Gullivers Travels-Satire Essays - Gullivers Travels, Brobdingnag

Gulliver's Travels-Satire Jhova Tyler, 1 In 1726, Jonathan Swift published a book for English readers. Primarily, however, Gullivers Travels is a work of satire. Gulliver is neither a fully developed character nor even an altogether distinguishable persona; rather, he is a satiric device enabling Swift to score satirical points (Rodino 124). Indeed, whereas the work begins with more specific satire, attacking perhaps one political machine or aimed at one particular custom in each instance, it finishes with the most savage onslaught on humanity ever written (Murry 3) satirizing the whole human condition. In order to convey this satire, Gulliver is taken on four adventures, driven by fate, a restless spirit, and the pen of Swift. Gullivers first journey takes him to the Land of Lilliput, where he finds himself a giant among six-inch tall beings. His next journey brings him to Brobdingnag, where his situation is reversed: now he is the midget in a land of giants. His third journey leads him to Laputa, the floating island, inha bited by strange (although similarly sized) beings who derive their whole culture from music and mathematics. Gullivers fourth and final journey places him in the land of the Houyhnhnms, a society of intelligent, reasoning horses. As Swift leads Gulliver on these four fantastical journeys, Gullivers perceptions of himself and the people and things around him change, giving Swift ample opportunity to inject into the story both irony and satire of the England of his day and of the human condition. On the surface, Jonathan Swifts Gullivers Travels seems to be a travel log of one man, Lemuel Gulliver, on four fantastic journeys. But on a deeper look, it is a biting work of satire aimed at the vast majority of humanity. Swift ties his satire closely with Gullivers perceptions and adventures. In Gullivers first adventure, he begins on a ship that runs aground on a submerged rock. He swims to land, and when he awakens, he finds himself tied down to the ground, and surrounded by tiny people, the Tyler, 2 Lilliputians. Irony is present from the start in the simultaneous recreation of Gulliver as giant and prisoner (Reilly 167). Gulliver is surprised at the intrepidity of these diminutive mortals, who dare venture to mount and walk upon my body (Swift 16), but he admires this quality in them. Gulliver eventually learns their language, and arranges a contract with them for his freedom. However, he is bound by this agreement to protect Lilliput from invasion by the people of Blefuscu. The Lilliputians relate to him the following story: In Lilliput, years ago, people once broke eggs on the big end. However, the present kings grandfather once cut himself breaking the egg in this manner, so the King at the time, the father of the present kings grandfather, issued an edict that all were to break the eggs on the small end. Some of the people resisted, and they found refuge in Blefuscu, and for six and thirty moons past ( Swift 48), the two sides have been at war. Of course, to Gulliver, such an argument would be completely ridiculous, for he could hardly distinguish the difference in the ends of their eggs. For Swift, Lilliput is analogous to England, and Blefuscu to France. With this event of the story swift satirizes the needless bickering and fighting between the two nations. Also vehicles of Swifts satire were the peculiar customs of the nation of Liliput. The methods of selecting people for public office in Lilliput are very different from those of any other nation, or rather, would appear to be so at first. In order to be chosen, a man must rope dance to the best of his abilities; the best rope-dancer receives the higher office. While no nation of Europe in Swifts time followed such an absurd practice, they did not choose public officers on skill, but rather on how well the candidate could line the right pockets with money. Gulliver also tells of their custom of burying their dead with their heads directly downwards... The learned among them confess the absurdity of this doctrine, but the practice still continues (Swift 60). At Tyler, 3 this point in the story, Gulliver has not yet realized that by seeing the absurdity of

Scarlet Fever free essay sample

Scarlet fever is caused by infection with exotoxin-producing group A beta-hemolytic streptococci (GABHS), notably  Streptococcus pyogenes. The release of a particular toxin is responsible for the characteristic scarlet-colored rash seen with scarlet fever (giving the disease its name). In the majority of cases, scarlet fever occurs as a result of a pharyngeal streptococcal infection (strep throat), though it can less commonly occur as result of streptococcal infections at other sites, such as the skin. It is estimated that scarlet fever develops in up to 10% of individuals who develop streptococcal pharyngitis. Scarlet fever can occur at any time of the year, though it is more common during the winter and spring. The streptococcal bacterium is typically spread via airborne respiratory droplets transmitted by infected individuals or by individuals who carry the bacteria but do not experience any symptoms (asymptomatic carriers). Vector This illness can be caught from contact with the sick person because this germ is carried in the mouth and nasal fluids. We will write a custom essay sample on Scarlet Fever or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The disease can be spread through contact with droplets shed when an infected person coughs or sneezes. If you touch your mouth, nose, or eyes after touching something that has these fluids on them, you may become ill. Also, if you drink from the same glass or eat from the same plate as the sick person, you could also become ill. The best way to keep from getting sick is to wash your hands often and avoid sharing eating utensils. It is especially important for anyone with a sore throat to wash his or her hands often and not share eating or drinking utensils. Incubation period Symptoms usually begin within two to five days after a person is exposed. The fever usually subsides within a few days, and recovery is complete by two weeks Treatment Because of the nature of the infection and the danger of serious complications, scarlet fever cannot be treated solely with alternative therapies. A course of antibiotics and treatment by a physician is imperative. However, alternative therapies may be used to relieve the symptoms of fever and sore throat, such as homeopathy, massage with essentials oils, allopathic treatment. If the patient is treated promptly with antibiotics, full recovery can be expected. Patients who have had scarlet fever develop immunity to the disease and cannot be infected again. Prevention Although scarlet fever is only contagious before treatment with antibiotics is begun, it is wise to avoid exposure to children at any stage of the disease. The best preventative measure against scarlet fever is early and appropriate treatment with antibiotics for group A streptococcal infection. This will significantly decrease or eliminate an individuals chances of developing scarlet fever. The introduction and widespread use of antibiotics has been the most important factor in diminishing the cases of scarlet fever. Minimizing the risk of transmitting group A streptococcal infection is also important. Try to avoid close contact with individuals who have been diagnosed with strep throat, and avoid sending children to school or day care until they have been treated with antibiotics for at least 24 hours. Those individuals diagnosed with strep throat should try to avoid spreading the disease to others by maintaining good hygiene practices (wash hands frequently, use separate utensils and cups, and cover the mouth and nose when  coughing  or sneezing).

Geography and History of the Great Wall of China

Geography and History of the Great Wall of China The Great Wall of China is not a continuous wall but is a collection of short walls that often follow the crest of hills on the southern edge of the Mongolian plain. The Great Wall of China, known as long Wall of 10,000 Li in China, extends about 8,850 kilometers (5,500 miles). Building the Great Wall of China A first set of walls, designed to keep Mongol nomads out of China, were built of earth and stones in wood frames during the Qin Dynasty (221 to 206 BCE). Some additions and modifications were made to these simple walls over the next millennium but the major construction of the modern walls began in the Ming Dynasty (1388 to 1644 CE). The Ming fortifications were established in new areas from the Qin walls. They were up to 25 feet (7.6 meters) high, 15 to 30 feet (4.6 to 9.1 meters) wide at the base, and from 9 to 12 feet (2.7 to 3.7 meters) wide at the top (wide enough for marching troops or wagons). At regular intervals, guard stations and watch towers were established. Since the Great Wall was discontinuous, Mongol invaders had no trouble breaching the wall by going around it, so the wall proved unsuccessful and was eventually abandoned. Additionally, a policy of mollification during the subsequent Ching Dynasty that sought to pacify the Mongol leaders through religious conversion also helped to limit the need for the Great Wall. Through Western contact with China from the 17th through 20th centuries, the legend of the Great Wall of China grew along with tourism to the wall. Restoration and rebuilding took place in the 20th century and in 1987 the Great Wall of China was made a World Heritage Site. Today, a portion of the Great Wall of China, about 50 miles (80 km) from Beijing, receives thousands of tourists each day. Can You See It From Outer Space or the Moon? For some reason, some urban legends tend to get started and never disappear. Many are familiar with the claim that the Great Wall of China is the only man-made object visible from space or from the moon with the naked eye. This is simply not true. The myth of being able to see the Great Wall from space originated in Richard Halliburtons 1938 (long before humans saw the Earth from space) book Second Book of Marvels said that the Great Wall of China is the only man-made object visible from the moon. From a low orbit of the Earth, many artificial objects are visible, such as highways, ships in the sea, railroads, cities, fields of crops, and even some individual buildings. While at a low orbit, the Great Wall of China can certainly be seen from space, it is not unique in that regard. However, when leaving the Earths orbit and acquiring an altitude of more than a few thousand miles, no man-made objects are visible at all. NASA says, The Great Wall can barely be seen from the Shuttle, so it would not be possible to see it from the Moon with the naked eye. Thus, it would be tough to spot the Great Wall of China or any other object from the moon. Furthermore, from the moon, even the continents are barely visible. Regarding the origination of the story, Straight Dopes pundit Cecil Adams says, Nobody knows exactly where the story got started, although some think it was speculation by some bigshot during an after-dinner speech in the early days of the space program. NASA astronaut Alan Bean is quoted in Tom Burnams book More Misinformation... The only thing you can see from the moon is a beautiful sphere, mostly white (clouds), some blue (ocean), patches of yellow (deserts), and every once in a while some green vegetation. No man-made object is visible on this scale. In fact, when first leaving earths orbit and only a few thousand miles away, no man-made object is visible at that point either.

The Bridges Of Madison County essays

The Bridges Of Madison County essays The Bridges of Madison County, by Robert James Waller, is about two individuals, Francesca Johnson and Robert Kincaid, who are madly in-love but unfortunately could not be together. The main theme of the novel is the value of the people who you truly love is worth more than a selfish romance. Francesca Johnson is a loving wife, of Richard Johnson, and a mother of two children, Michael and Carolyn Johnson. One day, Robert Kincaid, a photographer for National Geographic, stopped to a calm house for direction on a bridge he can not locate. Francesca Johnson happened to be in her front porch and helped the man. She fell madly in-love with Robert Kincaid. As the story goes on and as Robert nears to his departure from Madison County; before Richard and her two kids comes back home, Francesca must decide if she should go with Robert or not. Francesca was prudent about love. She knows she can only pick one out of two to love, her family or Robert Kincaid. She wanted to go with Robert, however, she thinks about her family too much. She would know how they would feel; they would feel betrayed and most importantly, devastated. Her husband, Richard, would have to live with the embarrassment that his wife left him with a photographer and the pain he could not possibly bear. However, if she would have left with Robert Kincaid, she would be really happy. The way that Robert loved her and the attention that she was getting from him made her feel this way for the first time in a long time; passionate, devoted, and respected. She wanted to make the right decision and not hurt her family, but then again, she is not really happy. Francesca Johnson loved Robert Kincaid, however, she did not go with him when he asked her. The main reason was that she wanted her family to be happy. She felt guilty and did not want to destroy their feelings. If she would have came with Robert Kincaid, her guilt would have haunted her because of the fact that sh ...

Required to undertake research on organisational texts or talkat work Paper

Required to undertake on organisational texts or talkat work. This will involve the collection and analysis of data (either audio recordings or other texts) - Research Paper Example The brand awareness has been enhanced by focusing on promotional activities. The promotional activity of Nestle Company for Maggi is to offer gifts in return for empty packet of noodle. The language that can be noticed from Maggi packaging is influential and persuasive which draws attention of people, specially working men and women, who have less time for cooking. There are different patterns of language that can be found in Maggi packaging which are effectively highlighted and presented in the paper. The approach that has been undertaken in this paper is based on discourse analysis. Visual and text elements that can be found on packaging of Maggi are being effectively analyzed in the research. The pictures of product packaging of Maggi have been taken personally. The packaging is described as the form of advertisement which uses integrated brand design. According to Polly Williams, associate creative director of Blue marlin Sydney states that food photography that has been presented in the packaging is to deliver speed, convenience customer ease to drive the intention household. The techniques that have been introduced in the literature of advertisement are based on looking at the usage of metaphors, narratives, texts and images. The feature of every packaging of products is based on depiction of happy and exultant atmosphere. One of the formidable barriers that multinational corporations like Nestle have to surmount is language. It is vital for businesses to decide and evaluate what patters of language that are required to be implemented for their packaging or product labels. Furthermore, corporations also have to notice the rate of adaptation of consumers towards the use of different patterns of language on `product packaging. According to Kotler, the emotion and perception of consumers can be heavily influenced by features of the packaging. Some of the

The Printmaker and Painter Essay Example | Topics and Well Written Essays - 500 words

The Printmaker and Painter - Essay Example Studying printmaking enabled him to communicate his artistic notions. He is particularly fond of printmaking as it can be extremely spontaneous and complex; in addition, the combinations and methodologies offered in printmaking lead to endless opportunities. His work stands out as it appears as contemporary as graffiti, although the roots of printmaking can be traced back to the Middle Ages. For him, content is the determinant of the materials and printmaking methodologies that he employs, in the endeavor to push the simple art of printmaking to its limits. He has a deep-seated desire to explore various components of printmaking and draws inspiration from the work of Sean Hillen, Andy Warhol, Gerhard Richter, Jean-Michel Basquiat, and Rene Magritte. Printmaking is an unpredictable art technique as printmakers themselves are not sure of the image until the paper is revealed. More specifically, he utilizes etching to communicate his thoughts and notions. His prints are intricate and fu ll of technical details, perhaps as a response to the evolving and chaotic world around us. These prints are a reflection of his sentimental reaction to the passing of time and experiences. The artist uses biomorphic and geometric images to explore the limitations imposed by time and space and their impact on humans. These portray notions, emotions and various points in time. He follows no sequential order but instead manipulates materials and etching techniques to reproduce feelings. He is of the opinion that humans should not only view themselves as people but also need to consider themselves at various points of time and events. ‘A story of/for M’ has been inspired from the childhood tales narrated by his Russian grandmother, Marina.  Ã‚  

Tibet Essay Example | Topics and Well Written Essays - 1250 words

Tibet - Essay Example â€Å"Five hundred years before Buddha Sakyamuni came into this world i.e., circa 1063 B.C., a semi-legendary figure known as Lord Shenrab Miwo reformed the primitive animism of the Shen race and founded the Tibetan Bon religion. According to Bonpo sources there were eighteen Shangshung Kings who ruled Tibet before King Nyatri Tsenpo† (Brief History of Tibet) After the empire of Shangshung exhausted another kingdom known as â€Å"Bod† came into exist and the present name of Tibet has been used during this era. The Tibetan has been ruled by many kings of different empires in the following years. â€Å"During the first decade of the 16th century, Tseten Dorje, a servant of the Rinpung family, with the help of some local tribes and Mongols, managed to gain control of Shigatse and the surrounding regions of Tsang province. From 1566 to 1642 Tseten Dorje and his two successors ruled Tibet with the title of Depa Tsangpa.† (Brief History of Tibet) Sonam Gyatso, one of the prominent figures of Tibetan history was born in 1543. He was a person of immense wisdom in spiritual activities and his visions and missions were soon made him the unquestionable leader of the Tibetan community. He converted Altan Khan to Buddhism and the latter conferred on him the title Dalai Lama meaning "Ocean of Wisdom" in 1578. In 1642, the Fifth Dalai Lama, Ngawang Lozang Gyatso, assumed both spiritual and temporal authority over Tibet and established the present system of the Tibetan Government. (Brief History of Tibet) The Ming emperor who was ruling China at that time had a wide respect towards Dalai Lama and they were never questioned the sovereignty of Tibet under the leadership of Dalai Lama. In 1786 Ghurkhas invaded Tibet because of the Tibetan help to Sikkim people when they were attacked by the Ghurkha led Nepal. In order to escape from the attack of Ghurkhas, the eighth Dalai Lama, the ruler of Tibet at that time sought help

International Corporate Finance Case Study Example | Topics and Well Written Essays - 3500 words

International Corporate Finance - Case Study Example Here the banks will use the forex rate on which they are willing to buy or sell the currency with in a month or more after the transaction.3 It can be seen that due to the volatile and unpredictable nature of the forex markets during times of political or economic crisis both these markets carry a considerable risk for the multinational firms. The preceding discussion in the other sections will assess the types of strategies which can be used to avoid these risks and their feasibility in the short and long term. There are a number of risks facing VFM right now in terms of the foreign exchange and political risks involved here. These can Credit risk , Liquidity risk , Solvency risk , Operational risk , Market risk and Interest rate risk. (Aharony, 1986.Risks like operational risks (which have been defined by the Basel Committee(Basel II) arise from 'inadequate or failed processes, people and systems or from external events'. ( Hsaio 2008) .Operational Risks cover a wide category of risks which pertain to human error or technical deficiencies.(Black,1972) and are related to all other types of risk such as capital needs, inflation, concentration of revenues (by customers, products, geographies, etc.) new competitive conditions and environmental remediation obligations(reinforced by the new concept of Corporate Social Responsibility).(Black,1972). However more serious risks pertain to losses which arise due to the failure of the obligator to perform(Credit Risk) and such losses are reported to be responsible for more that 50% of yearly business losses.(Black,1972).Today the current lending practices pertaining to credit risk management methodology have made considerable progress.Another type of risk is the market risk which related to the unpredictability surrounding future earnings, because of the volatile changes in the value of financial instruments (which again accounts for 25% of yearly bank losses) ( Staikouras 2000).Reporting risk is different from market risk and credit risk as its primary focus is on derivatives and other financial instruments and is related to the problem of Accounting Risks which are caused by the likelihood of wrongly perceiving or estimating the amounts of risk arising out of their accounting assumptions and methodologies( Staikouras 2000).However the tendency of financial institutions to suffer from Accounting risk, can be remedied by care in the preparation of financial statements.(like appropriate disclosures related to estimates contained in the financial statements) .(Black,1972,Chen 1983) Modern Market Risks are no longer defined by outright exposure and

The Liberal Illusion of the United States Essay Example | Topics and Well Written Essays - 750 words

The Liberal Illusion of the United States - Essay Example As the report declares the terrorist attack on Washington and New York was the main cause for the change in approach towards international law. The George Bush administration further propelled it on the pretext of saving their country and its citizens. In addition to it, they also drafted certain foreign policies called the Bush doctrine. According to the report findings U.S has the right to utilize nuclear weapons and not abide by the international treaties or agreements for its self-interest. It also states that they will work towards the prevention of any rivalry in the world and utilize the military policy and power for the interest of the U.S capitalism around the world. This imperialist doctrine is a great cause of concern for the entire world. Several other instances have also portrayed the tyranny of the U.S government and its contempt towards international law. U.S government has made the use of cluster bombs in the civilian areas of Afghanistan that has caused great damage to the residence of that area. This action of the Bush administration is a violation against the 1949 Geneva Convention. The detention of 600 soldiers from 40 countries at Guantanamo Bay Naval Base, Cuba also demonstrates their realistic approach. The United States government has also refused to abide by certain treaties such as the Landmi nes Treaty, the Kyoto Protocol, the Chemical Weapons Treaty and the Anti Ballistic Missile Treaty. The attack on Iraq also indicates the change in approach of the U.S government toward the international law.

Enterprise and Entrepreneruship Essay Example | Topics and Well Written Essays - 3000 words

Enterprise and Entrepreneruship - Essay Example What remains after settling all the expenditure is the entrepreneur’s profit. Thus, the entrepreneur can be said to be one who shifts economic resources from an area of lower productivity, to an area of greater yield and higher productivity. The act that the entrepreneur engages in for the purpose of shifting economic resources from a point of lower productivity, to a point of greater yield and higher productivity is what an entrepreneurship is. The roles and values that the entrepreneur and entrepreneurship dispense in the society and towards economic stability and growth cannot be discounted because they are immense and multifaceted. As a matter of fact, economists and business pundits such as Audretsch are poignant that, the (hypothetical) act of entrepreneurs in a given country making a dereliction on entrepreneurship is tantamount to dealing that country a coup de grace (2007, 67). Entrepreneurship and the Economy One of the salient roles that entrepreneurship dispenses i n the society and to that society’s economy is the maintenance of the relationship between the consumer and the entrepreneur himself. Economies, especially, capitalist ones in the extreme aggregates have theoretical levels of infinite demands. Entrepreneurs do this by creating goods and services, and thereby ultimately meeting the demand of the market which is the society. The gravity of this complementary relationship between the consumer and the entrepreneur is that in the absence of entrepreneurs, the demand of the market will exist, but the supply will be inexistent. This means that even essential products will not be realisable. Likewise, the same also means that should the number of entrepreneurs in the society dwindle, then demand will still override supply, and thereby leading to an increase in commodity prices, higher cost of living and a society or an economy beset by inflation (Batabyal and Nijkamp, 2012, 340). Another way in which the entrepreneur benefits the soc iety is by creating wealth. There are several ways by which an entrepreneur creates wealth. One of the ways by which entrepreneurs do this is by shortening the process of production. As the entrepreneur integrates economic resources to make them readily usable, the chain of production is decoupled, since the buyer is saved from the need to expend his synergy in producing the same material. The buyer thus is succored from extra expenditure. For instance, a transport company can be outsourced by a manufacturing company to help facilitate the transportation of materials essential for production. Thus, the company will have saved the revenue it would have spent in buying large trucks, hiring scores of drivers and settling motor vehicle maintenance costs. The same money that would have been used in settling transportation cost may serve as ploughed-back capital, to help the manufacturing firm continue with its production exercises (AMAM, 2010, 75 and Audretsch, 2007, 66). Frederick, Mons en and Hunter observe that increased unit and volume of production emanating from ploughed-back cap

Howard Gardners Theory Of Human Intelligence Education Essay

Howard Gardners Theory Of Human Intelligence Education Essay This assignment will critically discuss the topic of integrated learning in the early primary curriculum with reference to the use of the outdoor learning environment. It will be based on my personal research that stemmed from the curriculum. Firstly, this assignment will discuss the outdoor learning day, which incorporated learning outdoors with a topic themed activity. Secondly, the assignment will discuss integrated learning and outdoor learning in relation to the foundation subject Design and Technology. Howard Gardners theory of human intelligence, suggests there are at least seven ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct intelligence in other words, a set of skills allowing individuals to find and resolve genuine problems they face. Within the Curriculum, traditional schooling heavily favours the verbal-linguistic and logical-mathematical intelligences. Gardner suggests that a more balanced curriculum that incorporates the arts, self-awareness, communication, and physical education (Gardner, 1999) is needed. Brief outline to the project. The project theme which was chosen was that of habitats and materials with reference to The Three Little Pigs, as this was a popular story that we all knew well and thought we could do a great deal to facilitate childrens learning across the age ranges of the school. We collaborated as a group and decided the story could be changed and saw it possible to have a good link to the outdoor environment leading to using the natural environment to build habitats. We adapted the story to relate directly to the natural environment by The Three Little Pigs building their homes from twigs, leaves and mud as we thought this would be more beneficial and support questioning and investigation. Within the discussion we chose a shaded area in the school grounds to set the scene for our performance and we believed this would then help with the wow factor of the introduction to the activity. The most successful aspect of the session was, once we had gained confidence and had run through the activities with the children, this allowed us to reflect on what was working and the timing of the session. This enabled our group to adapt our idea and allowed us to engage the children more successfully. The children showed positive reactions when building homes for animals from outdoor resources (sticks, mud, leaves etc), however the session at the beginning was not as successful as we were not sure on timing, in which the initial group finished the set task earlier than expected. We then had adapted our intentions to create new extension activities for the children to do and we decided to carry out a hunt for other items to go in the homes we had made. From this experience we had to dis cuss ideas for other activities we could develop if this timing issue reoccurred. I was surprised how engaged the children were when we were performing the story of The Three Little Pigs. Some of the ideas children came up with when building the homes were unexpected such as making sure the home was waterproof and the creative thinking they used to do this, for example; we need to build underground or in a sheltered spot and they also suggested, making sure that the roof was covered in leaves to keep the animals warm, dry and camouflaged. From the Outdoor Learning Day we collaboratively discussed where we could take the theme of materials and habitats. After a long discussion we decided to draw on our personal talents within the foundation subjects and use them to develop lesson plans and resources. I decided to opt for Design and Technology, as I find this subject interesting and feel that it has a wide scope for learning. The National Curriculum proclaims that, During Key Stage One  pupils learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and could start to use ICT as part of their designing and making. (National Curriculum 1999) The main content area of the project. Integrated Learning is discussed and used with alternative phraseology such as Topic Based Work, Cross Curriculum and Creative Curriculum. In research, Integrated Learning studies are stated as Opportunities to enrich and enhance childrens learning and make connections across the curriculum (Rose 2009).Ofsteds grade descriptor of an outstanding curriculum states: The schools curriculum provides memorable experiences and rich opportunities for high-quality learning and wider personal development and wellbeing. The school may be at the forefront of successful, innovative curriculum design in some areas. A curriculum with overall breadth and balance provides pupils with their full entitlement and is customised to meet the changing needs of individuals and groups. (Rose 2009). The National Curriculum for Design Technology suggests that it provides opportunities to promote pupils spiritual, moral, social and cultural development. (National Curriculum 1999) There are highly tailored progra mmes for a wide range of pupils with different needs. Cross-curricular provision, including literacy, numeracy and ICT, is mainly outstanding and there is nothing less than good. As a result, all groups of pupils benefit from a highly coherent and relevant curriculum which promotes outstanding outcomes. (Rose 2009) The Qualifications and Curriculum Development Agency (2010) explains The new curriculum is based on what is already happening in many schools to bring learning to life, and the structure reflects what other successful countries are doing with their national curricula. (Qualifications and Curriculum Development Agency 2010). A quality curriculum should be broad and balanced a statement which was highlighted in the Education Reform Act 1988. Curriculum differs in each country, for example in New Zeland Te  Whariki  was developed by May and Carr to become the first national early childhood curriculum in New Zealand. This curriculum adopts a specifically socio-cultural perspective on learning that recognises the different social contexts in which children in New Zealand live and the social and interactive nature of learning. Carr and May (2000), discussed that the aim was the development of more complex and useful understanding, knowledge and skill attached to cultural and purposeful contexts. As discussed in Woods (2005) book Play, Learning and the Early Childhood Curriculum, the  Reggio approach,  from Italy, has developed a distinct pedagogy that places the emphasis on using multiple forms of expression and cross curricular links in learning to help children communicate their understanding and thinking, maintain their interest and explore to give value to activities. Practitioners see themselves as guides who are learning with the children and adopt a listening role that seeks to encourage thinking, negotiation and the exploration of difference, particularly in collaborative group work. Documenting the process of exploration as children work through a project is a key pedagogical activity which offers children a record of their process and progress through the project, and gives educators a detailed insight into childrens activities and learning. (Stephen, C. 2006).Reggio has developed the idea that children will develop their capacity to think, build and test theor ies through exploration and making links with prior knowledge and subjects. The Reggio approach believes that content knowledge is secondary to learning about how to learn, although specific contexts and bodies of knowledge may be the focus of the childrens investigations. Cross-curricular work offers a creative way to incorporate all strands of learning, developing the knowledge, skills and understanding of students while motivating them to learn through stimulating, wide-ranging and interconnected topics.(Wood 2005). It is particularly important to emphasise links between subjects to help children make sense of what they are learning. Cross curricular links are crucial to learning as learning depends on being able to make connections between prior knowledge and experiences and new information. Such connections help us make sense of our world and develop our capacity to learn. The human brain increases capacity by making connections with prior experiences which can be related to, therefore it is a crucial part of education to include experiences which the children can make their own connections. Within the curriculum the process of design may have wider applications in a future curriculum which will embrace features such as creativity on a more intens ive scale. Outdoor learning offers many opportunities for learners to deepen and contextualise their understanding within curriculum areas, and for linking learning across the curriculum in different contexts and at all levels. (Parkinson 2010) Research into this comes from the Primary Review which is a wide-ranging and independent enquiry into the condition and future of primary education in England. The review began in October 2006 and continued for two years, an interim report published in December 2007 on childrens learning emphasises the importance of thinking skills: Children think and reason largely in the same ways as adults, but they lack experience, and are still developing the ability to think about their own thinking and learning (meta-cognition). They need diverse experiences in the classroom to help them develop these skills. Learning in classrooms can be enhanced by developing meta-cognitive strategies. (Primary Review 2007) This development in the early years of children is important because of the large amount of brain growth that occurs in the first six years of life. It is vital that thinking skills are nurtured and developed in the early years to support more comprehensive learning when children are olde r. Teaching thinking skills to older children is a valid technique, however helping young children to develop these skills as they play is even more effective. From this it was also found that Cross Curricular Learning is a vital way to support childrens learning and will aid in progressing development in the classroom. Piagets theory is based on the idea that the developing child builds cognitive structures-in other words, mental maps, schemes, or networked concepts for understanding and responding to physical experiences within his or her environment. This can be reinforced by learning through Design and Technology in school which enables pupils to; appreciate the made world, the environments in which they live and work, the products they know about and use and the many communication systems that exist. (National Curriculum 1999) Making links between subjects also helps pupils to learn more effectively as it offers opportunities to apply skills and knowledge in meaningful and purposeful contexts. For example experiencing and describing processes in geography and science offer children relevant experiences and enhanced understanding. Strong links such as these can enhance learning in all subject areas as they help learners see the relevance, within a wider context, of the skills and knowledge they are acquiring in specific subjects. Since the cross-curricular nature of Design Technology needs to involve teachers working in collaboratively to ensure children have progression in their learning and development . This means creating and organising a structure for the management of Design Technology work and, for the effective organisation particularly in the planning and implementation stages which are crucial to its success. In relation to this concept, Palmer and Doyle discussed Education is not just learning kn owledge and skills, but the development of childrens learning capacity. Education is the development of thinking clearly and creatively, implementing their own plans and communicating their ideas to others in a variety of ways. (Sue Palmer and Galina Doyle, 2004) In support of this, making cross curricular links can help learners recognise how they are learning, such as was discovered in constructivist learning theory Constructivist Learning Theory promotes learner-centered study under the guidance of teachers.It has an important role in training students with the innovative capability and subject consciousness, while improving their qualities in human culture as well as in the ideological and ethical standards( TIAN Ye 2010). There are certain aspects of learning such as problem solving, reasoning, creative thinking that are used across the whole curriculum. During cross curricular work teachers can help learners recognise these underpinning skills and how they are used in differ ent contexts. The Design Technology National Curriculum demonstrates that, Opportunities for teaching and learning all these skills across the key stages can be identified when planning. Pupils can be encouraged to reflect on what and on how they learn, and how these skills can be applied to different subjects, different problems and real-life situations. (National Curriculum 1999) Recognition is an important step towards using such skills in a strategic, flexible and intentional way. Learning is enhanced by learners being aware of how thinking and learning occurs, which gives them increased control over their learning, however coherence must be taken into account to ensure lessons are taught with a meaningful outcome. Social constructivism is a variety of cognitive constructivism that stresses the nature of a broad range of learning. Vygotsky was a cognitive theorist, but rejected the assumption made by other cognitivists such as Piaget and Perry that it was possible to separate learning from its social context. He argued that all cognitive functions originate in, and must therefore be explained as products of, social interactions and that learning was not simply the incorporation and accommodation of new knowledge by learners; it was the process by which learners were integrated into a knowledge community. According to Vygotsky: Every function in the childs cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky 1978 p. 57) Vygotsky accepted Piagets claim that learners respond not to external stimuli but to their interpretation of those stimuli. However, he argued that cognitivists such as Piaget had overlooked the essentially social nature of language. As a result, he claimed they had failed to understand that learning is a collaborative process. Vygotsky distinguished between two developmental levels (Vygotsky 1978 p. 85) The level of potential development, the zone of proximal development is the level of development that the learner is capable of reaching under the guidance of teachers or in collaboration with peers. The learner is capable of solving problems and understanding material at this level that they are not capable of solving or understanding at their level of actual development. The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in coll aboration with others. Similarly in Literacy from the National Curriculum it is stated that children should; talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. (National Curriculum 1999) This valuable approach to learning can give pupils the option to choose their own questions, this gives ownership of control over work and increases commitment to it. The National Curriculum only gives teachers a small amount of flexibility in the way they plan to teach literacy as the structure of literacy hour itself is tightly defined. (Hayes 2004) Using an integrated approach to teaching and learning allows the teaching to be incorporated into a fun and different pedagogy and therefore allows the learning to become less structured, rigid and formal. Teaching Design Technology can be seen to require a cross-curricular and team approac h and ultimately a whole school approach. It has added implications for resourcing, for timetable changes and for different teaching and learning styles and strategies. (Sebba 2007) An activity using the collaborative learning theory, may include going on a treasure hunt and generally being outdoors and undertaking something different and new, which increases enjoyment and variety, thus having potential to enhance teacher-pupil relationships. Child centred teaching approaches, based on interpretations of Piagets work, were adopted with commitment by teachers in the late 1960s and 70s. Great imagination and care were put into providing varied and stimulating classroom environments from which children could derive challenging experiences.( Pollard 2008) This relates also to the Researching Effective Pedagogy in the Early Years (REPEY 2002) One of the key findings of this report concerns the development of thinking skills: it has been found that good outcomes for children were found to be linked to adult-child interactions that included sustained shared thinking and open-ended questioning to extend childrens thinking. Including adult modelling is often combined wit h sustained periods of shared thinking. Developing childrens own ideas and investigation activities often provided the best opportunities for adults to extend childrens thinking. In support of this in the research for The Effective Provision of Pre-School Education Project (EPPE project) sustained shared thinking is identified as one of the key features of high-quality provision, and is described as: Where two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity or extend a narrative. Both parties must contribute to the thinking and it must develop and extend their understanding. (EPPE project 2003) The research found that the most effective settings encourage sustained shared thinking, which was most likely to occur when children were interacting one on one with an adult or with a single peer partner. Excellence and Enjoyment which can be developed through varying ways of learning, is a key factor within cross curricular and outdoor learning. Within these factors is the enquiry cycle however, it is vital that the enquiry is structured. This means that children at all levels of development can work in mixed groups to achieve their full potential. The Excellence and Enjoyment Document from the Department of Children Schools and Families (DSCF) claims that education is a critical stage in childrens development it shapes them for life. As well as giving them the essential tools for learning, primary education is about children experiencing the joy discovery, solving problems, being creative in writing, art, music, developing their self-confidence as learners and maturing socially and emotionally.(DCSF 2003) Outdoor experiences reinforce learning in the classroom by providing an environment to test out ideas and hypotheses and allowing pupils to extend their understanding of the real world. The social, economic, physical, cultural and mental environment in which we live seems to have a powerful effect on how we develop intellectually and physically (Barnes 2007) Education is more than the acquisition of knowledge it is improving young peoples understanding, skills, values and personal development which in turn can significantly enhance learning and achievement. Learning outdoors provides a framework for learning that uses surroundings and communities outside the classroom. This enables the pupils to develop communication skills and self confidence and allows them to construct their own learning and live successfully in the world that surrounds them. The Outward Bound Document (2012) hypothesised that outdoor experiences improve academic achievement as pupils are free to learn openly and outdoor learning can introduce children to a widening range of environments. The fact of the environment so clearly affects the brain development of other mammals might lead us to examine closely the relationship between the environments our children work in and their mental, physical and spiritual development(Barnes 2007). Overall learning outdoors provides challenges and the opportunity to take acceptable levels of risk. Giving young people responsibility for achieving these outcomes helps them to learn from their successes and failures. (Outdoors Manifesto 2006) The National Advisory Committee on Creative and Cultural Education (NACCCE) report inferred that creativity in education and learning should include, imaginative activity fashioned so as to produce outcomes that are both original and of value (Craft, A.; Cremin, T.; Burnard, P. and Chappell, K. 2007). The report includes that creativity should be more incorporated in the national curriculum, however creativity is not just related to the creative arts, music, art and dance it is about different ways of thinking. Creativity is about exploring different ways of doing things, such as asking what if..? questions and then looking for the answers. Being creative helps us to adapt and respond to a rapidly changing world. We dont know the challenges that the children we work with will grow up to face, but we do know that for them to meet these challenges they will need to be creative and imaginative. (Department for Education 2005) Children gain knowledge and develop with different learning styles, visual, auditory and kinesthetic, the outdoors environment reinforces this. Barnes argued that there are other important factors influencing creative development the teachers personal qualities the ethos of the school and the particular pedagogical style all impact on the learning of the child. (Barnes 2007). Creativity is about allowing individuals to follow their interests so that they become lost in a task or an idea. In relation to our group project the children could be encouraged to ask questions, collect materials to use within the class room and from this incorporating the findings into a scrapbook. Within the class room investigation this has a strong link with Design Technology and could include collages, paintings, designing, drama and other ways of developing their creative skills. The Excellence and Enjoyment Document supports this theory as Teachers found that when they actively planned for and responde d to pupils creative ideas and actions, pupils became more curious to discover things for themselves, were open to new ideas and keen to explore those ideas with the teacher and others. Promoting creativity is a powerful way of engaging pupils with their learning. (Department for Schools Children and Families 2003) Ofsted released documents in both 2004 and 2011 which concluded that many educational establishments recognised the importance of outdoors learning. Experience of the outdoors and wilderness has the potential to confer a multitude of benefits on young peoples physical development, emotional and mental health and well being and societal development. (OFSTED 2004 pg17) It is commonly known that children enjoy being outside and exploring new experiences, à ¢Ã¢â€š ¬Ã‚ ¦the outdoor environment can be more than a place to burn off steam, with more educators and architects and designers embracing the ideas that outdoor play space provides chances for the highest level of development and learning. When used best, it can be a place for investigation, exploration and social interaction. (Child Care and Resource Unit, 2008). The Early Years Foundation Stage (2012) (EYFS) has also stated that young children need adults around them to value and enjoy the outdoors themselves in order to feel safe and secure, and this means there is a need for higher staff to child ratio allowing all children to receive the same support. In support of this it has been stated by Dillon et al (2006) that the fear and concern about  health  and  safety is a main issue about using outdoor provisions freely and meeting school curriculum requirements and the time used meeting these targets. Dillion also stated that the amount of time used for outdoor learning were affected by the shortages of time, resources and support and the wider changes within and beyond the education sector, affecting teachers and pupils experiences of outdoor learning. Moyles discusses the issues of how teachers view outdoor learning; the article researched into outdoor learning and it was suggested that Integrating indoor and outdoor teaching and learning experiences is less well developed. Outdoor experiences are somewhat problematic for some settings which have only very restricted or no outdoor facilities. The most effective practitioners are able to develop creative ways of ensuring field trips to local parks and playgrounds (Moyles et al 2002 pg140) Ideally both environments should the available simultaneously to the children through a seamless transition space and the children should be able to choose between indoor and outdoor spaces in free flow provision, which in turn allows children to make their own decisions building self development skills. This practise can also be used in relation to the curriculum and particularly Design Technology, as the variety of materials that can be collected and use differ greatly when looking at indoor and outdoor resources. The use of interactive communication technology can support all subjects, however with Design Technology and the outdoors it can be part of the planned approach to outdoor learning and can add value to the outcomes for children and young people. Experiences  recorded digitally, for example, can be  taken back into the classroom and used to reinforce and further expand on the experience itself. The EYFS states Outdoor learning complements indoor learning and is equally important. Play and learning that flow seamlessly between indoors and outdoors enable children to make the most of the resources and materials available to them and develop their ideas without unnecessary interruption. (EYFS Effective Practice: Outdoor Learning 2007) The outdoor environment usually offers more freedom and space to move, allowing development of gross motor skills. This is vital for young children to develop their coordination, build muscle mass and experiment with moving their bo dies. Research has shown that encouraging children to play outside may be a key way of increasing their levels of physical activity (Burdette, et. al., 2005). Gross motor skills can be developed better in the outdoors where there is space for children to move around as discussed by Parsons in his article, Young Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design (2011). Conclusion Overall from the literature I have read and discussed in relation to the outdoors, integrated learning and Design Technology, it can be seen that both cross curricular and outdoor learning have positive and negative aspects in childrens education, including safety precautions and child development. The outdoors can be seen to offer a perfect companion to provision indoors, used in addition to the outdoor environment as it enhances and extends what we are able to give children inside on the contrary it can be argued many settings do not get the opportunities to use the outdoors space appropriately (OFSTED 2004). Conversely I believe that even without adequate outdoor provision children can be taken outside the setting on walks and trips supported by EYFS (2012) Providers must provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a daily basis.(DFES 2012) In summary children require a range of teaching techniques to ensure that they develop correct ways of thinking through problems and generally prepare them for the rest of their educational life. As can be seen the use of cross-curricular teaching and outdoor learning is a very useful way of promoting learning. By incorporating a topic which motivates and inspires the children (habitats and materials) into the childrens learning it allows them to make mental cognitive links and allows the children to develop problem solving, and also to develop the ability to make links between curricular subjects such as history, science, art, design and technology, literacy and geography. Promoting creativity in learning provides a new dimension to the curriculum by exciting the children about a subject, which then goes on to develop strong links with the child and the possibilities of learning. Overall the links between cross-curricular activities, linked with local area studies and finally incorp orating creative learning, all go to aid in improving the development of key techniques which a child needs for later life. In thinking about outdoor provision, the central idea that we must hold in our minds is that the outdoors is different to indoors, these differences are what make it special and important. As a professional I need to be clear about how the outdoors differs from the indoors, why children benefit from being outside and how the outdoors affects the ways in which young children learn. This thinking then gives us the key for what to provide and how to plan for the outdoor provision. The special nature of the outdoors fits the ways young children want to be, behave, learn and develop in so many ways. From creating both research and the resource file as a group, I have developed an in-depth understanding of teamwork and the importance of working collaboratively drawing on my own skills and those of others. I have a firm understanding that I need a breadth of subject knowledge to make coherent links between subjects. In reflection from the Outdoor Learning Day and the resource file I have recognised as a practitioner the importance of getting to know the strengths of the team I would be working with and therefore being able to discuss and support each other. As I learnt from the Outdoor Learning Day an issue that was challenging was that of having a whole school doing a similar activity with a wide age range and ability levels. In conclusion to this assignment I believe that integrated learning in the early primary curriculum both indoor and outdoor environments should complement each other. As a teacher I should make valid links between topics and use a wide variety of teaching techniques to enable children to meet all childrens needs helping them to develop and make progress at their own individual level. References Barnes, J. (2007) Cross-Curricular Learning 3-14. SBN-13:  978-0857020680  | Edition:  Second Edition Burdette, H., L., Witaker, R., C., (2005) Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation and affect, American Medical Association, www.archpediatrics.com Cambridge Primary Review (2007) Children in primary schools: research on development, learning, diversity and educational needs Carr M. May H. (2000). Te Whariki: Curriculum voices. In H. Penn (Ed.) Early Childhood Services: theory, policy and practice. Buckingham: Open University Press. Craft, A.; Cremin, T.; Burnard, P. and Chappell, K. (2007). Developing creative learning through possibility thinking with children aged 3-7. In: Craft,

Carbon capture and storage

Carbon capture and storage Introduction Increasing numbers now recognise the potential devastation upon the worldwide environment climate change could have. With CO2 emissions increasing at a rate of 1.6%/Yr (1999-2005) and emissions from power production at 23,684 Mt/yr (2005)1 plus no current successor to the Kyoto Protocol*, it is clear that Carbon Dioxide is going to become an ever growing threat to our planets stability. Worryingly, not only in a climatic sense but a societal one as well. From solar and geothermal power to hydrogen fuel cells, the scientific community is working to develop ways of reducing CO2 output and one field of growing interest from both the research and business community is Carbon Capture and Storage (CCS). Serious research in this field is relatively new and many aspects of its viability, safety, efficiency and cost have still to be fully discovered. As CCS is simply storing CO2 and not actually decomposing it, many feel CCS is counter-productive and the resources should instead be channelled to focus on clean energy production. However with current emission trends, CCS will be an extremely useful tool should we see drastic changes in climate toward the end of this century and need a way to buy time to fully utilise and develop clean energy. This paper will briefly describe a range of potential CCS methods as shown in figure A as well as discuss the potential for CCS in our society. The smallest estimated potential storage for CO2 at 320Gt is worth approximately 32 years of emissions!2 Few dispute the fact that we should evolve to a more environmentally-friendly society in all senses of the word, CCS will buy the time needed for this to happen. Over the last 10-20 years several proposals have been put forward and developed such as the Sleipner oil field, Norway and ‘CarbFix in Iceland. We are now beginning to get live data from current CCS projects worldwide to analyse and use for the enhancement of CCS, this paper aims to synthesise this information from these pr ojects for a brief analysis of CCS potential. Deep Ocean or the deep seabed Many have hypothesised on potential CCS sites. One suggestion is storing CO2 in the deep ocean or seabed as shown in figure B. As the oceans are already absorbing ~8 billion tons of CO2and negating ~50% of our anthropogenic CO2 emissions3 it is already a natural CCS site. CO2 is denser than seawater in its supercritical state (both solid and liquid, see figure C)and so will sink and pond on the seabed staying there for thousands of years as figure B illustrates. Alternatively, ships would pump CO2 into the ocean as shown in figure B where natural thermohaline currents would dissolve the CO2 upon which that slightly denser body of water would pond on the seabed. While salinity, pressure and temperature all affect the dissolution of CO2, below 600m, 41-48kg/m3 CO2 can dissolve in a 1M brine solution,2 a fairly large figure. Increase the brine concentration and this figure will drop,however, with the average molarity of the oceans at 0.5M it is clear that this store has great potential . Unfortunately immediate acidification of the local water would occur as carbonic acid forms. Therefore this storage method would probably be devastating to local ecology. The cost:benefit analysis over acidifying patches of ocean as opposed to lowering atmospheric CO2 and thats effect upon terrestrial habitats and surface ocean marine communities could fill a thesis and resulted in much debate. This method has so far seen no field tests even though its potential storage capacity is vast and inestimable. Mineral Carbonation Of similar environmental concern is disposal via mineral carbonation. CO2 reacts with certain rocks to form carbonate minerals. This process is seen naturally in the form of weathering where ~1.8108 tons CO2 are mineralised annually yet this geochemical process could also occur underground. Rather than mine and crush rocks such as basalt and peridotite to react with atmospheric CO2 on the surface, causing major environmental disruption due to mass mining operation and a great increase in sediment flux,4 CO2 would be injected into deep geological stores of: olivine; pyroxene; and plagioclase.Here the CO2 would slowly react to form its carbonates over tens of thousands of years where it would then be a near permanent store. As these reactive minerals are found in reasonable abundance in basic rock, potential CCS sites of this nature are found worldwide. The Columbia River basalt has been predicted to be able to dispose of 36-148Gt/CO2 whereas the Caribbean flood basalts could potentia l store 1,000-5,500Gt/CO2. Similarly, the basalt basin offshore of Washington D.C. could hold 500-2,500Gt/CO2.10 The gaseous CO2 conversion to solid carbonate involves an increase in volume and pressure. It is hypothesised this process would cause major fracturing within the basalt rock which could potentially form an escape route for the still supercritical CO2 (see figure D).8 The ‘CarbFix Pilot Project in Iceland is monitoring the effects and potential of this style of CCS through intensive Geophysical monitoring as ~9.4Mt/CO2 is pumped into the ground. Coal-bed seams Worldwide there are many coal fields economically unviable for mining and these are potential CCS sites as figure A (4) shows. The coal seams contain natural micropores due to coal production process. These micropores currently contain methane molecules, again as a by-product of the coal creation. However, CO2 molecules adsorb to the micropores easier than the CH4.2 By pumping CO2 into these seams a volume of CH4 will be yielded proportional to the volume of CO2 injected,2 while still providing a deep underground store for CO2. This has been calculated at 20m3/ton coal from a field site in the San Juan Basin. Therefore there is an approximate minimum storage capacity of 150Gt/CO2 worldwide however exact volumes of unmineable coal are not available. Adsorption involves weak electrostatic forces to hold the CO2 molecules to the pore which are very dependent on a stable environment.2 Should any tectonic activity take place to alter the temperature or pressure of the storage site, the C O2 would detach and plume. This CO2 plume would then slow migrate to the surface through existing pore channels which figure D shows clearly. This is a worry faced in many CCS schemes, as any CO2 migration could cause interaction and dissolution into groundwater thereby polluting it, force saline groundwater to mix with freshwater and pollute the freshwater or alternatively migrate to the earth surface and plume. Also, dependent on the CCS site, CO2 could end up acidifying patches of ocean where ‘leaks have occurred. CO2 plumes on the earth surface have proven fatal before when 1,700 people and all fauna within a 14km radius perished in the Lake Nyos disaster when CO2 suddenly degassed from the base of the lake to the atmosphere. 14 Depleted oil and gas reservoirs or saline aquifers One of the most promising and researched suggestions is storage in depleted oil and gas reservoirs or saline aquifers. Figure A (1,3a,3b) illustrates these are both on and off shore and deep geological area of rock with high porosity and low permeability. The gas field ‘Sleipner West in the North Sea just off the Norwegian coast is an actual working CCS site where much research into CCS is being conducted and monitored. 1106 tons of CO2/Yr2 are being pumped into a space of 5.5x1011m32 previously occupied by predominantly methane gas. The CO2 is stored in the pore spaces in rocks identical to how groundwater is stored in aquifers. In the case of saline aquifers, while pumping in CO2, saline water is removed as well as forced into surrounding rock. These Porous rocks are commonly sedimentary rocks found in basins normally 600-1200m deep. Pressure increases with depth as well as temperature, by about 28Â °C/km2. This means CO2 would need to be stored in its supercritical state ( figure C) which is more compact than normal, 1 ton of CO2 occupies 6m3 rock2. Once injected, the CO2 will naturally migrate through the pore spaces trying to reach ground level (figure D). During this process the CO2 will become ‘trapped and well in pore routes which do not actually lead to the surface. The inevitable migration makes choosing a CCS site difficult. Any site needs an impermeable rock layer above it or a low permeability rock where the migration time will be equal to the sites desired lifespan to act as a ‘cap rock. Without a cap rock, the CO2 could migrate back to the surface in decades making the entire operation an epic fail. However, storing CO2 in these fields is not just about pocketing it underground. The geochemical processes of dissolution and mineral precipitation would also occur adding to the favourability of depleted reservoirs as the optimum CCS technique. For any single site 3 different forms of CCS would be occurring. Dissolution would take a few thousand years dependant on the surface area to volume ratio of water to CO2 and mineralisation would happen along similar timelines. Therefore, four factors will affect the usefulness of any CCS depleted reservoir site: immobilisation of CO2 in any traps or wells; geochemical reactions between the rock and CO2; dissolution into groundwater or saline water resident in the rock; and migration back to the surface.2 The benefits of this method of CCS do not stop here though! The process of pumping CO2 into the ground forces out the dregs of what was previously there, beneficial if it was gas or oil. Shows this as a separate process but it can easily be paired with depleted fossil fuel stores. This can be collected and sold, providing a slight economical offset to the cost of the project. This is referred to as Enhanced Oil Recovery (EOR). EOR has been embraced in the Americas and is in use at Pan-Canadians Weyburn field in Saskatchewan, another field example of CCS in use today. Only 18Mt/CO2 is its expected capacity2 however data on this specific technique will be invaluable. It does raise questions into the economics as it would take thousands of these sites worldwide to have a significant impact upon atmospheric levels and with each new site, the risks of a CO2 disaster associated with the storing of CO2 increases. Worldwide there is great uncertainty into the potential volumetric storage capacity of CO2 in underground reservoirs ranging from 400-10,000 Gt/CO2 according to Hendriks and Blok, 425Gt/CO2 was proposed by Van De Meer whereas Koide and team calculated it at 320Gt/CO2. There is such variation not only because worldwide high resolution mapping of the subsurface is scarce, but the presence of micropores is undetectable and the question of how do you incorporate figures from processes such as dissolution and geochemical mineral precipitation is raised. Figure E shows the IPCC calculation of potential worldwide storage sites. Either way, CCS can cl early buy the time we may need to avoid major global climate change. Conclusion As natural gas itself contains a fraction of CO2, this proves it is possible to store CO2 in a geological setting for millions of years, the exact purpose of CCS technology. Unfortunately, with all the ambition and optimism over CCS, its true benefits must be realistically analysed. Yes CO2 is a powerful greenhouse gas and the one most accountable to anthropogenic sources,1 but it is only one of many. CCS is completely unable to deal with methane, sulphur oxides and of apparent increasing importance, water vapour. Critics are also completely correct with their feelings of it only being a temporary fix. The earths surface system is dynamic enough that the stored carbon will eventually make its way back into the atmospheric carbon cycle . Although we will be far gone, is that a responsible excuse? CO2 migration will occur within the store and so will need constant monitoring. Is the economic cost of initiation, monitoring and potential clean-up should leaks develop enough to justify t he project? Current estimates reckon in the cement industry, it will cost $50-250/ton CO2 to be avoided2 and that electricity prices will have to double at minimum2, the lower figures representing technology advancement. The CO2 could pollute groundwater sources with saline water and Cox et. al. have perceived that a fault during late stage CO2 injection could produce a CO2 plume similar to that seen at Lake Nyos.[19] While this risk could be mitigated by placing CCS sites offshore it would still be an ecological disaster.2 Finally, who would be responsible for the CCS site? The purpose of the site is to store CO2 for 10,000 years or more.19 It is highly unlike any company will be around for its lifetime. While CCS is technically possible, it undoubtedly requires more research and development to convince not only the rest of the scientific community, but the general public as well. As of February 2010 Metz, B. et. al. IPCC Special Report on Carbon Dioxide Capture and Storage 2005 ISBN-13 978-0-521-86643-9 Holloway, S. Underground Sequestration of Carbon Dioxide a viable greenhouse gas mitigation option Energy 30 (2005) Pg2318-2333 Keeling, R. Triage in the greenhouse Nature Geoscience 2 (Dec 2009) Pg820-822 Bickle, M. Geological carbon storage Nature Geoscience 2 (Dec 2009) Pg815-818 Bachu S. Sequestration of CO2 in geological media in response to climate change Energy Conservation Management 2004 (Pg147-164) National Oceanographic Data Center www.nodc.noaa.gov/OC5/WOA05/pr_woa05.html (Data set 2005) Dessert, C. et. al. Weathering laws and their impact of basalt weathering on the global carbon cycle Chemical Geology 202 Pg257-273 (2003) Matter, J. Kelemen, P. Permanent storage of carbon dioxide in geological reservoirs by mineral carbonation Nature Geoscience 2 (Dec 2009) Pg837-840 McGrail, P. et. al. Potential for carbon dioxide sequestration in flood basalts Journal of Geophysical Research 111, 2006 Pg445-468 Goldberg, D. Slagle, A. A global assessment of deep sea basalt sites for carbon sequestration Energy Procedia 1 (2009) Pg3675-3682 Juerg, M. et. al. Permanent Carbon Dioxide storage into basalt: the CarbFix Pilot Project, Iceland Energy Procedia 1 (2009) Pg3641-3646 Creedy, D. An introduction to geological aspects of methane occurrence and control in British deep coal mines Geology 1991;24 Pg209-220 Glazer, E. CO2 Sequestration Princeton University Website www.princeton.edu/~chm333/2002/fall/co_two/geo/coal_beds.htm#_ftn7 2002 Le Guern, F. Sigvaldason, G. The Lake Nyos event and natural CO2 degassing Volcanol Geotherm Research 1989 Pg95-276 Czernichowski-Lauriol, I. The underground disposal of Carbon Dioxide British Geological Survey 1996 Pg183-276 Hendriks, C. Blok, K. Underground storage of Carbon Dioxide Energy Conservation Management 1995 36(6-9):539-542 Van De Meer, L. Investigation regarding the storage of carbon dioxide in Aquifers Energy Conservation Management 1992;33(5-8):611-618 Kodie, H. et. al. Subterranean containment and long term storage of carbon dioxide in unused aquifers and in depleted natural gas reservoirs Energy Conservation Management 1992;33(5-8):619-626 Cox, H. et. al. Safety and stability of underground CO2 storage British Geological Survey 1996 Pg116-162

Frosts Tuft Of Flowers And Men Essay -- essays research papers fc

A Look at the Theme of Separation in the Poetry of Robert Frost   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The creation of borders and boundaries has been around since the beginning of civilization. The division of property and possessions among individuals establishes a sense of self-worth. The erection of fences and walls keeps property separate. Walls also serve as a means of separating worlds. Modern society demands the creation, and maintenance of these boundaries. In his poems, “The Tuft of Flowers,'; and “Mending Wall,'; Robert Frost explores the role that walls play in our lives. He examines how the lives of men are both separated, and drawn together by walls.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In “ The Tuft of Flowers,'; Frost shows how men work alone. In contrast, Frost then shows how men can work together through their separation. Frost describes how a simple, uncut tuft of wild flowers can unite two separate people. The appreciation of natures beauty has an effect on the mower, leading him away from cutting the flowers. The man that follows the mower feels a special kinship to him because he also likes the flowers. The beauty of a simple patch of flowers brings the narrator to realize that although he may work by himself, he is part of something bigger; the human race.   Ã‚  Ã‚  Ã‚  Ã‚  Frost also demonstrates how men never exist alone when surrounded by nature. In ̶...

Helen Humphreys’ Afterimage and Anne Sexton’s poems, For John, Who begs

Helen Humphreys’ Afterimage and Anne Sexton’s poems, For John, Who begs Me Not to Enquire Further and The Black Art Woman artists have often been condemned as lesser artists than their male contemporaries, and this critical view appears in Helen Humphreys’ Afterimage and in Anne Sexton’s poems â€Å"For John, Who begs Me Not to Enquire Further† and â€Å"The Black Art†. The woman artists in these works use their creative talents to escape the mundane and sometimes painful realities of their lives. They are also experimental in their approach to subject matters and are eager to transgress societal beliefs. While their methods and journeys differ, the women in these works emerge as true artists through their distinct outlooks on life, their novel approaches to subject matter, and their transgressions of traditional beliefs. In Humphreys’ Afterimage, the protagonist Annie Phelan is a budding artist-model who has suffered from a life of loss and pain. To escape from reality, she flees to the imaginary world of Jane Eyre. Annie compares her new employers, the Dashells, to the characters in her favourite novel. She is disappointed, for she is unable to make her imaginary world come alive. This dreamy quality of the female artist resonates in the heart of the female narrator in â€Å"The Black Art† who hurts from feeling â€Å"too much† (The Black Art 1). Like Annie, this poet senses ennui towards everyday life. She feels â€Å"as if mourners and gossips/and vegetables were never enough† (4-5). At the end of the poem, the narrator is still at odds with the real world in which â€Å"the children leave in disgust† (23). In Afterimage, however, Annie finds hope in Jane Eyre after she discovers that the Dashells are easygoing employers: â€Å"Perha... ...sitions, especially from male artists. Romanticizing their arts, the woman artists in these works gravitate towards escapism from their painful, mundane lives. If one loves something, one must set it free. Annie Phelan in Afterimage lets go of the burning boy dressed as an angel. This burning angel evokes the image of the Fallen Angel. It is also symbolic of these woman artists’ works: although their artworks transgress the rules of society, they make a lasting impact on all those who witness them, thus making these women influential artists. Works Cited Humphreys, Helen. Afterimage. Toronto: HarperFlamingo, 2000. Sexton, Anne. â€Å"For John, Who begs Me Not to Enquire Further†. 1960. The Complete Poems. pp. 34, 35. Boston: First Mariner Books, 1999. Sexton, Anne. â€Å"The Black Art†. 1962. The Complete Poems. pp. 88, 89. Boston: First Mariner Books, 1999.

The Value of Life: Pro Life

The Value of Life Imagine 3,700 children murdered in one day; their bodies torn, bruised, or poisoned. Sadly, this Is no sick fantasy, but a procedure called abortion, defined as an operation to end a pregnancy by removing an embryo or fetus from Its mother's womb (â€Å"Choose† sec 1). In the united States alone, approximately 1. 37 million abortions occur per year. Late term abortions, or post first-term abortions, are known to cause serious health problems such as mental issues and moral dilemmas because the fetus has taken the shape ofa baby and thus is a viable human being.Abortion has een debated for centuries because of its political and social ramifications, and the correctness or lack of correctness. Both sides have strong arguments, but either way, late-term abortion should be made illegal in the United States because of its health risks, viability, and prevalence in society (â€Å"Statistics† sec 1). Late- term abortions damage both the mother's mental and ph ysical health dramatically. Once a fetus has taken a babys shape, the most common form of abortion Is using the combination of drugs and medicines.Methotrexate Is a drug that Is designed to kill the fetus Inside he mother's womb; Misoprostol Is a llquld substance that Is also Involved with this abortion process. It Is used subsequent to Methotrexate and empties the uterus of the child. Medicines, like those mentioned above, are unsafe and unstable, putting the mother's health at risk. For example, Methotrexate is known to be harmful to both the fetus and its mother (â€Å"Statistics† sec. 3). The primary use of this drug is to poison the fetus. A problem that can occur in this medicine, typically used for chemotherapy, is it can be toxic.In the case that the drug is toxic, the use in abortion can result in eath of both mother and fetus. In addition to drug toxicity, there are also many mental issues that can arise in the mother (â€Å"Abortion† sec. 3). Many become dep ressed because of their decision to abort; others contemplate suicide. Additionally, anxiety has affected many women who have had abortions. In a study of the after effects of abortion, 40% to 60% of women questioned gave negative reactions. This survey was done eight weeks subsequent to the procedure (â€Å"Abortion† sec. 3). Out of that percentage, 55% of them felt guilty. 4% claim they experienced ervous disorders, sleeping disorders had occurred in 36% of the women, and not surprisingly, 31% admitted feelings of regret. had to be prescribed with psychotropic pills. The high percentages of metal issues show that abortions cause serious health risks to the mothers. Adding on to mental health problems, physical complications can arise after an abortion (â€Å"Abortion† sec. 1). There are a multitude of â€Å"minor side effects from abortion. Small infections are a result of abortions. Many women become sick by a fever. Others experience gastrointestinal problems. Ble eding Is a very common outcome of this procedure.In the same study, women reported chronic abdominal pain, and also excessive vomltlng. Not including minor conditions, there are over 100 major problems recorded that women have faced. A DlocKage 0T an artery or emoollsm can result Trom aoortlon. some experience aeatnly infections. Hemorrhaging, or excessive bleeding, occurs in many. Ripping, or perforation of the uterus, is an excruciatingly painful result of the practice. Women can also experience anesthesia complications. In addition, cervical injury injuries are common. An astounding 5% become sterile, or unable to get pregnant again.Ectopic pregnancies may occur after one obtains an abortion (â€Å"Abortion† sec. 1). In a study of the National Rights to life Committee, two hundred and fifty-five deaths to mother's having an abortion occur per year (McKeegan 123). Studies have shown that legal abortion is no safer than illegal, back-alley abortions. One 43year old woman ble d to death during an abortion; another woman's uterus perforated and she also passed. In addition, an eighteen year old girl had a blood infection that was fatal (Curie 52). All these major problems and more occur every year for women who abort.Although the viability of a fetus is debatable, many scientists and doctors concur that with todays modern technology, the week that a fetus becomes viable is becoming progressively earlier (Currie 26). All late-term abortions, or those occurring after twenty weeks of the pregnancy, are killing a viable fetus. Studies also show fetuses feel pain, as proven by the fact that they twisting in agony and display painful looks when aborted. Another way to show how the fetus is Just an unborn baby is the fact that its internal and external organs are the same. The fetus also performs many aby-like functions.Statistics from highly knowledgeable people have also back up the theory that a fetus is viable in post- first term state. The internal and exte rnal features show that the fetus is the same as a human, Just not as mature (â€Å"WPClinic†, sec 2). A viable fetus has the same external features of any newborn. With few exceptions, the human is made up of many different body parts such as a head, body, eyes, mouth, sex organs, hair, etc. A fetus, post-first term, has all of these typical parts and thus resembles a child. In addition to their exterior, fetuses also have the same nternal organs.They have a fully developed brain at 13-16 weeks-which is at the beginning of late 1st term. All organs are working at this point. In the latter weeks, its nervous system can even control functions (â€Å"WPClinic†, sec 2). These features prove that the fetus is Just like a newborn. Not only does the fetus resemble a newborn, it also acts like one. â€Å"The baby plays so to speak, now†¦ We know what he feels and have listened to what he hears† (McBride 34). This quote shows that a fetus is no different than a new born baby, for it performs the same functions; the fetus is Just perhaps ot as mature.Some normal procedures the fetus performs include swallowing, making breathing sounds, recognizing its mother's voice, blinking, grasping, kicking, and somersaulting. Physicians also say a fetus feels pain around twenty weeks (McBride 64). Today, physicians give women pamphlets to let them know their fetus will feel pain when it is aborted. Studies support this through the fact that the fetus twists in agony and shows painful looks when it is aborted (McKeegan 112). The facts prove that the fetus acts and plays like a newborn, so it should have the same rights s well.

Describe the ways in which swing music and popular culture were interrelated during the time known as the swing era Essay

Describe the ways in which swing music and popular culture were interrelated during the time known as the swing era. There were many ways in which swing music and popular culture were interrelated during the time known as the swing era. Jazz became the cornerstone of popular culture during the period known as the swing era. The swing era influenced clothing styles, retail marketing, fashion, dance, and even language. Swing fans had their own clothing style and built a social phenomenon around it. With many dances coming and going the swing fans kept on dancing. Name some of the specific innovations Duke Ellington brought to jazz in the 1930’s and 1940’s. Duke Ellington brought some specific innovations to jazz in the 1930’s and 1940’s. Ellington was in time known as the greatest composer in jazz, he wrote roughly 2,000 compositions that had arranged from solo piano pieces, to works for orchestra’s, to highly symphonic concert music, etc. Ellington made a lot of changes to make the perfect sound, he used a variety of mutes on brass instruments to achieve more interesting tonal effects, often gave melodies to instruments that were not typically melodic instruments, and he used cross-sectional voicing. Read Also:  Topics for Descriptive Essay Ellington created an orchestra in the early 1940’s which later became known as his â€Å"Favorite Orchestra†. 4. Describe why Count Basie’s rhythm section is called the first modern rhythm section. Count Basie’s rhythm section is called the first modern rhythm section. Basie made the rhythm section to â€Å"breathe† which helped compliment instead of duplicate, as well as having the drummer Jo Jones who played the high hat cymbal style. With this Basie had created the All-American Rhythm section which was known at the first modern rhythm section because Basie had created such an amazing rhythm section to go with the rest of his band it was solid. 9. Describe some of the reasons why the swing era began and why it came to an end. There were many reasons why the swing era had begun and why it had come to an end. The beginning of the swing era started from a band called the Benny Goodman Orchestra. They traveled around on tour to get a spot and had been denied, until their last stop in Los Angeles, CA. The Palomar Ballroom wanted to hear the music that had been broadcasting and this began the swing era. The swing era decided to collapse with a shocking suddenness, with bands all over closing up their bags and shutting down. The swing era had suddenly ended from changing economics, the war, predictability, the changing audience, and bebop all of this had ended what was known as the swing era. 10. Describe how the styles of Lester Young and Coleman Hawkins were different. The styles from Lester Young and Coleman Hawkins were very different throughout the swing era. Hawkins and Young were two of the best tenor sax players that had emerged during the swing era. Considerably different, Hawkins played a huge dark sound, whereas Young’s was light and breathy. Some of the differences were as follows; Hawkins improvisations were based on his superior knowledge of harmony, Young’s were rooted in the blues, Hawkins played with a rhythmic approach that was always closely tied to the beat, and Young’s rhythmic conception was much looser, and often untied to the beat. Although they had many differences, they inspired sax players for years to come. 1. The arranging styles of Ellington and Basie are quite different when put next to each other to compare and contrast. In the song â€Å"Take the A Train† by Duke Ellington the rhythm section of the band is very on point, and broad it is a stand out section and wants to make their point. They are very loud obnoxious and want to make you want to dance. For the â€Å"One O’clock Jump† by Count Basie the rhythm section is very low key and mellow, although very good and has a good beat, more of a song to have a mellow night to or to hangout and relax to. I prefer the song â€Å"Take the A Train† by Duke Ellington, because I like to dance and it more fits my personality of a loud and obnoxious fun song.

Forensic Anthropology essays

Forensic Anthropology essays DUE THURSDAY MAY 23rd between 8-10AM in room 3305J Three case scenarios are provided below. In each, you must answer a series of questions about each case (questions are in bold). Try to make your answers as detailed and specific as possible. Use your lecture notes and readings to help in answering the questions but also use your common sense. Sit down and read the scenario carefully. Reference sources, including any assigned or optional texts used in this class, should be cited in the text (example Byers, 2001, pp. 12) and listed at the end of the assignment. Scenario #1 (40 points): Two hikers were passing through some remote trails in a park system in the Northwest corner of NY State. They notice a pile of purple and red clothing in some nearby brush. Upon closer look, they notice some hard yellowish/white substance peeking out, which they perceive is human bone. Horrified by their find, they quickly race back to the Park entrance to notify the authorities. When investigators return to the scene they observe that the remains include a partially decomposed human body partly buried by leaves, small rocks and other debris. The officers suspect that these remains are of a concealed, recent burial, probably a homicide. Wisely, the officers choose to wait to continue the investigation until a team of forensic experts can be assembled, including an experienced crime scene investigator and a forensic anthropologist. 1.Detail a plan of investigation for this apparent crime scene. What steps should be followed in the investigation and in what order? The area around the human remains should be searched for any materials (including missing body parts) that might serve to identify the person or help in identifying the circumstances surrounding the death of the decendent. Documentation of evidence begins at the moment of discovery. The evidence should be recorded photographically and in a written record before i...

Italian Text Messaging - Italian SMS Abbreviazioni

Italian Text Messaging - Italian SMS Abbreviazioni Dm c sent x spr ki dv venr. Does that sentence resemble a message from extraterrestri telefonino Ideographic Italian accento acuto Italian SMS Abbreviations Italian SMS Standard Italian anche ci sentiamo comunque domani dopo dire dove sei destra forse che chi come con cosa mi manchi tantissimo numero non prossimo qualche qualcosa qualcuno quando quindi quanto questo rispondi scusa solo sempre messaggio sono sapere sinistra spero ti telefono tardi tranquillo troppo ti voglio tanto bene volevo perchà © percià ² per ora perà ² persona tanti baci meno male pià ¹ o meno per Did you understand any of this? Maybe its appropriate now to ask: Povera lingua italiana dv 6?

5 Things Productive People Do at the End of Every Working Day

5 Things Productive People Do at the End of Every Working Day We’ve all been there. Clock-out time rolls  around and it’s all you can do to grab your bag  and race your coworkers to the elevator. And, if we’re honest, you  probably spend the last 30 minutes  or so watching the clock and noodling with Facebook or email, thinking: why bother starting any new projects when the day is almost done? Sound familiar? What if, instead, you  put that last bit of your workday to better use and set yourself up for being more productive the following morning right out of the gate? Here are five no-fail strategies that won’t require a ton of effort, but will pay off big time when you come back to your desk.1. Plan for tomorrowTake five minutes to go over your schedule for the coming day. This will not only remind you of breakfast meetings or doctors appointments you may have forgotten, but will also give you the chance to mentally prepare for what’s in store. Need to dress to impress tomorrow? Make sure to bring y our gym clothes? Wear or bring heels for an evening event? You might even find yourself looking forward to your next work day, rather than assuming tomorrow will be just the same old same old.2. Landscape your to-dosLook back at what you’ve accomplished today and check those puppies off. Remind yourself of the outstanding items and make a priority list in your head for tomorrow. If it’s gotten messy or out of control, jot yourself a new one. This will also help you take stock of your productivity for that day- and strategize for how to do better tomorrow. You can learn from today’s distractions and set yourself up better for success.3. Organize your inboxWhen you’re cleaning up your coffee cup and snack wrappers and errant pens and office debris, make sure to go through the same tidying process in your email. Delete the nonsense and the junk mail, archive the important stuff, and leave only what you need to focus on when you get back to work. Sorting by s ender can make it easier to delete.4. Put in one last face timeDon’t just slink away. Check in with your boss or colleagues for a little post-work-day processing. How’d you all do? Anything urgent left on the docket? Any successes to go home proud of? Fires to put out tomorrow? This isn’t just a shrewd move for establishing yourself as a responsible team member, it can go a long way towards team building and camaraderie. And saying a proper and friendly goodbye is just as important when you’re the boss!5. Go homeThis may seem silly, but it’s awfully tempting to stick around and get a few things finished. Trouble is, this becomes a habit. Chances are you won’t get anything substantive done. Set yourself a hard cut-off time and stick to it. It will, believe it or not, help you be more productive tomorrow and won’t leave you feeling constantly fatigued or overwhelmed by work.Then simply relax, turn off your work brain, and enjoy the rest of the day- the part that belongs only to you.

President James Madison Fast Facts

President James Madison Fast Facts James Madison (1751-1836) was Americas shortest president standing at only 54. He was very important in the founding of America. He was one of the three authors, including Alexander Hamilton and John Jay, of the Federalist papers which helped persuade states to ratify the Constitution. He was also the Father of the Constitution in that he was influential in its construction and terms.   This article provides a list of fast facts for James Madison. For more in depth information, you can also read the James Madison Biography. Birth: March 16, 1751 Death: June 28, 1836 Term of Office: March 4, 1809-March 3, 1817 Number of Terms Elected: 2 Terms First Lady: Dolley Payne Todd Nickname: Father of the Constitution James Madison Quote: Every word [of the Constitution] decides a question between power and liberty. Major Events While in Office: Non-Intercourse Act (1809-1810)War of 1812 (1812)Star Spangled Banner written by Francis Scott Key (1814)Treaty of Ghent (1814)Battle of New Orleans (1814)Hartford Convention (1814-1815)Second Bank of the United States Chartered (1816) States Entering Union While in Office: Louisiana (1812)Indiana (1816) Related James Madison Resources: These additional resources on James Madison can provide you with further information about the president and his times. James Madison BiographyTake a more in depth look at the fourth president of the United States through this biography. Youll learn about his childhood, family, early career, and the major events of his administration. War of 1812 ResourcesThe fledgling United States needed to flex its muscle one more time to convince Great Britain it was truly independent. Read about the people, places, battles, and events that proved to the world America was here to stay. War of 1812 TimelineThis timeline focuses on the events of the War of 1812. US Constitution FactsJames Madison was responsible for drafting much of the US Constitution. Here is an overview of major facts, and key points about this pivotal document. Revolutionary WarThe debate over the Revolutionary War as a true revolution will not be resolved. However, without this struggle America might still be part of the British Empire. Find out about the people, places, and events that shaped the revolution. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the Presidents, Vice-Presidents, their terms of office, and their political parties. Other Presidential Fast Facts: Thomas JeffersonJames MonroeList of American Presidents

CTVA 2 Essay Example | Topics and Well Written Essays - 750 words

CTVA 2 - Essay Example The number of males portrayed in photos and pictures totaled 121 while the number of females totaled 69. In all, 15 people were identified belonging to different ethnic groups. The number of writers with male names counted 13 while with female names counted 7. Text pages were 67while artwork was visible through some of the photos and pictures also included on 47 pages. Article analysis: Palestine Goes It Alone by Dan Ephron Dan Ephron has written on the possibility of making peace between the Israelis and the Palestinians in the year 2011. Examining the article on the first core concept of media literacy, which states that all media are construction, one perceives this construction by projecting the opposite of what President Mahmoud Abbas intends to achieve; the title of the article also points out, â€Å"Goes it Alone†, doubting the success of the peace talks. First paragraph of the article speaks in favor of the chances of peace realization but the very next paragraph dismi sses such efforts as waste of time, recalling Yasser Arafat’s 1988 Palestinian Declaration of Independence, which was a one-sided attempt without any concrete result. Different decisions and determining factors are reflected. Till the end of the second paragraph, the writer goes on dwindling between the viewpoints of stakeholders to the peace talks. Here the external reality is presented not in simple words but by presenting the past historical context on failure of talks between the two warring countries, the one still far away from global recognition as an independent country, Palestine, reflecting decisions taken by Yasser Arafat. The writer has deconstructed historical events to forecast failure of any possible peace movement in 2011. Through crafted language techniques and following its own rules, the writer makes a start with, â€Å"ODDS ARE THAT 2011 WON’T†¦Ã¢â‚¬  making a pun by using all capital letters to stress on the conclusion that the writer wants to project. In another line, â€Å"Remember Yasser Arafat’s 1988...Independence?† indicates the uselessness of the efforts of peace talks. The conclusion of the article is already decided as the title suggests, â€Å"Palestine goes it alone,† indicating that no discussions can reach a conclusion until both the warring parties come to the table. As media through this article is conveying a sense of actuality, away from superficiality; one cannot imagine any wonder here that one-sided attempts at peace making will be fruitful. Palestinians while reading the article would have different feelings of remorse while Israelis might marvel at the economic growth achieved by the West Bank, which comes nearer to the 3rd media concept of different people experiencing the same messages differently. Palestinians could experience helplessness from the endless sufferings of their people because of political instability. Lingering of the talks and not reaching their aims, people could feel a sense of harassment over the peace efforts made by the Palestinian political leadership. A small article of hardly half page projects a realistic picture of the political aspects of the problem. Readers worldwide would react on the author’s viewpoint as per their political and geographical attachment with the region and its people. The whole