Water - Wine - Milk - Beer Chemistry Demonstration

Water - Wine - Milk - Beer Chemistry Demonstration Chemistry demonstrations in which solutions appear to magically change color leave a lasting impression on students and help instill an interest in science. Heres a color change demo in which a solution seems to change from water to wine to milk to beer simply be being poured into the appropriate beverage glass. Difficulty: Average Time Required: Prepare the solutions in advance; demo time is up to you Heres How: First, prepare the glassware, since this demonstration relies on the presence of chemicals added to the glasses before the water is added.For the water glass: Fill the glass about 3/4 full of distilled water. Add 20-25 ml of saturated sodium bicarbonate with 20% sodium carbonate solution. The solution should have a pH 9.Place a few drops of phenolphthalein indicator in the bottom of the wine glass.Pour ~10 ml saturated barium chloride solution into the bottom of the milk glass.Place a very small number of crystals of sodium dichromate into the beer mug. Up to this point, the set-up can be performed in advance of the demonstration. Just prior to performing the demo, add 5 ml concentrated HCl to the beer mug.To perform the demonstration, simply pour the solution from the water glass into the wine glass. Pour the resulting solution into the milk glass. This solution is finally poured into the beer mug. Tips: Use goggles, gloves, and proper safety precautions when making the solutions and handling the chemicals. In particular, use caution with the conc. HCl, which can cause a serious acid burn.Avoid accidents! If you are using real drinking glasses, please reserve this glassware solely for this demonstration and take care that the prepared glassware is kept away from children/pets/etc. As always, label your glassware, too. What You Need: distilled water saturated sodium bicarbonate; 20% sodium carbonate ph9phenolphthalein indicatorsaturated barium chloride solution (aqueous)crystals of sodium dichromateconcentrated hydrochloric acidwater glasswine glassmilk glassbeer mug

The Art of Atomic Diplomacy

The Art of Atomic Diplomacy The term â€Å"atomic diplomacy† refers to a nation’s use of the threat of nuclear warfare to achieve its diplomatic and foreign policy goals. In the years following its first successful test of an atomic bomb in 1945, the United States federal government occasionally sought to use its nuclear monopoly as a non-military diplomatic tool. World War II: The Birth of Nuclear Diplomacy During World War II, the United States, Germany, the Soviet Union, and Great Britain were researching designs of an atomic bomb for use as the â€Å"ultimate weapon.† By 1945, however, only the United States developed a working bomb. On August 6, 1945, the United States exploded an atomic bomb over the Japanese city of Hiroshima. In seconds, the blast leveled 90% of the city and killed an estimated 80,000 people. Three days later, on August 9, the U.S. dropped a second atomic bomb on Nagasaki, killing an estimated 40,000 people. On August 15, 1945, Japanese Emperor Hirohito announced his nation’s unconditional surrender in the face of what he called â€Å"a new and most cruel bomb.† Without realizing it at the time, Hirohito had also announced the birth of nuclear diplomacy. The First Use of Atomic Diplomacy While U.S. officials had used the atomic bomb in order to force Japan to surrender, they also considered how the immense destructive power of nuclear weapons could be used to strengthen the nation’s advantage in postwar diplomatic relations with the Soviet Union. When U.S. President Franklin D. Roosevelt approved the development of the atomic bomb in 1942, he decided not to tell the Soviet Union about the project. After Roosevelt’s death in April 1945, the decision of whether to maintain the secrecy of the U.S. nuclear weapons program fell to President Harry Truman. In July 1945, President Truman, along with Soviet Premier Joseph Stalin, and British Prime Minister Winston Churchill met in the Potsdam Conference to negotiate governmental control of already defeated Nazi Germany and other terms for the end of World War II. Without disclosing any specific details about the weapon, President Truman mentioned the existence of an especially destructive bomb to Joseph Stalin, leader of the growing and already feared Communist Party. By entering the war against Japan in mid-1945, the Soviet Union  placed itself in a position to play an influential part in the allied control of post-war Japan. While U.S. officials favored a U.S.-led, rather than a U.S.-Soviet shared occupation, they realized there was no way to prevent it. U.S. policymakers feared the Soviets might use its political presence in post-war Japan as a base for spreading communism throughout Asia and Europe. Without actually threatening Stalin with the atomic bomb, Truman hoped America’s exclusive control of nuclear weapons, as demonstrated by the bombings of Hiroshima and Nagasaki would convince the Soviets to rethink their plans. In his 1965 book Atomic Diplomacy: Hiroshima and Potsdam, historian Gar Alperovitz contends that Truman’s atomic hints at the Potsdam meeting amounted to the first us of atomic diplomacy. Alperovitz argues that since the nuclear attacks on ​Hiroshima and Nagasaki were not needed to force the Japanese to surrender, the bombings were actually intended to influence postwar diplomacy with the Soviet Union. Other historians, however, contend that President Truman truly believed the Hiroshima and Nagasaki bombing were needed to force the immediate unconditional surrender of Japan. The alternative, they argue would have been an actual military invasion of Japan with the potential cost of thousands of allied lives. US Covers Western Europe with a ‘Nuclear Umbrella’ Even if U.S. officials hoped the examples of Hiroshima and Nagasaki would spread Democracy rather than Communism throughout Eastern Europe and Asia, they were disappointed. Instead, the threat of nuclear weapons made the Soviet Union ever more intent on protecting its own borders with a buffer zone of communist-ruled countries. However, during the first several years after the end of World War II, the United States’ control of nuclear weapons was far more successful at creating lasting alliances in Western Europe. Even without placing large numbers of troops inside their borders, America could protect the Western Bloc nations under its â€Å"nuclear umbrella,† something the Soviet Union did not yet have. The assurance of peace for America and her allies under the nuclear umbrella would soon be shaken, however, as the U.S. lost its monopoly over nuclear weapons. The Soviet Union successfully tested its first atomic bomb in 1949, the United Kingdom in 1952, France in 1960, and the People’s Republic of China in 1964. Looming as a threat since Hiroshima, the Cold War had started. Cold War Atomic Diplomacy Both the United States and the Soviet Union frequently used atomic diplomacy during the first two decades of the Cold War. In 1948 and 1949, during the shared occupation of postwar Germany, The Soviet Union blocked the U.S. and other Western Allies from using all roads, railroads, and canals serving much of West Berlin. President Truman responded to the blockade by stationing several B-29 bombers that â€Å"could† have carried nuclear bombs if needed to U.S. airbases near Berlin. However, when the Soviets did not back down and lower the blockade, the U.S. and its Western Allies carried out the historic Berlin Airlift that flew food, medicine, and other humanitarian supplies to the people of West Berlin. Shortly after the start of the Korean War in 1950, President Truman again deployed the nuclear-ready B-29s as a signal to the Soviet Union of U.S. resolve to maintain democracy in the region. In 1953, near the end of the war, President Dwight D. Eisenhower considered, but chose not to use atomic diplomacy to gain an advantage in peace negotiations. And then the Soviets famously turned the tables in the Cuban Missile Crisis, the most visible and dangerous case of atomic diplomacy. In response to the failed Bay of Pigs Invasion of 1961  and the presence of U.S. nuclear missiles in Turkey and Italy, Soviet leader Nikita Khrushchev shipped nuclear missiles to Cuba in October 1962. U.S President John F. Kennedy responded by ordering a total blockade to prevent additional Soviet missiles from reaching Cuba and demanding that all nuclear weapons already on the island be returned to the Soviet Union. The blockade produced several tense moments as ships believed to be carrying nuclear weapons were confronted and turned away by the U.S. Navy. After 13 days of hair-raising atomic diplomacy, Kennedy and Khrushchev came to a peaceful agreement. The Soviets, under U.S. supervision, dismantled their nuclear weapons in Cuba and shipped them home. In return, the United States promised never again to invade Cuba without military provocation  and removed its nuclear missiles from Turkey and Italy. As a result of the Cuban Missile Crisis, the U.S. imposed severe trade and travel restrictions against Cuba that remained in effect until eased by President Barack Obama in 2016. The MAD World Shows the Futility of Atomic Diplomacy By the mid-1960s, the ultimate futility of atomic diplomacy had become evident. The nuclear weapons arsenals of the United States and the Soviet Union had become virtually equal in both size and destructive power. In fact, the security of both nations, as well as global peacekeeping, came to depend on a dystopian principle called â€Å"mutually assured destruction† or MAD. While President Richard Nixon briefly considered using the threat of nuclear weapons to hasten the end of the Vietnam War, he knew the Soviet Union would disastrously retaliate on behalf of North Vietnam and that both international and American public opinion would never accept the idea of using the atomic bomb. Since both the United States and the Soviet Union were aware that any full-scale first nuclear strike would result in the complete annihilation of both countries, the temptation to use nuclear weapons during a conflict was greatly diminished. As public and political opinion against the use or even the threatened use of nuclear weapons grew louder and more influential, the limits of atomic diplomacy became obvious. So while it is rarely practiced today, atomic diplomacy probably prevented the MAD scenario several times since World War II.   2019: US Withdraws from Cold War Arms Control Treaty On August 2, 2019, the United States formally withdrew from the Intermediate-Range Nuclear Forces Treaty (INF) with Russia. Originally ratified on 1 June 1988, the INF limited the development of ground-based missiles with a range of 500 to 5,500 kilometers (310 to 3,417 miles) but did not apply to air- or sea-launched missiles. Their uncertain range and their ability to reach their targets within 10 minutes made the mistaken use of the missiles a constant source of fears during the Cold War era. Ratification of the INF launched a lengthy subsequent process during which both the United States and Russia reduced their nuclear arsenals. In exiting the INF Treaty, the Donald Trump administration cited reports that Russia had been violating the treaty by developing of a new land-based, nuclear-capable cruise missile. After long denying the existence of such missiles, Russia recently claimed the missile’s range is less than 500 kilometers (310 miles) and thus not in violation of the INF Treaty. In announcing the US’ formal withdrawal from the INF treaty, Secretary of State Mike Pompeo placed sole responsibility for the demise of the nuclear treaty on Russia. â€Å"Russia failed to return to full and verified compliance through the destruction of its noncompliant missile system,† he said.

Blackhead Essay Example | Topics and Well Written Essays - 1000 words

Blackhead - Essay Example Two of such conditions are mentioned below; tetany and diabetes. Tetany: Calcium ion, Ca+2, is an essential ion in the proper functioning of all cells in the body. Hence, its maintenance in the blood within a narrow range is very important, as both its excess and deficiency can have very unpleasant effects. Normally, it is kept at a concentration of around 10mg/100ml. This is achieved by the antagonistic effect of two hormones; calcitonin and parathyroid hormone (PTH). Calcitonin is released by the thyroid gland in cases of excess calcium ion concentration in the blood, and so it reduces the concentration by causing increased calcium deposition in the bones, and reducing uptake of the ion by the intestines and the kidneys. On the other hand, parathyroid hormone (PTH) is released by the parathyroid glands in cases of a lowering of blood calcium levels from the normal, and so it induces an increased absorption of the ion by the intestines and the kidneys, and an increased decomposition of mineral calcium into the calcium ion by osteoclasts in the b ones, thereby increasing the concentration in the blood and returning it to normal. However, in the condition known as tetany, there is a dramatic decrease in the blood calcium levels, resulting in uncontrolled convulsive contractions of the skeletal muscles. If worsened, tetany can be fatal. Hence, the homeostatic control of calcium levels in the blood is compromised, resulting in dire effects on the body. Diabetes: the blood glucose levels are maintained around a narrow set point of 90mg/100ml. Glucose levels are monitored and controlled with the antagonistic functioning of two hormones, both released by the pancreas; insulin and glucagon. Insulin lowers the blood glucose level by inducing an increased uptake of glucose by the cells, and its conversion to glycogen to be stored in the liver and muscles, a decrease in the conversion of amino acids and fatty acids to glucose, and inhibiting glycogen breakdown in the liver. Glucagon, on the other hand, reduces blood glucose levels by decreasing an uptake of glucose by the cells, so that more glucose is present in the blood, an increase in the breakdown of glycogen to glucose in the liver, and an increased conversion of amino acids and fatty acids into glucose. However, in the condition called diabetes, be it Type1 or Type2, there is a drastic increase in the blood glucose levels, either due to insufficient insulin production by the pancre as (Type1), or a decrease in the response of the target cells to insulin (Type2). Glucose concentration if increased so much that it is secreted by the kidneys in urine, and as excess urine is formed, this leads to dehydration and glucose accumulation in the blood. However, this glucose can not be utilized by the cells for metabolism due

Marketing Management Essay Example | Topics and Well Written Essays - 3000 words - 1

Marketing Management - Essay Example The company employs about 55,000 people in over 200 countries around the world. In India, Cadbury has been operating for more than 55 years as Cadbury’s India, a wholly owned subsidiary of Cadbury’s Schweppes. It has been ranked 5th in he FMCG sector in a survey conducted by Business World magazine (Scribd, 2009) In India, the company caters to three main segments: 1. Chocolates – Cadbury’s are the market leaders in India in this segment with over 70% market share. The leading brands in this category include the Dairy Milk, Crackle, Fruit & Nut, Temptations, 5 Star, Perk & Celebration Gift Boxes. The company has been able to change the cultural habits of the Indian that has traditional not eaten chocolates (Leahy, 2009). While the company has about 70% share of the chocolates market and about 15% of the food drinks market in India, as far as the sugar confectionery is concerned, Cadbury’s share is a mere 4% share in this category (Value Notes 2009). The sugar confectionery category contributes mere 12% to the company’s revenue and the company is not expecting any major success in the short run. Competitive brands such as Hershey’s of the US are tying up with well known brands such as Godrej in India (Gopalan, 2007). This would give tough competition to Cadbury’s. This report would evaluate the marketing mix of Cadbury’s in India and recommend the marketing mix to augment the sales of sugar confectionery in the Indian market. The confectionery industry is highly competitive in any market and each company has to compete with many multi-national, regional and national brands (Scribd, 2009). Competition revolves around taste, quality, price, packaging and advertising and promotional programs. Globally the chocolate confectionery market is very strong but the sugar confectionary market is fragmented. The Indian sugar confectionery market includes products such as sweets, jellies and

Three Men in a Boat Essay Example for Free

Three Men in a Boat Essay The author, Jerome K. Jerome, was born in Walsall, Staffordshire, England, on 2nd May 1859. His early upbringing was done in London and he studied in Marylebone Grammar School at the age of 15, he lost both his parents and had to take up a job as a railway clerk. Later on he took up different vocations- school teacher, actor, journalist. In 1888 he married Georgina Henrietta Stanley. His first publication was ‘Idle Thoughts of an Idle Fellow’, followed by the famous ‘Three Men in a Boat’. He became famous both as a playwright and novelist. He also served in the French Red Cross during the First World War before his death on 14th June 1927. The theme The complete novel is based upon a boat-trip taken by three friends down the river Thames from Kingston to Oxford. I believe that it was supposed to be a travelogue but it turned out to be a hilarious account of a journey. The story turns out to be humorous due to the brief anecdotes given by the author of previous incidences, the three friends’ behaviors and the occasional humorous uplift given by the author’s dog. The plot The story begins by introducing George, Harris, Jerome and Montmorency, a fox-terrier. The men are spending an evening in Jeromes room, smoking and discussing illnesses they fancy they suffer from. They conclude they are all suffering from overwork and need a holiday. A stay in the country and a sea trip are both considered, then rejected (J. describes the bad experiences had by his brother-in-law and a friend on sea trips). Eventually, the three decide on a boating holiday, up the River Thames, from Kingston upon Thames to Oxford, during which theyll camp, notwithstanding Jeromes anecdotes regarding previous experiences with tents and camping stoves. They embark the following Saturday. George must go to work that morning (George goes to sleep at a bank from ten to four each day, except Saturdays, when they wake him up and put him outside at two) so Jerome and Harris make their way to Kingston by train. They are unable to find the correct train at Waterloo Station so they bribe a train driver to take his train to Kingston, where they collect their hired boat and start their journey. They meet George later, up-river at Weybridge. The remainder of the story relates their river journey and the incidents that occur. The book s original purpose as a guidebook is apparent as the narrator describes the passing landmarks and villages such as Hampton Court Palace, Hampton Church, Monkey Island, Magna Carta Island and Marlow, and muses upon historical associations of these places. However, he frequently digresses into funny anecdotes that range from the unreliability of barometers for weather forecasting to the difficulties that may be encountered when learning to play the Scottish bagpipe. The most frequent topics are river pastimes such as fishing and boating and the difficulties they present to the inexperienced and unwary. Character Sketches George- George is one of the two friends of the author and is a bank clerk by profession. He is an incredibly lazy and sluggish person and according to the author, George is very much able to take a nap at anytime, anywhere. He is not among the brightest of people and even his friends tend to think so. They are really taken for by surprise when George makes the sensible suggestion of taking the river trip. He always tries to grab an opportunity ofnot doing a particular work which shows his reluctance to work and determination to escape out of it. Harris- Harris is a vain fellow who pretends to be extremely hard working but usually pushes off the burden on other people. He is outspoken and does not hesitate to tell his friends what he thinks about them even if it may not be pleasant. For instance he outwardly tells George that his new blazer is utterly revolting and that he must not wear it around them (Harris and Jim). When Harris takes on a job he makes a huge fuss out of it like the narrator’s uncle Podger. It may not be anything majorly important but if Harris is going to do it; the world is surely going to know about it. He also thinks very highly of himself and his voice though his friends do not want him to even attempt singing. He is extremely fascinated by tombs and graveyards much to the author’s amazement and dislike. He is also quite short tempered and it is best to let him rant off his anger rather than try and talk to him about it. He would not mind a drink at any time of the day and enjoys the company of his friends. Jerome- Jerome is the narrator of the book. He is a young, single middle-class man living in London. He is fond of history and literature and spends much of his time daydreaming about the days when knights roamed the countryside of England. This daydreaming sometimes gets him into trouble when he does not pay suitable attention to what he is doing. Jerome, like his two friends on the boat trip, is a little vain and conceited, but he realizes it and pokes gentle fun at himself, his friends, and the habits of others like them through his anecdotes, where he and his friends are often the butt of ego-skewering jokes. Jerome has always been fond of boats, but prefers the old fashioned. The author (Jerome) quite often becomes philosophical and the draws comparisons between their journey and the journey of our life. Therefore we can conclude that he even has a romantic and poetic nature. Montmorency- Montmorency is the author’s dog that accompanied by him, George and Harris in their river trip. Montmorency looked like an angel sent to Earth in the form of a small Fox Terrier. He had a gentle noble expression which brought tears to the eyes of elderly folk. When Montmorency first arrived, the author thought that he would not live long. But, he soon changed his opinion about Montmorency when his true nature was exposed. The author had to pay for chickens Montmorency had killed and had to drag him out of hundreds of street fights. Once Montmorency killed the neighbours’ cat and on one occasion he had kept a man stuck in his own tool shed for about two hours. The authors gardener made money by betting on Montmorencys rat-killing skills. He liked to roam around and fight with dogs of a similar disreputable nature. Therefore, he enjoyed places like inns and pubs but not places such as damp boats and scenic places.

Calvinism Essays -- Religion, God

God takes great pleasure in the salvation of men (Lk. 15:4-7). It is His passion, and the sacrifice of His Son is the measure of it (Jo. 3:16; 1 Jo. 4:10). That He would offer His Son for some and not all misreads the divine concern for the lost (Mt. 23:37; Lk. 5:31,32; 15:1-7; 19:10). Scripture affirms that God has done and is doing all that He can wisely and righteously do to save men (Isa. 5:1-7; 53; Jo. 3:14-17; Ro. 3:24-26). It simply will not countenance the insidious notion that fewer saved is better, which is an unavoidable implication of Calvinist theology. Limiting the saving interest of God to some men only is a troubling feature of Calvinism and should concern all who share God's passion for the lost. Hence, the dispute between limited and unlimited atonement is no small matter, as the atonement controversies in the past have shown. That God has unconditionally assigned some to salvation and some to damnation, either before or after the fall, finds no sanction in Scripture. Yet Calvinists say God has either limited the work of Christ to a select few or has limited the Spirit's application of Christ's work to a select few. In either case they limit the atonement unconditionally. Scripture says God wills the salvation of all men (1 Tim. 2:4-6; 2 Pet. 3:9) and that He has provided for all. "All things are ready" (Mt. 22:4). When it comes to salvation, He stands in the same relation to all men. He is the Creator of all (Jo. 1:1-3; Col. 1:16) and the Saviour of all (Jo. 4:42). To say He has undertaken for some and not for all is the voice of limitarian theology and not Scripture. In taking our nature (Heb. 2:14-18)), Christ provided an atonement for all who wear it. He died for every man in particular (Heb. 2:9; 1 Jo.... ...ll address later). They cannot conceive of God's operating on a generous margin, of His making a provision for more than actually enjoy it. Over the years Calvinists have struggled to give their system a friendlier face, a more congenial and universal look. One plan has been to say the atonement is sufficient for all but only efficient for the elect. However, such "universality" is merely theoretical and does not make the non elect any more savable. In this scheme, the atonement is sufficient for all in the sense that, had God intended to save all men, Christ's death would have been sufficient to do so. However, since He never intended to save all, He never included the sins of all in the cross. Thus the atonement is sufficient (theoretically able) to save all but efficient (that is, actually saving) for the elect only because only elect's sins were atoned for. Calvinism Essays -- Religion, God God takes great pleasure in the salvation of men (Lk. 15:4-7). It is His passion, and the sacrifice of His Son is the measure of it (Jo. 3:16; 1 Jo. 4:10). That He would offer His Son for some and not all misreads the divine concern for the lost (Mt. 23:37; Lk. 5:31,32; 15:1-7; 19:10). Scripture affirms that God has done and is doing all that He can wisely and righteously do to save men (Isa. 5:1-7; 53; Jo. 3:14-17; Ro. 3:24-26). It simply will not countenance the insidious notion that fewer saved is better, which is an unavoidable implication of Calvinist theology. Limiting the saving interest of God to some men only is a troubling feature of Calvinism and should concern all who share God's passion for the lost. Hence, the dispute between limited and unlimited atonement is no small matter, as the atonement controversies in the past have shown. That God has unconditionally assigned some to salvation and some to damnation, either before or after the fall, finds no sanction in Scripture. Yet Calvinists say God has either limited the work of Christ to a select few or has limited the Spirit's application of Christ's work to a select few. In either case they limit the atonement unconditionally. Scripture says God wills the salvation of all men (1 Tim. 2:4-6; 2 Pet. 3:9) and that He has provided for all. "All things are ready" (Mt. 22:4). When it comes to salvation, He stands in the same relation to all men. He is the Creator of all (Jo. 1:1-3; Col. 1:16) and the Saviour of all (Jo. 4:42). To say He has undertaken for some and not for all is the voice of limitarian theology and not Scripture. In taking our nature (Heb. 2:14-18)), Christ provided an atonement for all who wear it. He died for every man in particular (Heb. 2:9; 1 Jo.... ...ll address later). They cannot conceive of God's operating on a generous margin, of His making a provision for more than actually enjoy it. Over the years Calvinists have struggled to give their system a friendlier face, a more congenial and universal look. One plan has been to say the atonement is sufficient for all but only efficient for the elect. However, such "universality" is merely theoretical and does not make the non elect any more savable. In this scheme, the atonement is sufficient for all in the sense that, had God intended to save all men, Christ's death would have been sufficient to do so. However, since He never intended to save all, He never included the sins of all in the cross. Thus the atonement is sufficient (theoretically able) to save all but efficient (that is, actually saving) for the elect only because only elect's sins were atoned for.

Yoga for Eye Sight

The great master Swami Vivekananda said that there are four main streams of yoga:Jnana Yoga, Raja Yoga, Bhakti Yoga and Karma Yoga. To use all these streams of yoga to build the personality. We are now going to focus on Eyesight Development or Eyesight Improvement. In late 60s the TV came afresh in Bangalore city and everybody was so fascinated, particularly the children glued themselves to TV forgetting all their sports outside. Went on watching 3 hours, 4 hours, 5 hours, 6 hours and movies after movies and as expected it started happening in 5 or 6 years, 1972-73 we started seeing most of these children wearing very thick glasses.We felt too bad. We said can we solve this problem? Many people said that we are not going to allow our children to watch the TV. That is no solution. This is when we started developing yoga module. The specialised techniques that yoga prescribes for eyesight improvement were selected from various yoga techniques. The precautions we have to take, norms tha t we have to follow were taken care. So we developed this module, iintegrated yoga module for eyesight improvement. We started giving that in Yoga Camps.One week camp, 15 days camp, one month camp and we started documenting the result whether really it is useful or not. The results were very fascinating. When we have an average of 1000 or 1500 sstudents, we have found that the eyesight can improve by one Diapter for short sight sstudents with a practice of every day half an hour for one month. This iintegrated yoga module can bring such wonderful results. Practice for half an hour every day for one month, one Diaptor is going to reduce. Yoga in Education for Total Personality Development SERIES – 2 8 | Yoga for Eye Sight ImprovementWhen we continued children with -5, -6, -7 children were able to normalise their eyesight. Then we started taking up this. Initially we have short theory and then we go for the practice and what is the whole basis for the eyesight improvement that we are talking? Many people think that the accommodation power of the lens is going to change. No. It is Eye Ball Curvature. In short sight the image is falling too far in front of the Fovea. But why is that distortion taking place in the eye ball? This is because of the differential pull of the rectie muscles of the eye ball.So when we do yoga in which we handle the eye excercises to see that the muscles co-ordinate so cohesively that the eye ball starts becoming normal. How do we know it is going to become normal? One of our Opthalimic specialist Dr. Upadhyay in England, measured the eye ball curvature and after 15 days, after one month of yogic practices the eye ball curvature started getting normal. Such results prove that yoga brings in normalisation and it is these techniques that we have used. Trataka is the specialised practice that yoga prescribes. It is one of the six kriyas.Kriyas are essentially meant for clearnsing and to strengthen the nerves which connect the eyes to the brain which handles the different muscles and calming down of the mind, silencing of the mind, slowing down of the breath, does wonders. Therefore in this module we are going to use some Asanas, special breathing practices and mainly the Trataka and the meditation which help the people develop their eyesight. Yoga in Education for Total Personality Development SERIES – 2 Yoga for Eye Sight ImprovementLet us try to understand the structure and functions of the eye so that we can go ahead to understand how Yoga works in improving our eyesight. We all have two eyes. A resting eye is designed for distant vision. Near work always involve lot of work on the small, little muscles of the eye. Each eye is comparable to a pholographic camera. Just like the camera has a diaphragm and an aperture, our eye also has a dark highly pigmented diaphragm called Iris. This Iris cuts off all the light from entering into the eye ball and in the centre of the diaphragm is the little transparen' t hole called the Pupil.The diaphragm is called the Iris, the apercher is called the pupil. Through this pupil only nature allows the light to pass through. What are the functions of a good camera? It should have a very good powerful lens so that it can have a very clear image at its focal point and it should be able to adjust very perfectly to the light conditions and also to the distance of the object from the film of the Yoga in Education for Total Personality Development SERIES – 2 10 | Yoga for Eye Sight Improvement camera. Our eye although is comparable to a camera, is not having a shape of a camera.

Education and Louisiana Content Standards Essay

The word comes from the Latin word currere which means the course to be run. It contains the courses of study that a student has to complete successfully to obtain a degree certifying competence. (It is the What and Instruction is the How) In K-12 schools, it also contains the standards and benchmarks for each of the courses of study. Students must successfully complete the benchmarks in order to complete the course. In this new age, those benchmarks are measured by the Louisiana Educational Assessment Plan (LEAP). During the 1920s, the definition of curriculum as school experiences was developed by progressive educators to emphasize the quality of experiences. What children learn in school is wider than what goes on in the classrooms. It includes experiences in hallways, the cafeteria, playground, etc. These experiences cannot be separated from the responsibility of educators. There are five types of curriculum: FORMAL- The formal curriculum is the intended curriculum, explicit, overt, and written. It includes the planned and advertised menu of courses, the content of those courses, the catalog descriptions, and the regular public activities included in those courses. You will find this in the Louisiana Content Standards and Benchmarks and the Grade Level Expectations (GLEs). INFORMAL-The informal curriculum is also intended, but not explicit or written. This includes such things as citizenship, manners, and social skills and is influenced by the teacher and his or her educational philosophy. It is reflected in the classroom and is often found in the rules and procedures that a teacher implements. It is also evident in the methodologies chosen by a teacher. For example, I have a strong belief in learning styles; therefore, in face-to-face classrooms, I include a lot of hands-on activities for students to participate and engage in. Also, I include activities that involve lots of student interaction. HIDDEN- The hidden curriculum is the covert, or implicit, implied by the very structure of the school buildings. It is learned by exposure of living in  the environment. It is characterized by the reward systems, physical plan of the school, furniture arrangement, etc. When you look at a school, is there a trophy case for sporting events, but not academics? Are classes dismissed every Friday, 6th or 7th period, for a pep rally? If so, that school would value athletics over academics. As you look at the structure of the school, is there a computer room, or is technology eviden t in every classroom? Are teachers allowed to attend professional development activities during the school day? All these things will provide information about the hidden curriculum of the school. Hidden curriculum is researched by critical theorists. NULL-The null curriculum is what is left out, not attended to, or taught. What is missing from your school, or even the Louisiana Content Standards and Benchmarks? Does the school embrace diversity, or just say it does? EXTRA-The extra-curriculum includes those activities that are structured by the teachers and administration. If a school has a football team, a basketball team, track team (etc.) but no history club, Spanish club, math club (etc. ), one might infer that athletics are valued more than academics. If the school has a basketball team and track team and also has National Honor Society, Future Farmers of America, (etc. ), one would infer that all learnings are valued. What is the relationship between Formal Curriculum and Hidden Curriculum? What is the relationship between Formal Curriculum and Informal Curriculum? How do all forms of c urriculum relate to each other curriculum?

Free Essays on Higher Education

Education; it’s the basis of our lives. We try to run from it, but can never escape it. Some try to pursue it; some do not. It can make or break us. It can be the difference between making your future, or breaking your future. Studies have shown that only one in every four high school seniors go on to a four-year college. And that out of them, only one in every 2 college freshman will graduate from the college he or she starts at. So, to put these statistics into reality for you, pick three of your closest friends and realize that studies show that only one of you will go on to a four-year college. College is more than just pursuing a degree to make money. Gaining a college education helps to increase your understanding of your community, Nation, and world. It helps you to make, and obtain many lifelong goals, and to become a more responsible, and reliable citizen. College seems to have become a â€Å"trend† that has swept the country over the past few years. It’s now considered normal to go to college, and you are frowned upon when you do not attend. However; not everyone is cut out to be a college student, and for those of you who aren’t, don’t worry, because there is life without college. Yes, a college education does help your chances of getting a better paying job, but it does not guarantee one. Four years of hard work and dedication, unfortunately does not guarantee you a job after college. But the unemployment of a college graduate is still lower, than those who only have a high school diploma. In most cases, employers look for a college education. More job opportunities are given to you with a higher education. Also salaries can differ greatly between a college graduate and someone with only a high school diploma. A four-year college is not the only option when looking into pursuing a higher education. Technical schools, Trade schools, and Junior colleges are among some of the most popular. They c... Free Essays on Higher Education Free Essays on Higher Education Education; it’s the basis of our lives. We try to run from it, but can never escape it. Some try to pursue it; some do not. It can make or break us. It can be the difference between making your future, or breaking your future. Studies have shown that only one in every four high school seniors go on to a four-year college. And that out of them, only one in every 2 college freshman will graduate from the college he or she starts at. So, to put these statistics into reality for you, pick three of your closest friends and realize that studies show that only one of you will go on to a four-year college. College is more than just pursuing a degree to make money. Gaining a college education helps to increase your understanding of your community, Nation, and world. It helps you to make, and obtain many lifelong goals, and to become a more responsible, and reliable citizen. College seems to have become a â€Å"trend† that has swept the country over the past few years. It’s now considered normal to go to college, and you are frowned upon when you do not attend. However; not everyone is cut out to be a college student, and for those of you who aren’t, don’t worry, because there is life without college. Yes, a college education does help your chances of getting a better paying job, but it does not guarantee one. Four years of hard work and dedication, unfortunately does not guarantee you a job after college. But the unemployment of a college graduate is still lower, than those who only have a high school diploma. In most cases, employers look for a college education. More job opportunities are given to you with a higher education. Also salaries can differ greatly between a college graduate and someone with only a high school diploma. A four-year college is not the only option when looking into pursuing a higher education. Technical schools, Trade schools, and Junior colleges are among some of the most popular. They c...

The 5 Ethical Considerations in Sociological Research

The 5 Ethical Considerations in Sociological Research Ethics are self-regulatory guidelines for making decisions and defining professions. By establishing ethical codes, professional organizations maintain the integrity of the profession, define the expected conduct of members, and protect the welfare of subjects and clients. Moreover, ethical codes give professionals direction when confronting ethical dilemmas or confusing situations. A case in point is a scientists decision whether to intentionally deceive subjects or inform them about the true risks or goals of a controversial but much-needed experiment. Many organizations, such as the American Sociological Association, establish ethical principles and guidelines. The vast majority of todays social scientists abide by their respective organizations ethical principles. 5 Ethical Considerations in Sociological Research The American Sociological Associations (ASAs) Code of Ethics sets forth the principles and ethical standards that underlie sociologists professional responsibilities and conduct. These principles and standards should be used as guidelines when examining everyday professional activities. They constitute normative statements for sociologists and provide guidance on issues that sociologists may encounter in their professional work. The ASA’s Code of Ethics contains five general principles and explanations. Professional Competence Sociologists strive to maintain the highest levels of competence in their work; they recognize the limitations of their expertise; and they undertake only those tasks for which they are qualified by education, training, or experience. They recognize the need for ongoing education in order to remain professionally competent; and they utilize the appropriate scientific, professional, technical, and administrative resources needed to ensure competence in their professional activities. They consult with other professionals when necessary for the benefit of their students, research participants, and clients. Integrity Sociologists are honest, fair, and respectful of others in their professional activities- in research, teaching, practice, and service. Sociologists do not knowingly act in ways that jeopardize either their own or others professional welfare. Sociologists conduct their affairs in ways that inspire trust and confidence; they do not knowingly make statements that are false, misleading, or deceptive. Professional and Scientific Responsibility Sociologists adhere to the highest scientific and professional standards and accept responsibility for their work. Sociologists understand that they form a community and show respect for other sociologists even when they disagree on theoretical, methodological, or personal approaches to professional activities. Sociologists value the public trust in sociology and are concerned about their ethical behavior and that of other sociologists that might compromise that trust. While endeavoring always to be collegial, sociologists must never let the desire to be collegial outweigh their shared responsibility for ethical behavior. When appropriate, they consult with colleagues in order to prevent or avoid unethical conduct. Respect for People’s Rights, Dignity, and Diversity Sociologists respect the rights, dignity, and worth of all people. They strive to eliminate bias in their professional activities, and they do not tolerate any forms of discrimination based on age; gender; race; ethnicity; national origin; religion; sexual orientation; disability; health conditions; or marital, domestic, or parental status. They are sensitive to cultural, individual, and role differences in serving, teaching, and studying groups of people with distinctive characteristics. In all of their work-related activities, sociologists acknowledge the rights of others to hold values, attitudes, and opinions that differ from their own. Social Responsibility   Sociologists are aware of their professional and scientific responsibility to the communities and societies in which they live and work. They apply and make public their knowledge in order to contribute to the public good. When undertaking research, they strive to advance the science of sociology and to serve the public good. References CliffsNotes.com. (2011). Ethics in Sociological Research. cliffsnotes.com/study_guide/topicArticleId-26957,articleId-26845.html American Sociological Association. (2011). asanet.org/about/ethics.cfm

Lewis and Clark expediation Essay Example | Topics and Well Written Essays - 500 words

Lewis and Clark expediation - Essay Example e expedition, Native Americans’ land was viewed as a mere continuation of American territory, with the Americans seeking to enlarge their territory by acquiring the Native Americans’ land. However, the Native Americans were primarily not objective towards the expedition seeing it as a way of enhancing trade relations with America, thereby increasing their access to commodities. Most Native groups cooperated with the discovery team by serving as the latter’s interpreters and guides, for instance, the Lewis and Clark led expedition include the Mandans, who grew corn on their land and resided in earth lodges. This group of natives agreed to trade with America and assisted the discovery team in finding food, accommodation and provided protection to the team. In addition, other groups of cooperative natives were the Sioux, the Hidatsa, the Chinook, Shoshone and the Arikara. All these groups had a positive impact on the success of the expedition and assisted the discov ery team in creating rapport with other groups (DeVoto, 1953, 29). One of the most notable Native American who assisted the expedition team was Sacajawea, wife to one of the hired Natives. Sacajawea played a key role in maintaining amiable relations between the team and other Native groups. However, there were some Native American groups that were not quite cooperative and who sought to have the discovery team expelled from their land through all necessary means, including warfare (Neuberger, 1962, 15). For instance, the Piegan  Blackfoot  warriors, whom the expedition team encountered at the Marias River. The expedition team was forced to retreat from the Piegan’s land for fear of attack when the Native group attempted to forcefully acquire the team’s weapons. The Lewis and Clark expedition had a major effect on the U.S policy towards Native Americans. U.S considered Native Americans in two conflicting ways that are Native Americans were either United States’ enemies during war, or they were