The Victims Of Children With Disabilities - 2087 Words

Before In the olden day, children born with disabilities were hidden or even killed. Shame and guilt often followed the birth of a child with disabilities. Most people believed that the disability was the result of a family member’s sins. Although society began accepting people with disabilities as time passed, a disability was still viewed as a personal tragedy. Many children were denied access to education and opportunities to learn. In 1967, 200,000 persons with disabilities resided in state institutions. Many of these restrictive settings provided only minimal food, clothing, and shelter. These institutions did not have the individuals with a disability assessed, educated, or rehabilitated. In 1970, U.S. public schools educated only one in five children with disabilities. Many states had laws excluding certain students, including children who were deaf, blind, emotionally disturbed, or mentally retarded. (Archived: 25 Year History of the IDEA) Society often felt pity upon the family of the child with a disability, and often partook in acts of charity. Organizations focused on the prevention and cure of disabilities. Successful funding movements often campaigned using photos of helpless children with disabilities apparently destined to a miserable life. (History and Current Trends Regarding People with Disabilities) Rise of Special Education In the 40s and 50s parents organized and advocated for education and services for their children with disabilities using theShow MoreRelatedThe Victims Of Children With Disabilities1331 Words   |  6 PagesIn the olden day, children born with disabilities were hidden or even killed. Shame and guilt often followed the birth of a child with disabilities. Most people believed that the disability was the result of a family member’s sins. Although society began accepting people with disabilities as time passed, a disability was still viewed as a personal tragedy. Many children were denied access to education and opportunities to learn. In 1967, 200,000 persons with disabilities resided in state institutionsRead MoreMaltreatment Of Children With Disabilities1442 Words   |  6 Pages Kelsey Thompson Maltreatment of Children With Disabilities CA 301 (21117): Perspectives on Child Maltreatment and Child Advocacy April 2, 2017 Ms. Janet Dorning Maltreatment of Children With Disabilities Maltreatment of Children With Disabilities is not a topic that is intensely covered in textbook, however it is a serious public health issue. Child maltreatment is a disturbing social problem in American culture. There are currently four categories of child maltreatment that include: physicalRead MoreInvestigating The Victimization Of Persons With Mental Retardation Essay1641 Words   |  7 Pagescontributing to the risk of victimization for persons with MR including victim-related factors, relationship factors and environmental factors. Together, these findings suggest that persons with MR are at a higher risk of being victimized. The Effects of Victimization on Persons with Mental Retardation Mental Retardation (MR) is a developmental disability along with autism, cerebral palsy, epilepsy, and learning disabilities (Petersilia, 2001). Specifically, MR is defined as significant limitationsRead MoreAs Faith Community Nurses ( Fcns ), We Advocate For The Disable Person Essay1395 Words   |  6 Pagescalled my attention when reviewing them in depth: The Center for Independent Living of South Florida, Inc. (CILSF) and the Victim Response, Inc. The CILSF is a private, non-profit organization and the majority of the staff and Board of Directors are people experiencing disabilities too. This organization was formed in 1993 due to the amazing amount of individuals with disabilities after hurricane Andrew. It is located at 4770 Biscayne Blvd., Miami, FL 33137; its phone number is (305) 751-8025; and itsRead MoreBullying in Schools Essay1512 Words   |  7 PagesBullying affects not only the safety of the children but also the quality of education they experience. (Batsche and Knoff 1994). There seems to be a more profound effect on students with special needs often resulting in repeat victimization, poor psychosocial adaptation, and peer-rejection. (Kaukianinen et al. 2002). This sort of bullying can cause lifelong consequences for those who experience it. (Sullivan, Cleary, Sullivan, 2004). Students with disabilities are more likely to experience bullyingRead MoreZero Tolerance on Bullying Essay examples512 Words   |  3 Pagesbeen a problem in society for as long as there has been schools. â€Å"According to the American Academy of child and adolescent psychiatry, fifty percent of children are bullied and ten percent are victims of bullying on a regular basis† [Gurian]. Bullies are showing no compassion or remorse for the emotional and physical pain that they cause their victims. There are different forms of bullying, from teasing, isolating, starting false rumors, threats of violence, and physical abuse, which all leave longRead MorePolio : An American Story1378 Words   |  6 PagesThe Legacy of Polio in the United States Throughout the 1900s, polio was every American family’s worst nightmare. The crippling disease frequently preyed on young children, often leaving them handicapped for life if not dead. Extensive media coverage of polio outbreaks led to nationwide hysteria, prompting the race for a cure. The nation rejoiced when Jonas Salk successfully developed the first effective polio vaccine in 1955. David M. Oshinky’s Polio: An American Story tells the thrilling taleRead MoreBullying : Bullying And Cyber Bullying831 Words   |  4 Pagesamong young children, which involves the unexpected variation of strength. This leads into differences among school-aged children, which makes the bullies to have more power to bully other children. The author argues that bullying is now a severe problem which is a blackmail to student s safety (Bullying, 2016). These sounds do not horrify but who ever go through can feel the pain. There are few major causes of bullying, children who are physically challenged, race/religion, and children who haveRead MoreThe Effects Of Unicef On The World1558 Words   |  7 PagesEducation. Child Protection is a critical goal in the world. Girls and boys are sensitive to abuse either by gender, race, or ethnic backgrounds. There is no discrimination in abuse, whether it be mental or physical. The rate of abuse is higher for children who are disabled or are orphaned. Most of these cases are rarely sought out, most kids are usually too scared to talk about what happened or even tell someone they know about the crimes that are occurring. This is because of the fact that most abuseRead MoreSchool Should Be A Safe Place For Children823 Words   |  4 Pagesplace for children: to learn, play, and make friends. Oklahoma City Public Schools Bullying, Harassment, and Discrimination District policy have been put into place for just that, to protect our children. This policy prohibits and does not tolerate bullying, harassment, or discrimination. Bull ying is when someone is specifically picked on for their appearance, actions, religion, sexuality, race or sometimes for no reason at all. Bullying has been a part of school for as long as children have been

An Event Free Essays

Aims Good educational background Safety for all students Enjoyable trip Effective and efficient transport Here are the aims in which we are looking at to achieve on the trip which we choose. We have chosen to aim to get a good educational background from the trip because it therefore gives us a higher value on which to evaluate the trip and we then gain good knowledge. Safety for all students is really Important no matter what the trip Involves. We will write a custom essay sample on An Event or any similar topic only for you Order Now The trip being enjoyable by the students Is also Important because then we are also gallon an experience through school work. Objectives Be organized Effective communication throughout the group Ensure everyone is aware – knowing what is going on at all times Make sure everyone is happy with what we are doing – student input Objectives are what are in place in order to achieve the aim therefore we are looking to achieve the aims above which will make the trip a successful one. The main objective on the trip is to be organized because if we are not organized then could end up causing big problems throughout. Outcomes Successful trip Receiving a positive feedback from all Individuals on the trip Show that we can work together as a team and successfully These outcomes are in place as these are what we are looking to have achieved from the trip. Primary Market Research For the primary research in which we were using to use to see which options are best for the trip and will hopefully allow us to meet our aims and objectives, we created a questionnaire and asked 31 people to see what they thought. Here are the questions in which we asked. Out of the following places where would you most likely like to visit? For each of these trips, how much would you be willing to pay for them? For each of these trips which activities would you most likely like to participate in? For each of these trips, which activities would you be most likely to participate in? For each of these trips how much would you be willing to pay for them? (Paris) Below are the results In which we received from the questionnaire that we asked and the evaluations to which we could chose most appropriately to the students’ wants and needs. Dents would want to visit would be New York. This shows that although some students would like to see some of the other options in which was available New York would be most likely. 15 out of 31 people said they would prefer New York which shows that it is a popular attraction and would be considered for our trip. We asked a number of people how much they would be willing to pay to go to New York. The results show t hat students would be willing to pay IEEE-IEEE. From these results we know that students are aware of the pricing in which New York would cost. We now know that we would have to keep the pricing of the trip within this pricing bracket as none of the students we asked said that they would pay IEEE-IOW. We think that this is a good result because looking at the graph above, the majority of the people that we asked said that they would like to go New York, and comparing it to his one they said that they would be willing to pay a reasonable amount of money up to IEEE, this gives us prime reason to plan a New York trip at an affordable price and therefore meet our aims in which we have set. For each trip we go on, we have to organism events on which to visit whilst we were on the trip to make them worthwhile. We asked this question to see not only what activities students would like to participate in but also where they would like to visit within the same question. This particular graph shows the results of where people would like to visit if we were to go on the trip to Paris. The results show that the majority of the people in which we asked would like to go to Chocolate although the other activities in which were asked about had a very popular response as well. The second most popular answer is State De France which is also a very popular attraction. I think that visiting these areas of Paris would contribute to our aims and objectives within the group well because both of the most popular answers are very good for educational backgrounds and the trip would most definitely be enjoyable. I think that if we were to go to Paris, the prices from the question and results graph above would vary cause of the price of the activities on top of transport; accommodation etc. Loud appear a lot more than EYE. Here we were looking at how much students would be willing to pay if we were to go on the Paris trip. We asked this question so that we could see how much students would be willing to pay and therefore look at how we could afford this price with activities as well. The results show that students would be willing to pay IEEE-IEEE. If we were to choose this trip we would therefore have to keep the price within this price range as not many students wo uld be willing to pay any more. We would also have to look at including the activities in which were chosen in the above graph and including them in the price which would be difficult so we would have to do a lot of research to see what the best strategy would be to overcome this. This question was asked so that we could see how much each student would be willing to pay for each trip if it were to go to Barcelona. The most popular response was IEEE-IEEE. I think that this is a reasonable price to pay for all students and teachers but also it gives us room for negotiation within the trip so as it is quite a lot of money. If we were to go than this amount finally because the other students which answered this said they would pay any more than IEEE. This question was asked so that we could see what activities students would like to participate in if the trip to New York were to go ahead. The most popular answer was Times Square therefore we would look into visiting Times Square if we were to take the trip to New York. To do this we would have to look at the cost in which students would be willing to pay for each visit within the place we chose to go and see if Times Square would be an option. Linking back t rap No. , students answered that they would be willing to pay IEEE-IEEE. This gives us enough off range to organism and plan a trip to Times Square. This graph I based on the results that students would be willing to pay for each trip in Berlin. The most popular result from the students was IEEE-IEEE. This is a reasonable price to pay although looking at graph No. L it shows that not as many student s would like to go to Berlin compared to New York or Barcelona. Also, looking at graph No. 2, it shows that students would be willing to pay a lot more for a trip further away and also with ore of a reputation. This gives us opportunity to make the trip an experience of a lifetime. The aim of this question on the questionnaire was to get results of what activities students would most likely want to participate in if the trip to Barcelona were to go ahead. The most common result based on this question was Non Camp, Poor of Barcelona being the second most popular answer. Looking at graph No. L only around 5 students said that they would rather go to Barcelona over the other three choices therefore it would not be our most popular trip request. Also, looking at graph No. He students were asked how much they would be willing to pay to go to Barcelona and the most popular answer was IEEE-IEEE. This could be a rough asking price for the trip but as Non Camp and Port of Barcelona are well-known tourist attractions, we would have to cater for these swell within the asking price which would boost it up. This graph is mainly relating to graph No. 7. That graph is asking students what they would be wi lling pay to towards a trip to Berlin, the most popular answer was IEEE- IEEE. This graph shows that 24 students would like to visit Reichstag Dome and the second most popular option being Alex Springer House. This could involve the trip costing more as both of these places are popular tourist attractions. There is a chance that the trip to Berlin and or one of these trips whilst away could cost a lot more than the students are willing to pay for therefore we would have to negotiate the trip payments etc. BMW Motorbike Factory and the Berlin Stock Exchange are alas very popular answers within the results of this question therefore we could look at the prices for each trip in Berlin and see which would be closest to the price in which students would be willing to pay on this trip. Secondary market research The secondary market research below involves us as a group researching the most important information from different websites about each of the trip options available. The research was print screened directly from the website therefore all information is correct and efficient. This print screen states the information in which appropriate place etc. This website could be very useful to use as if offers all the information that we need to make sure we meet our aims and objectives e. G. Health and Safety. This website also sorts and chooses the most suitable accommodation for he needs of the students therefore it would be efficient in helping us to choose the important details within the trip. This screen shot is from European Study Tours which is a very efficient company when dealing with school trips abroad. The website includes all places in which are too available to visit and also enables us to book the trip and accommodation reliably. There is also an option on this website for ‘Educational Visits’ therefore we could plan the trip around education and include day trips etc. Ore efficient for this. The website also offers quotes to be given before the rip as well so that we could try and get the closest price to each trip relating to the questionnaire graphs and therefore how much the students are willing to pay to make sure we meet our aims and objectives. The website offers contact details so that we can contact them if we have any UN-answered questions etc. I thin k that this website looks efficient in booking our trip as they are a reliable company and provide the information possible for making the booking as easy as possible. The screen shot on the left also states that the company advertise discounted school trips and special offers therefore we could use this to our advantage through the company and possibly decrease the price. Here is a screen shot of the Barcelona section within the European study tours website. It states what Barcelona offers for the students. It also has other links to Barcelona educational trips for 6th forms and colleges. On the right of this screen shot the website offers special offers for different options. The website also offers advice on booking trips on the left. I think that the website offers good facilities to book the trips available. This screenings is based on looking at information about Berlin. The website is schools in Europe which is also a well-known and reliable company for booking school trips. I think that this website has a lot in favor compared to the screen shot above. This website offers information on day trips and tours etc. On the right therefore giving the students choices. The website also offers different languages and a lot of information on Berlin itself. I think that this would be a suitable website for us to use to book our trip as it is efficient and has all of the information needed to make sure that we have the most efficient trip possible. We I think that the most appropriate website (company) for us to use would be United Airlines. This is because it seems the most efficient out of the ones in which we looked at and also it enables us to look at all of the different options for the trips relating to the questionnaire above. Travel insurance I looked in to finding some research based on travel insurance to see which one most and also at the cheapest price possible. The results are below. This screen shot shows the research in which we looked in to about travel insurance from www. Directing. Co. UK. The screen shot says what the insurance covers, how to book etc. This particular travel insurance company covers all of the information at the bottom of the screen shot (bullet points). I think that this travel insurance company would be appropriate to cover our trip because it is a well known brand therefore it would be reliable, it covers a lot within the price and also the pricing is reasonable for the amount in which the price covers. This screen shot shows information from Targeted insurance company. This insurance company shows that it offers school travel insurance which is useful to book in numbers as we would do. The screen shot shows what the travel insurance offers which aren’t a lot on this site although it looks reliable and covers the main areas of insurance which we would need. Another advantage if we were to use this company would be that we can get a quote online therefore we could chose if this is the right company for us there and then and therefore price up the trip for the students quicker. This screen shot is from Enkindles Travel Insurance. This company also offer school group travel insurance. This covers accidental loss, theft or damage of the group money. The benefits of using this travel insurance company are at the OTTOMH of the screen shot and there are a lot of them which insures us that the company will be reliable for us students going on the trip. You can also get a quote on the first page of the website therefore we can get a quote quickly. The company looks reliable and efficient in insuring they do the best they can at the cheapest price. Here are four travel insurance companies in which we could use and they all give minimal detail about what they offer/cover. Some of them are better than others for example ‘Protect Your Bubble’ looks better than ‘LULL Direct’ as they offer better over for the insurance which is more suited to the students and trips we have the choices to go on. The LULL Direct Company are suited more to the elderly where as the Topped look as though it is more suited to businesses as they speak about trading company insurance. I think that out of these four the most efficient one suited to the needs of our trip and the bases of the trips that we could be going on would be Protect Your Bubble. Coach Comparisons When we planned the organization of the trip we had to plan and see how we would get to the airport and back etc all together. We researched four different coach impasses to see which was cheapest and we got these results. Company Contact number Price (return) Marshall 01 525376077 Souls IEEE(settle) Masons 01296661604 IEEE Cedar 0800731 5105 IEEE Here shows that the cheapest coach traveling company from the four options we chose from is IEEE because although Souls is cheaper at IEEE that was only one way whereas masons are return for a cheaper price. Marshall did not get back to us with a quote therefore we could not state a price in the chart above. Finance for the trip In this part of the assignment I will provide the fixed and variable costs involved in he trip. The fixed costs are costs in which cannot be changed and have to be paid or the trip cannot go ahead, for example the flights and accommodation bills. The variable costs are costs in which can be paid/available but if they are not then it is not going to give any risk towards the trip and it can therefore still go ahead. Variable costs are Variable’ to each person. Fixed and variable costs These are the fixed costs involved in the trip in which we go on. The coach is a fixed cost as this needs to pay in order for all students to arrive at the same time and to not be lost. The travel company is a very important fixed cost and needs to be paid in full. This enables the trip to go ahead; the travel company costs cover the accommodation for the trip and the flights. The visas are also very important fixed costs as they cover our insurance for the trip. Above are the variable costs within the trip. A variable cost is a cost in which can change from person to person. Spending money is a variable cost because it differs, there is no set cost in which needs to be bought along on the trip, this is up to the individual. Meals are also a variable cost because students are asked to bring their win money for meals therefore they will need the money, yet if they chose not to bring it then they won’t be eating on the trip. Souvenirs are also not a necessity it is out of pure choice that students chose to buy souvenirs for others. Fundraising As the cost of the trip in which we go on, including coaches, travel insurance etc. Would cost a lot more than anticipated, there could be a chance in which we would have to ask the students to do some fund raising activities to put some money towards the trip as it could turn out a big sum of money, more than they stated they ere willing to pay on the questionnaire analysis. The fund raising activities could include outside and inside of school activities involving sports events, year group events, car boots etc. The money in which we raise will go towards the trip but could accommodation. The fund rising may not need to be done but if it does we feel that it is the best way to make the money quickly and also is an achievement. The finance of the trip will be paid in installments, the trip will be held in February when the decisions are finally made as to where we will be going. This will mean that the mount of money in which is needed to pay the fixed costs and the variable costs (if intended) can be paid over the 8 months in which we have until the trip. The cost will be divided in to 8 costs (or as many months as there are until the trip) plus a OHIO deposit to ensure that we have a place on the trip. Finalized trip plan Looking through all of the above research we have decided as a group that we are going to choose to go to New York on the trip. We chose this trip above all of the others because we feel that it will benefit the students more also that it is a very exciting once in a life time trip away which students would pay good money to go on. The other main reason in which we chose this trip was because this was the most popular chosen option on the questionnaire analysis chart. The research that we did for New York states those students would be willing to pay around E801E900. This is a reasonable amount to pay for the trip and we think that we could plan and organism a trip around this value of money. The research also states that students would like to visit Times Square, Ground Zero, Statue of Liberty and the Empire State Building. We have therefore booked these places to visit in New York. We have booked to go to New York using European Study Tours Travel Company as this looked the most efficient and reliable throughout the secondary research. Looking at the coach research, we have chosen to travel with Masons to and from the airport as it is cheaper for a return than the other companies offer. Masons are a very reliable coach traveling company therefore we can meet our main aim which is safety for all students. The main details of the trip are below. Where are we going? New York Which travel company are we going with? European Study Tours. This company have planned our accommodation which will be Manhattan Hotel in Times Square (relating back to the visit to Times Square in which students said they would like to visit. They have also arranged for us to fly with United Airlines. Where are we planning to visit whilst in New York? Mustang Harry on 7th Avenue Programmer tour of Financial district stop off at Mooring’s Bank Tavern Federal Reserve Ground Zero Liberty Ellis island ferry Macy’s Guided tour Historic Herald Square Location Empire state building Madame Tussahs workshop We have planned these trips based on the questionnaire results and added some ore trips to visit that would make the trip more of an experience. Below is an Itinerary in which we made to show the exact details of the trip and times for parents 17th-21st February Monday 17th February Arrive at London Heathers airport 7. Mama – Check in at United Airlines desk at terminal 10. Mama – Depart London Heathers airport for Newark Liberty Airport – Flight No: AU 28 13. Pm – Arrive at Newark Airport – Skylines – coach transfer to accommodation 3. Pm – Arrive at accommodation 7. Pm – Evening meal in Local restaurant Tuesday 18th February Breakfast – Mustang Harry on 7th Avenue Wednesday 19th February Breakfast- Mustang Harry Visit Macy’s Guided tour Afternoon visit – Empire state building and free time before the evening Thursday 20th February Breakfast – Mustang Harry Visit Madame Tussahs workshop Students given a 45 minute presentation by key members of staff Check out of rooms 2. Pm – meet coach at accommodation for airport transfer 4. Pm – Check in at United Airlines desk at Newark Liberty airport 7. Pm – Depart Newark Airport for London Heathers on Flight No : CIA 29 Friday 21st February 7. Mama – Arrive at London Heathers Airport Coach from Airport to Cedars Make your own way home from School How to cite An Event, Papers

Determination free essay sample

(This is the essay I wrote in 2006 that got me into Hampshire College.) I was sitting in first block pre-calculus class last year expecting my teacher to start with the notes as soon as the bell rang, like he usually does. Instead, he pulled out a Rubik’s cube. He claimed he could solve it, but the class was reluctant to believe him. Only geniuses could solve the Rubik’s cube, right? But my teacher went on to solve the complicated toy before my very eyes, leaving me completely awestruck. The shock slowly wore off, and I became a little jealous. I decided I needed to learn how to solve the Rubik’s cube myself. I purchased the cube at a local toy store, brought it home, and, full of anticipation, began to play around with it. Unfortunately, I soon became quite frustrated. How had my teacher solved it so fast in front of our class? I took a break from the puzzle for a week or so, until one day when I became set on figuring it out. I thought of all the hours I practiced. I remembered every stroke correctly done. I was prepared. This meet was mine. As warm-up concluded, my coach pulled me aside. Apparently, the worry lines etching themselves in my forehead gave away my nervousness. â€Å"Get in the warm-down pool. Don’t leave until I send someone over. Don’t think, just do it, and do it well. I believe in you,† he barked at me before turning to his next victim. After regurgitating my breakfast it into the nearest trashcan, I listened. When my teammate pulled me unceremoniously from the water, I followed her behind the lanes. This was my time to shine. To tell the truth, I don’t remember much of this race. The pain, however, seems to be an exception. Somewhere in the race every single fiber of my being screamed. The 200 fly is a race few attempt, and here I was doing my best to slaughter it. As my arms shot over water, I felt like the female version of Michael Phelps. At every wall I felt like I felt like i was jumping as high as an NBA player, and jumps like that hurt. Then there was the finish. As I slammed my hands into the wall, my shoulders had enough feeling left to shoot pain up into my skull. As I gasped for air, I heard noise. I couldn’t say what it meant, I couldn’t see, I couldn’t breathe. For the second time that day I was yanked out of the water. Unsure of what was happening, I looked for a friend in the surrounding mass. â€Å"You did it! You made the cut!† someone yelled. Walking away from that event, every ounce of pain was rewarded with a pound of joy. Not only had I achieved my goal that was two years in the making, but I had proven to myself that with enough determination I can do anything. I have never felt as happy or as proud of myself as I did that day.

Physics Lab Report Centripetal Force Essay Example

Physics Lab Report Centripetal Force Paper Sketching of the set-up Theory Centripetal force F is the net force causing the centripetal acceleration of an object performing uniform circular motion. Its magnitude is given by the equation: = Mrs.. When an object is whirled in horizontal circular motion in mid-air with a piece of string (as shown in figure 1 above), the centripetal force on the object is provided by the horizontal component of tension in the string: 2 =>2 (since r = L) Procedure 1 A triple beam balance is used to find the mass of the rubber bung, the screw nuts and the wire hook respectively. The total weight of the screw nuts and the wire hook provided the tension T in the nylon thread. 2 The centripetal force apparatus is set up (Figure 2). The paper marker is used to set the length L of the nylon string between the rubber bung and the glass tube to 0. 2 m. 3 Hold the glass tube vertically and whirl the rubber bung around in a horizontal circle. Increase the speed of the rubber bung gradually until the paper marker is just below the lower end of the glass tube (Figure 3). 4 The time of 50 revolutions of the rubber bung is measured and record the exults. We will write a custom essay sample on Physics Lab Report Centripetal Force specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Physics Lab Report Centripetal Force specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Physics Lab Report Centripetal Force specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Calculate the angular velocity w of the rubber bung and the tension T in the nylon string. 5 The steps 1, 2 and 3 is repeated for several times with different lengths L (0. Mm, 0. Mm and 0. Mm) of the nylon string. The results are recorded and the mean tension T in the nylon string is calculated. 6 Compare the mean tension (2) found in circular motion and the weight of screw nuts and wire hook (MGM). Explain their difference (if any) briefly. It the two values are close to each other, it could be concluded that the equation for centripetal force is verified. We have, By y = mix + c, slope of the graph plotted The experimental value of Tension = 41. 5 x 0. 0155 = 0. 644 N, where the theoretical value of Tension = 0. 653 N It is noted that the experimental value of is slightly lower than the theoretical one due to the several sources of error made in the experiment. Percentage error = (0. 653 x Sources of error: 1 . There is friction existing between the string and the glass tube, and there is air resistance. Thus, the motion of the circulation may be affected and the measurement of angular velocity might not be accurate. Secondly, constant speed or constant angular velocity of the rubber bung may not be maintained during the whirling. Thus, the measurement of angular velocity might not be accurate. 3. The radius of the circular motion and thus the length of nylon string L cannot be kept constant throughout the circular motion because there may be a variance of the force applied to keep the paper marker on the level of glass tube. Thus, t he string and paper marker may move up and down and the accuracy of the tension T may be affected. 4. The stopwatch is controlled by human hands. Thus, the reaction time of human brain (around 0. As) may lead to inaccuracy and affect the measurement of time taken and hence the accuracy of angular velocity is affected. 5. There may be miscounting in the number of circulations, because the time for 50 revolutions is quite long and students may be distracted. The accuracy of the experimental results can be improved by the following suggestions: 1. The experiment was carried out with the range of L 0. Mm, 0. Mm, 0. Mm, 0. Mm. Further experiments can be carried out beyond this range to increase the accuracy.

Amphicyon - Facts and Figures

Amphicyon - Facts and Figures Name: Amphicyon (Greek for ambiguous dog); pronounced AM-fih-SIGH-on Habitat: Plains of the northern hemisphere Historical Epoch: Middle Oligocene-Early Miocene (30-20 million years ago) Size and Weight: Varies by species; up to six feet long and 400 pounds Diet: Omnivorous Distinguishing Characteristics: Large size; bear-like body About Amphicyon Despite its nickname, the Bear Dog, Amphicyon was directly ancestral to neither bears nor dogs. This was the most prominent genus of the family of mammalian, vaguely canine-like carnivores that succeeded the larger creodonts (typified by Hyaenodon and Sarkastodon) but preceded the first true dogs. True to its nickname, Amphicyon looked like a small bear with the head of a dog, and it probably pursued a bear-like lifestyle as well, feeding opportunistically on meat, carrion, fish, fruit, and plants. The front legs of this prehistoric mammal were especially well-muscled, meaning it could probably stun prey senseless with a single well-aimed swipe of its paw. Befitting a mammal with such a lengthy provenance in the fossil recordabout 10 million years, from the middle Oligocene to the early Miocene epochsthe genus Amphicyon embraced nine separate species. The two largest, the appropriately named A. major and A. giganteus, weighed up 400 pounds fully grown and roamed the expanse of Europe and the near east. In North America, Amphicyon was represented by A. galushai, A. frendens, and A. ingens, which were slightly smaller than their Eurasian cousins; various other species hailed from modern-day India and Pakistan, Africa, and the far east. (The European species of Amphicyon were identified in the early 19th century, but the first American species was only announced to the world in 2003.) Did Amphicyon hunt in packs, like modern wolves? Probably not; more likely this megafauna mammal stayed well out of the way of its pack-hunting competitors, contenting itself with (say) piles of rotting fruit or the carcass of a recently deceased Chalicotherium. (On the other hand, oversized grazing animals like Chalicotherium were themselves so slow that elderly, sick or juvenile herd members could easily be picked off by a solitary Amphicyon.) In fact, its likely that the Bear Dog faded from the world scene 20 million years ago, at the end of its long reign, because it was displaced by better-adapted (i.e., faster, sleeker, and more lightly built) hunting animals.

Creative Writing Activities for College Students

Creative Writing Activities for College Students In their academic career, every student will need to employ creative writing at one point or another. Creative writing, by definition, is any writing that is not academic or technical. Essentially, everything that is considered literature, in the narrow sense, is creative writing – even nonfiction. Though you might not be planning to become a professional writer, creative writing is an important skill to hone if youre planning to have any occupation that requires you to think – which is pretty much all of them. Its a muscle that can and should be developed with the right exercises. Going to the gym, as we all know, is no fun, but creative writing doesn’t have to be a chore – treat it as an opportunity to show off your creativity and inventiveness. So with that said, lets delve into some writing exercises that are sure to get those creative juices flowing. 1. Write a Personal Essay When you‘re just starting to develop as a writer, you’re faced with a tough choice: what do you want to write? Will it be a novel? A screenplay? A poem? Well, novels are a little too much even for experienced writers, so try writing something short to start off. An essay, for instance. Essays are a great place to start, since, in terms of literary genre, they are essentially â€Å"everything that’s not something else†, so the pressure is off to adhere to some vague standard of form, structure, etc. Try writing a personal essay. Everyone, as they say, has a story to tell. Why not mine your life for writing material? You’re sure to have experienced or witnessed something worth writing about. If you’re still miffed, try writing about a â€Å"first time†. First kiss, first time you went on an airplane, first time you were disappointed at a gift and had to pretend you liked it in front of your family; they all make for great stories. If you’re worried about being boring, don’t be – every story can be a good story if it’s told well. 2. Take a Short Story and Turn It Into a Screenplay Is there a particular short story that you’ve read in the past and loved? A great writing exercise is turning one form of literature into another, and the short story into screenplay is one of the easiest conversions. The screenplay doesn’t have to be very long to be a â€Å"proper screenplay† and since you’re a beginner who doesn’t have to show the work to anyone, you can ditch the standard formatting and stick to writing what you want. One thing to remember about screenplays is that they’re not meant to be read, they’re meant to be performed. This frame of mind will be useful to any upstart writer, since it forces you to think how it will sound, and don’t be afraid of sounding it out yourself. In fact, get up and perform to an empty room if you have to, it’ll make your characters sound all the more real. For an extra challenge, think about how your characters talk and whether it matches their personality. Accents and affectations are obvious, but would a princess actually talk like that? What does a waitress say after she’s been stiffed on a tip? How does she say it? 3. Go To a Public Place and Listen To Conversations There’s nothing like listening to real people talk to inspire characters. Go into a park or a bar, somewhere you’re sure to overhear someone’s conversations, and write down snippets from it. You don’t have to listen from start to end, just write down whatever strikes you as interesting. After collecting a few (pages of) notes, go home and review them. Pick one that strikes your fancy, and write a dialogue around it – treat it either as a beginning or something in the middle. Here’s the important part, though: the dialogue shouldn’t be aimless, and that goes for all your writing. Every character, at all times, must want something – that’s what compels them to action and what moves the story further. So when you’re inventing that dialogue, try to envision characters that both want something from each other. What do they want? That’s up to you to decide. With this exercise, try and establish the following for both characters in a single dialogue: what they want, why they want it, what they’re willing to do to get it, their relationship to each other. It must have a beginning, middle and end, have stakes, motivation, and, finally, conflict. If it seems like a lot of work, it’s because it is. Any good writer knows to include all of these seamlessly. Let’s hope you will one day, too.

Case #5 Essay Example | Topics and Well Written Essays - 2000 words

Case #5 - Essay Example This entails a thorough scrutiny of the subject of interconnection of computers, which facilitates flow of computer data from point to another via a well-designed set of network protocols. A significant set of sub topics have been considered for this agenda. This is to ascertain that they add great value to the final objective of this training session, which is to enhance employee knowledge of key notions behind data communication (Banzal 18). The top sub topic is definition of computer networks. In simple terms, computer networks refer to the interconnection of computers over the internet to facilitate sharing of data from one computer to another. Computer networks are of great importance to an organization in that they play a huge role in ensuring that there is a quality information-sharing platform among staff members. The second sub topic is data communication, which entails electronic transmission of computer data from one point (source) to another (destination). In essence, data communication acts as the building to enhancing the quality of the day-to-day business operations of an organization (Banzal 102). Thirdly, it is on the subject of importance of computer networks. As stipulated earlier, computer networks are of great importance to the operations of an organization. This is because they play a very important role in the delivery of fast, accurate and secure sharing of organizational data amongst the staff members. Consequently, it creates a quality platform for coming up and sharing of sound business decisions. Types of computer networks is the fourth sub topic. To be exact, there are many types of computer network in use in most successful organizations. These include the LAN, WAN, MAN, WLAN, SAN, PAN and VPN. LAN stands for Local Area Network, WAN IS Wide Area Network, MAN is Metropolitan Area Network, WLAN is Wireless Local Area Network, SAN is Storage Area Network while VPN refers to a Virtual Private

Explanation of I Believe That Deep Down All Human Beings Are Really Essay

Explanation of I Believe That Deep Down All Human Beings Are Really Good Quote by Anne Frank - Essay Example The Holocaust, which claimed the writer’s life, involved the killing of hundreds of thousands of innocent Jews. The author believed that the evil would soon end, and peace would prevail. She had the belief that the people who were undertaking the massacre would come to their mind and realize the harm that they cause, realizing the good that is still in their hearts. The quote means that people have two sides, the good and the bad, and no matter how the evil side is, the good side can still be portrayed. I disagree with this quote. People do certainly have good sides, but they do not apply to everybody that they interact with. For this quote to be applicable to all humans, people would be considering the implications of their actions on others before undertaking these activities. In the worst scenario, if all humans had some good on them, they would see how other people are suffering and have empathy for them. The mere assumption that humans are capable of changing does not mean that everybody can. Some people are stuck in beliefs that good will happen to them if they commit heinous actions. There are occurrences that prove not all humans have good in them. One critical phenomenon is the historical Johnstown massacre in the US 1978 which claimed the lives of over 900 people (The Guardian, n.p). The cult leader Jim Jones forced his followed to drink poisoned juice. Those who declined were injected with the poisoned or shot dead (The Guardian, n.p). Another issue that proves not all humans have good in them is the presence of terrorist organizations such as ISIS. The ISIS members behead people and kill people in painful and horrible ways. If these people had any slight good in them, these atrocities would not be happening. Â  

HSC2014 Eat And Drink Essay Example for Free

HSC2014 Eat And Drink Essay Be able to support individuals to make choices about food and drink. 1. 3 Describe ways to resolve any difficulties or dilemmas about the choice of food and drink. Allowing an individualthechoiceofwhat theywishtoeat isveryimportantand iftheydonotwant what is on the menu you can try asking what they would prefer and agree with them a suitable alternative. If a service user cannot communicate with words alone, using pictures or some other method to show what food they wish to eat could also be an appropriate method. Explaining the nutritional values of meals and encouraging a healthy option is important but it is the service users right to refuse or choose something different. 1. 4 Describe how and when to seek additional guidance about an individual’s choice of food and drink. Familyandfriendsofa serviceuseroreventheserviceuserthemselvescanprovideguidancein regards to what they like to eat and drink and what they prefer, this information can be found in each service users care plans. However, there may be other times in which additional guidance should be sought out. For example, if a service user is on a particular diet for diabetes or weight loss, if they are on a soft food diet or even a puree diet and you are unsure of what foods are suitable for them then a qualified member of staff can be asked. Be able to provide support for eating and drinking. 3. 1 Describe factors that help promote an individual’s dignity, comfort and enjoyment while eating and drinking. It is important to assess the needs of each service user separately as what works for one may not be suitable for someone else. A calm and clean environment should be provided during meal times and it is vital to ensure that any special cutlery or eating aids are provided at the beginning of each meal and that they are accessible to the service user. You should ensure that a drink is within reach and that what they are eating is suitable for their diet and needs. Providing the service user with encouragement or psychological support is of upmost importance, any assistance should be provided with feeding if the service user struggles or requires aid. Be able to clear away after food and drink. 4. 1 Explain why it is important to be sure that an individual has chosen to finish eating and drinking before clearing away. Itis veryimportantandrespectfultoensurethata serviceuserhasfinishedwiththeirmealbefore clearing it away. It may be that the service user is a slower eater than someone else or is quite simply having a breather, they could also need a break for the toilet; if the food is cleared away before they are ready it is possible for them to be left still feeling hungry or thirsty. This could upset or agitate the service user. Be sure to fully communicate with the service user to be one hundred percent certain that the meal is finished with if they should stop eating. Be able to monitor eating and drinking and the support provided. 5. 1 Explain the importance of monitoring the food and drink an individual consumes and any difficulties they encounter. Keepingarecordormonitoringanindividual’sdietcanbeextremelyimportant. Itcanhelpwith understanding certain likes and dislikes of food, which meals are eaten better and which types of meals are preferred. It can also provide answers in regards to any changes that may highlight certain health issues such as difficulty with swallowing or chewing, struggling with solids but eating better with softer foods or loss of appetite due to illness. Also, if a service user suffers any sudden weight loss, monitoring food intake is important for understanding whether it is a health issue or purely lack of eating. Steps can then be taken to rectify any issues.

The Musical Influence of Johann Sebastian Bach Essay -- Composers Musi

The Musical Influence of Johann Sebastian Bach   Ã‚  Ã‚  Ã‚  Ã‚  Among the influential composers of baroque music, there have been few who have contributed so much in talent, creativity, and style as Johann Sebastian Bach. Bach was a German organist and composer of the baroque era. Bach was born on March 21, 1685 in Eisenach, Thuringia and died July 28,1750. Bach revealed his feelings and his insights in his pieces. Bach’s mastery of all the major forms of baroque music (except opera) resulted not only from his genius talent, but also from his life long quest for knowledge. In some parts of Germany, the name, â€Å"Bach† became a synonym with the word, â€Å"musician.† Extremely talented in the art of baroque composition, Bach placed his heart, soul, and ingenuity in his music as it is clearly illustrated in his childhood, throughout his career, and of course through his musical works.   Ã‚  Ã‚  Ã‚  Ã‚  Bach’s connection to music is already evident through his childhood. Bach was born into a musical family in Eisenach. His father, before dying, taught him the basic skills of strings and an organist at a church taught him how to play the organ. When both of his parents died, he continued to devote his early life to music. His brother Johann Christoph continued to teach him how to play the organ. Furthermore, he won a scholarship and became part of the school choir of poor boys in Luneburg. Already seen was his sheer genius and talent that he possessed for music. Clearly, his childhood played a big factor...

The water was falling so fast that you would have thought that it was going to battle

The water was falling so fast that you would have thought that it was going to battle. The waterfall stabbed the cliff and in two and flowed out at the summit like a haemorrhage of white blood. The narrow flow of water widened as it fell, preparing to face the enemy. The most noticeable thing about the water was the earsplitting sound that it made like giant cymbals in an orchestra, crashing together. However, after spending a while near the awesome waterfall you could no longer hear it. It was as if it had become a background scene in a story, which has been there from the start and will continue to be there until the end. A huge wall of rock surrounded the deep pool into which the waterfall plunged. It was there to protect what lay beneath, to stop intruders, and to conceal its secrets. Every now and then when I adjusted my weight a rock would crumble off the cliff side, like a soldier dying. After the initial impact I waited. A few seconds later the rock would at last plunge to its death in the deep pool waiting for it below. From the sound of the crack it felt like someone was following me, trying to scare me away and stop me from finding the secret. The cliffs had large cracks in them each one telling us a story from the distant past. The rocks gave off a bland smell which was still was very noticeable. It smelled old as if it was telling us all its history in one quick sniff. The rough valleys looked like large monsters ready to pounce on the water if it made any wrong moves. Every now and then I would look down at the astounding scenery below. One of the first things I would notice was the carpet of green spears below me ready to catch me when I fell. The trees also gave off a faint smell of fresh new bark which was very different to the dull, old smell of the rock that surrounded me. From where I was perched the birdsong was very distant yet my ears somehow focused in on it, as if wanting to hear it. It was the sweet, soulful love songs of the sparrows that sat on the tops of the large trees. The waterfall did not only give off an eardrum-bursting sound but it also gave off a cloud-like mist that engulfed the area. It was a very hot and humid day and this mist was the only thing that gave any relief form the extreme heat. The mist felt so cool against my sweaty skin that it was as if a ghost had just passed through me. One minute I felt a cool sensation pass through me and the next it was gone and the hot sweaty quality of the day returned once more. The sky was grey with dark patches and some blue patches as though it hadn't decided what it wanted to be yet – whether to be a gorgeous day with the sun shining off the rocks or to pour and make everyone go inside. It was a typical autumn day – undecided, would it a cheerful sunny summer-like day or would be like a day in winter with a white blanket covering everything and causing us to curl up by the fire. Unfortunately it decided to be a mixture of both – wet and gloomy. I was completely drenched to the skin and my hands slid continuously over the slimy surface of the cliff. I was very near the top now and I had to struggle to keep my hands from slipping. I tried to find a foot hole in one of the large crevasses in the rock but the ones within reach were covered in slime and were very small. I had to use all my climbing ability to get out of this one. I eased my foot into the foothold and suddenly, the rock cracked. I had nothing to hold on to, nothing to grip. I began to fall faster and faster. As I fell I was got wetter and wetter and I felt as though I and the waterfall were one and the same. The water was falling so fast that you would have thought that it was going to battle.

Chores vs. Allowance

Great dinner, delicious,† I say getting up with my plate. Everybody agreed as my family all got up and put their plates on the counter. My step mom also grabbed the pots and pans and stacked them on top of the plates. The whole counter is eventually covered with all different types of dishes. Alright now try to guess who get to wash, scrub and clean all these dishes all by themselves, me. Every time we eat, I'm responsible for dishes, the toughest Job in the house after we eat. It's Just me, soap, a sponge, and an army of pots and pans for 45 minutes to an hour and 15 minutes.Then Just when I think I'm done the reinforcements come in and they need to washed and scrubbed to the point of spotless. I'm in the zone though washing dish by dish so that the attack force is very low on numbers and that I'm almost done. Now it's time for my reward, a pat on the back, and a ,†Good Job,† from my dad, nothing else, no money. Many kids, like the one above have to do chores aroun d the house and don't get an allowance because their parents think these chores should be mandatory. Having to do chores for no reward does not motivate the child to the work they have to do.If the child was paid a few bucks a week, the child would be more motivated to take on the responsibility of doing chores that he/she will get paid a couple of bucks for. A small cash allowance for doing a certain amount of chores would also teach the child to handle money that there working for. I believe that a weekly allowance would teach kids responsibility, and that they would work for things not expect them to be given to them, the child would also learn how to handle money more maturely. One reason why kids should get a weekly allowance for doing chores is that it teaches kids he responsibility to work for things.If your parents do everything for you, you won't take on any responsibility, which wouldn't help you in the long run when you move out of your parents' house. According to one ar ticle, â€Å"If kids have to work for their money, they also will understand and hopefully appreciate how hard it is to work and earn money,† (www. online. ws]. com). This is saying that getting paid for doing chores teaches the responsibility of working for your own money, and that money doesn't come easy. Also according to another article, â€Å"Chores teach life skills, cooperation, nd responsibility,† (www. parenttoolshop. com).This quote says that chores teach responsibility, and that kids should work for things. Although some parents might say that chores should be mandatory, because the parents take care of you, an allowance would excite kids to help and get them doing chores, rather than being forced to do something the child will argue about. A reward would also teach the child to do a Job well but it would take longer than to do the chore quick but not do it well because there not excited to do it. The reward also helps to motivate the child into doing hores so they can help but they'll still get a couple of bucks.Overall an allowance for doing chores has the potential to teach kids responsibility. Another reason why a weekly allowance for doing chores is a good idea is because kids would learn to handle money more maturely and to not waste it on stupid stutt It the child got money the child would learn to save their money so that when they get older the child won't be shop crazy and spend money at every opportunity. According to one source, â€Å"The goal of an allowance is to reinforce the lesson to kids that all money is imited and that kids will be best if they put thought into how they use it. (www. oprah. com). This says that getting money for chores will teach the child a lot about money and how to use it. If the kid learns this from an early age it will help them when they get older and are faced with tougher decisions on what they should buy. Another source also states that, â€Å"Allowances can teach money management skills; how to earn, budget and priorities purchases,† (www. parenttoolshop. com). This says that having money will teach skills that can only be taught by having money.Although some parents think that the child will waste the allowance money, then ask for more money to get something, the child will be told that since he/she is getting an allowance, he/she can't ask for more money when they run out, which will teach the child how to save and spend his/her own money that they earned. Overall an allowance for doing chores has the chance of teaching kids money management skills that children will need when they get older. Although I believe that an allowance for chores is a very good idea I do understand some of the points against my argument are legitimate reasons.Some parents might say that an allowance for chores will have children doing everything for money, not Just wanting to help out. However the parents should split the chores into two groups. I do agree that the child should be responsible for doing everyday chores, so that those chores will be group 1. The group one chores are mandatory and the child does not get paid for doing them. Group 2 would have chores that are more difficult, but if done properly the child would get a reward. The reward comes at the end of the week only if the child completed a certain amount of chores agreed upon by that family.

Measuring soil erodibility to four of British soils and the effects of

Measuring soil erodibility to four of British soils and the effects of Measuring soil erodibility to four of British soils and the effects of rainfall characteristics, duration and soil properties on the extendibility factor – Assignment Example Measuring soil erodibility to four of British soils and the effects of rainfall characteristics, duration and soil properties on the extendibility factorNameInstitutionCourseDateMeasuring Soil Erodibility to Four of British Soils and the Effects of Rainfall Characteristics, Duration and Soil Properties on the Extendibility FactorSoil erodibility is a relevant factor in that it measures soil susceptibility to erosion and an essential parameter required for the prediction of soil erosion. Apart from the factor of soil erodible, RUSLE and USLE equations determines using various formulas employed in the soil packaging parameters (Khairi, 2011). For example, Soil erodible is an elaborate description of soil erosion for giving reference conditions influenced by different soil properties controlling the different sub processes. However, it is significant of understand the difference between soil erodible and soil erosion. While soil erosion affects factors such as plant cover, slope length and degree, rainfall characteristics and management of land, soil erodible depends on the inherent soil properties (Khairi, 2011).Soils found under the same environmental conditions have different amounts of soil loss. The influence of the soil properties on soil erosion can be discovered through soil erodible; the measure carried on soil erodible is through investigating selected properties of soil. This is entirely independent of the effect of environmental factors affects the rainfall characteristics, and hence not considered. There are four types of British soils in which soil erodible can be estimated and under different soil associations from different locations in the UK. They soil associations are Rivington, Crewe, Everingham, and Andoverb. The soil sub groups are typical brown earth, pelo- stagnogley, typical cambic gley, and brown rendzina (TheAbura, 2009).Soil association description1. RivingtonThese soils are moderately stony, and classified as typical brown earths well drained. On top of this, these soils have hard sandstone, which varies between 50 and 80 centimeters. However, the main differentiating characteristics are:1.1 Sand fraction dominated by dry and medium sand.1.2 Coarse loam A and B horizons.1.3 Weathering sand stone within 80 centimeters (Reeve, 1975), in the following brief profile description: 1.31 0.20 centimeters Apart 1.31Dark grayish brown, slightly or moderately stony, sandy loam 1.33 20-50 centimeters Bw 1.34 Yellowish brown, slightly or moderately stony, sandy loam; weak medium singular blocky structure 1.35 Hard or soft stone or extremely sandy loam, Payton and Palmer (1990).1.4 This association consists of stanogley soils in reddish, stoneless till or clay. The targeted soil under this association classified as pelo-stagnoley soils where the main characteristics of this soil as the following:Top soil- stoneless clay or clay loam: The main soil characteristics are that this soil is semi-permeable seasonally water logged pr ominently mottled reddish stoneless clays locally with a light, loamy topsoil brownish medium over clays; it has a profile description:1.5 0-20 centimeters1.6 Dark grayish brown, stoneless clay loam or clay 20-50 cm Bg11.7 Reddish brown, stoneless clay; strong, coarse prismatic structure, common calcium carbonate2. EveringhamThese are ground water gley soil that have a unique topsoil and a Bg horizon, formed and in a Pleistocene deposit. They are usually a horizon usually passes downwards into a permeable gleyed horizon with a brief description of the soil profile, Avery (1982). They include:2.1 0-30 centimeters Ap dark brown, stoneless loamy powdery sand2.2 30-55 centimeters-Bg2.3 Pale brown mottled, stoneless loamy dry sand; very weak light angular blocky structure2.4 55-100 centimeters Cg2.5 Light yellowish brown, mottled stoneless loamy powdery sand; single grain structure.4. AndoverThe soil is subgroup is Brown rendzina Ap horizons have a well developed sub-angular blocky struc ture. The underlying chalk is usually fairly hard and joint but soft, and massive marly bands are common (Khairi, 2011). In addition, some profiles have a transitional horizon which is 10 centimeters thick underneath the Ap which is usually extremely calcareous, and the main characteristics to the soil are:4.1 dry loamy or dry silty A horizon4.2 content or flint stones greater than one percent4.3 Solid chalk above 35 centimeters4.4 Mainly brown colors. Soil Survey Record (1978)Rainfall characteristicsIt aims at predicting the soil erodibility for four British soils under tree different durations and three different intensities (Aburas, 2009). He viewed a direct relationship between means that an increase in pressure leads to an increase of the rainfall received on the square centimeter unit. Correlation and regression analysis analyzes the relation between the soil erodibility values and soil properties through using a set of soil parameters (Khairi, 2011).The measure of a rainfall stimulator is to create a rainfall event as same as the natural rainfall event in spite of its complexity to stimulate the same interaction between the natural rainfall properties such as drop velocity, drop size, and large topographical variation.In conclusion, different types of soils have different intensity of soil erodibility. This is affected rainfall intensities and rainfall durations. The different soil associations in UK, prove this. Appendix1. Does the report identify (a) the problem and (b) a clear outcome? YES.2. Does the report have a clear structure that enables the reader to readily understand what has been done, how and why? YES, because the report is precise to the topic3. Is there a clear and concise summary? YES4. Are data gathered as part of the project reported in a form that would allow others to use them with confidence? YESPart 2: How can the report be improved? Yes, through reference to other sources.5. Do you understand every sentence that has been written? YES6. Are the spelling and grammar correct? YES 7. Are the methods employed for the study clearly explained? YES8. Are the original data reported correctly? YES9. Are errors in analytical work assessed? YES 10. Are statistics used appropriately? YES11. Are the figures clear in what they claim to show? YES 12. If software is used, is it clearly identified and explained? NO softwares are used.13. Do all maps and graphs have correct scales? YES14. Are there any other editorial matters that need to be addressed? NO. ReferencesKhairi, N. M., 2011. Measuring Soil Erodibility to four of British Soil and the effect of Rainfall Characteristics, Duration, and Soil Properties on the Erodibility factor.

History Of Bullet Proof Vests

History Of Bullet Proof Vests Humans throughout recorded history have used various types of materials as body armor to protect themselves from injury in combat and other dangerous situations. The first protective clothing and shields were made from animal skins. As civilizations became more advanced, wooden shields and then metal shields came into use. Eventually, metal was also used as body armor, what we now refer to as the suit of armor associated with the knights of the Middle Ages. However, with the invention of firearms around 1500, metal body armor became ineffective. Then only real protection available against firearms were stone walls or natural barriers such as rocks, trees, and ditches. Soft Body Armor One of the first recorded instances of the use of soft body armor was by the medieval Japanese, who used armor manufactured from silk. It was not until the late 19th century that the first use of soft body armor in the United States was recorded. At that time, the military explored the possibility of using soft body armor manufactured from silk. The project even attracted congressional attention after the assassination of President William McKinley in 1901. While the garments were shown to be effective against low-velocity bullets, those traveling at 400 feet per second or less, they did not offer protection against the new generation of handgun ammunition being introduced at that time. Ammunition that traveled at velocities of more than 600 feet per second. This, along with the prohibitive cost of silk made the concept unacceptable. Silk armor of this type was said to have been worn by Archduke Francis Ferdinand of Austria when he was killed by a shot to the head, thereby precipitat ing World War I. Early Bullet Proof Vests Patents The U.S. Patent and Trademark Office lists records dating back to 1919 for various designs of bulletproof vests and body armor type garments. One of the first documented instances where such a garment was demonstrated for use by law enforcement officers was detailed in the April 2, 1931, edition of the Washington, D.C., Evening Star, where a bulletproof vest was demonstrated to members of the Metropolitan Police Department. Flak Jacket The next generation of the anti-ballistic bullet proof vest was the World War II flak jacket made from ballistic nylon. The flak jacket provided protection primarily from ammunition fragments and was ineffective against most pistol and rifle threats. Flak jackets were also very cumbersome and bulky. Lightweight Body Armor It would not be until the late 1960s that new fibers were discovered that made todays modern generation of cancelable body armor possible. The National Institute of Justice or NIJ initiated a research program to investigate the development of lightweight body armor that on-duty policemen could wear full time. The investigation readily identified new materials that could be woven into a lightweight fabric with excellent ballistic resistant properties. Performance standards were set that defined ballistic resistant requirements for police body armor. Kevlar In the 1970s, one of the most significant achievements in the development of body armor was the invention of DuPonts Kevlar ballistic fabric. Ironically, the fabric was originally intended to replace steel belting in vehicle tires. The development of kevlar body armor by NIJ was a four-phase effort that took place over several years. The first phase involved testing kevlar fabric to determine whether it could stop a lead bullet. The second phase involved determining the number of layers of material necessary to prevent penetration by bullets of varying speeds and calibers and developing a prototype vest that would protect officers against the most common threats: the 38 Special and the 22 Long Rifle bullets. Researching Kevlar Bullet Proof Vests By 1973, researchers at the Armys Edgewood Arsenal responsible for the bulletproof vest design had developed a garment made of seven layers of Kevlar fabric for use in field trials. It was determined that the penetration resistance of Kevlar was degraded when wet. The bullet resistant properties of the fabric also diminished upon exposure to ultraviolet light, including sunlight. Dry-cleaning agents and bleach also had a negative effect on the antiballistic properties of the fabric, as did repeated washing. To protect against these problems, the vest was designed with waterproofing, as well as with fabric coverings to prevent exposure to sunlight and other degrading agents. Medical Testing of Body Armor The third phase of the initiative involved extensive medical testing,  to determine the performance level of body armor that would be necessary to save police officers lives. It was clear to researchers that even when a bullet was stopped by the flexible fabric, the impact and resulting trauma from the bullet would leave a severe bruise at a minimum and, at worst, could kill by damaging critical organs. Subsequently, army scientists designed tests to determine the effects of blunt trauma, which is injuries suffered from forces created by the bullet impacting the armor. A byproduct of the research on blunt trauma was the improvement of tests that measure blood gasses, which indicate the extent of injuries to the lungs. The final phase involved monitoring the armors wearability and effectiveness. An initial test in three cities determined that the vest was wearable, it did not cause undue stress or pressure on the torso, and it did not prevent the normal body movement necessary for police work. In 1975, an extensive field test of the new Kevlar body armor was conducted, with 15 urban police departments cooperating. Each department served a population larger than 250,000, and each had experienced officer assault rates higher than the national average. The tests involved 5,000 garments, including 800 purchased from commercial sources. Among the factors evaluated were comfort ​when worn for a full working day, its adaptability in extremes of temperature, and its durability through long periods of use. The demonstration project armor issued by NIJ was designed to ensure a 95 percent probability of survival after being hit with a .38 caliber bullet at a velocity of 800 ft/s. Furthermore, the probability of requiring surgery if hit by a projectile was to be 10 percent or less. A final report released in 1976 concluded that the new ballistic material was effective in providing a bullet resistant garment that was light and wearable for full-time use. Private industry was quick to recognize the potential market for the new generation of body armor, and body armor became commercially available in quantity even before the NIJ demonstration program.

Extra credit Assignment Example | Topics and Well Written Essays - 500 words

Extra credit - Assignment Example That is happened because of number social, ethical, moral and legislative problems that are connected with the discussed process. The dimension of social problems is connected with the relatives and friends of a patient who desired to die. The matter is that close people of a patient do not always share his/her decision and attack doctor with the reproaches of poor treatment or bad medication. That is considered to be a situation of emotional tension that is not pleasant for both health care professionals and patient’s close people. It is important to mention that the ethical issue is regarded as highly difficult and ambiguous for the physician particularly. It is admitted that health care professional are in need to perform everything possible for the health and comfort of a patient (Pozgar, 2013). In the situation when a patient desired to make the assisted suicide the role of performer comes to the doctor. He/she is considered to be a person who takes the life of the other person. The problem of quality of life stays as an important issue in front of the health care professional. Ethic is closely connected with the moral side of the discussed issue. Helping a sick person with no chance for a normal life is on one side, while becoming a ‘murder’ is on the other side. Such ambiguity makes the situation difficult and unpleasant from the point of view of ethics and moral. The last but not the least is the problem that is connected with the legal aspect of the assisted suicide. It should be admitted that the norms and regulations of this procedure is registered by the government and public law (Pozgar, 2013). What is important is that â€Å"the legislative and executive branches in our system are uniquely well equipped to pursue these issues† (Pozgar, 2012). It is relevant to follow all the regulations that are predetermined by law for the sake to avoid troubles with law. The matter is that