages add considerably to shallow water-table formation and contagion of shallow and deep aquifers. The extreme pumping from local aquifers to suit the growing urban water demand consequences in substantial turn down in water levels. This is worsening in groundwater quality. At adequately hefty pumping rates the demand is tried to be fulfilled, leads to stream flow depletion. With a constant increase in urban demand for water and sanitation, confront to suit these demands are rising. To construction more, costly desalination plants would be difficult. The dispute can be resolve with the preliminary part of new and modern legislation and institutional actions. This can also be done by taking on advanced techniques in water-demand reduction, wastewater reuse enhancement and reduction of water production, treatment and distribution costs. Ground Water Pumping through Water privatization   Water privatization  was taken on in 1989 by Margaret Thatchers  government. It privatized ten formerly public regional water and sewerage companies in   Wales  and England   in the course of disinvestment. in chorus the economic regulatory agency  OFWAT  was shaped. The Drinking Water Inspectorate (DWI) was positioned in 1990 to check water safety and quality. Water privatization since then is a controversial issue in England and Wales. A study by the  Public Services International  Research Unit (which is affiliated with trade unions), that opposes privatization in 2001 declared that tariff amplified by 46% in actual terms in the first nine years and investments were reduced Operating profits have doubled (i.e.+142%) in eight years and public health was endangered by cut-offs for non-payment. Privatization helped sign off the industrys  £4.95 billion debt. Privatization columnist disputed in 1997 that infrastructure-mainly sewers-were not adequate. Also, OFWAT was blamed of not evaluating company performance with targets. The critics said that OFWAT has chosen profit over providing a assured level of services. Conversely, a World Bank article disagree that the reforms six years after and before privatization investments were $17b and  £9.3bn respectively which has surely risen after privatization brought about conformity with rigorous drinking water standards Also headed to a higher quality of river water. There are also 16 mostly smaller water only companies in England and Wales that have been privately owned since the 19th century. In  Scotland  and  Northern Ireland  water and sewerage services have remained in public ownership Desalination To turn seawater into drinking water  , the first large-scale desalination plant for domestic and industry use in the UK opened on Wednesday 2 June 2010. Facts and Figures The desalination plants capacities vary from 1000 to 789 864 m3/day. In 1990 and 1997, the world desalinated water production was about 33% for the total domestic and 38% for industrial requirement. By 2025, desalination production is predictable to be around 54% of the total domestic and industrial claim. The RO plants need mechanical energy formed by pumps those work on electricity. About 3.5-9 kWh is necessary to manufacture 1 m3 of desalinated seawater. The energy requirement depends on the salinity level of the water input. Also depends on efficiency of pump and the process design. A single-stage plant of high efficiency level, needs around 4 kWh/m3 and 0.5-2.5 kWh/m3 to produce 1 m3 of reasonable quality water from seawater and salty groundwater. The use of a low-pressure membrane reduces the energy consumption by 25-40%, especially when using low-salinity water. DAMS Dams are made to contain water, stop flooding and produce hydroelectric power. Dams make available a water supply for irrigation, domestic needs and industrial application. Lakes and reservoirs are made since 19thcentury in UK. The most significant resource for building a dam is funding. In the UK, the figure of huge dams grew speedily during the 19th century from around 10 to 175. By 1950, the rate of growth nearly doubled. After 1950, edifice positioned itself at a rate of   5.4 dams per year. the UK today has a sum of 486 dams. In Europe, the totality of dams is rising slowly. The basic reason being that  appropriate sites are becoming less  and environmental concerns  become  growing. Large dams The six biggest reservoirs are positioned in the Volga river system in Russia.   The two largest are Kuybyshevskoye (6450 km2)  and Rybinskoye  (4450 km). Spain (approx. 1200), Turkey (approx. 610), Norway (approx. 364) and the UK (approx. 570) have largest number of reservoirs. Environmental Issues a number of environmental issues are raised by Reservoir construction in both building and completion stages. On closing the dam, the water level in the reservoir rises, resulting in key changes in the area  inundated with the water. Like loss of farmland, flooded settlements and the groundwater table raised. Once the reservoirs are made, two kinds of environmental problems take place: Make the reservoir inappropriate for its purpose. Algae and toxic substances in them make drinking water inappropriate. Evoke ecological weakening of the river system, particularly downstream of these reservoirs. Big dams break off the natural permanence of a river.   Reservoirs  change the  hydrological cycle, thus raising many other ecological consequences like leaving fewer spawning sites for migratory fish. Additionally, reservoirs grasp  suspended matter  mostly sand flowing into them. This decreases the suspended matter weight to  reach downstream and in the end to the sea. Lack of sand at the sea pilots coastal erosion. Conclusion Building dams is very costly and also gives rise to a number of environmental issues as discussed above. Ground water pumping and water privatizing also has risen many questions pertaining to water level and environment concerns vis-à  -vis profit making. The best option which should be taken ahead by government is water Desalination. Though the one time investments are high but the problem of water allocation can be limited with its supplies. Provisions to produce biofuels for the Thames desalination plant have been done, still till they are place energy consumption will remain an issue. Recommendation All the above discussions focus on fulfilling the demand by one method or the other. Still other way is to bring down the domestic and industrial demand. Legislation ought do more work to discontinue leaking pipes and decrease the average water use of customers by fixing more water meters and better promotions activities.

Alternative Communication Intervention In Children Health And Social Care Essay

Alternative Communication Intervention In Children Health And Social Care Essay Children and youth who sustain a traumatic brain injury (TBI) and/or spinal cord injury (SCI) may have temporary or permanent disabilities that affect their speech, language and communication abilities. Having a way to communicate can help reduce a childs confusion and anxiety, as well as enable them to participate more actively in the rehabilitation process and thus, recover from their injuries. In addition, effective communication with family, care staff, peers, teachers and friends is essential to long-term recovery and positive outcomes as children with TBI and SCI are integrated back into their communities. This article describes how rehabilitation teams can use augmentative and alternative communication (AAC) and assistive technologies (AT) to support the communication of children recovering from TBI and SCI over time. 1. Introduction Children and youth who sustain a severe traumatic brain injury (TBI) and/or a spinal cord injury (SCI) often experience sequealae that can affect their ability to communicate effectively. In early phases of recovery, many children with TBI and SCI are unable to use their speech or gestures for a variety of medical reasons related to their injuries. As a result, they can benefit from augmentative and alternative communication (AAC) interventions that specifically address their ability to communicate basic needs and feelings to medical personnel and family members and ask and respond to questions. AAC approaches may include having access to a nurses call signal; strategies to establish a consistent yes no response; techniques that help a child eye point to simple messages; low-tech boards and books that encourage interaction with family members and staff; communication boards with pictures or words; and speech generating devices (SGDs) with preprogrammed messages, such as I hurt Come h ere, Help me please! Whens mom coming? As children with TBI and SCI recover from their injuries, many no longer will need AAC. However, some children face residual motor, speech, language and cognitive impairments that affect their ability to communicate face-to-face, write or use mainstream communication technologies (e.g., computers, email, phones, etc.). A few may require AAC and assistive technology (AT) throughout their lives. Having access to communication through AAC and AT enables these children to participate actively in the rehabilitation process and ultimately, in their families and communities. Without an ability to communicate effectively, children with TBI and SCI will face insurmountable barriers to education, employment, as well as establishing and maintaining relationships and taking on preferred social roles as adults. All AAC interventions aim to support a childs current communication needs while planning for the future (Beukelman and Mirenda, 2005). However, the course of AAC treatment for children who sustain TBIs and SCIs is different because of the nature of their injuries is different. In addition, the focus of AAC interventions will differ for very young children (e.g., shaken baby syndrome) who are just developing speech and language and for those who were literate and have some knowledge of the world prior to their injuries (e.g., 16 year-old involved injured in a motor vehicle accident). For young children, the AAC team will focus on developing their language, literacy, academic, emotional, and social skills, as well as ensuring that they have a way to communicate with family members and rehabilitation staff. For older children, AAC interventions build on residual skills and abilities to help remediate speech, language and communication impairments as well as provide compensatory strategi es that support face-to-face interactions and ultimately communication across distances (phone, email) with team members, family and friends. AAC intervention goals seek to promote a childs active participation in family, education, community and leisure activities and aim to support the establishment and maintenance of robust social networks (Blackstone, Williams, and Wilkins, 2007; Light and Drager, 2007; Smith, 2005). While a variety of AAC tools, strategies and techniques are available that offer communication access, successful AAC interventions for children with TBI and SCI also require that medical staff, family members and ultimately community personnel know how to support the use of AAC strategies and technologies because the needs of these children change over time. Speech-language pathologists, nurses, occupational therapists, physical therapists, physiatrists, pediatricians, and rehabilitation engineers work collaboratively with the childs family and community-based professionals to establish, maintain and update effective communication systems. Ultimately, the goal is for children to take on desired adult roles; AAC can help them realize these goals. 2. Pediatric TBI and AAC AAC intervention for pediatric patients with TBI and severe communication challenges is an essential, complex, ongoing and dynamic process. AAC is essential to support the unique communication needs of children who are unable to communicate effectively. It is complex because of the residual cognitive deficits that often persist and because many children with TBI have co-existing speech, language, visual, and motor control deficits (Fager and Karantounis, 2010; Fager and Beukelman, 2005). AAC interventions are ongoing and dynamic (Fager, Doyle, and Karantounis, 2007) because children with TBI experience many changes over time and undergo multiple transitions. Light et al. (1988) described the ongoing, three-year AAC intervention of an adolescent who progressed through several AAC systems and ultimately regained functional speech. DeRuyter and Donoghue (1989) described an individual who used many simple devices and a sophisticated AAC system over a seven month period. Additional report s describe the recovery of natural speech up to 13 years post onset (Jordan, 1994; Workinger and Netsell, 1992). 2.1. AAC Assessment and Intervention Assessment tools can help identify and describe the cognitive, language and motor deficits of patients with TBI and provide a framework for AAC interventions. The Pediatric Rancho Scale of Cognitive Functioning (adapted by staff at Denver Childrens Hospital in 1989) is based on the Ranchos Los Amigos Scale of Cognitive Functioning (Hagan, 1982). Table 1 describes general levels of recovery, based on the Pediatric Rancho Lost Amigos Scale, and gives examples of AAC intervention strategies that rehabilitation teams can employ across the levels as described below. Levels IV and V. AAC Goal: Shaping responses into communication In the early phase of recovery, pediatric patients at Levels IV and V on the Pediatric Rancho Scale are often in the PICU, the ICU, acute hospital or acute rehabilitation environment. At Level V (no response to stimuli) or Level IV (generalized response to stimuli) AAC interventions focus on identifying modalities that children can use to provide consistent and reliable responses. For example, staff can use simple switches (e.g., Jelly Bean ®, Big Red ® and Buddy Button from AbleNet), latch-timers (e.g., PowerLink ® from AbleNet) and single message devices (e.g. BIGmack ® and Step Communicator ® from AbleNet) to support early communication (see Table 1 for some examples). Because childrens early responses may be reflexive rather than intentional, the family and medical/rehabilitation team can also use AAC technologies to encourage more consistent responses. Families provide valuable input about the kinds of music, games and favorite toys a child finds motivating. The team c an then use these items to evoke physical responses from the child. For example, if the family identified the battery-operated toy Elmo ® from Sesame Street ®, the rehabilitation team might present Elmo singing a Sesame Street song and then observe to see if the childs responds. If the child begins to turn her head when Elmo ® sings, the team might attach a switch with a battery interrupter to the toy and ask the child to hit the button and play the Elmo ® song. In doing so, the team can learn several things. For example, the team may note that a child is able to follow commands, indicating cognitive recovery. The team may also begin to consider alternative access methods for children with severe physical impairments, i.e., head movement may become a reliable way to operate an AAC device or computer in the future. It is difficult to predict whether a child will recover natural speech during early stages of recovery. 2.2. Middle Levels II and III: AAC Goals: Increase ability to communicate with staff, family and friends and support active participation in treatment Pediatric patients at Levels III (localized response to sensory stimuli) and II (responsive to environment) become more engaged in their rehabilitation programs as they recover some cognitive, language and physical abilities. During this phase, long-term deficits that affect communication become apparent (e.g., dysarthria, apraxia, aphasia, attention, initiation, memory, vision, spasticity). Dongilli, Hakel, and Beukelman (1992) and Ladtkow and Culp (1992) also report natural speech recovery in adults after TBI at the middle stages of recovery. Continued reliance on AAC strategies and technologies is typically due to persistent motor speech and/or severe cognitive-language deficits resulting from the injury (Fager, Doyle, and Karantounis, 2007). AAC interventions at these levels focus on using a childs most consistent and reliable response to communicate messages, encourage active participation in the rehabilitation process and increase interactions with family and staff. AAC interventions always take into account the childs developmental level and interests. Table 1 gives some examples of AAC technologies employed during these Levels III and II. For example, Jessica was admitted to the hospital at 18-months with shaken baby syndrome. At Level II, she began responding to her parents by smiling and laughing and also began to manipulate toys with her non-paralyzed hand when staff placed a toy within her intact field of vision. However, she did not exhibit any speech or imitative vocal behaviors and her speech-language pathologist noted a severe verbal apraxia. Nursing staff and family members noted that Jessica seemed frustrated by her inability to express herself. Prior to her injury, she could name over 30 objects (toys, pet s, favorite cartoon characters) and was beginning to put two word sentences together (Momma bye-bye, Daddy home). AAC interventions included the introduction of a BIGmack ®, a single-message speech generating device (SGD) that enabled the staff and family members to record a message that Jessica could then speak during her daily activities(e.g., more, bye-bye, turn page). Because the BIGmack ® is a colorful, large and easy to access SGD, Jessica was able to press the button despite her upper extremity spasticity and significant visual field cut. Within a month, Jessica had progressed to using a MACAW by Zygo ®, an SGD with eight-location overlay that staff programmed with words she had used prior to her injury (e.g., mommy, daddy, more, bottle, book, bye-bye). Staff also designed additional overlays to encourage her language development by providing vocabulary that enabled her to construct two-word combinations (e.g., more crackers). Jessica began to express herself at a developmentally appropriate level, but she had residual memory deficits that required cuing and support from her communi cation partners. For example, initially, she did not recall how to use her AAC system from session to session so staff needed to reintroduce it each time. However, after several months, Jessica began to search for her SGD to communicate. Jessica, like many children with TBI at this level, was able to learn procedures and strategies with repetition and support (Ylvisaker and Feeney, 1998). 2.3. Level II and Level I. AAC Goals: Support transitions, recommend AAC strategies and technologies for use at home and in the community As pediatric patients transition from Level II (responsive to environment) to Level I (oriented to self and surroundings), they often move from an acute rehabilitation facility to an outpatient setting, home or a care facility. Thus, before discharge, AAC teams will conduct a formal AAC assessment and provide long-term recommendations for AAC strategies and technologies that can enable children to be integrated successfully back into community environments. Table 1 illustrates the types of AAC technologies and strategies employed at Levels II and I, as described below. For children who continue to use AAC and AT when they return to their communities, the rehabilitation team identifies a long-term communication advocate. This person, often a family member, becomes actively involved in AAC training and collaborates with rehabilitation staff to prepare the childs educational staff, extended family and other caregivers (Fager, 2003). Having a link between the rehabilitation team and community professionals is essential because most teachers and community-based clinicians have limited experience working with children with TBI and may need support to manage the cognitive and physical deficits often associated with TBI. For example, McKenzie, a 12 year-old with a severe TBI secondary to a car accident, was quadriplegic with severe spasticity and no upper extremity control. She also had cortical blindness and significant communication and cognitive impairments. As she recovered, McKenzie used a variety of AAC systems (e.g., thumbs up/down for yes no, two B IGmacks ® to communicate choices, and a scanning Cheap Talk by Enabling Devices with four messages to participate in structured activities). Prior to discharge, the rehabilitation team conducted a formal SGD evaluation and recommended the Vmax by DynaVox Mayer-Johnson, a voice output device. McKenzie was able to access the device via a head switch mounted to the side of the head rest on her wheelchair. Using auditory scanning, she could create and retrieve messages. Because she was literate prior to her injury and could still spell, the staff set up her device to include an alphabet page as well as several pages with pre-programmed messages containing basic/urgent care needs, jokes and social comments. Family and friends participated in her rehabilitation and learned to use tactile and verbal prompts to help her participate in conversational exchanges. Due to her residual cognitive deficits, however, McKenzie had difficulty initiating conversations and remembering where pre-stored messages were in her device. When prompted, she would respond and initiate questions and could engage in conversations over multiple turns. Over time, she began to participate in meaningful, social interactions, often spelling out two-three word novel phrases using her alphabet page While her parents were renovating their home to handle her wheelchair, McKenzie transitioned to a regional care facility that specialized in working with young people with TBI. The acute rehabilitation team identified McKenzies aunt as her AAC advocate because she had participated actively in earlier phases of McKenzies recovery, was proficient with the maintenance (charging, set-up and basic trouble-shooting) of the Vmax and could customize and program new messages into the system. The care facility staff met with McKenzies aunt weekly so they could learn how to support McKenzies use of the SGD. Specific training objectives included maintenance and basic trouble-shooting, set up, switch-placement and how to program new messages to use in specific and motivating activities. Staff learned how to modify the placement of her switch when McKenzie became fatigued or her spasticity increased. Additionally, McKenzies school staff (special education coordinator, speech-language pathologist, occupational therapist, and one of her regular classroom teachers) visited McKenzie at the rehabilitation and the care facilities to help prepare for her return home and learned how to support her in school, given her physical and cognitive limitations. 2.4. AAC themes in TBI When working with pediatric patients with TBI, three AAC themes emerge. 1. Recovery from TBI is dynamic and takes place over time. In early stages of recovery, most children with TBI have physical, speech, language and cognitive deficits that affect their communication skills. Depending on the nature and severity of their injuries, however, most recover functional speech, although some will have life-long residual speech, language and communication deficits. Acute rehabilitation teams can employ AAC interventions to support communication, as well as monitor the childs changing communication abilities and needs over time. 2. The cognitive-linguistic challenges associated with TBI make AAC interventions particularly challenging for rehabilitation staff, as well as for families, friends and school personnel. Because of the complex nature of the residual disabilities caused by TBI, collaborations among rehabilitation specialists, family members and community-based professionals are essential. Some children with TBI require AAC supports throughout their lives. Family members, friends and school personnel rarely know how to manage their severe memory, attention and/or initiation deficits that can affect long-term communication outcomes. 3. There is a need to plan carefully for transitions. Children with TBI will undergo many transitions. While research describing these transitions in children is not available, reports of the experiences of adults with TBI describe multiple transitions over time. Penna et al. (2010) noted that adults with TBI undergo a significant number of residence transitions particularly in the first year following injury and Fager (2003) described the different transitions (acute care hospital, outpatient rehabilitation, skilled nursing facility, home with adult daycare services, and eventually assisted living) for an adult with severe TBI experienced over a decade, documenting significant changes in his cognitive abilities, as well as his communication partners and support staff. Children with TBI are likely to experience even more transitions over their lifetimes. 3. Pediatric SCI and AAC Pediatric patients with SCI often have intact cognitive skills and severe physical disabilities that can interfere with their ability to speak. In addition, they often have significant medical complications and may be left with severe motor impairments that make it difficult, if not impossible, for them to write, access a computer or participate in the gaming, online and remote social networking activities embraced by todays youth (e.g., texting, email). A subgroup may also present with a concomitant TBI sustained as a result of the fall, car accident or other traumatic event that has changed their lives. For them, AAC treatment must reflect guidelines that take into account both SCI and TBI. As with TBI, the growth and development inherent in childhood and adolescence and the unique manifestations and complications associated with SCI require that management be both developmentally based and directed to the individuals special needs (Vogel, 1997). Initially, AAC interventions typically focus on ensuring face-to-face communication when speech is unavailable or very difficult; over the long term, however, enabling children to write and engage in educational, recreational and pre-vocational activities using computers and other mainstream technologies becomes the focus. 3.1. AAC Assessment and Intervention The ASIA standard neurological classification of SCI from the American Spinal Injury Association and International Medical Society of Paraplegia (2000) is a tool that rehabilitation teams frequently use to assess patients with SCI because it identifies the level of injury and associated deficits at each level. This can help guide the rehabilitation teams clinical decision-making process for AAC interventions. As shown in Table 2, children with high tetraplegia (C1-C4 SCI) have limited head control and are often ventilator dependent. They often require eye, head, and/or voice control of AAC devices and mainstream technologies to communicate. While switch scanning is an option for some, it requires higher-level cognitive abilities, endurance, and vigilance and may be inappropriate for very young children and those who are medically fragile (Wagner and Jackson, 2006; McCarthy et al., 2006; Peterson, Reichle, and Johnston, 2000; Horn and Jones, 1996). Children with low tetraplegia (C5-T1 SCI) demonstrate limited proximal and distal upper extremity control. If fitted with splints that support their arm and hand, some are able to use specially adapted mouse options (e.g., joystick mouse, switch-adapted mouse, trackball mouse), large button or light touch keyboards and switches to control technology. These children are also candidates for head tracking and voice control of AAC devices due to the fatigue and physical effort involved in using their upper extremities. For example, a multi-modal access method to AAC technology and computers may include voice control to dictate text, hand control of the cursor with an adaptive mouse to perform other computer functions (e.g., open programs), and an adaptive keyboard to correct errors that are generated while dictating text. This multi-modal approach can be more efficient and less frustrating than using voice control alone for these children. Table 2 provides examples of appropriate access options to AAC and mainstream techn ologies. 3.2. Supporting face-to-face communication For children with high tetraplegia, being dependent on mechanical ventilation is frightening especially when they are unable to tolerate a talking valve (Padman, Alexander, Thorogood, and Porth, 2003). Thus, providing these children with a way to communicate is essential to their recovery and sense of well-being. As children with lower levels of injury are weaned from a ventilator, they may experience reduced respiratory control and be unable to speak (Britton and Baarslag-Benson, 2007). Medical specialists can provide access to AAC strategies and technologies, which enable these children to communicate their wants, needs and feelings throughout the day. This allows them to interact with direct care staff, participate in their rehabilitation process, and maintain relationships with family and friends. Pediatric rehabilitation teams may use a range of AAC strategies and technologies to support face-to-face communication in children with SCI. Some examples include low tech communication boards used with eye gaze or eye pointing, partner-dependent scanning, an electro larynx with intra-oral adaptor, or laser light pointing to a target message or letter on a communication board (Britton and Baarslag-Benson, 2007; Beukelman and Mirenda, 2005). Introducing AAC and AT technologies early in the recovery process, particularly for children who demonstrate high tetraplegia, will also begin to familiarize them with approaches they may need to rely on extensively throughout their lives, even after speech returns. For example, Jared, a 17-year-old high school senior, sustained a SCI in a skiing accident at the C2 level. In addition to his injuries, he developed pneumonia and a severe coccyx wound during his hospitalization, which lengthened his hospital stay. He was unable to tolerate a one-way speaking valve due to the severity of his pneumonia and decreased oxygenation during valve trials. Although Jared had minimal head movement, he was able to control an AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ head tracker to access his home laptop computer and spell out messages he could then speak aloud using speech synthesis software. He used his AAC system to indicate his medical needs to caregivers and later reported that having the ability to communicate helped alleviate some of the anxiety he experienced due to his condition and extended hospitalization. After Jared recovered the ability to use a talking valve, his work with the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ focused on computer access to meet written and social communi cation needs. Once his wound had healed, he was able to return home 11 months later. At that time, all of his classmates had graduated. Using the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢, Jared was able to complete his GED at home and enrolled in online classes at the local community college. 3.3. Supporting written communication and education At the time of their injury, some pediatric patients with SCI are pre-literate, others are developing literacy skills, and others have highly developed literacy skills. However, most children with tetraplegia will require the use of assistive technologies to support written communication because their injuries preclude them from using a pencil and/or typing on a traditional computer keyboard. In a report describing the educational participation of children with spinal cord injury, 89% of the children with tetraplegia relied on AAC to support written communication needs (Dudgeon, Massagli, and Ross, 1996). For example, Max, a 6 year-old boy who suffered a C6 SCI after an All Terrain Vehicle accident, was reading age-appropriate sight words and developing his ability to write single words prior to his injury. After the initial recovery period, formal testing revealed that Max had no residual cognitive or language impairments. However, he faced significant barriers not only to his continued development of age-appropriate reading and writing skills, but also to his ability to learn and do math, social studies, science, play games, use a cell phone, etc. Due to his tetraplegia, he needed ways to access text and write, calculate, draw and so on. Max learned to access a computer using a large button keyboard, joystick mouse, and adaptive hand-typers (cuffs with an attached stylus that fit on the ulnar side of the hand and allow the user to press the keys of a keyboard) to support writing activities and computer access. During rehabilitation, he was able to continue with his schoolwork by dev eloping the skills to use the technology and keep up with his classmates. He returned home during the summer and participated in an intense home tutoring program. By the fall, he was able to join his classmates and was able to perform at grade level in all classes. Essential to Maxs future educational success and development, as well as his future employment, may well depend on his ability to write, calculate and perhaps even draw using a variety of assistive technologies that support communication. 3.4. Support social participation and pre-vocational activities Access to assistive and mainstream technologies not only facilitates participation in education, but also has implications for future employment as these children transition into adulthood. Assistive and mainstream technologies are now available at modest cost that can help individuals with SCI to compensate for functional limitations, overcome barriers to employability, enhance technical capacities and computer utilization, and improve ability to compete for gainful employment In addition, these technologies also provide access to life-long learning, recreational activities and social networking activities. Specifically, computers are described as great equalizers for individuals with SCI to engage in employment opportunities and distant communication (McKinley, TewksBury, Sitter, Reed, and Floyd, 2004). Social participation in the current technological age includes more than face-to-face communication. Social participation has expanded with the popularity of social networking sites (e.g., Facebook à ¢Ã¢â‚¬Å¾Ã‚ ¢and MySpaceà ¢Ã¢â‚¬Å¾Ã‚ ¢), video web-based communication (e.g., Skypeà ¢Ã¢â‚¬Å¾Ã‚ ¢) and instant communication and messaging (e.g., Twitterà ¢Ã¢â‚¬Å¾Ã‚ ¢). Advances in the field of AAC have allowed individuals with the most severe injuries access computer technologies to engage in these social communication activities. For example, Crystal was a 10-year-old who sustained a C1 SCI due to a fall. Crystals injury left her with no head/neck control and her only consistent access method to computerized technology was through eye tracking. With an ERICA eye gaze system from DynaVox Mayer-Johnson, Crystal quickly became independent with computer access. She emailed and texted her friends and family daily, communicated via her Facebookà ¢Ã¢â‚¬Å¾Ã‚ ¢ account, and engaged in onli ne gaming programs with her friends and siblings. This technology allowed her to begin to communicate again with her school friends while she was still undergoing acute rehabilitation. Maintaining these social networks is an essential component to emotional adjustment children with SCI go through after sustaining a severe injury (Dudgeon, Massagli, and Ross, 1997). Additionally, Crystals friends began to understand that while her impairments were severe, she was essentially the same person with the same interests, humor, goals, and expectations as before her injury. 3.5. AT/AAC themes in SCI When working with pediatric patients with SCI, three AAC themes emerge. 1. For those with high tetraplegia, AAC may facilitate face-to-face as well as distant and written communication needs, depending on the developmental level of the child. Introducing AAC technology early, when face-to-face communication support is needed, helps the child become familiar with the technology they will need to rely on after natural speech has recovered. 2. Return to an educational environment is a primary goal with many children with tetraplegia returning to school within an average of 62 days post discharge (Sandford, Falk-Palec, and Spears, 1999). Development of written communication skills is an essential component to successful educational completion and future vocational opportunities (McKinley, Tewksbury, Sitter, Reed, and Floyd, 2004). 3. Introduction to methods of written and electronic communication provides an opportunity for patients with SCI to engage in social networks through email, texting, and social networking sites. As these children with severe physical disabilities face a life time of potential medical complications (Capoor and Stein, 2005), the ability to maintain and develop new social connections via electronic media allow them to stay connected during times when their medical conditions require them to be house or hospital-bound. 4. Conclusion Communication is essential for continued development of cognitive, language, social, and emotional skills. Children with TBI and SCI have physical and/or cognitive-language deficits that interfere with typical communication abilities. Their communication needs are supported through AAC strategies and technologies. A myriad of technology options are available that not only support face-to-face interactions, but equally important distant social networking and educational activities. AAC interventions in the medical setting that not only support communication of basic medical needs, but also facilitate engagement in social, educational, and pre-vocational activities will result in successful transition to home, school and community environments for these children.

tennis paper -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  There are several different aspects of playing and improving your tennis game. Different strokes, rules, boundaries and many other aspects make up the game of tennis. Over the next few pages, I will do my best to explain the forehand and backhand stroke, the serve and volley, the rules of tennis, and without a doubt the grandslam.   Ã‚  Ã‚  Ã‚  Ã‚  The forehand stroke is the most popular in tennis. Stand facing the net, knees slightly bent, weight evenly distributed and forward on the balls of your feet. The racket is held in front of your body, elbows in close and parallel to the ground. The racket is supported with your free hand. From the turn position, the racket goes back until it is parallel to the ground- the angle between forearm and racket still remaining the same. The butt of the racket is pointing toward the net and the racket is on edge. The ball is contacted opposite the left leg, approximately waist high; the arm is relatively straight and the wrist firm. The follow through is a long, continuous sweeping motion finishing high with the racket butt opposite the left eye, (for right handers). The backhand is for the most part very similar just reversed. Tilt the face of your racquet down more on your backswing. Your racquet face naturally opens up (tilts upward) as you swing forward. You need to start your swing with it facing somewhat downward in order for it to end up at vertical as it meets the ball. Hold your racquet face vertical at the point where you normally meet the ball, then, without turning your wrist(s), pull the racquet back to your normal backswing position. It should face somewhat downward, and that's the angle you want at the start of each swing. The serve is, to me, the best way to take advantage of your opponent. For players of average height, hard, flat serves have to just barely clear the net, or they will go long. Only very tall players can get hard, flat serves in consistently enough to make them pay off. Adding some topspin will increase your margin of clearance over the net to several times larger. The most preferred power serve among advanced players has a mix of topspin and slice. On the serve, the feet are flat, the ball is tossed slightly over the head and out in front of the body. The forehand motion is used only straight over the top of your head. The volley becomes most ... ...1988) are the only three women's tennis players to win all four Grand Slam tournaments in one year. Pete Sampras is tennis's all-time biggest money winner with over $40 million in career earnings. Helen Wills Moody, whose serious demeanor on the court earned her the nickname â€Å"Little Miss Poker Face†, finished the year as the no. 1 ranked women's tennis player nine times, including seven years straight from 1927 to 1933. In 1997, 16-year-old Martina Hingis became the youngest women's tennis player to be ranked no. 1 in the world since the rankings began in 1975. One of the most difficult accomplishments in professional tennis is winning all four of these tournaments. These tournaments are therefore known as the Grand Slam tournaments, and rank as the most important tennis tournaments of the year in the public mind as well as in terms of the ranking points and prizemoney awarded for performances in them. Though it may seem like tennis is entirely too complicated, it can be one of the most fun sports to play. Even if you’re not that good at the game, you still get great exercise, keeping you in shape. If you’ve never played tennis, start. And if you’ve played before, don’t ever stop.

Japanese Art Essay -- Japan Artistic Arts Japanese Essays

Japanese Art Japan’s Art, although sometimes over looked has evolved through many different periods. Its simplest forms in the Archaic period and last on its more complex period the Ego Period. Even though some skeptics believe that Japanese art can not compare to the art of the Greeks or Romans. Japanese Art yet simple is refreshing and has left Japan with wonderful shrines, paintings and traditions. The periods of Japanese art are the Archaic, Ask, Heian, Kamakura, Askikaga and the Ego periods. Each Period has taken Japan to a new level of art. Starting with the Archaic period, Japan was a prehistoric society where its art consisted of well crafted vessels, vases, and tools. Most vessels and vases were constructed to look like they were surrounded in rope but in reality it was part of the ceramic and clay pieces. They lived in pit dwellings with thatched roofs on bamboo stilts. The Japanese did however build shrines in this period. These shrines were consisted of many buildings and were concentrated around a central axis. The symmetrical system was off set by a gate and a building were only the deity could dwell. The most famous of these Shrines is the Ise Shrine. This shrine is 55 yards by 127 yards and is completely fenced in. The Shrine is also made entirely out of wood! With the building of shrines the Japanese moved into a new period, the Asuka period. The religion of the people changed to Buddhism which also cha...

The Greek Column :: Architecture Architectural Essays History

The Greek Column A French champagne cognac with a Centaur trademark, called Remy Martin, is featured in several magazine advertisements resting on a column in various positions. The one being analyzed in this article shows the bottle of Remy Martin and a pair of glasses placed on top of a column so tall that it reaches above the clouds. It invites the viewer: "Want to come up for a drink sometime?" At the bottom right corner, the Centaur logo is repeated, along with a short description of its origin and a complimentary video offer. Found in the October issue of Vanity Fair, it targets adult women readers who, perhaps, want a fashion enlightenment. Both the column and the slab on top of it appear to be made out of concrete, covered with plaster, whitewashed, and then it was given a chipping effect. Its purpose is to support the bottle of Remy Martin and the glasses for someone who can reach high enough for a drink. The use of the column in ancient architectures, however, do not include exhibiting a beverage. From the remarkable Roman Pantheon, dated from the second century B.C., to the Chartres Cathedral in France, which began construction in the mid-twelfth century A.D., the column is widely used according to different tastes and architectural purposes. It is a Greek creation emerged from the Archaic period between 6oo-480 B.C., during which the two elevation designs from Greek temples, called the Ionic and Doric orders, came into form. The Corinthian order is the third classical Greek architectural order originally used in interiors, which began to appear around 450 B.C. The Greeks used columns in architectures including the Parthenon, the Tholos and the mausoleums, sometimes in pairs and sometimes in colonnades. All three orders, occasionally with various different modifications, were adapted by other civilizations such as the Romans and the Etruscans. They were erected in temples, Cathedrals, Forums, on city streets or even in residents as a supporting device for arches, entablatures , ceilings or roofs. They are also incorporated in reliefs for tombs and cathedrals and expressed in Roman wall paintings. For example, the bedroom walls in the House of Publius Fannius in Boscoreale were decorated with images of columns in fantastic Roman cityscapes. (Stokstad, p.162-213, 223-283, 553-556.) The column used in the Remy Martin advertisement does not clearly belong to any classical Greek order or its later variants. However, it resembles a down-sized column of the Doric Order because of its recognizable Doric-like capital, though its components are only representative.

Icet Essay

As the access to information continues to grow rapidly, schools cannot be contented with the limited knowledge to be transmitted in a fixed period of time. They have to become compatible to the ever expanding knowledge and also be equipped with the technology to deal with this knowledge. Information and communication technologies (ICTs) — which include radio and television, as well as newer digital technologies such as computers and the Internet — have been proven as potentially powerful tools for educational change and reform. Information technology is a systemic study of artifacts that can be used to give form to facts inorder to provide meaning for decision making, and artifacts that can be used for organization, processing, communication and application of information. (- Darnton and Giacoletto) All these definitions combine Communication technology and Information technology that have thin line between them but cannot do away without each other. When these technologies are applied in the field of education, it is termed as ICT in education. The term too can be used as the connotation to the term Educational; technology because it also uses any hardware and software approaches that can enhance yield better learning outcomes. In the era of Computer Technology the term ICT mainly focuses on the infrastructure, devices and sources of computer technology and thus it is imperative to discuss about the use of ICT in education by focusing mainly on Computer based technology. ICT in education is any hardware and software technology hat contribute in the educational information processing. In the context of present era, ICT mainly comprises of Computer technology with its hardware, like, Personal computer machine, infrastructure required for setting up Internet facility and also software like, CD ROM including various programme packages, Elearning strategies etc. 2. ICT in education is any Information Technology that focuses on the acquisition, storage, manipulation, management, transmission or reception of data required for the educational purpose. For example, the information about students’ records, their admissions, updates of their auricular and co-curricular activities. 3. ICT in education is any technology that deals with the exchange of information or in other ‘words’ communication in the teaching learning process. Uses of Electronic learning technology like, Teleconferencing, power point presentations, CD ROM are Communication Technology which is the part of ICT. 4. ICT in education is any educational technology that is applied in the educational process. Crowded class rooms have always been a challenge for the teacher to consider the needs of every student in the class. †¢ Wider range of communication media: With the advent of ICT, different means of communication are being introduced in the teaching learning process. Offline learning, on line learning, blended learning are some of the resources that can be used in educational institutions. Collaborative learning, individualized learning strategies can enhance the quality group as well as individual learning. with the real society. This can ensure the applicability of knowledge. Wider learning opportunities for pupils : Application of latest ICT in education has provided many options to the learners to opt for the course of their choices. Many Online courses are available for them to select any as per their aptitude and interest. Students can evaluate their own progress through different quizzes, ready to use Online tests. This can ensure fulfillment of the employment required i n the job market thus minimizing the problem of unemployment. It can also provide more efficient and effective citizens to the society as per the changing needs.