The History of Spacesuits

The pressure suit for Project Mercury was designed and first developed during 1959 as a compromise between the requirements for flexibility and adaptability. Learning to live and move within aluminum-coated nylon and rubber garments, pressurized at five pounds per square inch, was like trying to adapt to life within a pneumatic tire. Led by Walter M. Schirra, Jr., the astronauts trained hard to wear the new spacesuits. Ever since 1947, the Air Force and the Navy, by mutual agreement, had specialized in developing partial-pressure and full-pressure flying suits for jet pilots, respectively, but a decade later, neither type was quite satisfactory for the newest definition of extreme altitude protection (space). Such suits required extensive modifications, particularly in their air circulation systems, to meet the needs of the Mercury space pilots. More than 40 experts attended the first spacesuit conference on January 29, 1959. Three primary competitors - the David Clark Company of Worcester, Massachusetts (a prime supplier for Air Force pressure suits), the International Latex Corporation of Dover, Delaware (a bidder on a number of government contracts involving rubberized material), and the B. F. Goodrich Company of Akron, Ohio (suppliers of most of the pressure suits used by the Navy) - competed to provide by the first of June their best spacesuit designs for a series of evaluation tests. Goodrich was finally awarded the prime contract for the Mercury space suit on July 22, 1959. Russell M. Colley, along with Carl F. Effler, D. Ewing, and other Goodrich employees, modified the famous Navy Mark IV pressure suit for NASAs needs in space orbital flight. The design was based on the jet flight suits, with added layers of aluminized Mylar over the neoprene rubber. Pressure suits also were designed individually according to use - some for training, others for evaluation and development. Thirteen operational research suits first were ordered to fit astronauts Schirra and Glenn, their flight surgeon Douglas, the twins Gilbert and Warren J. North, at McDonnell and NASA Headquarters, respectively, and other astronauts and engineers to be specified later. A second order of eight suits represented the final configuration and provided adequate protection for all flight conditions in the Mercury program. The Mercury Project spacesuits were not designed for space walking. Spacewalking suits were first designed for Projects Gemini and Apollo. History of Wardrobes for Space The Mercury spacesuit was a modified version of a U.S. Navy high altitude jet aircraft pressure suit. It consisted of an inner layer of Neoprene-coated nylon fabric and a restraint outer layer of aluminized nylon. Joint mobility at the elbow and knees was provided by simple fabric break lines sewn into the suit; but even with these break lines, it was difficult for a pilot to bend his arms or legs against the force of a pressurized suit. As an elbow or knee joint was bent, the suit joints folded in on themselves reducing suit internal volume and increasing pressure. The Mercury suit was worn soft or unpressurized and served only as a backup for possible spacecraft cabin pressure loss--an event that never happened. Limited pressurized mobility would have been a minor inconvenience in the small Mercury spacecraft cabin. Spacesuit designers followed the U.S. Air Force approach toward greater suit mobility when they began to develop the spacesuit for the two-man Gemini spacecraft. Instead of the fabric-type joints used in the Mercury suit, the Gemini spacesuit had a combination of a pressure bladder and a link-net restraint layer that made the whole suit flexible when pressurized. The gas-tight, man-shaped pressure bladder was made of Neoprene-coated nylon and covered by load bearing link-net woven from Dacron and Teflon cords. The net layer, being slightly smaller than the pressure bladder, reduced the stiffness of the suit when pressurized and served as a sort of structural shell, much like a tire contained the pressure load of the inner tube in the era before tubeless tires. Improved arm and shoulder mobility resulted from the multi-layer design of the Gemini suit. Walking on the Moons surface a quarter million miles away from Earth presented a new set of problems to spacesuit designers. Not only did the Moon explorers spacesuits have to offer protection from jagged rocks and the searing heat of the lunar day, but the suits also had to be flexible enough to permit stooping and bending as Apollo crewmen gathered samples from the Moon, set up scientific data stations at each landing site, and used the lunar rover vehicle, an electric-powered dune buggy, for transportation over the surface of the Moon. The additional hazard of micrometeoroids that constantly pelt the lunar surface from deep space was met with an outer protective layer on the Apollo spacesuit. A backpack portable life support system provided oxygen for breathing, suit pressurization, and ventilation for moonwalks lasting up to 7 hours. Apollo spacesuit mobility was improved over earlier suits by use of bellows-like molded rubber joints at the shoulders, elbows, hips and knees. Modifications to the suit waist for Apollo 15 through 1 7 missions added flexibility making it easier for crewmen to sit on the lunar rover vehicle. From the skin out, the Apollo A7LB spacesuit began with an astronaut-worn liquid-cooling garment, similar to a pair of long johns with a network of spaghetti-like tubing sewn onto the fabric. Cool water, circulating through the tubing, transferred metabolic heat from the Moon explorers body to the backpack and thence to space. Next came a comfort and donning improvement layer of lightweight nylon, followed by a gas-tight pressure bladder of Neoprene-coated nylon or bellows-like molded joints components, a nylon restraint layer to prevent the bladder from ballooning, a lightweight thermal super insulation of alternating layers of thin Kapton and glass-fiber cloth, several layers of Mylar and spacer material, and finally, protective outer layers of Teflon-coated glass-fiber Beta cloth. Apollo space helmets were formed from high strength polycarbonate and were attached to the spacesuit by a pressure-sealing neck ring. Unlike Mercury and Gemini helmets, which were closely fitted and moved with the crewmans head, the Apollo helmet was fixed and the head was free to move within. While walking on the Moon, Apollo crewmen wore an outer visor assembly over the polycarbonate helmet to shield against eye damaging ultraviolet radiation, and to maintain head and face thermal comfort. Completing the Moon explorers ensembles were lunar gloves and boots, both designed for the rigors of exploring, and the gloves for adjusting sensitive instruments. The lunar surface gloves consisted of integral structural restraint and pressure bladders, molded from casts of the crewmens hands, and covered by multi-layered super insulation for thermal and abrasion protection. Thumb and fingertips were molded of silicone rubber to permit a degree of sensitivity and feel. Pressure-sealing disconnects, similar to the helmet-to-suit connection, attached the gloves to the spacesuit arms. The lunar boot was actually an overshoe that the Apollo lunar explorer slipped on over the integral pressure boot of the spacesuit. The outer layer of the lunar boot was made from metal-woven fabric, except for the ribbed silicone rubber sole; the tongue area was made from Teflon-coated glass-fiber cloth. The boot inner layers were made from Teflon-coated glass-fiber cloth followed by 25 alternating layers of Kapton film and glass-fiber cloth to form an efficient, lightweight thermal insulation. Nine Skylab crewmen manned the Nations first space station for a total of 171 days during 1973 and 1974. They wore simplified versions of the Apollo spacesuit while doing the historic repair of the Skylab and changing film canisters in the solar observatory cameras. Jammed solar panels and the loss of a micrometeoroid shield during the launch of the Skylab orbital workshop necessitated several space walks for freeing the solar panels and for erecting a substitute shield. The spacesuit changes from Apollo to Skylab included a less expensive to manufacture and lightweight thermal micrometeoroid over garment, elimination of the lunar boots, and a simplified and less expensive extravehicular visor assembly over the helmet. The liquid cooling garment was retained from Apollo, but umbilicals and astronaut life support assembly (ALSA) replaced backpacks for life support during space walks. Apollo-type spacesuits were used again in July 1975 when American astronauts and Soviet cosmonauts rendezvoused and docked in Earth orbit in the joint Apollo-Soyuz Test Project (ASTP) flight. Because no space walks were planned, U.S. crewmen were equipped with modified A7LB intra-vehicular Apollo spacesuits fitted with a simple cover layer replacing the thermal micrometeoroid layer. Information and Photos provided by NASAModified Extracts from This New Ocean: A History of Project MercuryBy Loyd S. Swenson Jr., James M. Grimwood, and Charles C. Alexander

The Awakening By Kate Chopin - 1479 Words

Kate Chopin’s controversial novel, The Awakening, ignited turmoil because of her blatant disregard of the established 19th century perspective of women upholding strictly maternal and matrimonial responsibilities. Edna’s candid exploration of the restrictions on women through her liberal behavior in a conservative Victorian society makes her a literary symbol for feminist ideals. Despite denunciation from other people, Edna chooses individuality over conformity through her veering from traditional obligations. Edna indulges in her love of art, which is considered to conflict with her expected singular devotion to her household. Exploring her sexuality rather than repressing any sexual awareness constructs her feministic mentality. Edna†¦show more content†¦She raises her children with a distance between them. This void shows Edna’s lack of open wings, which is considered the norm of the 19th century expectations of women. Her newfound acceptance of negle cting her maternal responsibly ignited a much larger awakening within her. A sense of individuality and the â€Å"†¦realiz[ation of] her position in the universe as a human being, and ... her relations as an individual to the world within and about her† grew stronger (Chopin 15). She dislikes her role being entirely centered on domestic responsibilities so she begins to stretch the bindings of society. Edna’s indulgence in art exemplifies the importance she has placed on personal fulfillment, an attribute of feminist ideals. Edna characterizes herself as an artist. This demonstrates her desire to be set free from the familial expectations placed on her. Art represents a freedom of expression. Edna’s association with her artistic passion, not necessarily ability, foreshadows her desire to break free from society’s norms. Edna seeks the guidance of a liberated woman, Mademoiselle Reisz, who is the ideal feminist woman that Edna aspires to be. Reisz connects with her artistic hobbies through music. Her music inspires and provides her with the strength not to live under the maternal expectation. Edna enjoys painting although she does not consider

Reflective Writing for Concepts and Methodologies - myassignmenthelp

Question: Write about theReflective Writingfor Concepts, Tools and Methodologies. Answer: Introduction After completing 12-week learning course, I gathered the complete knowledge of methods suitable for conducting a research. While preparing the assessment 1, the week learning course helped me in designing the research aim, question and objective. Later, I was able to establish the concepts, theories, literature and arguments that were most suitable for conducting the research. The learning course helped me in understanding the research procedure, concepts, tools, methodologies and structure that are extremely necessary for any thesis. According to my opinion, I understood the research methods and chorological steps necessary for research proposal. This course is extremely valuable as not only this has helped me in constructing my research proposal but also this will help me in developing the final research in future. This journal will discuss the experience that I gathered while completing the assessment 1 and 2 in a reflective style. The understandings, happenings, learning process, observations and connections will be discussed for each with. Discussions will be related to both literature review and research proposal, which will discuss my experiences as well. In the 1st week, I gained knowledge regarding the business research and its importance. I have also come to know about various research theories, their practical relevance and appropriate structure. Such knowledge has assisted me in conducting the whole research study. Moreover, I have also learned about several research methodologies for collecting accurate research information. I understood the features and application of qualitative and quantitative data collection method for gathering authentic information in collecting accurate research information. Such knowledge helped in preparing assignment 2, where there was a need to select effective research methods. After gathering the information about business research and research methods, I chose the research topic on challenges in managing global teams. In 2nd week, I have learned about several theories relevant to the topic of the research. The knowledge from such theories has helped me in revealing the exact research problem regarding the research topic. I have also come to know about the concept of global teams and its importance in the success of any business. Such knowledge of global teams will help me to work in such teams in near future. Apart from that, the knowledge and awareness of the global teams has also facilitated me writing a concrete literature review in Assignment 1. In 3rd week, I have written the literature review on the topic of challenges in managing global teams. I have prepared a concrete literature review about the research topic, as it helps in gathering previous literature regarding the research topic. Such detailed and previous literature regarding the research topic will actually contribute to the ultimate result of the research study. Moreover, I have also applied relevant theories regarding the research topic. Such theories assisted me in reaching at effective solutions to the research problems. Moreover, I have also learned about the management of global teams across the countries. Such knowledge will help me in being an effective manager in an international organization. Moreover, I will be better able to manage the global teams across the countries. In 4th week, I have learned about the importance of research questions in gathering useful information about the research topic. I have learned about the importance primary question and secondary question and their contribution in collecting research information. After learning about different types research questions, I framed both primary question and secondary questions for collecting authentic information regarding the research topic. Such research questions assisted me choosing the best approach and methods for collecting research topic. Formation of effective research questions can actually enhance the quality of ultimate research outcome through gathering accurate research information. In this week, I have learned about several types of research methods to be used in gathering relevant information regarding the research topic. Moreover, I have actually learned about the application of both qualitative and quantitative methods in collecting useful research information. Such knowledge will also help me in choosing the best methods for data collection and reaching at accurate research result. The knowledge of different types of research methods will help me in being an effective researcher. I can better apply accurate research methods for relevant research topic in future. In this week, I have done an in-depth analysis on the qualitative method of data collection. I have come to know about several qualitative research tools. Qualitative data is gathered from various ground sources relevant to the research topic. I came to understand that qualitative method can provide detailed information regarding the research topic. I also understood that authenticity of the qualitative data in terms of credibility, dependability and conformability. Therefore, I have selected qualitative approach for collecting authentic information regarding the challenges faced by managers in managing the global teams. In week 7, I was concentrated on selecting appropriate set of sample for conducting qualitative research. Moreover, I understood about the importance of sampling and sample size in this week. This knowledge assisted me in choosing right sample size for collecting accurate information about the research topic. Moreover, this knowledge also facilitated me in choosing the right ways of conducting the research. From the learning of the sampling method, I will be able to perfectly collect the accurate research information. In 8th week, I have selected some respondents for collecting detailed and useful information regarding the topic of the research. Moreover, I arranged interview session with the managers of Cotton On Group. Such interview session provided me with the best organizational specific information regarding their issues in managing global teams. Moreover, the broad knowledge captured through the interview session can actually enhance the quality of the final research result. Furthermore, I have also gather knowledge about the ways of conducting effective interview session. Such knowledge can actually add to my future career, where I can play an effective role of interviewer. By the end of week 9, I was able to understand the types of sampling theories one must use while conducting a research. I got the idea of probability and non-probability sampling technique, sampling size and structured interview. Based on the idea that I gathered, in my assignment 2, I selected 50 respondents from whom data will be gathered and even random sampling will be the most suitable. In week 10, I got the idea of structured observation and content analysis. This week helped me in understanding the structured observation technique and survey method. I got idea that sample selection is the sample selection is related with survey and for that questionnaire should be developed. Also, facts related to reliability and validity were understood. Finally, I got the idea of content analysis and coding schedule. The research questions and were found to be completely related to analysis of content so that justification is provided at the time of discussion. I got the complete idea of secondary analysis and quantitative data analysis. Ideas regarding the benefits of using authentic sources, official statistics and the limitations with secondary analysis was identified. Based on this week, I designed my research literature review where I selected secondary data collection specifically for developing the arguments. I used sources from different sites so that more concrete facts are justified against the research aim. Mostly, I utilized the official statistics so that concepts and theories surrounding the topic are explained with application of real life examples in the assessment 1. In the final week, I got the idea of mixed research technique. Based on the ideas derived from this week, I designed the final research methodology. Both qualitative and quantitative methods will be chosen. This will be helpful in gathering both factual and descriptive data. Factual data will be derived from quantitative findings and descriptive data will be gathered from interview through open ended questions. Finally, I understood that for survey, questionnaire will have to be prepared that will be necessary for distributing to respondents. This week helped me in constructing the research design, approach, data collection and analysis. Conclusion While concluding, it must be said that the learning course helped me in gathering knowledge of research design, data collection, sampling technique, survey and questionnaire, structure and in-depth interview, research approaches and data analysis procedure. In my program, this learning course will help me in finalizing the dissertation. This will be done in real life basis by reaching out to respondents for collecting data. In future, this course will help me while working in an organization. While working as the data analytics manager, I can collect and interpret data for the research aim of an organization, which will eventually help in organizational betterment. Assessment 1 helped me in gathering literature against the research topic and assessment 2 helped me while preparing the proposal. Finally, I must say that without the learning course I would never able to design my literature review and research proposal.

Thanks free essay sample

Thanks Poems are one of the deepest expressions of humans inner vision and feelings, this fact sets poetry as one of the most thought provoking literary genres. An instance of this is a great poem called Thanks by William Stanley Merwin a poet from the twenty century. The makes the reader particularly wander around the real conception of gratefulness. Moreover, this poem contains a strong imagery that provokes in the reader a varied set of strong emotions. In the poem the speaker uses the word thank thirteen times. The over use of the word makes the reader understand that the persona is underestimating the xpression thank you. However, the reader is included in the description because the persona always uses the pronoun we to lead the statement we are saying thank you. Likewise, since the beginning the speaker starts using the word as a clich ©, expressed by everyone but in a hollow way. We will write a custom essay sample on Thanks or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The gratefulness is represented by shallow words rather than by an honest attitude. Even though in the poem the word denotes an expression of kindness and politeness, it appears lacked of meaning. It seems that everyone knows the importance of the word but at the same ime the word is used carelessly, this idea is very clear in the last two verses, we are saying thank you and waving / dark though it is. Thus, the reader can feel a sort of irony and perceive the personas critical tone in the use and misuse of the word thanks. As a reader I could behold carefully the importance of the word thanks not Just as a response to peoples actions but also as a pure expression of human gratitude. Individuals must grasp the real meaning of the expression in order to respond honestly to someones else actions whether they are good or bad. Moreover, I feel disappointment at the moment of reading it because our sloppy way of visualizing life and its little details, responds to the current situation of society. It seems that misconceptions has gone to our core without knowing the real transcendence of words. However, I keep the hope of getting rid of this simplicity that society has taught me regarding the use of words, and develop my sensitivity to the inner connection between my tongue and heart.

Tales of the City Essay Example For Students

Tales of the City Essay Tales of the CityChristoph Jeff MicklonsBook ReportFOR ENG 744.3Gay LiteratureDr. John BowersSpring 1996Armistead MaupinWhen you sense the affection where people enfold their loving kindness youare probably amidst the tenants of 28 Barbary Lane, San Francisco 94109. Perhaps tenants is the wrong word, it should be something more like a friendlycommunity of people. In Tales of the City , by Armistead Maupin, the charactersare intertwined with togetherness. The mother of all mothers, the landlady,guardian of all who live under her roof, orchestrates an unfolding story that iscaptivating and compelling. It Is her love that permeates the other characterswithin this story. This sequence of story snippets was originally introduced to San FranciscoChronicle readers back in 1976. It is because of this that each sub-story, orchapter in the book, is a self sustaining story in itself, more so than mostchapter arranged narratives. This book is the first volume in a series, thatchronicles the life of a small number of San Francisco residents. With each newchapter there is a personal development for the characters within. It is thissense of development that is most important for the continuity of Tales of theCity. The development neatly meshes the characters lives with one another,till ultimately the product is a mass evolution. We will write a custom essay on Tales of the City specifically for you for only $16.38 $13.9/page Order now It is interesting to note that the writing style Mr. Maupin uses to guidethe story forward is consistent throughout the book. Chapters inevitablycommence with a characters response to the given situation. There are severaldepartures from this style, which are explained further on in this book report. The chapters are suited for the readers of a newspaper. Each is short,usually between two and four pages in length. This makes the reading simple todigest. Each chapter equates to an individual episodes of a television soapopera. Chapters link their engaging scenarios together to form a habit formingseries. The first thirty-one chapters amply show the authors intendeddirection purpose for the entire novel. Taking the Plunge ch.1 p.1-3: This is the introduction of the unfoldingMary Ann Singleton the expeditious Connie Bradshaw. Vacationing in SanFrancisco for eight days Mary Ann discovers that she wishes to escape her homeand stay in San Francisco. She attempts to convince her mother she is doing theright thing. Haplessly she is not even sure herself about this. Confrontingher housing situation head-on Mary Ann asks her friend, Connie, if she can shackup with her till she finds her own pad. Connies Place ch.2 p.4-7: Mary Ann moves into Connies apartment. Shebelieves her new life will begin soon. The two new roommates reminisce abouttheir childhood together, not looking forward but looking back. Mary Anndiscovers a myriad cologne collection in Connies bathroom cabinet. Connie isstill popular with the men, a quality she is striving for in her new life. A Frisco Disco ch.3 p.8-11: Mary Ann Connie go out clubbing togetherfor different reasons. Marry Ann pretends to disrobe her innocence, but herattempts do not work. Due to her inability to put aside her starched values sheturns down a sexual advance from a man. With the nights failure, and withoutConnie, she goes home early. Her New Home ch.4 p.12-15: This is the introduction of the caring passionate Anna Madrigal. Mary Ann had enough exposure of Connies Trix. Outof the three places the rental agency sent her, Mary Ann discovers that 28Barbary Lane is where her new funky home will be. Once back at Conniesapartment, Connie suggests they meet at the Safeway for another man hunt. Love with the Proper Shopper ch.5 p.16-19: This is one of the onlychapters where scenery is in place before the introduction of characters. Thegrocery is more paramount to the characters than the other way around. This isbecause by its very nature Safeway is a place where people are compelled tocongregate. Mary Ann begrudgingly gets a lesson on how to pick up men fromConnie. Once alone Mary Ann is besieged by a man inquiring specifics on Chinesecooking. She is repulsed by the overt scenario and quickly dumps him into thefrozen food section. To her frustration the second round of interaction is witha beautiful man who is not there to pick up girls, he was just being friendly. He had no intentions of picking her up, namely because he was gay. Mary Annsemotions dip to her foundation, when she realizes that again she is unsuccessfulat forging her new life. Connies Bummer Night ch.6 p.20-23: Connie arrives back from Safeway, asshe puts it, with no weirdoes. Mary Ann turns down Connies invitation to goout yet again to find tonights Trix. The night passes and Connie still doesnot have a man, one that substitutes for a meaning relationship, to prevail byher side. The next day Mary Ann takes her lonely suitcase and what possibly isforever, leaves behind Connie for 28 Barbary Lane. She has experienced one sideof San Francisco that does not appeal to her. Moving on to the next situation,she continues on her path for a new life, leaving Connie on her own. The Employment Line ch.7 p.24-27: During her first day in her very ownapartment Mary Ann seeks to fulfill her horoscope by availing herself to theMetropolitan Employment Agency. Her posting was deceptively innocent. A red-faced Mr. Creech decided that he wanted a girl Friday for more than just officework. Mary Ann fell back on her hometown morals and declared she was indeeduptight about that type of work. Not being able to withstand the rejection, shecried herself to sleep. After she woke up she wrote a deceptively optimisticletter to her parents. Anna intuitively knew of Mary Anns troubles that day. She consoled Mary Ann with a neatly rolled joint and a letter of supportwelcoming her. Mary Ann truly needed a friend in her new life. Enter Mona ch.8 p.28-31: This is the introduction of the oddly free MonaRamsey ; the steadfast Edgar Halcyon. While taking out the garbage, Mary Annmeets head on with Mona, another tenant. Mona uncovers her quaint Franciscannature by revealing the secrets held in Mary Anns garbage. Mona trying to befriendly, invites her up for tea and a chat. With Monas connection at work,Mary Ann successfully interviews with Edgar Halcyon of Halcyon Communications. The Ad Game ch.9 p.32-34: This is the introduction of the flippant ;troubled Beauchamp Day. Some time has passed and Mary Ann has settled into hernew job as the personal secretary for Edgar Halcyon. Beauchamp is described ingreat unnerving detail. He is irreverent, married and flirting with Mary Ann. He asks her to lunch that afternoon. Exposed to another moral dilemma, Mary Ann,begins to think that her ideas of morality need to be modified to let herexperience her new life. Edgar Blows Up ch.10 p.35-38: Concerned for his daughters marriage,Edgar confronts Beauchamp on his whereabouts the night before. The chapterturns to Mary Ann Mona having a friendly lunch together. Later on Mona asksAnna if Mary Ann knows about Annas secret. A mystery that is frugallyexplained in chapter 105, is left unanswered in this chapter. This helpsdevelop Annas secretive identity. Anguish in Bohemia ch.11 p.39-42: This is the introduction of the blue-blooded Frannie Halcyon. Edgar calls Frannie on the phone to make up an excusefor not coming home that evening. Suspecting deception, Frannie becomescombative. After getting off the phone with Frannie, Edgar admits to himselfthat Ruby Miller might as well have been his mistress. The chapter diverts to aconversation at Beauchamps social club. Drugs were used by a club member. Both of these situations shatter high societies ambiance. The lives of the richare not perfect. The Wrath of DeDe ch.12 p.43-45: Beauchamp realizes that DeDe was waitingfor him to take her to a social ladder climbing party. He begrudgingly rusheshome to chauffeur her to this social incarceration. Once home the two quarrelabout DeDe calling up her father the previous night. The quarrel ends when DeDepronounces that Beauchamp is obligated to her father. The undertone here isthat Beauchamp does not relish the idea that he is not of the same social classof his wife. He resents when he feels inferior, and frustrated when he has tolive up to the social class. With this small triumph, DeDe can declare that sheknew about the lunch date with Mary Ann Singleton. Behind those words shesuspects infidelity. This turbulent conflict forces Beauchamp to immaturelyretaliate in chapter twenty-two. The Landladys Dinner ch.13 p.46-50: Mary Anns innocence surfaces againwhen she does not realize that Monas offer of coke was not a cola. Monafurther exposes her debauched nature when she produces food stamps when it isobvious that she is making enough money not to need them. But Mary Ann does notrealize that Mona did need them at one time and simply kept them. During Annasdinner party Mary Ann is offered more joints and boorish company. Bored withAnnas plastic guests, Mary Ann wanders into the bathroom and noticed a part ofAnnas past. Anna comes in to reveal that her name is assumed and that she wasnever married. The conversation leads to men. Anna assures Mary Ann that shewill find a man in San Francisco that is not gay. Rendezvous with Ruby ch.14 p.51-53: This is the introduction of thedevoted Ruby Miller. This is another chapter that begins with setting the scenebefore interacting with the characters. In this case it is necessary to do thisbecause the scene is showing the environment that Ruby lives in, than the personherself. She is made out to be a born, bred, lower-middle class Christiansolider. The chapter name and the actions seem very much like a mid-eveningrendezvous for a quickie. The chapters intention is to dumfound the reader. Ruby starts pressing her fingertips against Edgars temples. The action appearsto prelude a sexual act. Then the next sentence blunts the senesces by makingit known that Ruby is spiritually healing Edgar. Blam! The chapter endswithout warning. .u3f7a752ff737288430fdc5ad28d896f1 , .u3f7a752ff737288430fdc5ad28d896f1 .postImageUrl , .u3f7a752ff737288430fdc5ad28d896f1 .centered-text-area { min-height: 80px; position: relative; } .u3f7a752ff737288430fdc5ad28d896f1 , .u3f7a752ff737288430fdc5ad28d896f1:hover , .u3f7a752ff737288430fdc5ad28d896f1:visited , .u3f7a752ff737288430fdc5ad28d896f1:active { border:0!important; } .u3f7a752ff737288430fdc5ad28d896f1 .clearfix:after { content: ""; display: table; clear: both; } .u3f7a752ff737288430fdc5ad28d896f1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3f7a752ff737288430fdc5ad28d896f1:active , .u3f7a752ff737288430fdc5ad28d896f1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3f7a752ff737288430fdc5ad28d896f1 .centered-text-area { width: 100%; position: relative ; } .u3f7a752ff737288430fdc5ad28d896f1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3f7a752ff737288430fdc5ad28d896f1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3f7a752ff737288430fdc5ad28d896f1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3f7a752ff737288430fdc5ad28d896f1:hover .ctaButton { background-color: #34495E!important; } .u3f7a752ff737288430fdc5ad28d896f1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3f7a752ff737288430fdc5ad28d896f1 .u3f7a752ff737288430fdc5ad28d896f1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3f7a752ff737288430fdc5ad28d896f1:after { content: ""; display: block; clear: both; } READ: How the Greek revered their gods EssayThe Boy Next Door ch.15 p.54-56: This is the introduction of themeandering ; oversexed Brian Hawkins. Mary Ann reads her mail. There is animpression that she is very lonely in her new world. Anna intervenes by sendingup Brian Hawkins. He had no idea of the reason why Anna would ask him to go upand see Mary Ann, but the light dawned for her. She explained that she had justtold Anna that there were not enough straight men in San Francisco. He invitedher up to his apartment, which was short and agreeable. The Matriarch ch.16 p.57-59: Edgar returns home after his meeting, andmakes up an intricate lie about it. It is evident that Frannie is drunk anddiscouraged. Not realizing it Edgar is guilty of the same transgression that hereprimanded his son-in-law for in chapter ten. Edgar changes the subject frombeing late, which leads to a discussion about a party that Frannie wishes to puton. It is evident that he is tired of living the strict social life of theupper class. Both Edgar Beauchamp wish for the same thing, release, but theyattain their wishes in different ways. Stranger in the Park ch.17 p.60-64: Edgar is in turmoil over his lifethreatening medical problem. There was a hint of the problem in chapterfourteen, but the problem was never so imposing. Edgars doctor pleads with himto face his life, fling it off and take advantage of his last few months. As heleaves for lunch he is in great turmoil. He absurdly fantasizes about Franniesparty and that he could add to his wifes social ladder by foretelling his deathat the party. He put this notion out of his mind as he entered Washingtonsquare and encountered Anna. Relating at Lunch ch.18 p.63-66: Beauchamp and Mary Ann have lunch at anurban-organic-aloof restaurant. This only amplifies Mary Anns uneasiness ofbeing with Beauchamp. He is able to still her butterflies by tearing away thepretenses she has built around his presumed blue-blood. He purposely strikesback DeDe, fulfilling her fears by asking Mary Ann to vacation with him thatweekend. She resists but not with much effort on account of her struggle to fitinto her new life. A Piece of Annas Past ch.19 p.67-69: This is the first chapter thatdirectly follows the personal timeline of a character. This is because itsimportance to Edgars life discovery could not be completed in one singlechapter. Meeting Anna made the park warmer and the birds songs more joyous. The two start out with small talk but it inadvertently, at least according toEdgar, turns into a serious discussion about both of their pasts. Anna remarksthat Edgar is not too happy with himself and she tries to bring back memorieswhen he enjoyed his life. She plays with his mind by implying that she runs ahouse of pleasure. But her words are misleading, she actually runs a boardinghouse. Finally Anna finishes playing with her prey by saying, Tomorrow is histurn to buy lunch.Monas New Roomie ch.20 p.70-73: This is the introduction of the self-styled Michael Tolliver (Mouse). From nowhere Michael calls Mona declaring thatanother relationship is down the tubes. In Michaels mind this is a typicalstereotype for himself as a gay man. Relationships are supposed to be shortterm, never everlasting, ; far ; few between. His only comfort is that thisparticular relationship was able to get to the furniture buying stage. Therelationship is in control, neither of the two men. Concerned for Micha elswell being, Mona practically demands that Michael come live with her. Aselection of possessions are inventoried coming into Monas apartment: a T-shirtthat reads Dance 10, Looks 3, Army surplus clothing, a photo of La Belle, ; aroach clip. These possessions elucidate Michael in a stereotypical light. Theauthor uses possessions to make character inner workings evident. Their First Date ch.21 p.74-76: It is obvious that Edgar is falling forAnna in this chapter. He does not care if anyone sees them alone together. They joke with one another and Edgar reveals his inadequacy of contend with hissocial class. Anna remarks about how wonderful it is to fly a kite while beingstoned. Obviously shocked Edgar asks Marijuana? He felt older than everhaving to refuse the offered joint. Anna turned the cheerless situation into agleeful one by trading the joint for the usage of a kite. Off to Mendocino ch.22 p.77-79: This is the first instance where Mary Annovertly disregards her hometown morals. She sleeps with Beauchamp, a marriedman, her boss son-in-law, and a very big step. It is unfortunate thatBeauchamp is only using her to get back at his wife for all her meddling over-inquisitive nature. Brian Climbs the Walls ch.23 p.80-83: It is ironic while Mary Ann seekssex with Beauchamp, Brian is bored out of his skull and wants Mary Anns company. Brian really desires her, Beauchamp does not share this. Brian relieveshimself by going out for the night. He ends up in a bar with Chip Hardesty, whois a rival of sorts. The rivalry comes from the fact that Chip is a babemagnet; note Chips last name. All used up, Chip leaves the bar to Brian. AlasBrian has no choice but to accept the women leftovers. Post-Mortem ch.24 p.84-86: Beauchamps little solder, was unable tosalute Mary Ann. He was worried, perhaps even concerned, for what he had doneto DeDe. Mary Ann wants to share feeling while Beauchamp is cold. All of thesudden Beauchamp reveals that he is in love with Mary Ann. More than likely hewishes to escape his social rank with Mary Ann, the representation of hisfreedom. But Beauchamp divulges his true nature in his sleep. Mary Ann is nolonger infatuated with this escape to her future. Both, Beauchamps May Annsescapes have failed miserably. Coming Clean in the Marina ch.25 p.87-89: Brian gave up on picking up amistress for the evening, at the bars at least. He takes his male chauvinism tothe Laundromat. He sights his quarry, a saucy girl waiting for the same thinghe is there for. The two exchange smart-aleck remarks with each other. In sort,checking each others resistance to hurt. With persistence he melts herresistance, Connies resistance. Ironic that yet another intertwining ofcharacters has developed. and Many Happy Returns ch.26 p.90-93: Brian wakes to find himselftrying to cope with Connies emotions. She is pissed and Brian has no clue. She wants tenderness and only gets, wham bam thank you maam. She emotionallybreaks and communicates the reason for her acting like a bitch, it is herbirthday. She is depressed that she has no one to share her loneliness withexcept complete a stranger, picked up in Laundromat. Placing aside hissarcastic comments, Brians tender nature surfaces. He quickly runs into herkitchen and reappears with a makeshift birthday cake and says, no wisecracks.The charade of the wise-cracking in the last chapter is dropped for gentlenessin this chapter. Both characters grow to understand that their life simulationonly disservice them. Mrs. Day at Home ch.27 p.93-95: DeDes life is crumbling around her. Shebathes away the frustration, but this escape fails to secure her doubts aboutherself. She grasps for the first support, an old fling. Walt unfortunatelycasts her back to reality. He now has a happy and well adjusted marriage, noneed for another womans yearnings. The Chinese Connection ch.28 p.96-98: On the phone with Walt, DeDerealizes that her husband is not away for the weekend where he said he would be. She admits to herself she never believed the lie anyway, and tries to brush offthe compounded pain. She hangs up with Walt and almost immediately calls forbackup, breakfast cereal. It reminded her again of the past that she wasstruggling to find. The present knocks on her front door delivering thegroceries she just ordered. Lionel Wong was a strong a man to be fixated over. Bluntly, DeDe throws herself on him and they do the dirty. Beauchamp arriveshome an hour later, just in time to see Lionel withdraw. Indirectly he knewwhat had just happened. He reveled in his ability to coerce his wife intoacting out the deeds she accused him. This is a shallow victory for Beauchamp serves no purpose but to obliterate their marriage. Confession in the Nude ch.29 p.99-102: Mona and Michael go for a minibeach vacation up the coast. It is brought to light that Michael and Mary Annhave met before. His lover was the shopper at the Safeway that Mary Ann wastrying to inadvertently pick up. This is another cross link of the characterswithin the story. Miss Singleton Dines Alone ch.30 p.103-105: In deep thought Mary Annrealizes that she is not living her life for her self. She should confront DeDewith the situation Beauchamp and her are entangled in. The scene shifts to theDays home. Beauchamp plants Mary Anns glove in his Porsche in retaliation toDeDes nagging suggestions that he was not where he said he would be thatweekend. He is determined to squelch his wifes denigrating actions. Mona vs. the Pig ch.31 p.106-108: The pig is a client of HalcyonCommunications, king of pantyhose himself, Fartface Siegel. Mona does notrelish the fact that she has to jump through hoops to get the man to admit thatthe current ad campaign needs to be overhauled. During the meeting, Mona speaksher mind a little too freely. She hurls her job better than any discus throwerever could. Walking out the door she affronts Beauchamp, Your karma is reallyfucked. Once she gets home, she apathetically informs Michael of the news thatshe lost her job. There are many parallels within the story. These stress the significancethat people are much more alike than they are different. It also gives thestory a sense of continuation. .u97346ee30ca6f1d52fec5098b6398166 , .u97346ee30ca6f1d52fec5098b6398166 .postImageUrl , .u97346ee30ca6f1d52fec5098b6398166 .centered-text-area { min-height: 80px; position: relative; } .u97346ee30ca6f1d52fec5098b6398166 , .u97346ee30ca6f1d52fec5098b6398166:hover , .u97346ee30ca6f1d52fec5098b6398166:visited , .u97346ee30ca6f1d52fec5098b6398166:active { border:0!important; } .u97346ee30ca6f1d52fec5098b6398166 .clearfix:after { content: ""; display: table; clear: both; } .u97346ee30ca6f1d52fec5098b6398166 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u97346ee30ca6f1d52fec5098b6398166:active , .u97346ee30ca6f1d52fec5098b6398166:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u97346ee30ca6f1d52fec5098b6398166 .centered-text-area { width: 100%; position: relative ; } .u97346ee30ca6f1d52fec5098b6398166 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u97346ee30ca6f1d52fec5098b6398166 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u97346ee30ca6f1d52fec5098b6398166 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u97346ee30ca6f1d52fec5098b6398166:hover .ctaButton { background-color: #34495E!important; } .u97346ee30ca6f1d52fec5098b6398166 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u97346ee30ca6f1d52fec5098b6398166 .u97346ee30ca6f1d52fec5098b6398166-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u97346ee30ca6f1d52fec5098b6398166:after { content: ""; display: block; clear: both; } READ: Women In Math Essay PaperThe settings within Tales of the City mostly occurs within San Francisco,aside from two departures. These two places represent an escape from the city ;the lives that are moored there. Beauchamps escape to Mendocino bore no fruit,neither did Michaels escape to the beach. It turns out in later chapters thatthe two characters must face their lives directly to change them. Actually allthe characters that are escaping from themselves, discover this incisive wisdom. There are several social gatherings that take place. The party Beauchamp ;DeDe Day attend provides the characters with a moment where they get to learnthe truth about each other. Both of Mrs. Anna Madrigals parties help MaryAnns development as a new person. The only substantial character not reviled in the first thirty-one chaptersis the pathetic Norman Neal Williams. It is a pity that he is unable to develop. He is introduced little by little, each part showing more of his grotesquenature. He is found to be a little man that only obtains what he want by usingother people. He tries to reach out to Mary Ann, but his shortcomings are toogreat. Norman is cut from the book in a fury, not able to learn from hismistakes as the other characters do throughout the book. He is a reminder thatnot all people are saved from themselves. Interactions Between CharactersBy keeping a close nit group of characters Armistead Maupin is able to keepthe attention drawn towards the development of the character, not strewn ;trying to assimilate new characters constantly. It is easier to keep track ofless characters. The interaction between the characters within Tales of theCity are simple but many. It is almost predictable that a character alreadyintroduced will somehow be the new introduced. To understand Tales of the City it is useful to relate it to other readingfrom the class. The characters are not as complex as ones in the Platos Symposium . Whilethis is true what the reader learn about their nature is more revealing in Talesof the City. Maupins work is much more light hearted, while Plato interjects adeep philosophy. There is an obvious time difference between the two stories,but this does not keep love from becoming the binding strap for each. Tales ofthe City is a search for love that the Symposium defines. Both Petronius Satyricons Tales of the City are intended to tell astory. The bathhouse emerges from the past to be incorporated in chapterninety-seven. It nearly severs the same function, but in present times thesexual content has increased. It is odd to know this still understand thatthe perversion in the Satyricons is much more open. Usually sexual outlaysrefer to perversion, but in Tales of the City the action is not meant to beperverse. This would not be acceptable to the readers of a daily newspaper. In Tales of the City the characters are able to reach from deep within tofind answers. Augustines Confessions has Aurelius attaining his answers froman outside source, GOD. Grasping for answers outside their experience thecharacters in Armisteads book fail to attain happiness. Because Aurelius hasan exceptional faith in things outside his experience he is able to attainhappiness this way. It is not very clear if Foucaults ideas in The History of Sexuality anintroduction Vol. 1. Conform to Tales of the City. Foucault says that it isinherent to confess such as in Augustines work. Because Tales of the City isnot about the author himself, but a selection of fictional characters, it isdifficult to tell if Maupin is interjecting his confession. The only sure ideathat fits the work is that the power of identity is not taken for granted. Strong examples of this are Mary Ann Anna. Mary Ann firmly builds heridentity and Anna has one to begin with. After the dedication page Maupin quotes Oscar Wilde. Its an odd thing,but someone who disappears is said to be seen in San Francisco Maupin mustrelate to this quote. The finding of one self happens very often in SanFrancisco. In Oscar Wildes prose composition De Profundis the lower class isable to run their lives free of the obstruction of society. Maupin relates thisunderstand with the characters Edgar Beauchamp. Wilde was thrust into asocial class that he was never really included. Beauchamp feels the vary sameway. He does not fit in, but must take the responsibility of the socialposition. Wilde writes his composition to justify his deeds to either tohimself or his beloved. Maupin writes to convey a sense that life is workable. Sir Richard Conway in Foresters Arthur Snatchfold does not confront hisomission from society. The character does not believe he needs to develop,unlike characters in Tales of the City which are striving to develop into anew. Sir Richard fantasizes about another character is able to confront him. Thedescriptions of settings are much more colorful in Arthur Snatchfold, but thecharacters are not as absorbing. Anna Madrigal serves as the motherly type in Tales of the City much likethe storyteller in Cowards Me and the Girls.The reader never knows thestorytellers name, but does realize that he cares for his dance troop. WhileCowards story is a fanciful recounting of prior experiences, a confession ofsorts, Maupins rendering releases the pasts for a better future. Deathmanifests because of necessity in both works. To confess the storyteller needsdeath to encourage his reminiscing. In chapter one hundred-twelve fairness isbrought when Norman dies a befitting death. He fails to hang on from theprecipice because his own shortcomings. His tie is just a clip on, an articlethat represents his fraudulent life. Mary Ann holds his tie while Norman fallsto his death. Beatties stories characters in The Cinderella Waltz are as shallow as amuddy puddle. The characters in Tales of the City are fully developed andsubstantial. Marriage is considered a facade in both works. The characterssuperficially believe that marriage is important, but when it comes down tofeelings, it is unimportant. Development is found by separation in Beattiesstory, while in Maupins story it is found through consolidation. Tales of the City requires a detailed explanation of all events. Eachcircumstance leads to another which helps in the development of the characters. Maupin is also able to tie in events so they adhere to future events. Thehypocrisy of the social classes is brought forward. Humans are frail. Thereading is seemingly simplistic on the surface, but beneath this there areserious lessons to be learned. Self improvement happiness can only beattained when a critical analysis of oneself has been executed. Subsequent Chapters: Tales of the CityCh. 32. Where Is Love p.109-111Ch. 33. If the Shoe Fits p.112Ch. 34. Sherry and Sympathy p.115Ch. 35. The Rap about Rape p.118Ch. 36. Romance in the Rink p.123Ch. 37. Coed Steam p.127Ch. 38. Hillarys Room p.130Ch. 39. Breakfast in Bed p.133Ch. 40. The Maestro Vanishes p.136Ch. 41. Frannie Freaks p.139Ch. 42. The Case of the Six Batons p.142Ch. 43. Back to Cleveland p.145Ch. 44. Michaels Pep Talk p.148Ch. 45. War and Peace p.151Ch. 46. Once More into the Beach p.154Ch. 47. Fantasia for two p.157Ch. 48. They Mysterious Caller p.160Ch. 49. So Where Was Beauchamp p.163Ch. 50. What the Simple Folk Do p.167Ch. 51. Intermezzo p.170Ch. 52. Vincents Old Lady p.173Ch. 53. The Anniversary Tango p.177Ch. 54. Bells Are Ringing p.180Ch. 55. The Landlady Bares Her Soul p.183Ch. 56. At the Fat Farm p.186Ch. 57. Michaels Shocker p189Ch. 58. The Family Myth p.192Ch. 59. DeDe Triumphs p.195Ch. 60. Boris Steps In p.198Ch. 61. Renewing Vows p.201Ch. 62. The Man on th e Roof p.204Ch. 63. That Ol-Time Religion p.207Ch. 64. Childs Play p.211Ch. 65. What are Friends For? p.214Ch. 66. The Beach Boys p.217Ch. 67. Ebony Idol p.220Ch. 68. Dorotheas Lament p.223Ch. 69. The Winners Circle p.226Ch. 70. Fiasco in Chinatown p.229Ch. 71. Starry, Starry Night p.232Ch. 72. The News from Home p.235Ch. 73. A Place for Strays p.238Ch. 74. Hanging Loose p.241Ch. 75. Nightcap p.244Ch. 76. Words of Comfort p.247Ch. 77. The Clue in the Bookshop p.250Ch. 78. Mona Moves On p.253Ch. 79. At the Gynecologists p.256Ch. 80. The Diagnosis p.259Ch. 81. The Tollivers Invade p.262Ch. 82. Trick or Treat in Suburbia p.265Ch. 83. Chip off the Old Block p.268Ch. 84. DeDes Growing Dilemma p.271Ch. 85. Mrs. Madrigal and the Mouse p.275Ch. 86. The Shadow Knows p.278Ch. 87. How to Cure the Munchies p.281Ch. 88. The Hungry Eye p.284Ch. 89. Trauma in a Travel-Eze p.287Ch. 90. And Baby Makes Three? p.290Ch. 91. Ties That Bind p.293Ch. 92. New York, New York p.296Ch. 93. Full Moon in Sea Cl iff p.299Ch. 94. Norman Confesses p.302Ch. 95. What Dor Wont Tell Her p.305Ch. 96. Michaels Visitor p.309Ch. 97. Three Men at the Tubs p.312Ch. 98. Cruising at The Stud p.315Ch. 99. She is Woman, Hear Her Roar p.318Ch. 100. The Doctor is In p.321Ch. 101. Not Even a Mouse p.324Ch. 102. Enigma at the Twinkie Factory p.327Ch. 103. Anna Crumbles p.330Ch. 104. The Bakers Wife p.334Ch. 105. Old Flames p.337Ch. 106. A Lovers Farewell p.340Ch. 107. Edgar on the Brink p.343Ch. 108. Breaking and Entering p.347Ch. 109. At the Grove p.350Ch. 110. Art for Arts Sake p.353Ch. 111. Guess Whos Coming to Dinner? p.356Ch. 112. The Confrontation p.360Ch. 113. The Party p.363Ch. 114. Saying Good-bye p.366Ch. 115. Music and Movies

How to Use the Metric System in Spanish

How to Use the Metric System in Spanish You may speak Spanish well, but if youre talking to typical Spaniards or Latin Americans using inches, cups, miles, and gallons, chances are they wont understand you well even if they know words such as pulgadas and millas. With a few exceptions- among ​them, Spanish speakers inside the United States- Spanish speakers throughout the world use the metric system of measurements in everyday life. Although local or indigenous measurements are in use in some places, and American/British measurements are occasionally used for some specific instances (gasoline is sold by the gallon in some parts of Latin America, for example), the metric system is universally understood in the Spanish-speaking world. The metric system has widespread usage even in Puerto Rico, even though it is a U.S. territory. British Measurements and Their Metric Equivalents in Spanish Here are the most common British measurements and their metric equivalents in Spanish and English: Length (Longitud) 1 centimeter (centà ­metro) 0.3937 inches (pulgadas)1 inch (pulgada) 2.54 centimeters (centà ­metros)1 foot (pie) 30.48 centimeters (centà ­metros)1 foot (pie) 0.3048 meters (metros)1 yard (yarda) 0.9144 meters (metros)1 meter (metro) 1.093613 yards (yardas)1 kilometer (kilà ³metro) 0.621 miles (millas)1 mile (milla) 1.609344 kilometers (kilà ³metros) Weight (Peso) 1 gram (gramo) 0.353 ounces (onzas)1 ounce (onza) 28.35 grams (gramos)1 pound (libra) 453.6 grams (gramos)1 pound (libra) 0.4563 kilograms (kilogramos)1 kilogram (kilogramo) 2.2046 pounds (libras)1 American ton (tonelada americana) 0.907 metric tons (toneladas mà ©tricas)1 metric ton (tonelada mà ©trica) 1.1 metric tons (toneladas mà ©tricas) Volume/capacity (volumen/capacidad) 1 milliliter (mililitro) 0.034 fluid ounces (onzas fluidas)1 milliliter (mililitro) 0.2 teaspoons (cucharaditas)1 fluid ounce (onza fluida) 29.6 milliliters (mililitros)1 teaspoon (cucharadita) 5 milliliters (mililitros)1 cup (taza) 0.24 liters (litros)1 quart (cuarto) 0.95 liters (litros)1 liter (litro) 4.227 cups (tazas)1 liter (litro) 1.057 quarts (cuartos)1 liter (litro) 0.264 U.S. gallons (galones americanos)1 U.S. gallon (galà ³n americano) 3.785 liters (litros) Area (superficie) 1 square centimeter (centà ­metro cuadrado) 0.155 square inches (pulgadas cuadradas)1 square inch (pulgada cuadrada) 6.4516 square centimeters (centà ­metros cuadrados)1 square foot (pie cuadrado) 929 square centimeters (centà ­metros cuadrados)1 acre (acre) 0.405 hectares (hectreas)1 hectare (hectrea) 2.471 acres (acres)1 square kilometer (kilà ³metro cuadrado) 0.386 square miles (millas cuadradas)1 square mile (milla cuadrada) 2.59 square kilometers (kilà ³metros cuadrados) Of course, mathematical accuracy isnt always necessary. For example, if you remember that a kilogram is a bit more than 2 pounds and a liter is a bit more than a quart, thats close enough for many purposes. And if youre driving, remember that a speed-limit sign that says 100 kilà ³metros por hora means you shouldnt be driving more than 62 miles per hour. Sample Spanish Sentences Involving Measurements  ¿Realmente necesitamos 2 litros de agua al dà ­a? (Do we really need 2 liters of water per day?) El hombre ms grande del mundo tenà ­a 2 metros 29 de estatura y un peso de 201 kilogramos. (The tallest man in the world had a height of 2.29 meters and a weight of 201 kilograms.) El territorio mexicano abarca una superficie de 1.960.189 kilà ³metros cuadrados sin contar sus islas o mares. (The Mexican territory covers an area of 1,960,189 square kilometers not counting its islands or seas.) La velocidad de la luz en el vacà ­o es una constante universal con el valor 299.792.458 metros por segundo. (The speed of light in a vacuum is a universal constant with a value of 299,792,458 meters per second.) Los hoteles de esta zona deben tener la habitacià ³n doble de 12 metros cuadrados mà ­nimo. (Hotels in this zone should have double rooms of at least 12 square meters in area.) La diferencia de 10 centà ­metros no se percibe ni importa. (The difference of 10 centimeters is neither noticeable nor important.) Hay casi 13,000 kilà ³metros entre Londres y Johannesburgo. (There are almost 13,000 kilometers between London and Johannesburg.) Key Takeaways All Spanish-speaking countries use the metric system, although British and indigenous measurements sometimes have specialized uses.Outside the United States, most native Spanish speakers are unfamiliar with everyday British measures even if they understand what the words mean.The Spanish words for metric units are very similar to the corresponding English words.

Case analysis Study Example | Topics and Well Written Essays - 1250 words - 1

Analysis - Case Study Example The main issue in the case of Mega Toys Company is to identify the business level strategy that would propel the company to new financial heights despite the rising competition in the market. This paper looks at possible strategies that the company uses and some indirect strategies that the company has used. Mega Toys main objective is to focus on satisfying the customers’ requirements and preferences so that the business can achieve above average returns. The main question underlying in the customers context is to identify the customer, their needs, and how those needs will be met. The senior management determines these strategies. Understanding the customers is a multivariate concept demanding understanding of demographics, geographical location, life styles and choices, personality traits, consumption patterns, industry characteristics as well as organizational size. To achieve this, the business has to understand and answer to the question â€Å"what are the potential goods and services that are needed by these customers?† This helps in gaining the competitive advantage, which is the main objective of business level strategies. Mega Toys Company main business strategy is to achieve long run growth of the company and to manage seasonal production primarily through cost leadership. Fundamental costs include labor costs, inventory, and delivery on time, and creating unique products. The most important resource for Mega Toys Company is to get seasonal employees in the low cost countries. According to this case, competitors can gain access to the low cost countries but cannot compete with Mega Toys in terms of quality of its products. Its products are of high quality, which are coupled with intellectual properties rights. Additionally their products have a unique design. The company also ensures that the deliveries they make are timely. This makes the Mega Toys products stand out

Right to Bear Arms Essay Example | Topics and Well Written Essays - 750 words

Right to Bear Arms - Essay Example Legalization of gun ownership is part of the second amendment, where it states that â€Å"a well-regulated Militia, being necessary to the security of a free state, the right of the people to keep and bear Arms, shall not be infringed.† This indicates that there is a law that allows people to own guns. But there are several points to be considered in part of the amendment. There is an emphasis on having a well-regulated militia. This indicates that there are certain rules, or principles that surround a militia group (Petersen, p.16). This specifically creates a nature of the citizen army. A citizen army does not group armed citizens without a common principle, rather it states that a militia group needs to have regulations and principles not just a chaotic movement. The second amendment, then, creates in itself a certain significant function of regulation and control. Thus, it signifies that there is still control within the second amendment not just merely to allow citizens g un ownership simply for security purposes. The second amendment shows that gun ownership is still regulated based on the principles of creating security and defending the freedom of the state and the people living under it. It is important to know that freedom is a very crucial aspect of the nation’s principle. With this, it creates a bond between citizens to protect not only themselves but also the nation’s pledge for their freedom and security. ... Security and freedom are very important aspects of human life. Humans fight for their freedom and their security. This rooted from the fact that individuals know they have the right to be free and to live a secure life. The issue of gun ownership cannot be questioned alone for the specific behavior of violent individuals owning guns. There are certain laws and policies guarding gun ownership, and this is not a violation of the second amendment. As I have broken down earlier, the second amendment clearly states that there are rules by which gun ownership should revolve. If humans have been given their rights, they are given a corresponding responsibility with it. There are two sides looking at the second amendment. First is the second amendment’s declaration that a militia group is a right to maintain the security and freedom of the state. The second perspective is looking at it individually wherein mere individuals may own guns. As far as I’m seeing it, the second amend ment agrees to both. The question is how people tend to understand the rules and regulations surrounding the amendment. Opposition of gun control argues that gun ban or control is not a solution. It is the individuals that should be regulated and ownership should be controlled (Gischler, 9). I believe that they have a very good argument since it is not the gun that controls a person rather it is an individual with a gun who has a problem if they use it other than what is stated in the amendment, for security and freedom. The use of guns is what is to be regulated but before that people should be educated on the real purpose of owning guns. There are several incidences

Coffee and Key Potential Group Essay Example for Free

Coffee and Key Potential Group Essay Starbucks – Going global fast: Case study Identify the controllable and uncontrollable elements that Starbucks has encountered in entering global markets. Uncontrollable elements The uncontrollable elements that Starbucks has encountered in its entry to global markets are: volatility of market, decline consumption of younger generation, and rising dairy costs. Volatility of market Starbucks is heavily reliant on the supply and on the prices of coffee. Although Starbucks has supply agreements with suppliers in advance, the company could still face problems due to fluctuating coffee prices. Other factors, such as weather and economic conditions in coffee producing countries, also affect Starbucks operations. Decline consumption of young adults. The 20-30 year-old age group of coffee consumption is decreasing now, and this group prefers other drinks, such as soft drinks. These young adults will be the key potential group for Starbucks future market. The declining consumption of this group will bring further problems to the companys future development (The market for hot drinks, 2004). Rising dairy costs. According to Starbucks record, dairy costs rose about 40% year on year and this might affect the companys cost of goods. Milk and other dairy products account for around 3% and 5% of companys sale. Now Starbucks might carry out its first systematic price rise on beverages in the next four years. Since the prices of Starbucks products are more expensive than other similar products, further price rising might affect the companys operations so the company might lose some customers. The controllable elements that Starbucks has encountered in its entry to global markets are: strong competition and labor issues.

The emergence of sociology

The emergence of sociology What social forces were at work that led to the emergence of sociology in the late 18th and early 19th Century? Sociology can be defined as the study of societies and their development in terms of their political decisions, ethics, economic development, religion and laws. It consists of the organization of collections of human bodies into forms of social life. The end of the 18th century was marked by the French Revolution, the Enlightenment and the Industrial Revolution initiated in England. The purpose of this essay is to discuss these social forces in terms of their contribution towards the emergence of sociology. The three major factors which influence the emergence of sociology as a sphere of study began in the late eighteenth century with the French Revolution, the period known as the Enlightenment and the industrial revolution. Each one of these influences has contributed to what Karl Polanyi , the Austro-Hungarian philosopher termed the Great Transformation in his book of the same name, one of the results of this great transformation resulted in the emergence of the science of sociology. History began to change in 1789 when the French Revolution broke out followed by the Enlightenment the creation of a new framework of ideas about man, society and nature. In addition, further economic and social changes were brought forward with the industrial revolution firstly in England and then in the whole of Europe. The French revolution had lasted for ten whole years and was the first modern and ideological revolution of its kind. It had a great impact on society because it changed its structure. It managed to eliminate the social distinctions between people and the feudal society.The power shifted away from the Church and came to hands of the people. This was the first time people were seen as citizens. In addition to this, the clerical hierarchy which had existed until then gave up its rights and property. These changes had a historical, political and social impact in the entire of Europe and not just France.Plato and Aristotle had become exterminally manifest in the social and historical world as a consequence of the revolution in France. Additionally, the French Revolution brought significant changes to the family since it was followed by the Declaration of Human Rights which stated that all humans are born free and equal. Changes to family-related issues were also brought into force. At the same time the Church lost much of its tremendous influence and power, which devolved to the people. The clerical hierarchy that had existed until then gave up its rights and property. Civil marriage and divorce were established. Civil marriage was another way for people to project their doubts upon the Church. A couple blessed by God could now follow different paths in their lives with the divorce being established and accepted. Education and religion were also subject to changes.. The second major event, that took place during the late 18th and early 19th century, was Industrialisation. The Industrial Revolution began in England in 18th century (1870) and brought several changes in societies, shaping them in the form they are today. It was the major shift of technological, socioeconomic and cultural conditions in the late 18th and early 19th century that began in Britain and spread throughout the world (Wikipedia, Internet encyclopaedia). At the end of the 18th century the world was experiencing a rapid population growth which led to an economic boom. As the demand was increasing, more workers were needed to cover the increasing demand. Production of goods increased. This was a different type of work before Industrialisation people were working in a traditional forms. Technology brought significant changes in the work place which led to great improvement and efficiency. Machines were now helping people in production and thereby improving time efficiency and production volume as well as the conditions under which people worked. Technological changes included the use of iron and steel, new energy sources. These changes in technology improved both the quality of the products being produced as well as the work-conditions of the workers in production. Fewer efforts were now required by the workers in terms of producing a good. Technology also improved transportation and hence trade and commerce between countries. Markets expanded even more since goods and raw materials that were scarce in one country could be supplied from another. Machines became the symbols of the new society and humanity could be seen to be all working into this machine. In addition, the area of communication also saw great improvement during this time period and people could now travel easier and reach their destination quicker. In the past, the only method people could communicate between them was through letters. This way of communication however, was both time consuming and uncertain since the letters were often lost somewhere in between. Fortunately, during the late 18th and early 19th century letters could be delivered faster and new ways of communication were developed such as the telegraph. These improvements also brought people and societies closer to one another. People moved to the cities were the markets began to emerge. The Enlightenment was a significant contributing factor to the emergence of sociology in the late 18th and early 19th century. The Enlightenment is considered to be the source of critical ideas, such as the centrality freedom, democracy, and reason as primary values of society. It is the creation of a new framework of ideas about man, society and nature, which challenged existing conceptions rooted in a traditional world-view, dominated by Christianity (Hamilton,23). The Enlightenment was an intellectual movement consisting of many philosophers. The most popular figures of this new framework were Charles Montesquieu (1689-1755), Jacques Tugot (1729-1781) and Jean Condorcet (1743-1794). They managed to challenge the traditional and existing conceptions of the world. The thinkers of Enlightenment aimed to teach people stop listening and following blindly the churchs opinion and decisions, and start thinking on their own. Challenge what they hear and develop their critical judgment. People were now advised to try and solve their problems on their own rather than wait for God to provide a solution for them. This new way of thinking was a big factor in economic growth. The iincreased education, through the emergence of upper class philosophers, the publishing of newspapers and the emergence of new types of media resulted in the arts, such a writing and painting to only develop, improve and flourish during that time period. Reaching to a conclusion, the French Revolution, the Industrial Revolutionand the Enlightenment were the three major factors that contributed towards the emergence of sociology in the late 18th and early 19th century. During this historical period,peoples lives became much easier and better. All these changes helped people become more open minded and created for them a life with more choices. , This important turning point in history led to a technological and economic boom. It also resulted in people learning to live in societies. A person who cannot live in society, or does not need to because he is self-sufficient, is either a beast or a God. (Aristotle, Politics) Bibliography Lecture and Tutorial notes Wikipedia-online encyclopedia Internet the rise of sociology Morrison, K. 2006. Marx Durkheim Weber. Bilton, T. Bonnet, K. Jones, P. Lawson, T. Skinner, D. Stanworth, M. Webster, A. 2002. Introductory sociology, 4th edition. Palgrave Macmillan

Applying Leadership Theories

Leadership styles are similar to teaching styles in that they require a certain amount of flexibility and adaptability; in reality, there is no singular ideal theory. In this way, the study of leadership and the management of the same, as shown by the previous discussion theories about leadership, are multidimensional. However, in reading through various studies on the subject, two come to the forefront as being more applicable than others: Transformational Leadership Theory and the Servant Leadership Theory since both stress the importance of communication and trust amongst administration, staff, and faculty. Transformational Leadership Theory Transformational Leadership theory was developed in 1978 by James McGregor Burns, â€Å"who saw leadership as the motivation of followers to achieve goals that met individual as well as the changing needs of the organization† (Giles, 2006, p. 259). â€Å"Transformational leaders are visionaries, role models, and facilitators who prepare their employees to work in dynamic environment† (Hawkins, 2009, p 43). Burns later expanded his theory, by adding that â€Å"transformational leaders manage with morals, tenacity, selflessness and have good political skills† (Hawkins, 2009, p 43). This leadership theory has continued to evolve over time with the changing of the world. A more modern take on transformational leadership theory in education would be as follows: â€Å"A transformational leader typically has a charismatic vision and personality and is able to inspire his followers to accept change at their school. This leader acts as a moral agent who raises consciousness about professional practices and values in the school. He encourages educational creativity and innovation and fosters a sense of ownership by motivating others to commit to his vision. He does this by considering the specific needs of those who answer to him, thereby empowering them to change. (Cleary, 2011) Transformational Leadership Theory Flaws Although in theory a Transformational leader appears to encompass the mind set to lead a school district into the future, this study is also not without flaws. â€Å"Because environmental conditions are constantly changing, leadership must be able to manipulate the organizational culture to ensure the system’s ability to adapt to and survive in the environment through the evolution of new cultural assumptions† (Razik, 2010, p. 95). Major problems arise when â€Å"assumptions† become almost impossible to predict in an expanded school culture. Schools now need to adapt to conditions beyond their control as mandates from the State are increasing at a rapid rate while funding is decreasing just as quickly from both a state and local level. Transformational Leaders who have expressed their goals and ideals and been have been able to put them into practice with the support and cooperation of the faculty and staff are now faced with watching those goals suddenly stalled by unforeseen circumstances that go beyond the theory of being able to adapt and change. Any plans for the future become nearly impossible to implement under these conditions since the future, due to funding, is now so unpredictable. The practice of a unified vision under the realm of a well-liked and respected leader becomes non-existent when monies are limited, agreements become severed, and everyone views his or her concepts as being the most important to the needs of the district. The â€Å"consistency and constancy† that created the trust and unity amongst the administration, staff/faculty, and the community is no longer apparent, causing distention within the school organization (Hawkin, 2009). Servant Leadership Theory Although similar to the theory of Transformational Leadership in its use of open communication between the faculty and leader, the Servant Leadership Theory concentrates more on the needs of the individual rather than the unified understanding of the needs of the district. Servant leadership theory was coined and defined in a 1970 essay, The Servant as Leader, written by Robert Greenleaf (Serrat, 2009). As cited by Hawkins (2009), Greenleaf explained â€Å"the servant-leader is servant first†¦ It begins with the natural feeling that one wants to serve, to serve first. Servant-leaders must have a sense for the unknowable to be able to foresee the unforeseeable. Servant-leaders have a power for healing that strengthens the bond between leaders and employees, allowing for difficult issues to be addressed†(Hawkins, 43). Greenleaf created a new theory in which the needs of the individual within the organization are paramount to the needs of the leader. Greenleaf suggests, â€Å"servant-leaders are deeply committed to the personal, professional, and spiritual growth of each and every individual within the institution† (Hawkins, 2009, p. 47). According to Hawkins (2009), servant leaders thoroughly analyze and build an understanding of what their employees and community stakeholders need in order to improve the well being of the entire community. A servant-leader encourages collaboration, trust, foresight, listening, and the ethical use of power and empowerment (cited in Borden, 2003 p. 12). Servant Leadership Theory Flaws Even though this leadership theory appears to be the chosen one for the administrators in this particular school district, certain situations and/or individuals create an atmosphere where putting the theory into practice becomes extremely difficult. Not only is communication of the utmost importance, but putting aside egos and individual wants and needs for the good of the district is imperative. When personalities clash, and all involved have their own agenda, the district suffers. A function of this board of education, for example, is to lead, to maintain order in the district by overseeing that all involved are abiding by the rules and regulations. Once that board of education over reaches those boundaries, a sense of hostility and mistrust is left in its wake. On the surface, while seeking to acquire open communication with one’s staff members and meeting the needs of each one is ideal, it is also unrealistic. There are too many hands in the mix, too many ideas to sift through, too many egos to soothe. Until the majority in the school district can leave behind altruistic needs and concentrate solely on the ultimate goal, the theory of Servant Leadership will not succeed. Being a Successful Leader Razik (2010) states, â€Å"No one theory has embraced all the necessary variables to define satisfactorily the complexity of the leadership role or to predict best-case leadership scenarios† (p. 3). An educational leader must foster a vision of learning that focuses on the school, the community, as well as teaching and learning. The vision must be managed and evaluated constantly, by building effective interpersonal relationships based on the entire community’s needs. The educational leader must model integrity and show case ethics while understanding the political, social, economics and legal context that affect the educational system (Green, p. 14). â€Å"Effective principals and school administrators set the organizational direction and culture that influences their teacher and students performance† (ISLLC 2008, p. ). In order for principals/educational leaders to be effective they must be exceptional communicators and collaborators; without these skills leadership will fail. Effective communication and collaboration will help the educational leader â€Å"establish a climate of trust and mutual respect in which individuals feel empowered to be creative and offer suggestions for the enhancement of organizational goals† (Green, 2009, p. 3). If there is not trust and mutual respect in th e educational organization the visions can not be obtained and students success will not be achieved. An educational leader must foster a vision of learning that focuses on the school, the community, as well as teaching and learning. The vision must be managed and evaluated constantly, by building effective interpersonal relationships based on the entire community’s needs. The educational leader must model integrity and showcase ethics while understanding the political, social, economics and legal context that affect the educational system (Green, 2009, p. 14). The leader plays various roles of directing, coaching, supporting, and delegating as individuals and the group mature and become able to perform activities. Group maturity depends on individual maturity (Razik, 2010, p. 88). As with any study put into practice, the key is past experience, the realization and agreement of what worked and what did not, and the ability to reach an agreement on the most efficient and beneficial way to move forward. Although by opinion, there is no leadership strategy without flaws that would guarantee effectiveness, Transformational and Servant Leadership theories, due to their stress on communication and trust amongst those involved with the vision and goal for the school district, appear to be the best starting point.

Curriculum Assessment Essay

Assessment is an important part of our curriculum framework as it both enhances learning and provides opportunities for students to reflect on what they know, understand, and can do. It also provides the guidance, the tools and the incentive for the teachers and the students, as well as the curriculum makers, for them to become more competent, more skillful and better at understanding on how everybody will learn. INTENDED VS IMPLEMENTED VS ACHIEVED CURRICULUM INTENDED Curriculum IMPLEMENTED Curriculum ACHIEVED Curriculum Written Taught Learned/Attained Refers to the objectives set at the beginning of any curricular plan. Refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes. Refers to the curriculum outcomes based on the first two types of curriculum: the intended & implemented curriculum. Establishes the goal, specific purposes and immediate objectives to be accomplished. Refers to the actual activities being practiced in schools It is considered the product/learning outcomes of the curriculum development process. It answers what the curriculum writer wants to do. The activities may coincide with the specified objectives of the curriculum (intended curriculum) or may largely be out of agenda. It indicates performance in relation to the objectives and the activities usually described thru test scores and other performance indicators measured by evaluation tools. SOME QUESTIONS TO ASSESS THE INTENDED CURRICULUM 1. Are the objectives achievable within learners’ development levels? 2. Is it achievable within allotted time? 3. Are there enough resources to achieve the objectives? 4. Are the objectives clear and specific? 5. What are the ways to measure the outcomes of the objectives? 6. Are the objectives observable, relevant and doable? SOME QUESTIONS TO ASSESS THE IMPLEMENTED CURRICULUM 1. Are the learning objectives congruent with the stated objectives of the curriculum? 2. Does the teacher have the skill to implement the activities or use the strategy? 3. Does the teacher utilize the various ways of doing to complement the learning styles of students? 4. Are the materials and methods appropriate for the objectives set? 5. Are there alternative activities for learners to do to accomplish the same objectives? 6. Are there activities to address individual differences? 7. Do the activities provide maximum learning experiences? 8. Do the activities motivate the learners to do more and harness their potentials? 9. Do the activities utilize multiple sensory abilities of the learners? 10. Do the activities address multiple intelligences of the learners? SOME QUESTIONS TO ASSESS THE ACHIEVED CURRICULUM 1. Do the learning outcomes achieved by the learners approximate the level of performance set at the beginning of the curriculum? 2. Are the learning outcomes achieved higher or lower than the objectives set? 3. Do the achieved learning outcomes reflect the knowledge, skills and attitudes? 4. How many percent of the learners in the same class perform higher than the level set at the beginning? 5. Do the curricular outcomes reflect the goals and aspirations of the community where the curriculum was implemented? COMPARING THE INTENDED, IMPLEMENTED AND ACHIEVED CURRICULUM 1. Use of Curriculum Mapping A curriculum map is created by the teacher of the subject by recording what he/she is actually doing in the classroom at various points throughout the day. Then, the map is compared to what is actually written in the school district’s curriculum guide. 2. Use of Backward Mapping Analyzing items on a culminating test (an achievement test or final exam) to determine the actual achieved curriculum. These test items are then compared to the written curriculum and the mapped taught curriculum to find gaps and overlaps. EXAMPLE OF ASSESSING THE INTENDED, IMPLEMENTED AND ACHIEVED CURRICULUM 2012 BASIC EDUCATION CURRICULUM (BEC) INTENDED CURRICULUM IMPLEMENTED CURRICULUM ACHIEVED CURRICULUM (What are the goals of BEC?) (How was BEC implemented to accomplish the goals?) What has BEC achieved?) To raise the quality of the Filipino learners and graduates who will become lifelong learners. Learning areas were reconstructed into 5 learning areas: English, Science, Mathematics, Filipino and MAKABAYAN. Increased level of performance in tool subjects. To decongest the curriculum in order that the teachers and the learners will be able to contextualize it. Grades 1 & 2 Science & Health is integrated in English. Formal Science subject starts at 3rd Grade. Change in teachers paradigm from being dispenser of knowledge to facilitator of learning. To use innovate, interdisciplinary and integrative modes of instructional delivery whenever possible and appropriate. MAKABAYAN comprise Character Ed. &Sibika at Kultura for Grades 1-3; plus EPP (TLE), MSEP (MAPEH), and Hekasi (AP) from grade 4 – HS Increased instructional materials support for teaching & learning and decentralized management of school resources. To increase time for tasks in order to gain mastery of competencies of the basic tool subject. Learning activities are made interactive, integrative, learner – performance based. Increased number of in – service trainings for teachers and more involvement of stakeholders. In the BEC or in any curriculum for that matter, there is an evident matchbetween the intended, implemented and achieved curricula. CONCLUSION Each type of curriculum should be linked to one another. Any gap will make the curriculum weak and will lead to obstacles in the accomplishment of the overall purpose of the curriculum. PROFILE The first reporter is Miss Jannah Madonna Panganiban La Rosa. She was born on November 21, 1988 and is presently residing at Brgy. PambisanMalaki, Pinamalayan, Oriental Mindoro. She finished her collegiate education at Mindoro State College of Agriculture & Technology (Main Campus), Victoria, Oriental Mindoro, with a degree in Bachelor of Secondary Education, Major in General Science. At present, she is a Secondary School Teacher of Nabuslot National High School. The second reporter is Mr. Ian Luke LacatanLolong. He was born on December 15, 1989 and is presently residing at Bangbang, Pinamalayan, Oriental Mindoro. He finished his collegiate education at Kalos Mission Arts College (formerly Baguio Theological School), Baguio City with a degree in Bachelor of Arts in Theology. At present, his pastoral ministry is at Pambisan Bible Christian Church, Pinamalayan. The third reporter is Mrs. JhoanSapunganIngco. She is presently residing at Sabang, Pinamalayan, Oriental Mindoro. She finished her collegiate education at ABADA College, Pinamalayan with a degree in Bachelor of Secondary Education, major in English. At present, she is a Secondary School Teacher in Nabuslot National High School, Sabang Extension.

Free Essays on The Attack On Pearl Harbor

THE ATTACK ON PEARL HARBOR Thesis Statement: Pearl Harbor was one of the greatest tragedies ever to Americans. This horrible act committed by the Japanese was enough to send the United States, which was neutral at the time, into World War II. As some people said this was the awakening of a â€Å"Sleeping Giant† or a â€Å"Sleeping Dragon†. World War II was well under way when the Japanese bombed Pearl Harbor. It came as a shock to many and is a very reminiscent incident. The event that took place on December 7, 1941, has and always will be a very significant event in American and world history. It shaped the way of the war and left a huge impact on American society. Just the name Pearl Harbor brings to mind â€Å"A day that will live in infamy† when the United States was forced into World War II. During the 20’s Japan suffered greatly due to industrial overcapacity and increased competition in Asia. (7) Japan was left struggling to get back on top, and was desperate for economic growth. There was also a shortage of foreign food supplies to keep up with a growing population, and with the Depression in 1931, this desolate country took a major blow, especially in terms of their trading economy. Japan was left with little and was forced to acquire new resources from China. Although times were bad in Japan, they were motivated by their quest for supremacy. On the road to War In 1931 the Japanese Imperial Army invaded Manchuria and set up a puppet state, Manchuko. The League of Nations condemned this attack and Japan replied by withdrawing from the League. When the Japanese easily took Manchuria, they were eager to obtain more. By 1937, they were ready for a full invasion of China. Large areas were occupied along the coast as well as the Hainan Islands in 1939. Meanwhile, plans for war were underway lead by Japanese Admiral Yamamoto. President Roosevelt was beginning to sense the possibility of war and began to read... Free Essays on The Attack On Pearl Harbor Free Essays on The Attack On Pearl Harbor THE ATTACK ON PEARL HARBOR Thesis Statement: Pearl Harbor was one of the greatest tragedies ever to Americans. This horrible act committed by the Japanese was enough to send the United States, which was neutral at the time, into World War II. As some people said this was the awakening of a â€Å"Sleeping Giant† or a â€Å"Sleeping Dragon†. World War II was well under way when the Japanese bombed Pearl Harbor. It came as a shock to many and is a very reminiscent incident. The event that took place on December 7, 1941, has and always will be a very significant event in American and world history. It shaped the way of the war and left a huge impact on American society. Just the name Pearl Harbor brings to mind â€Å"A day that will live in infamy† when the United States was forced into World War II. During the 20’s Japan suffered greatly due to industrial overcapacity and increased competition in Asia. (7) Japan was left struggling to get back on top, and was desperate for economic growth. There was also a shortage of foreign food supplies to keep up with a growing population, and with the Depression in 1931, this desolate country took a major blow, especially in terms of their trading economy. Japan was left with little and was forced to acquire new resources from China. Although times were bad in Japan, they were motivated by their quest for supremacy. On the road to War In 1931 the Japanese Imperial Army invaded Manchuria and set up a puppet state, Manchuko. The League of Nations condemned this attack and Japan replied by withdrawing from the League. When the Japanese easily took Manchuria, they were eager to obtain more. By 1937, they were ready for a full invasion of China. Large areas were occupied along the coast as well as the Hainan Islands in 1939. Meanwhile, plans for war were underway lead by Japanese Admiral Yamamoto. President Roosevelt was beginning to sense the possibility of war and began to read...

Biomes and Biodiversity Essays

Biomes and Biodiversity Essays Biomes and Biodiversity Paper Biomes and Biodiversity Paper Preserving a representative sample of the biomes or aquatic zones can be considered if certain issues are kept in mind.   Often these species are functionally active, require a lot of space, are diverse, and contain vulnerable sections of the population. An experiment was conducted byBeazley et al (2003) to determine the effect of protecting small representative samples in the forests of Maine and Nova of North America.   Some species such as the wolves, river otters, wood turtles, Atlantic salmon, etc were able to multiply, whereas others were unable to do so extensively.   Each species being developed would have individual issues which need to be determined through a quantitative analysis and examination, and addressed through effective interventions.   Only if humans are aware of these individual problems should they strive to protect a greater representative population (Beazley, 2004). The rate of extinction of various species is very high currently.   It is being said that extinction of species is occurring in a similar manner as that occurred during the Cretaceous and the Tertiary ages (about 65 million years ago), when the dinosaurs and several other species perished.   The loss of species and diversity can adversely affect man. The global ecological changes that are occurring currently are irreversible.   Whenever a small area in the world is being deforested and converted into human settlements, there are huge chances that significant numbers of several species are lost.   In the Amazon, huge amount of forests are converted into settlements, resulting in loss of several animal and insect species.   Insect are being lost at thousand times the rate they would have in nature (Stanford University, 1997). Birds are also getting extinct at a fast rate.   Usually, with no human intervention, about one bird species would be lost every century.   However with human activity, about 500 species of birds are lost over the last 500 years, and especially in the 21st century, about 10 species of birds would be lost every year. Humans are more concerned about bird species and hence intense studies are being conducted to determine the manner in which bird species are becoming extinct.   Birds are currently undergoing extinction 100 times more quickly than would have otherwise occurred in nature.   There is a huge probability that other groups of species may be undergoing faster extinction compared to birds.   Some of the common other causes that would result in extinction of species includes selective hunting, introduction of alien species, global warming, mining and extensive fishing, habitat destruction, etc (Duke University, 2005). References: Beazley, K. (2004). A systematic approach for selecting focal species for conservation in the forests of Nova Scotia and Maine, Environmental Conservation, 31(2):91-101. http://journals.cambridge.org/action/displayAbstract?fromPage=onlineaid=236317 Duke University – News Communications (2005). Birds Going Extinct Faster Due to Human Activities, Retrieved June 5, 2009, from Web site: dukenews.duke.edu/2006/07/nobirds._print.ht University of Stanford (1997). Biodiversity and Extinction Rates, Retrieved June 5, 2009, from Web site: http://www-formal.stanford.edu/jmc/progress/biodiversity.html