Organic vs. Non-organic Food Essay Example for Free

Natural versus Non-natural Food Essay Primary concern, becoming environmentally friendly can develop envy. People in general is continually barraged with the possibility that natural items are better. Maybe this is valid, yet perhaps it is splendid promoting basically selling a superficial point of interest. Jealousy can emerge out of a neighbor’s delectable, naturally developed front yard to the half and half vehicle an associate drives, to the natural nourishments that purchasers in a higher monetary echelon appear to have the option to just manage. Is this jealousy reasonable or is the idea of organics and its prevalence a strategy of promulgation over lift the as of now $30-in addition to billion industry much higher, as per Farm and Dairy’s April, 2012 article â€Å"Organic Food Sales†? In spite of the fact that defenders of natural food demand it is more beneficial than ordinary food, non-natural nourishments are amazingly equivalent to its natural partner, perhaps significantly progressively vital. The United States has advanced into an incredible country; one that gloats of opportunities, extravagances and an excess of for all intents and purposes everything. The United States is likewise a nation which has a populace that becomes more prominent and more prominent every year. Reasons including the quantity of births dwarfing the quantity of passings, just as the quantity of migrants coming to live the â€Å"American Dream. † According to the Census Bureau End-of-2011 gauge, â€Å"the United States will enter 2012 with a populace of around 312. 8 million people† (Schlesinger, 2011, para, 1). This measurement considers one birth roughly like clockwork, one passing at regular intervals just as one new transient entering the nation around at regular intervals. As refered to by Schlesinger (2011), this winds up with a populace increment of more than 2,000,000 of every 2012. This is a stunning number and would just increment after some time. In his article â€Å"Point: Industrial Agriculture has Improved Farming for Hundreds of Years,† George Wright (2011) clarifies how the utilization of biotechnology and strategies, for example, confining animals used to build the benefits of agrarian industry is certainly not a contemporary thought. Wright (2011, para. 7) states how â€Å"the utilization of biotechnology to deliver food has been around for more than 8000 years. † He gives models, for example, chemicals being utilized to make nourishments like prepared merchandise and dairy items. Wright likewise attests that â€Å"biotechnology is required to help farming by improving quality, nourishment, wellbeing and the handling of crude crops,† (Wright, 2011, para. 7). Biotechnology isn't a procedure that is new to the farming business. At last, Wright’s article (2011, para. 12) presumes that â€Å"with the world’s populace at six billion and heading higher, there is no functional option to ‘industrial agriculture’. † He additionally brings up that â€Å"agricultural developments from businesses, for example, biotechnology are progressing rural production,† (Wright, 2011, para. 13). Moreover, Avery’s article â€Å"‘Frontline’ Perpetuates Pesticide Myths† (1993), Avert includes that â€Å"it is accepted that if the world believers to natural frameworks of cultivating, by 2050 this arrangement of cultivating won't have the option to flexibly enough nourishment for the populace and will be answerable for huge measures of passings because of starvation. Another natural misnomer asserts that natural domesticated animals and plants are liberated from synthetic compounds and pointless drugs, not at all like their non-natural partners. As indicated by Nancy Sprague’s 2011 article, â€Å"Counterpoint: Organic Food is Unnecessary the Current Food Supply is Safe†, there are a legends about natural food that are exposed. She talks about how natural nourishments are really arranged and keeping in mind that looking into it to the procedure non-natural food sources experience preceding showing up at the basic food item retires. While examining about the utilization (or deficiency in that department) of pesticides, Sprague (2011, para. 4) takes note of that â€Å"organic ranchers can utilize pesticides from an affirmed list,† which negates the consumer’s conviction that natural nourishments have not come into contact with any pesticides. Sprague goes further to express the poisons that the natural business as far as anyone knows invests heavily into evading are contaminants that really can't be maintained a strategic distance from. Nitrates, synthetic concoctions and anti-toxins are currently found normally inside the earth due to â€Å"broad tainting of the earth’s common resources† (Sprague, 2011, para. 4). The natural business likewise declares that the degrees of hormones in non-natural meats are amazingly high and thusly hazardous to the consumers’ wellbeing. Truth be told, in Lester Aldrich’s (2006) article, â€Å"Consumers Eat Up Organic Beef Despite Costs, Unproven Benefits†, he finds an incredible inverse end. Aldrich talks about the aftereffects of an investigation by Gary Smith, teacher of meat sciences at the Center for Red Meat Safety. This examination investigated and thought about the degrees of hormones found in two-3 ounce steaks, one each from a natural creature and one from a non-natural creature. The outcomes were stunning. Smith’s think about/differentiate investigation indicated that there was a practically boundless distinction (on a nanogram scale) between the hormone levels from both the natural and non-natural samples,† (Aldrich, 2006, para. 29). Aldrich (2006) at that point contrasted these outcomes with the degrees of these equivalent hormones to a common anti-conception medication pill that is willfully expended. The outcomes indicated â€Å"the normal contraception pill gives 35,000 nanograms of estrogen daily† while â€Å"a non-pregnant lady delivers around 480,000 nanograms of estrogen, 240,000 nanograms of testosterone and 10. 1 million nanograms of progesterone daily,† (Aldrich, 2006, para. 30). The correlation is bewildering and should place any stresses over added hormones in our food to rest. Before purification of food, individuals would pass on youthful because of food-borne ailments. Avery (2002) opens his article â€Å"The Hidden Dangers In Organic Food† with â€Å"Products a great many people believe are cleaner than different nourishments are making individuals genuinely sick. † Avery’s (2002) article makes reference to how the creation of the fridge just as straightforward strategies, for example, food refrigeration and washing ones hands before eating or making food would in the long run downplay food-borne sickness in the United States, in spite of the fact that those people who were very sick or powerless would bite the dust whenever presented to food-borne microbes. Shockingly, with all the cases of wellbeing, natural food is getting increasingly famous for being served on a plate with food-borne ailments, for example, salmonella, and now more as of late, E. coli. Avery (2002, para. 1) refers to the U. S. Communities for Disease Control expressing â€Å"people who eat natural and normal nourishments are multiple times likely as the remainder of the populace to be assaulted by a lethal new strain of E. coli bacteria,† salmonella or growth. As indicated by Avery (2002), USDA offered natural famers a technique that didn't require either pesticides or sanitization to secure the harvests; light. This procedure utilized low degrees of gamma radiation to eliminate microscopic organisms while keeping up the newness of the food. Sadly, natural ranchers were shocked and in excess of 200,000 dissenters contradicted the thought in this way the USDA expelled this procedure from the last natural food standard (Avery, 2002). This has not been helpful for open security, as refered to in Sprague’s (2011) where she calls attention to that there have been a few diseases brought about by E. coli in the United States during 2009 alone. Natural cultivating has one enormous positive viewpoint: it takes a stab at self-manageability and leaves a little carbon impression in the earth. So, natural homesteads, whether or not or not its food can be demonstrated to be more advantageous than ordinary food, requires an a lot bigger zone of land mass to create a similar measure of food than that of a traditional ranch. As indicated by Avery (2002), â€Å"agriculture as of now takes up 36 percent of the world’s land surface. † Avery (2002) makes an interpretation of this to imply that by year 2050, shy of an overall disaster, the world will require 2. multiple times more food yield than what is required today. Wilcox (2011, para. 26) states in her article â€Å"Mythbusting 101: Organic Farming Conventional Agriculture† that until natural cultivating can battle with the yield of ordinary cultivating because of space required without the biological costs included, the requirement for more space will be seriously adverse to the earth. † Organic homesteads help nature on little, nearby levels. Tragically they don't deliver a similar measure of food that an ordinary ranch can; between 20%-half underneath what a regular homestead of a similar size will create (Wilcox, 2011). Wilcox (2011) additionally underlines that with further developed innovation, natural cultivating may in the long run have the option to stay aware of ordinary food creation, in any case, if more territories of the planet become changed into natural farmland meanwhile, the planet’s common living spaces will start to rapidly drain. Ordinarily cultivated nourishments and natural food sources both have positive and negative perspectives to their individual ways of thinking. Natural cultivating doesn't really create more advantageous food. Hormone levels in natural and non-natural nourishments are incredibly comparable and the absence of pesticides in natural food adds to a higher recurrence of food-borne diseases. As much as this is valid, the natural ranch leaves a littler carbon impression than an ordinary homestead, which, over the long haul will take into account the earth to support itself and have the option to keep creating more food. So, when setting off to the store to purchase food, the buyer should settle on the cognizant decision to buy natural nourishments when it is reasonable, so as to help and advance self-s

Concrete Construction Assignment Example | Topics and Well Written Essays - 500 words

Solid Construction - Assignment Example The joint assuming any, will be painstakingly dealt with as the poor participating in the solid procedure would bring about shaky areas which would turn into the areas of future issues in the channel. So as to guarantee the progression of water with extremely low vitality misfortune it is important to keep up the divert geometry in the development. The apparatus decision is likewise a significant segment in the development procedure. With an appropriate connection for leveling and material coating exercises the channel development could be attempted on a persistent mode (US patent,, 1984). This would assist with keeping up the necessary incline and the unpleasantness condition the significant rules that impacts the speed of stream. The solid blend configuration will be set up according to the structure particular and if the development should be done in unfavorable condition expansion of admixtures is important to encourage the maintenance of properties of arranged cement . At long l ast, legitimate relieving of the solid works is likewise required to have the better solidness of the development procedure. The foot connect development requires more consideration as it is indented to convey moving burdens with bolsters given uniquely at the areas as determined in the plan archive. The significant parts of the foot connect , built over the redirection channel , are bolster wharfs at the closures and the scaffold section.

Which Level of Eating Disorder Treatment is Right for Me

Which Level of Eating Disorder Treatment is Right for Me Eating Disorders Treatment Print Which Level of Eating Disorder Treatment Is Right for Me? From Hospitalization to Outpatient By Lauren Muhlheim, PsyD, CEDS facebook twitter linkedin Lauren Muhlheim, PsyD, is a certified eating disorders expert and clinical psychologist who provides cognitive behavioral psychotherapy. Learn about our editorial policy Lauren Muhlheim, PsyD, CEDS Medically reviewed by Medically reviewed by Steven Gans, MD on March 14, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on June 24, 2019 Hero Images, Getty Images More in Eating Disorders Treatment Symptoms Diagnosis Awareness and Prevention Treatment for eating disorders is complex. Not only does treatment commonly involve multiple providers (a medical doctor, psychotherapist, registered dietitian nutritionist, and psychiatrist, among possible others), but the United States system has a system of levels of care that is distinct to eating disorders. The levels of care ranked from most- to least-intensive are as follows: Medical hospitalization is 24-hour care in a medical hospital. This is typically for patients who are not medically stable and need round-the-clock medical monitoring, which can include intravenous fluids, tube feeds, and constant monitoring of vital signs.Residential treatment (RTC) provides 24-hour care for those who are medically stable but require round-the-clock supervision of behaviors and meals.Partial hospitalization (PHP) allows the patient to sleep at home and attend a treatment center during the day. Individuals can attend the program a minimum of five days a week for times usually ranging from six  to 11 hours per day. A majority of meals take place at the treatment center, but the patient has some meals at home.Intensive outpatient treatment (IOP) usually includes three  hours of programming for two to three days a week. At this level of care, the client lives at home and is often able to work or attend school. Usually one meal or snack per visit is part of treatment.Out patient treatment usually consists of individual meetings once or twice a week with a therapist and/or dietitian. The American Psychiatric Association (APA) developed guidelines for the various levels of care. The APA  guidelines state: In determining a patient’s initial level of care or whether a change to a different level of care is appropriate, it is important to consider the patient’s overall physical condition, psychology, behaviors, and social circumstances rather than simply rely on one or more physical parameters, such as weight. This is a specific attempt to move past weight being the sole determinant of level of care, which has often been the case. The APA provides a chart detailing suggested criteria for each stepped level of care. These criteria include the following factors: Medical statusSuicidalityWeight (as a percentage of healthy body weight)Motivation to recover, including cooperativeness, insight, and ability to control obsessive thoughtsCo-occurring disorders, including substance use, depression, and anxietyStructure needed for eating and gaining weightAbility to control compulsive exercising Many considerations contribute to the determination of the right treatment level for an individual. Treatment should ideally start with the level of care required to manage symptoms and provide the most effective treatment setting for successful recovery. Often, and perhaps ideally, patients with severe symptoms begin treatment at higher levels of care and gradually step down to lower levels. On the other hand, when treatment resources are constrained, many researchers and treating professionals advocate for a “stepped care” approach for those who are medically stable. In a stepped care approach, the lowest level of intervention is tried first and if patients are not improving they are stepped up to the next higher level of care. In stepped care approaches, the lowest level of intervention may be self-help or guided self-help. However, in cases where an individual is not medically stable, and in cases of anorexia nervosa, treatment should not begin with self-help or guided self-help. Professional help is needed to manage the severity of the disorder. Finally, many insurance companies, largely driven by cost-containment, have their own guidelines and may dictate the level of treatment to which a patient has access. While all of the previously cited factorsâ€"as well as availability of treatment and insuranceâ€"need to be considered, there are general indicators for the various levels of care: Medical Hospitalization Patients may begin treatment or transfer to inpatient if any of the following are present: unstable heart rate or blood pressuresignificant weight loss and/or food refusalinability to stop exercisingneed for supervision to eat (including tube feeding)need for supervision to not purgelack of treatment options near homepresence of suicidal thoughts with high lethality or intentpresence of other psychiatric disorders that would require hospitalization Residential A person entering a residential level of care should be medically stable so that intravenous fluids and tube feedings are not needed. But they might need a high level of structure and supervision of meals and prevention of exercise and purging due to poor to fair motivation, extreme anxiety, other psychiatric problems, and/or inability to self-control. Partial Hospitalization For this level of treatment, patients should be medically stable, but they typically require external structure to eat and/or gain weight and prevent purging or exercising. They have some ability to manage behaviors on their own for short periods of time and overnight and/or they have others in their lives who are able to provide at least some support and structure. They should live near a treatment center so that they can travel back and forth daily. Intensive Outpatient Patients in intensive outpatient treatment ought to be medically stable and have some motivation to work on recovery. They should typicallyâ€"at least part of the timeâ€"be able to eat independently, prevent compulsive exercising, and reduce purging. They benefit from having others able to provide some structure and emotional support and live close enough to treatment to travel back and forth several times a week. Outpatient Patients in outpatient treatment are medically stable and should have good motivation. They can manage their own meals as well as compulsive exercise and can greatly reduce purging. They have others available to provide emotional support and structure and live near treatment. It should be noted that Family Based Treatment for Adolescents shifts the provision of support and structure and meals from treatment providers to parents, and thus allows adolescents who might otherwise be in residential, PHP, or IOP levels of care to be safely managed at home by  parents. Recovery is a journey and many patients with eating disorders are in treatment through various levels of care. Relapses are normal and part of the process so don’t be discouraged if you need to take a few steps back before moving forward again. 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The Revival Of Christianity During The Late Roman Empire

The revival of Christianity during the late Roman period was set into motion in 313 CE with the Edict of Milan, which legalized Christianity in the Roman Empire. Emperor Constantine helped move the revival along by ordering the construction of the Church of the Holy Sepulcher, which started around 326 CE, and was completed in 335 CE. Throughout its existence, the Church of the Holy Sepulcher has been destroyed and reconstructed numerous times, which means that the current Church in Jerusalem is not the original building. However, the significance behind the building remains. When the first iteration of the Church was built, it strengthened the legitimacy of Christianity in Jerusalem. Emperor Constantine ordered the Church to be built upon†¦show more content†¦Eusebius described the discovery of the Tomb of Christ as â€Å"a testimony to the resurrection of the Saviour clearer than any voice could give† (Eusebius, Life of Constantine, ch. XXVIII) Eusebius’ descr iption of the discovery of the Tomb of Christ recalls the description of the resurrection of Jesus himself, and it also emphasized the return of Christianity to the city. The tomb had risen through the ground and symbolized that Christianity had returned to the holy city and had risen above Roman paganism (Sporty, 1991, p. 33). The physical location of the Church of the Holy Sepulcher on the western hill was deliberately chosen in order to establish the dominance of Christianity in Jerusalem. Sporty notes that the Church was constructed on a hill that was higher than the Temple Mount (1991, p. 32). This location allowed the Church to overlook the ruins of the Temple, and symbolized the rise of Christianity in the city while Judaism was still in ruins. Furthermore, the Church was deliberately built facing the Temple Mount, which Eusebius described as â€Å"facing the far-famed Jerusalem of old time,† and upon exiting the Church, worshippers would see the ruins on the Temple Mount, preserved for this moment (Sporty, 1991, p. 32). This direction further strengthened the ascendancy of Christianity in Jerusalem, as it allowed the people to look directly at the ruins of the old religious center of Jerusalem whileShow MoreRelatedThe Religion Of Christianity During The Palestine952 Words   |  4 PagesThe religion of Christianity was born in Palestine. Jews considered Palestine to be very sacred and viewed it as their Promise Land. Since Palestine was such a desirable location it was wanted by a multitude of foreign powers for the majority of its history. The Egyptians and Assyrians fought over Palestine for centuries. Babylon conquered Assyria and also conquered Palestine. The Persians, who were lead by Cyrus, came next and made it possible for the Jews to return to Palestine. The Greeks wereRead MoreByzantine Empire and Local Tax Collector871 Words   |  4 Pagesexpel the Romans from Judea. 5. During the age of the five good emperors, the Roman army was a source of economic stability and Romanization. 6. The bureaucracy created by the Emperor Claudius was made up of professional administrators. 7. The early followers of Jesus, before the conversion of Paul of Tarsus, were mostly Hellenized Jews. 8. The main source of Augustus s power was his position as commander of the army. 9. The most powerful institution in the Roman Empire was the Read MoreMedieval Vs. Medieval Era1506 Words   |  7 Pagesthe Early Ages, the High Ages, and the Late Ages. Each had its own achievements, shortcomings, and beliefs, but they are all inextricably linked. Though the Middle Ages have been called Dark, they always had the light of the Church shining in them. The Early Ages started in 476 A.D. with the fall of Rome to barbarian tribes. The Popes from that time on had to run everything themselves, due to a lack of support from Byzantium, the eastern part of the empire. â€Å"Severed from Byzantium, and with RomeRead MoreNo Title Now1233 Words   |  5 Pages   Ã¢â‚¬Å"Europe   to   the   Early   1500s:   Revival,   Decline,   and   Renaissance†          The   High   and   Late   Middle   Ages—Chapter   Fifteen    As compared to its experience in the early Middle Ages, Europe in the High Middle Ages was a. more decentralized. c. less militaristic. b. less isolated. d. more religiously diverse. Which is the best summary of the authors’ introductory overview of the late Middle Ages? a. Political and religious institutionsRead MoreEssay on A Very Brief History of the Papacy1499 Words   |  6 PagesChurch. The Roman Catholic Church rose to power in the 6th century and lasted throughout the 9th century. There were several different circumstantial and also coincidental factors that contributed to the high regard of the church by the 6th century. The beginning was the church’s unsolicited popularity. This could be linked to its relationship with the early apostles. The Roman Church was the first in the empire to be established by the Apostles. Since the 4th century the Roman Empire was beingRead MoreRevival of Trade and Commerce in the Middle Ages1912 Words   |  8 PagesWeste rn Civilization Final The revival of trade and commerce during the middle ages impacted European Society in many ways but it is important to know how and what caused the revival of trade and commerce and then how it really changed the future European Society. First the rise of Christianity start brought a new phase of history. The end of the ancient world which was the beginning of the Middle ages. Three religions emerged from the fall of the ancient world, these were Latin Christendom, ByzantiumRead MoreEastern Christendom : Building On The Roman Past Essay2059 Words   |  9 PagesCh.10 Outline †¢ Eastern Christendom: Building on the Roman Past o Byzantium does not have a clear starting point o People saw it as a continuation of the Holy Roman Empire o Some historians argue that it started in 330 B.C.E., when Constantine became an emperor and founded a capital on Byzantium o Eastern Roman Empire lasted until ~1500 C.E. o Eastern Roman Empire had more advantages ï‚ § Wealth ï‚ § Urbanization ï‚ § Cosmopolitan ï‚ § Strategic Location ï‚ § Trade in Black Sea and Mediterranean o Able to defendRead MoreA Great Philosopher1757 Words   |  8 Pageshighly controversial practices that invite slavery more than freedom. When one opens a new bag of shredded cheese or fresh salad, the vacuum releases it grasp of compressed air allowing the contents to breath monetarily with easy. 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It was a used by Italian scholars for Greek and Roman classical literatureRead MoreEssay on Renaissance and Medieval Architecture2537 Words   |  11 PagesThe Renaissance Era is remembered as the age of revival of Greco-Roman or of the old antiquity in Europe. But what caused this revival? The Medieval Era, or Middle Ages was Renaissance’s predecessor. During the Medieval Era, Gothic and Romanesque Architecture was seen throughout Europe. Since Renaissance followed the Middle Ages, it is possible to describe their differences throughout Europe. The changes that happened throughout culture, religion, ideology, and government ultimately led the people

Is Euthanasia Morally Justified Essay - 1237 Words

Philosophy Paper: Is Euthanasia Morally Justified? Euthanasia is defined in the dictionary as the painless killing of a patient suffering from an incurable and painful disease or in an irreversible coma. It s a practice that is illegal in many countries and only legal in a handful of states here in America. As a future physician, I do believe that assisted suicide is moral if that is what the patient wishes. In this paper I aim to prove that denying someone their right to take back control of their life after being handed a debilitating illness, is the actual injustice. Assisted suicide, which usually takes place after a doctor writes a prescription for a lethal barbiturate for the patient to take at a time and place of their choosing, has been called outright murder by those who find it unethical. Thomas Aquinas an extremely influential philosopher, may not have had to deal with euthanasia directly, but it s believed that he would be extremely against it. He essentially believed in killing another if it was for the greater good, a nd as a deeply religious man perhaps he thought that by denying the sick their suffering it would keep them from God s redemptive grace. I whole-heartedly disagree with Aquinas philosophy. When someone is critically ill their symptoms have reached a degree that they find impossible to live with. Who are we to deny someone the choice to rid themselves of a terminal illness? For example, someone with cancer might have to go throughShow MoreRelatedActive Euthanasia Is Never Morally Justified1545 Words   |  7 Pages Analysis on The Argument That Active Euthanasia is Never Morally Justified Death has always been a controversial topic throughout the world. There are many theories as to where we go and what the meaning of life truly is. How one dies is important in today’s society, especially when it comes to the idea of suicide. 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Evan Mott researched suicide methods andRead MoreEuthanasia And Physician Assisted Suicide1298 Words   |  6 Pageslineage than voluntary euthanasia, and physician assisted suicide. For most of that time, due to the mediation through religious authorities and law, the treatment of suicide has been largely negative. Older traditions of folklore and philosophy exhibit an attitude of abhorrence and arguments that show any form of suicide as being inherently wrong. Brian Stofell argues how this notion is wrong and how suicide can be morally right in some cases such as voluntary euthanasia and physician assisted suicideRead MoreIs Euthanasia Morally Justifiable?1657 Words   |  7 PagesThe term euthanasia is used differently by most people. Personally, I use it to include all forms of assisted suicide. The question for most people is whether euthanas ia can be morally justified. Many people consider this practice to be against all ethics. 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Drugs Free Essays

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Let’s Work with English (page 5 and 9) Marjorie Brathwaite Maths Connect (page 11) The Schoolmaster The Wine of Astonishment (page 6 and 8) Michael Anthony Alecia McKenzie From Trinidad and Tobago From Jamaica Country-speci? c publishing Making the Grade in BGCSE English Language (see page 5) Jamaica Maths Connect (see page 12) Integrated Science for Jamaica (see page 18) Maths Connect for Trinidad and Tobago (see page 12) Integrated Science for Trinidad and Tobago (see page 18) Social Studies for Lower Secondary (page 19) Cricket in the Road Green Days by the River High Tide of Intrigue The Year in San Fernando (page 6 and 8) Doctor’s Orders (page 9) Zee Edgell MBE Opal Palmer Adisa Maria Roberts-Squires From Belize Belize From Jamaica Jamaica From Grenada Beka Lamb Time and the River (page 6 and 8) It Begins with Tears (page 9) more info ? To ? nd out more about local resources or if you are an author from the region, please contact your local representative – details on the back cover of this catalogue. October All Over (page 9) Books for Caribbean Secondary Schools We offer a unique range of high quality resources to match the requirements of schools in the Caribbean region. The resources provide comprehensive coverage of the main curriculum areas, plus materials for teacher support. Should you wish to discuss these materials please don’t hesitate to contact your local representative as listed on the back cover. If you are looking for primary school resources, please ask your local representative for a catalogue. Contents Contents HEINEMANN EXAM SUPPORT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 ENGLISH LANGUAGE AND LITERATURE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 MATHEMATICS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 Ordering Details Ordering Details To view any of these products products Contact Contact your local representative (details on back cover) or Pearson Education International Customer Services Services Edinburgh Gate, Harlow, Essex, CM20 2JE, UK UK Edinburgh Tel +44 1279 623925 Tel +44 Fax Fax +44 1279 623627 623627 icsorders@pearson. com email: icsorders@pearson. com Prices Prices in this catalogue were correct at the time of going to catalogue of going to press, and there will be no general price increase until 1st press, and there will be no general price increase until 1st January 2011. However, prices January 2011. However, prices may change without notice change without notice on and the prices of items n individual titles, and the prices of items not yet published published are provisional. are provisional. Dispatch Dispatch Goods dispatched from the warehouse customer’s Goods are dispatched from the warehouse to customer’s shipper free of charge. If the customer has no shipper, shipper, shipper free of charge. If the they will be charged. All insurance for goods in transit to for they will charged. destination is the responsibility of the customer. destination the responsibility of the customer. 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See please for contact details. for contact details INFORMATION TECHNOLOGY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 SCIENCE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 SOCIAL STUDIES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 21 ACCOUNTS AND OFFICE ADMINISTRATION . 22 HISTORY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 HOME ECONOMICS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 23 MODERN LANGUAGES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 24 VOCATIONAL RESOURCES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 27 key to symbols y y CSEC CAPE  ® This symbol indicates Th prescribed texts for the pr CSEC Syllabus. CS T Th  ® This symbol indicates BGCSE RR prescribed texts for the pr CAPE syllabus. CA This Th symbol indicates prescribed texts for the pr BGCSE syllabus in the B Bahamas. This sign indicates that the title or series features resources for teachers. This may be as notes in the back of the books or a separate teacher’s guide. This T product has extra support material available online The T product has an accompanying CD-ROM a This T symbol indicates tit ti titles that are recommended reading for the CSEC re English syllabus. CSEC and CAPE are registered trade marks of the Caribbean Examinations Council (CXC). With the exception of World of Poetry for CXC and World of Prose for CXC, the publications in this catalogue are independent publications and have not been authorized, sponsored, or otherwise approved by CXC. Heinemann Exam Support HEINEMANN EXAM SUPPORT Promoting success in exams for BGCSE, CSEC and CAPE Heinemann offers a wide range of resources to support exam syllabuses used in the Caribbean region All the resources shown here are written speci? cally for Caribbean Secondary Schools to help your students prepare for the Caribbean Secondary Education Certi? cate (CSEC), the Caribbean Advanced Pro? iency Examinations (CAPE), and the Bahamas General Certi? cate of Secondary Education (BGCSE). English BGCSE Mathematics English Science CSEC CSEC Social Studies CSEC Accounts CSEC and Of? ce Administration 2 CSEC Information Technology History y CSEC English CAPE Great teachers inspire English Language and Literature A World of Poetry for CXC CSEC This edition meets the requirements of the revised CSEC syllabuses A and B in English. Poems cover a wide range of themes and subjects and include a balance of well known poems from the past as well as more recent works. You read "Drugs" in category "Essay examples" ? Anthology includes poems from the Caribbean and the rest of the world. Contains notes on each poem and questions to provoke discussion, as well as a useful checklist to help students with poetry analysis. ? Contains practical guidance for students on how to tackle examination questions, with examples of model answers for reference. ? A World of Prose for CXC CSEC This edition meets the requirements of the revised CSEC syllabuses A and B in English. Stories have been chosen from the Caribbean and the rest of the world for their appeal in terms of content and approach. ? Each story helps to develop students’ skills of appreciation and analysis of the short story form. Anthology also includes notes on each story with background information on the author s, as well as a useful glossary of terms. ? Contains practical guidance for students on how to tackle examination questions, with examples of model answers for reference. ? CXC Success Revision Guides CSEC These excellent notes provide students with practical help in understanding the narrative, structure, ti tt use of literary techniques, themes, humour, language and style of the relevant book or play. ordering details The Chrysalids Notes by Samuel Soyer 978 0 435975 39 5 ?5. 20 A Raisin in the Sun Notes by Dr. Joyce Stewart 978 0 435975 29 6 5. 40 A Brighter Sun Notes by Liz Gerschel Frank Green 978 0 435975 26 5 ?5. 40 Julius Caesar Notes by Frank Green 978 0 435975 22 7 ?5. 40 Shane Notes by Frank Green 978 0 435975 20 3 ?5. 40 A Separate Peace Notes by Liz Gerschel 978 0 435975 23 4 ?5. 20 4 A Man for All Seasons Notes by Frank Green 978 0 435975 24 1 ?5. 40 Annie John Notes by Dr. Joyce Stewart 978 0 435975 27 2 ?5. 40 authors Mark Mcwatt lectures in the ctures in the ur Dep artment of English at the University of the West Indies, Cave Hill and Hazel SimmonsMcDonald is Dean of the Faculty of Arts and Humanities at the University of the West Indies, Cave Hill. ordering details A World of Poetry for CXC 978 0 435988 01 2 ?9. 30 authors David Williams lectures in lec ectures in the Department of English at the University of the West Indies, and Hazel SimmonsMcDonald is Dean of the Faculty of Arts and Humanities at the University of the West Indies, Cave Hill. ordering details A World of Prose for CXC 978 0 435987 98 5 ?9. 30 English Language and Literature CXC Let’s Work with English CSEC more info o CXC Let’s Work With English has been written speci? cally for your 4th and 5th form students’ preparation for CSEC English – A Examination (Basic and General Pro? iency). The book consists of twenty clearly structured units organized around motivating themes. An abundance of useful exercises, practice examinations and comprehensive appendices are provided. Please see page 9 for information for in information about Let’s Work With English for lower secondary. ordering details CXC Let’s Work wit h English 978 0 435987 29 9 ?13. 95 Practice Exercises for CSEC CSEC English Language more info o Improved and updated, this popular text has been revised to match the latest CSEC English Language syllabus Practice Exercises may ses may es be used by itself, or as a revision uide for Let’s Work with English (see page 9). Practice Exercises for CSEC English Language: authors is a complete revision programme for CSEC English A candidates ? includes examination practice for Papers 1 and 2 ? includes two full-length test papers ? includes practical guidance on summarising, and tackling the creative writing section of the exam. ? The author is Jacqueline acqueline Cousins, who is based in Jamaica. ordering details Practice Exercises for CSEC English Language 978 0 435983 16 1 ?6. 75 Making the Grade BGCSE The ideal companion for students taking the Bahamas GCSE English Language examination Written in conjunction with the Ministry of Education, Youth, Sports and Culture, Making the Grade provides expert guidance on how to master the skills necessary for success in the examination. It contains: ? ? ? ? ? ordering details Making the Grade 978 0 435988 02 9 ?14. 35 an opening chapter summarising current grammar and sentence construction, correct spelling, word choice and punctuation chapters providing guidance on Continuous Writing (Paper 1), Listening Skills (Paper 2) and Comprehension and Directed Writing (Papers 3 and 4) numerous activities for students to test their skills exam-type’ exercises, with student answers and comments from examiners practice examination papers and answers. 5 t +44 1279 623925 f +44 1279 623627 @ icsorders@pearson. com w www. pearsoncaribbean. com English Language and Literature Literature Exam Support CSEC CSEC Prescribed Texts Songs of Silence with CXC Study Notes Curdella Forbes 978 0 435089 09 2 more info o The Wine of Astonishment with CXC Study Notes Earl Lovelace 978 0 435033 40 8 ?6. 60 A Midsummer Night’s Dream (Heinemann Shakespeare) 978 0 435026 46 2 ?6. 99 The African Writers Series ters Series er provides a wealth of classic and ontemporary literature from acclaimed African authors from across the continent. A Grain of Wheat Ngugi wa Thiong’o 978 0 435913 56 4 ?9. 25 Death of a Salesman Arthur Miller 978 0 435233 07 5 ?7. 99 King Lear (Heinemann Advanced Shakespeare) 978 0 435193 09 6 ?5. 95 Much Ado About Nothing (Heinemann Shakespeare) 978 0 435026 47 9 ?6. 99 Pride and Prejudice Jane Austen new! ?6. 60 978 0 435126 07 0 ?7. 75 The Tempest (Heinemann Advanced Shakespeare) 978 0 435193 07 2 ?5. 95 CAPE new! CAPE Prescribed Texts BGCSE BGCSE Prescribed Texts more info o The Caribbean Writers Series Writers Ser Series offers a wonderful range of itles from a variety of new and established authors from across the Caribbean. more info o Beka Lamb without study notes Zee Edgell 978 0 435988 47 0 ?6. 60 Heinemann Shakespeare akespeare ke Macbeth (Heinemann Shakespeare) 978 0 435026 44 8 ?6. 99 Opening up Shakespeare to all your students and offering a complete guide to studying the play, Heinemann Shakespeare titles also include: Miguel Street V. S. Naipaul 978 0 435989 54 5 ?6. 60 The Merchant of Venice (Heinemann Shakespeare) 978 0 435026 45 5 ?6. 99 Things Fall Apart Chinua Achebe 978 0 435913 50 2 ?8. 25 CSEC †¢ an introduction to Shakespeare’s theatre and anguage. CSEC Recommended Reading A Kestral for a Knave Barry Hines 978 0 435124 60 1 ?7. 75 Animal Farm George Orwell 978 0 435121 65 5 ?7. 75 Arrow of God Chinua Achebe 978 0 435905 30 9 ?9. 55 Aunt Jen Paulette Ramsay 978 0 435910 12 9 ?6. 60 Bad Girls in School Gwyneth Harold 978 0 435215 17 0 ?6. 60 Beka Lamb with CXC Study Notes Zee Edgell 978 0 435988 46 3 ?6. 60 Boy Who Was Afraid, The Armstrong Sperry 978 0 435120 17 7 ?7. 75 Christmas Carol, A Charles Dickens 978 0 435124 05 2 ?7. 75 Concubin e, The Elechi Amadi 978 0 435905 56 9 ?8. 25 Crick Crack Monkey Merle Hodge 978 0 435989 51 4 ?6. 60 Efuru Flora Nwapa 78 0 435900 26 7 ?8. 60 Enchanted Island, The Ian Serraillier 978 0 435121 00 6 ?7. 75 Flowers for Algernon Daniel Keyes 978 0 435123 43 7 ?7. 75 Frangipani House Beryl Gilroy 978 0 435899 36 3 ?6. 60 Grass is Singing, The Doris Lessing 978 0 435901 31 8 ?8. 60 Green Days by the River Michael Anthony 978 0 435989 55 2 ?6. 60 Great Expectations Charles Dickens 978 0 435126 00 1 ?7. 75 Great Gatsby, The F. Scott Fitzgerald 978 0 435123 24 6 ?7. 75 Guardians, The John Christopher 978 0 435121 76 1 ?7. 75 Harriet’s Daughter Marlene Nourbese Philip 978 0 435989 24 8 ?6. 60 Harvest of Thorns Shimmer Chinodya 978 0 435905 82 8 8. 00 Hound of the Baskervilles, The 6 †¢ activities after main scenes to increase understanding. 978 0 435126 09 4 ?7. 75 †¢ clear explanations and summaries. English Language and Literature CSEC RR I Am David Anne Holm 978 0 435123 71 0 ?7. 75 I Know Why the Caged Bird Sings Maya Angelou 978 0 435124 27 4 ?7. 75 Island of the Blue Dolphins Scott O’Dell 978 0 435121 08 2 ?7. 75 Jane Eyre Charlotte Bronte 978 0 435126 02 5 ?7. 75 Joys of Motherhood, The Buchi Emecheta 978 0 435913 54 0 ?8. 25 Leopard, The V. S. Reid 978 0 435899 37 0 ?6. 60 Machine Gunners, The 978 0 435124 57 1 ?7. 75 Matilda Roald Dahl 978 0 435123 98 7 ore info o New Windmills offers a large s of ffers la large range of ? ction titles for 11-16 year olds from classic texts to contemporary literature. ?7. 75 Miguel Street V. S. Naipaul 978 0 435989 54 5 ?6. 60 Mrs. Frisby and the Rats of NIMH Robert C. O’Brien 978 0 435121 97 6 ?7. 75 Old Man and the Sea, The Ernest Hemingway 978 0 435122 16 4 ?7. 75 Pick of the Crop Nailah Folami Imoja ~ River Between, The Ng ug~ wa Thiong’o 978 0 435989 66 8 ?6. 60 978 0 435905 48 4 ?8. 25 For more information on tion on Heinemann CXC and BGCSE resources go to: www. pearsoncaribbean. co m/csec Road to Canterbury, The 978 0 435122 59 1 7. 75 Roll of Thunder, Hear My Cry Mildred D. Taylor 978 0 435123 12 3 more info o ?7. 75 Schoolmaster, The Earl Lovelace 978 0 435989 50 7 ?6. 60 Secret Garden, The F. Hodgson Burnett 978 0 435120 03 0 ?7. 75 Shane Jack Schaefer 978 0 435120 35 1 ?7. 75 www Silas Marner 978 0 435126 04 9 ?7. 75 www. africanwriters. co. uk rs. co. uk co uk k Silver Sword, The Ian Serraillier 978 0 435120 39 9 ?7. 75 www. caribbeanwriters. co. uk So Long a Letter Mariama Ba 978 0 435913 52 6 ?6. 85 Splendid Journey, The Honore Morrow 978 0 435120 06 1 ?7. 75 www. pearsoncaribbean. com/ newwindmills The Cay Theodore Taylor 978 0 435121 79 2 7. 75 To Kill a Mockingbird Harper Lee 978 0 435120 96 2 ?7. 75 To Sir, With Love E. R. Braithwaite 978 0 435121 48 8 ?7. 75 Treasure Island R. L. Stevenson 978 0 435120 82 5 ?7. 75 Village by the Sea, The 978 0 435122 90 4 978 0 435122 24 9 ?7. 75 978 0 435908 30 0 ?8. 25 White Fang Jack London 978 0 435120 27 6 ?7. 75 Wind in the Willows, The Kenneth Grahame 978 0 435122 74 4 ?7. 75 Wuthering Heights Emily Bronte 978 0 435126 08 7 ?7. 75 Z for Zacharia Robert C. O’Brien 978 0 435122 11 9 ?7. 75 A Man for All Seasons 978 0 435233 20 4 ?7. 99 An Inspector Calls 978 0 435233 20 4 ?7. 99 A Streetcar Named Desire 78 0 435233 10 5 ?7. 99 Death of a Salesman 978 0 435233 07 5 ?7. 99 Glass Menagerie, The 978 0 435233 19 8 www. pearsoncaribbean. com/ plays ?7. 75 Walkabout James Vance Marshall ~ Weep Not, Child Ng ug~ wa Thiong’o www. pearsoncaribbean. com/ shakespeare ?7. 99 CSEC RR CSEC RR Plays Shakespeare Macbeth (Heinemann Shakespeare) 978 0 435026 44 8 ?6. 99 Romeo and Juliet (Heinemann Shakespeare) 978 0 435026 49 3 ?6. 99 The Merchant of Venice (Heinemann Shakespeare) 978 0 435026 45 5 ?6. 99 Twelfth Night (Heinemann Shakespeare) 978 0 435192 04 4 ?6. 95 7 t +44 1279 623925 f +44 1279 623627 @ icsorders@pearson. com w www. earsoncaribbean. com English Language and Literature Cari bbean Writers Series Dilemmas of Deokie new! Carol Sammy Set in the outskirts of San Fernando, Trinidad, Dilemmas of Deokie follows nineteen-year-old Deokie Ramoutar as she struggles to come to terms with the challenges her country faces and her emerging ambition to transform her own life and the lives of those around her. The novel portrays the close community surrounding Deokie, the life of her family and her friends, with its laughter, heartache and occasional tragedy. Most of all it explores the feelings of a younger generation getting to grips with the con? cting demands of traditional cultural expectations and the heady attractions of contemporary life. Dilemmas of Deokie 978 1 408231 28 9 Publishing January 2010 †¦a stirring exploration of what it means to be sensitive, introspective, patriotic, adolescent and female in the present-day Caribbean, permeated by the lure of a materialistic American lifestyle. Sam Soyer, Assistant Examiner for CXC ?6. 60 Caribbean Writers Se ries full list Michael Anthony David Franklyn Cricket in the Road and other Stories 978 0 435980 32 0 ?6. 60 Green Days by the River r 978 0 435989 55 2 ?6. 60 High Tide of Intrigue 978 0 435989 56 9 6. 60 The Year in San Fernando 978 0 435989 43 9 ?6. 60 RR Children of the Sea 978 0 435215 19 4 Mint Tea and Other Stories 978 0 435989 32 3 ?6. 60 Frangipani House ?6. 60 978 0 435215 17 0 ?6. 60 978 0 435899 38 7 ?6. 60 www. 978 0 435989 51 4 ?6. 60 978 0 435989 49 1 RR Bad Girls in School ol RR RR ?6. 60 978 0 435989 50 7 ?6. 60 978 0 435988 80 7 ?6. 60 Lewis Henry Zee Edgell Beka Lamb with CXC Study Notes RR Beka Lamb without Study Notes BGCSE s Time and the River 978 0 435988 46 3 ?6. 60 978 0 435998 47 0 ?6. 60 978 0 435215 18 7 ?6. 60 The Gaulin and the Dove Merle Hodge Crick Crack, Monkey y Nailah Folami Imoja RR RR 978 0 435989 66 8 ?6. 60 RR RR Evan Jones Stone Haven Curdella Forbes Songs of Silence CSEC e CSEC 978 0 435989 57 6 ?6. 60 Earl Lovelace The Schoolmaster r RR RR The Wine of Astonishment CSEC t 8 978 0 435899 36 3 Beryl Gilroy Gwyneth Harold Christine Craig Pick of the Crop p ?6. 60 English Language and Literature Ian McDonald and Stuart Brown (eds. ) The Heinemann Book of Caribbean Poetry Paulette Ramsay 978 0 435988 17 3 ?6. 60 Alecia McKenzie 978 0 435988 27 2 ?6. 60 V. S. Naipaul ?6. 60 The Leopard d 978 0 435899 37 0 ?6. 60 978 0 435987 45 9 ?6. 60 978 0 435988 26 5 ?6. 60 78 0 435911 97 3 RR RR ?6. 60 Jacques Roumain 978 0 435989 54 5 RR RR ?6. 60 Marlene Nourbese Philip Harriet’s Daughter r 978 0 435910 12 9 RR RR V. S. Reid Doctor’s Orders Miguel Street t Aunt Jen n Maria Roberts-Squires 978 0 435989 24 8 RR RR Masters of the Dew ?6. 60 Opal Palmer Adisa October All Over Derek Walcott It Begins with Tears 978 0 435989 46 0 ?6. 60 Selec ted Poetry Let’s Work With English FREE! Each book in the course has an course ha an ou has accompanying cassette to develop oracy skills in each ‘listening and speaking’ task. The cassettes and Teacher’s Guide are freely available from your agent. Series Editor: Rod Ellis Authors: Hazel Simmons-McDonald, Lorna Down, Leonie St Juste-Jean, Joyce Stewart Let’s Work With English adopts a lively task-based approach to teaching English in Caribbean secondary schools. Each of the books’ units includes motivating, theme-based tasks divided into the following sections: listening and speaking ? studying literature ? reading and responding ? Alternatively, the Teacher’s Guide can be downloaded from www. pearsoncaribbean. com/ teacherguides learning to communicate ? studying grammar ? improving writing. ? more info o Please see page 5 for information for in information bout Let’s Work with English for CSEC level. ordering details Let’s Work with English Book 1 978 0 435987 26 8 9. 70 Let’s Work with English Book 2 978 0 435987 27 5 9. 70 Let’s Work with English Book 3 978 0 435987 28 2 9. 70 Heinemann English Dictionary 5th Edition This resource is comprehensive and accessible and has been updated to offer hundreds of new de? nitions, a clearer layout, subject-speci? c terms and a new grammar section. Heinemann International Students’ Dictionary ordering details Heinemann English Dictionary 5th Edition 978 0 435104 24 5 ?11. 50 ordering details Heinemann International Students’ Dictionary 978 0 435972 08 0 ?9. 25 With over 40,000 headwords this dictionary gives students support and con? dence in using English accross the curriculum. 9 t +44 1279 623925 f +44 1279 623627 @ icsorders@pearson. com w www. pearsoncaribbean. com English Language and Literature Heinemann English Readers Raising achievement through reading in English ? ? ? ? ? 10 Fast paced ? ction, fascinating non-? ction and informative science readers appeal to the whole class. 90 graded titles levelled into Elementary, Intermediate and Advanced bands. Comprehensive language support. Advice for parents and teachers. A programme organiser is available for each level including photocopy masters. more info o Please contact your local ur local representative for more details or visit www. pearsoncaribbean. com/her English Language and Literature Great teachers motivate Mathematics Heinemann Mathematics for CXC CSEC A. W. Binks, Y. Ramsay, I. Edwards-Kennedy, G. Pope and R. Hollands A ? rm foundation in CSEC Mathematics Written speci? cally for Caribbean secondary schools, Heinemann Mathematics for CXC provides a ? rm foundation in mathematics and raises the competence and con? dence of students as their CSEC examination approaches. The friendly approach of the text makes the study of mathematics both stimulating and enjoyable, and ample opportunities are provided for students to consolidate what they have learnt. Heinemann Mathematics for CXC provides: ? ? ? ? ? ? ? ? completed and annotated worked exam questions in each chapter numerous practice exercises chapter summaries to emphasise key concepts review tests and interim tests to monitor progress examination-type questions to assess students’ progress revision planner with diagnostic questions answers to all exercises and tests investigations for project work, activities, and problem-solving questions. rdering details Heinemann Mathematics for CXC 978 0 435983 17 8 ?15. 40 authors The authors are all experienced l experienced mathematics educators who have a clear understanding of what examiners expect from students. Fundamental Mathematics for the Caribbean A. W. Binks, Y. Ramsey, I. Edwards-Kennedy, Rev S. Jackson, R. Hollands, and C. Lutchman Acces sible maths for students of all abilities Fundamental Mathematics for the Caribbean, a three-book course for 11-14 year olds, uses a ‘spiral’ approach so that topics are covered in the same order at a higher level each year. The course provides a ? rm foundation for CSEC. The books provide: ? relevant, well-presented examples that place each topic in a motivating context ? numerous exercises ? ‘review tests’ and ‘interim tests’ to monitor progress ? extra ‘investigations’ for project work to encourage mathematical thinking. Answers to tests and exercises, as well as a simple glossary of essential mathematical terms, are found in each book. 12 ordering details Fundamental Mathematics for the Caribbean Book 1 978 0 435983 20 8 ?8. 30 Fundamental Mathematics for the Caribbean Book 2 978 0 435983 21 5 ?8. 65 Fundamental Mathematics for the Caribbean Book 3 978 0 435983 22 2 ?8. 65 Mathematics Caribbean Maths Connect Raising standards through a modern approach Written by a team of experienced Caribbean educators, Caribbean Maths Connect is a motivating lower secondary maths course matching syllabus requirements across the Caribbean. ? Real-life case studies show how maths is used in everyday life. ? Helps students tackle questions by showing clear worked examples. ? Overview, objectives and explanations reinforce the key ideas and aims of each unit. ? Encourages the development of critical thinking skills and independent learning. ? Assessment and reviews allow teachers and students to check rogress. To help you make the most of the course, each textbook has an accompanying Teaching Resource CD-ROM providing ? exible and exciting reinforcement, extension and testing materials. ? Term plans offer a proposed structure for working through the books with your students. ? ‘Getting started’ worksheets introduce key topics. ? ‘Thinking furtherâ€⠄¢ worksheets allow you to extend topics. ? Thousands of practice exercises to supplement every chapter in the textbook. ? Searchable glossary of key words. ? Flexibility to create your own exercises to meet the achievement level of your students. rdering details Caribbean Maths Connect Book 1 978 0 435989 97 2 ?9. 15 Caribbean Maths Connect Book 2 978 0 435989 98 9 ?9. 65 Caribbean Maths Connect Book 3 978 0 435989 99 6 ?9. 65 You have the ? exibility to create as many versions of the tests in each book as you like. Maths Connect 1 Teaching Resource CD-ROM 978 0 435081 60 7 ?10. 50+vat Maths Connect 2 Teaching Resource CD-ROM 978 0 435081 61 4 ?10. 50+vat Maths Connect 3 Teaching Resource CD-ROM 978 0 435081 62 1 ?10. 50+vat 13 t +44 1279 623925 f 44 1279 623627 @ icsorders@pearson. com w www. pearsoncaribbean. com Mathematics Jamaica Maths Connect Developed speci? cally for the Jamaica lower secondary Mathematics curriculum A motivating mathematics course developed speci? cally for the Jamaica curriculum. ? ? ? ? ? ? ? Demonstrates relevance of mathematics in everyday life with real life ‘maths at work’ case studies. Helps students tackle questions on their own with clear worked examples. Objectives and aims for each unit are clearly outlined. Students can practice and consolidate learning through progressive exercises. Progress and understanding can be checked by students and teachers with assessment and review exercises. High achievers challenged with ‘investigations’ designed to take things further. Can be used with the Caribbean Maths Connect Teaching Resource CD-ROM (see page 13). ordering details Jamaica Maths Connect Book 1 978 0 435891 51 0 ?9. 85 Jamaica Maths Connect Book 2 978 0 435891 52 7 ?9. 85 Jamaica Maths Connect Book 3 978 0 435891 50 3 ?9. 85 Trinidad and Tobago Maths Connect Developed speci? cally for the Trinidad and Tobago lower secondary Mathematics curriculum. Raise standards in mathematical achievement with this motivating course developed in line with the Trinidad and Tobago Maths curriculum. ? ? ? ? ? ? 14 Demonstrates relevance of mathematics in everyday life with real life ‘maths at work’ case studies. Helps students tackle questions on their own with clear worked examples. Objectives and aims for each unit are clearly outlined. Students can practice and consolidate learning through progressive exercises. Progress and understanding can be checked b y students and teachers with assessment and review exercisese. High achievers challenged with ‘investigations’ designed to take things further. Can be used with the Caribbean Maths Connect Teaching Resource CD-ROM (see page 13). How to cite Drugs, Essay examples Drugs Free Essays 2 Drugs are generally defined as a substance which alters our normal bodily functions when it is induced into our body. Having a drug free society is to have a community of people living in a particular region, restricted from the usage and influence of drugs. Certain drugs have side effects, in which it can cause addiction to its user. We will write a custom essay sample on Drugs or any similar topic only for you Order Now This is why many had considered drugs to be dangerous, they thought that the usage of drugs should be banned completely from the society. On the contrary to the common beliefs of the society, not all drugs are used for correctional purposes. In the medical field, drugs are widely used in the treatment and prevention diseases. Pain killers such as morphine are used to reduce pain. There are also certain types of drugs where its usage had been known to stimulate brain activity. Entropic, also known as â€Å"cognitive enhancers†, can improve our abilities of understanding and acquiring knowledge. For centuries, doctors have made the application of these drugs, beneficial the society. Medicine too would have to be banned if we were to have a drug free society. Recreational drugs are chemical substances that affects the central nervous system of the brain, the user would be subjected to hallucinations. The users of these drugs are mainly people who are emotionally unstable due to having certain complicated problems. They think of these drugs as an ‘escape route’ to pacify themselves. It, apparently, keeps them sane as It makes them ‘forget’ about their problems, momentarily. Of course, not all recreational drugs are used solely for this purpose. Caffeine, which are most commonly found In coffee, are used to help us stay awake ND alert. Recreational drugs too can be of use to the society, why deny ourselves of Its benefits? It Is not the drugs which poses harm to the society, what does Is rather the actions of their people. But yet, drugs are still thought of negatively. We should not put the blame on the dulcetly side affect of drugs, but the person who had misused them. Whatever negative effects that It may cause to our society, we must remember that It Is us whom had brought the problem upon ourselves. Instead of Implementing laws o prohibit the usage of these drugs, we should dullness ourselves, first. Those who had made the wrong use of drugs should atone for their mistake and those who have not, should prevent themselves from doing so. It was our mistake, It Is us that should be making the change, not the drugs. Drugs By collateralized are mainly people who are emotionally unstable due to having certain complicated apparently, keeps them sane as it makes them ‘forget’ about their problems, Caffeine, which are most commonly found in coffee, are used to help us stay awake TTS benefits? It is not the drugs which poses harm to the society, what does is rather the actions of blame on the addictive side affect of drugs, but the person who had misused them. Whatever negative effects that it may cause to our society, we must remember that it is us whom had brought the problem upon ourselves. Instead of implementing laws to prohibit the usage of these drugs, we should discipline ourselves, first. Those who not, should prevent themselves from doing so. It was our mistake, it is us that should How to cite Drugs, Papers

Understand How Homeostatic Mechanisms Operate in the Maintenance of an Internal Environment free essay sample

Change is detected by the receptors it can be any internal organ, then a message is sent to the brain which is the control centre then the effectors would react to get it back to normal. †¢Heart rate †¢Breathing rate †¢Body temperature †¢Blood glucose level Homeostatic control of heart rate Role internal receptors Internal receptors detect change in blood pressure. For example when doing exercise, our heart rate speeds up, the change is detected by the receptors that can be the internal organs which then send a message to the control centre, the brain and then it activates the effectors which bring the heart rate back to normal. The sinoatrial node (SA) is part of the heart, it is known as the pacemaker. The SA controls the rate of contraction. Autonomic nervous system The heart is controlled by the autonomic nervous system which is two branches called the sympathetic nerves system and the parasympathetic nervous system. We will write a custom essay sample on Understand How Homeostatic Mechanisms Operate in the Maintenance of an Internal Environment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The sympathetic nervous system is active when the body is undergoing muscular work such when we are doing exercise, like when running or jumping. It causes the increase in the heart rate and strengths the heartbeat. The parasympathetic nervous system calms the heart down and is active when the body is at rest. Heart rate is also increased by adrenaline. Adrenaline is a hormone from the adrenal gland and it is released duringwhen we are doing exercise, which increases the heart rate, this is the sympathetic nervous system is activated. Thermoreceptor detects a rise in body temperature and sends a message to the brain, then the hypothalamus to active the sympathetic nervous system, which increases the heart rate. Homeostatic control of breathing Rate Role of internal receptors Internal receptors measure the amount of carbon dioxide in the blood, and that information is relayed and processes by the medulla oblongata, which is the respiratory centre in the brain stem. There are chemoreceptors in the brain that sense the amount of oxygen, carbon dioxide and acid present in the body. As a result, they adapt the respiratory rate to properly balance for any disruption in balance of any of these chemicals. Too much carbon dioxide or acidity and too little oxygen cause the respiratory rate to increase. Carbon dioxide chemoreceptors are much more sensitive than oxygen chemoreceptors andsoapply an effect with smaller changes. Autonomic nervous system We don’t have to think about breathing because the autonomic nervous system controls it, as it does many other functions in your body. If you try to hold your breath, your body will overrule your action and force you to let out that breath and start breathing again. The respiratory centres that control your rate of breathing are in the brainstem or medulla. The sympathetic nervous system is active when our breathing rate is increasing for example when we are running or doing any exercise. The parasympathetic nervous system is active when our breathing rate is back to normal. The normal breathing rates for adult is about 20 breaths per minute. Respiratory centre, Diaphragm and Intercostals muscles Respiration is largely an involuntary act resulting from the automatic generation of rhythmic breathing by the respiratory centre in the brainstem. The rate of breathing is controlled by homeostatic mechanisms. The homeostatic control system includes receptors, the respiratory control centre and the effectors, the diaphragm and intercostal muscles. The diaphragm controls the flow of our breathing. The diaphragm main function it to helps inhale and exhale air from the lungs by contraction and expansion of the diaphragm. Intercostal muscles are muscle between two ribs in our chest. When we breathe in the ribs lift up and increase the volume of the rib cage. Homeostatic control of body temperature Producing body heat Heat is generated by the metabolic processes taking place in the body. Energy is released during chemical reaction and is usual used for muscle contractions but some of it is always released as heat. The liver is one of the main organs that help produce heat; some heat is also gained by hot food and drink and sometimes from the sun. The normal body temperature is 37 °C Loss of heat from the body When we feel hot we need to lose heat from the skin surface to cool our body down. There are four ways we can lose body heat from the skin: -Conduction- warming up anything that we are contact with such clothes even a pen would become warm from our hand when we are writing -Convection- is when we warm up the layer of air next to our skin and its moves up and is then replaced by colder air. It’s like having a fan next to you. Radiation is when the heat passes through your skin to warm up a colder object, such using your hand to warm up someone else because they have cold hands. -Evaporation of sweat – when we are hot, sweating will only cool the skin if it can take heat energy from the skin surface and convert into water steam and evaporate. Role of the hypothalamus The hy pothalamus is the processing centre in the brain that controls body temperature. It does this by triggering changes to effectors, such as sweat glands and muscles controlling body hair. Temperature receptors in the skin detect changes in the external temperature. They pass this information to the processing centre in the brain, called the hypothalamus. The processing centre automatically triggers changes to the effectors to ensure our body temperature remains constant, at 37 °C. The effectors are the sweat glands and muscle. Autonomic nervous system The parasympathetic nervous system hasnt got an important role in body temperature but it helps the unstraied muscle coats of the skin to reflex. The sympathetic nervous system controls the sweat glands and arterioles. The arteriole allows more heat to reach the surface of the skin. Effects of shivering Muscular activity helps generate heat so in a cold environmental we may rub our face, hands and d feet and also shiver. This is an effective way to generate heat. Implications of surface area to volume ratio in the care of babies Babies have a larger surface area volume ratio than adults and cannot effect change to gain heat or lose it. So they are at risk of developing hyperthermia is when the body temperature increasing above normal range or hypothermia is when the body temperature decrease above normal range. Homeostatic control of blood glucose Role of the pancreas, liver, insulin and glucagon Blood glucose is controlled by the pancreas and the liver; it also controls the insulin in the blood glucose. The pancreas role is converting the food we eat into fuel for the bodys cells. The pancreas has two main functions: an exocrine function that helps in digestion and an endocrine function that regulates blood glucose. The livers role is to convert the blood glucose into glycogen which is stored glucose. Insulin is a hormone. It makes our bodys cells absorb glucose from the blood. The glucose is stored in the liver and muscle as glycogen and stops the body from using fat as a source of energy.

Effects Of Globalization On An Organization The WritePass Journal

Effects Of Globalization On An Organization 1.0 Introduction Effects Of Globalization On An Organization from http://rosalinda.ingentaselect.com/wb/wpaperspdf/3069.pdf Black, Sandra E.; Brainerd, Elizabeth. 2002. Importing equality? The impact of globalization on gender discrimination. NBER Working Paper No. 9110 (Aug.). Cambridge, MA, National Bureau of Economic Research. Retrieved August, 15, 2013 from www.nber.org/papers/ w9110.pdf Boyer, Robert; Drache, Daniel (eds.). 1996. States against markets: The limits of globalization. London: Routledge. Carr, M. Chen, M. A. 2001. Globalization and the informal economy: How global trade and investment impact on the working poor. International Labour Organization. Retrieved August, 15, 2013 from ilo.org/wcmsp5/groups/public/ed_emp/documents/publication/wcms_122053.pdf FAO .2004. Trends and Current Status of the Contribution of the Forest Sector to National Economies, FAO Working Paper FSFM/ACC/07.   Forest Products and Economics Division, Rome: FAO.. Klein, N. 2000. No Logo. London: Harper Perennial. Oxfam America. 2002. Global finance hurts the poor: Analysis of the impact of North-Southprivate capital flows on growth, inequality and poverty. Boston: MA. Ritzer, G. 2000. The McDonaldization of Society. California: Pine Forge Press. Rodrik, Dani. 2001. The global governance of trade as if development really mattered. Background paper for the Trade and Sustainable Human Development Project, UNDP. New York: UNDP. Stiglitz, Joseph E. 2003. The roaring nineties: A new history of the world’s most prosperous decade. New York: W.W. Norton Company. Thomas, F. 2000. One Market Under God. London: Seeker Warburg.

Answers to Questions About Punctuation #3

Answers to Questions About Punctuation #3 Answers to Questions About Punctuation #3 Answers to Questions About Punctuation #3 By Mark Nichol Here are a few questions from DailyWritingTips.com readers about various punctuation issues, followed by my responses. 1. A lawyer asks a witness about a quoted statement made to the witness by another person, such as â€Å"Did she tell you, ‘I have to call the authorities, you’re going back. Stay right here.† Should there be a question mark after the closing quotation mark? The framing sentence the one in which the quotation is framed, is a question, so the terminal punctuation should be a question mark. However, the division of the quotation into two sentences, with a period intervening, is awkward, because that terminal punctuation interferes with the role of the question mark. (The first sentence also includes a comma splice, in which two independent clauses are erroneously separated by a comma rather than a stronger punctuation mark such as a semicolon.) Here’s my solution: â€Å"Did she tell you, ‘I have to call the authorities; you’re going back stay right here’?† 2. Is the following quotation punctuated correctly? â€Å"Do you think she has the nerve to tell him, ‘You are a terrible man.’?† I think I recall a rule that you can’t have two kinds of punctuation at the end of a quote, but how else can it be done? The question mark preempts the period: â€Å"Do you think she has the nerve to tell him, ‘You are a terrible man’?† 3. Is it still correct to place a semicolon before however and a comma after it? Yes. Here’s a post on the topic. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:100 Whimsical Words50 Idioms About Arms, Hands, and FingersWhile vs. Whilst

Scott F. Turow English Research Paper Example | Topics and Well Written Essays - 1250 words

Scott F. Turow English - Research Paper Example Before diving into as to what potentially Scott F. Turow is mastered in we might like to learn as to what exactly has been formerly associated with the man and to where did his career start and develop to what it is today. Born on 12th April 1949 Scott Turow attended New Trier High School while he effectively graduated from Amherst College in 1970. To his credit Scott F Turow won a fellowship at the Stanford University in the department of Creative writing and later went to the Harvard Law School to become a professional lawyer. With the American population Scott F Turow has been one of the great entertainers in providing crime action thrillers pertaining to novels establishing a very rare authenticated plot that demonstrates originality plus keen sense of suspense closely related to the plot and never in the whole text let’s go of it at any point in time. ... Scott Turow identified that there is also corruption imbedded in the system of judiciary as opposed to a clean legislature and fundamentally highlighted one such aspect in his much acclaimed novel â€Å"Presumed Innocent†. In this novel Scott Turow significantly underlined that the system is prone to even prosecute innocent suspects that have a niche for being at the wrong place at the wrong time. His fictional hypothesis in this novel fundamentally and to a great extent issued a inaugural loop hole in the Judicial system while also made, through the passage of the novel, way to better equip the law for any such future real time cases. In eyes of a fan Scott Turow’s writings generally entertained a crime reader to the core of his or her suspense appetite while also making sure that the message intended in the book was also effectively delivered, for I may quote from the book, Scott Turow: A critical companion â€Å"Turow is an architect of devious narrative. His philos ophical take onthe law is that what you get is never simply what you see, and his medium parallels and reinforces this message. The mystery element of most of the novels remains ambiguous at the end.The narrative, too, typically shifts point of view and time period, with the chronological shifts often showing just how blind the legal system can be at the time of the crime, or how lost events can become in retrospect. Inferences, both legal and commonsense, fill in gaps in the story, but the ultimate truth remains untold†¦.. These particular fact clearly suggest that even though with a legal system as strong as that of the United States of America a typical genius of

Themes and Style comparison between Pans Labyrinth and The City of Essay

Themes and Style comparison between Pans Labyrinth and The City of Lost Children - Essay Example The themes of both the films have one thing in common; they are about dreams. The films show how important dreams are and especially of young children. In Pan’s Labyrinth, this theme is shown as the young girl has an imaginative fantasy world in which she lives and creates her own magical world. In her dream world, she is a princess and she sees people in the real world as annoying and distracting. It is her love for fairy tales that led her to go on an adventure where she was given the chance to become the princess she was and return to her father, the King. She was told that she was a born princess by a faun who she meets at the night in the forest. The rest of the film shows how the young girl accomplishes three gruesome tasks just to claim her royalty and her status as a princess. In The City of Lost Children, the theme of dreams is depicted as the old aging scientist kidnaps young children to steal their dreams. This theme is portrayed as children dream big and they have the capability to dream about their fantasies and their innocent world. The evil scientist starts stealing these dreams leaving the children empty and without their dreams. The children are lost without their dreams and they are kept in a secret place. The old scientist steals the dreams as he doesn’t have the capability to dream himself. It is also shown that the scientist is aging rapidly only because he doesn’t have dreams. The film shows how dreams keep us younger and give us the reason to live a life. The theme of evil is also somehow depicted in both the films as they are fantasy films and they show the evils which are associated with every good. The young girl in Pan’s Labyrinth is living her dream fantasy of being a princess and having royalty. However, her dream is disrupted by the evils that surround her. The fairy takes her to the forest where she is told she is a princess and in order to

Investigation of Argon Element

Investigation of Argon Element P1 Part 1 Atoms Poster The element selected from the periodic table for this investigation is Argon. Over this first section of the poster, we will be overlooking this particular element in detail.          Argon This element from the periodic table is known as a noble gas. It takes up one of the tiniest percentages (at 0.93%) of the earths atmosphere on a whole. It was discovered in 1894 by two chemists from the United Kingdom, who names are William Ramsay, and John William Strutt. This was accomplished as a result of fractionally distilling both oxygen and liquid nitrogen, therefore, having Argon released as one of its by-products. It was only completely isolated after the distillation process by examining the waste product from removing of nitrogen, oxygen, carbon dioxide, and water from the clean air. All the elements on the periodic table are represented by their own unique and individual symbol. Argon is an element on the periodic table represented by the symbol Ar. Also, Argon is displayed having an atomic number of 18; which displays to us that it has an amount of 18 protons located in the nucleus as well as the 18 electrons found on the atoms shells; is also displayed as having the atomic mass of 40; which is the number of protons and neutrons combines. As we already know it has a number of 18 protons from the atomic number we can then find out the number of neutrons by subtracting the atomic mass from the atomic number that equals to 22 neutrons. Additionally, by it being in group 0 it, therefore, has a clear classification of being a noble gas due to obtaining a full outer shell of 8 electrons. Due to this, it has the logical standard state of a colourless gas. By being a noble gas it has acquires special properties, primarily being that this non-metal is a very unreactive gas due to its complete electronic structure, not needing to gain or lose its outer shell electrons to other elements, not needing to achieve its already obtained electronic structure of a noble gas. Additionally, it is found in the third period on the periodic table due to it occupying 3 shells. Its electronic configuration has 2 electrons on the first shell and 8 each on the following two. Sub-atomic particles All atoms consist of the same subatomic particles. The table below displays the relative mass and charge of an electron, a proton and a neutron: Relative Mass Relative Charge Proton 1 +1 Neutron 1 0 Electron 1/1850 -1 As shown, protons and neutrons have the relative mass of 1 indicating that they are of equal size. Electrons are shown to have a relative mass of 1/1850 due to it being minuscule compared to protons and neutrons. Additionally, the relative charges are different to one another. Protons with a positive (+1) charge. Neutrons with no charge (0), and electrons with a (-1) charge. Section 1: The Periodic Table Group 1 Alkali metals Group 7 Halogens Group 2 Alkaline earth metals Group 8 Noble gases How are the elements in the periodic table arranged? There are different elements in the periodic table. These elements are categorised into separate sections. First of all, the metals (alkali /alkaline earth metals) are arranged on the left-hand of the periodic table. Alkalis in group one and then alkaline earth metals in the second. Next, the middle of the periodic table is where transition metals are found from scandiums group to coppers. Lastly for the metals, the poor metals that are found from zincs group to group six. Then follow the non-metals on the right-hand side starting from group to seven. Ultimately, group 0, consists of noble gases. There are then factors that create the periodic table layout. Firstly, the number of shells that occupy an atom correlates to which period number row that its in. in addition, the number of electrons in the outer shell of an atom is the same as the group column number in the table. However, for noble gases, theyre different to all atoms du e to having a full outer shell of electrons. This, therefore, categorises them in group 0. Electronegativity: In covalent bonds, electronegativity shows how strongly an atom attracts electrons. It increases as you go across a period in a table, therefore, the greatening the attraction for bonding electrons. Far left elements: These are atoms in the periodic table have only one or two electrons in their outer shells, concluding them in needing to give these away to achieve a full outer shell configuration. These have a low electronegativity due to being found on the far-left of the periodic table as the name suggests. Far-right elements: These are atoms in the periodic table that only need a few electrons to achieve a full outer shell, therefore having a strong desire to grab another atoms electron(s). These have a high electronegativity due to being found on the far-right of the periodic table as the name suggests. Ionisation Energy: Ionisation energy is simply the amount of energy needed to separate an electron from an atom to form an ion. Like electronegativity, the process of ionisation energy generally increases as you go across a period. Atomic Radius: The atomic radius consists of the length of the outer shell of an atom to the nucleus centre. Therefore, across periods on the periodic table, the atomic radius of the atoms decrease. This means that as you go along a period the distance between the outer shell and the nucleus decreases. Sodium 2, 8,1 Nitrogen 2, 5 Potassium 2, 8,8,1 Carbon 2, 4 Magnesium 2, 8, 2 Oxygen 2, 6 Calcium 2, 8, 8, 2 Chlorine 2,8,7 Neon 2, 8 Section 2: Bonding Elements form bonds to complete their outer shell to make them stable. There are two main types of bonding, ionic and covalent. We will be overlooking these two bonding types in this second section. Ionic bonding: Ionic bonding occurs between the positive metal ion and a negative non-metal ion compounds which attract and form an ionic bond by electrostatic attraction. The process begins with transferring an electron from a metal atom (far left element) to a non-metal atom (far right element). During ionic bonding, metal atoms lose their electrons to the non-metals which gain their electrons. A positive ion is formed when metals from groups one or two loose electrons to the far-right elements and then negative ions are formed when an atom in group six or seven gains electrons the electrons from those of the far-left elements. Covalent: This bonding process occurs in compounds of two non-metals. In a covalent bond, electron pairs occupy an area between overlapping atoms. This is to allow the sharing of electrons between the atoms in the compound which also allows for the structure to be held together and maintained. Covalent Molecules Name and formula Dot-cross diagram Water: H(2)O Methane: CH4 Hydrogen Chloride: HCl Chlorine: Cl2 Carbon dioxide CO2 Tetrahedral Basis of Organic Molecules Using the molecular models Ive drawn the structures of the following organic compounds and indicate their bond angles around the mid carbon atom. Organic Compound Structure including bond angles Methane (CH4) Ethane (C2H6) Propane (C3H8) Ionic Molecules Name and formula Dot-cross diagram Lithium chloride: (LiCl) Sodium oxide: (Na2O) Calcium chloride: (CaCl2) Aluminium oxide: (Al2O3) Bibliography http://www.ptable.com/Images/periodic%20table.png     Ã‚  

Religion Assignment

Religious Background My family is fairly religious and my views have certainly been influenced by their beliefs. I was brought up in a Christian household and the majority of my relatives are Christian as well. All throughout my life this has been the only religion that anyone in my family has followed. Most families have some sort of differing beliefs however mine lacks this and there is very little that differs in any of the family’s belief systems. Though my parents wanted me to attend church regularly I was never forced into anything whether it be attendance or belief and I truly appreciate that. Religion is not the center of my life but it still has a strong presence and influence on my life. Though my family does acknowledge most traditions we have never strictly adhered to them. Of course we celebrate the main events such as Easter and Christmas and partake in the events that go with them. My parents would make sure that we knew the reason that we were celebrating these holidays and though presents still seemed to reign supreme there was always the thought of something bigger. We would always attend the evening church services and the large (and usually dull) family gatherings on these special occasions. Going to church every weekend was not something that was a necessity for us however I believe most would still recognize us as regular attendees. It was always my belief that going to church was not an essential part of my religion and we would occasionally choose football or even sleep over the usual Sunday morning service. Earlier in my life we attended an Evangelical Christian church and my family agreed with the belief system for the most part though my parents seemed to have issues with some of the smaller aspects of the Evangelical church. It was at this church that I first began to form my set of beliefs and my opinion of religion. I have always been prone to asking questions and even at a young age I somewhat philosophical (now I realize that even though I have learned a lot over the years I am still asking some of the same questions that I was asking at the age of eight). My mother was raised in a Christian household but her family was more traditional than ours is. Both of her parents are Christians and that belief filtered down to their children. Overall they seem to be a bit stricter in their beliefs and going to church was emphasized much more than it is in my family now. It seems that with every generation gets slightly more liberal with their beliefs and morals. With my mother church was a large part of her youth and I was hardly involved. It seems to me as if there are three types of churchgoers, the ones who attend regularly (every Sunday), those who only go on Christmas and Easter, and those who live church. She was one of the people who lived church. My father grew up without a belief system but when his sister began searching for answers she became a Christian and that got him thinking and he joined a Bible study because of it. After a while it began to make sense to him and he accepted the religion as well. After both of his children had this new found faith my grandfather decided to â€Å"investigate† as he calls it. He was incredibly skeptical at first as religion had never been a part of his life, but he decided that the best way to find out would be to read the Bible. After much deliberation and consideration he decided that there was some truth to it and he became a Christian as well, with his faith based entirely off of the Bible. My grandmother followed suit and thus my aunts’ change in belief lead the entire family to reconsider their belief. In a way I dislike calling myself a Christian because of some of the connotations and countless different belief sets that the word Christian brings to mind (such as the people who stand at the street corner telling people that they are going to hell if they don’t repent their sins), and I feel as if labels can sometimes be problematic and inaccurate. The Bible is a large part of my belief system as it is one of the few things that make sense to me (if the Bible is the basis of the religion then I feel like it should be the basis of my faith). It seems as if so many different churches try to impose their own set of beliefs and morals on their attendees and it has always made sense (at least for me) to deduct things for myself through reading the Bible. Many of the main points of the Bible seem to get lost in translation and I have always disagreed with Churches that constrict themselves to a specific ideology and I prefer being a part of a non-denominational church or a ‘congregation' that is a little bit more open-minded than most. I base my beliefs off of the Bible and I feel that this is the inspired word of God. I believe that the main message in the Bible is one of love and that getting to heaven isn’t based on works but is instead based on faith. There will always be questions and many people with different viewpoints all believe that they have the answers. Religion interests me because it seems to me as if there will never be an positive answer to life and our purpose. Religion is one way to try to begin the attempt to explain what exactly life is. I think for many people religion is a way of coping with the fact that no one really knows for sure what death will bring. The search for meaning has always fascinated me and this drive reoccurs continuously throughout history. Many people devote their entire life towards finding the meaning of life and while it is not my intention to do the same, I still find it an interesting subject and I believe that studying the history of religion is a great way to expand your mind and gain some insight into what has unfolded in the past. I want to continue to learn about not only my own religion but other religions as well. It is my goal to keep an open mind about everything and really begin to understand and study all religions.

Using Technology As An Instructional Tool - 1424 Words

â€Å"If a child does not learn the way I teach, I must teach the way he/she learns,† Jacquie McTaggart used in her title of a book written for teachers by a teacher. A quote in which every teacher should value. It is easy to force a student to listen, but it is not easy to force a student to understand. It states that students all have different learning styles and the teacher should be able to figure out the best way for students to understand intellectually and embrace the challenges of learning for the teacher to become effective for all students. How does technology available to elementary students learning math in the classroom help them attain the information and allow them to become interested in learning the material and actually understanding it? There are many benefits from using technology as an instructional tool in the mathematics classroom. Math is not an easy subject for every student to grasp, there are some students who find that math is as easy as counting â€Å"one, two, three†, but for other students first learning math could look like a foreign language. There are many techniques that teachers use for the student to be able to quickly learn and understand, but one of the best ways is to incorporate technology into the lesson. Even if it means teaching the lesson through technology or allowing the student to play online games to allow them to have fun while learning and when it comes time for a test they can refer back to this specific lesson and remember thatShow MoreRelatedThe Leading Theories For Development Of Adult Education Programs Essay1362 Words   |  6 Pagessettings for instructional leaders, coaches and supervisors. 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Successful use of the Web 2.0 tools, such as, Google Drive, blogs, Wiki, instant messaging, social networking, media sharing, and podcasts showed a positive impact by stimulating students intellectually, and making communication easier in education (Amgad AlFaarRead MoreImpact Of Technology On Our Lives Today1313 Words   |  6 PagesThe impact technology has on our lives today is unmeasurable. We use technology nowadays for just about everything we do. Technology plays a major role in society as well nowadays. Everybody, including the adults have use technology to get to point to point B. Technology in this generation is more advanced than it has been before. It has been proven that the world we live in today is nowhere near what our forefathers endured. Modern techn ology is the forefront for advanced research and the sciencesRead MoreInstructional Strategies For High School Teachers938 Words   |  4 PagesIntroduction This instructional unit will consist of seven, one hour lessons, in which learners can participate by means of face-to-face instruction or with online tutorials. The unit of instruction is intended for high school teachers who are certified by the Texas State Board for Educator Certification (SBEC). In order to demonstrate their competence in the International Society for Technology in Education Standards for Teachers (ISTE-T), these educators will to develop an e-portfolio that fulfilsRead More The Case for Technology Essay1710 Words   |  7 Pages Technology permeates our society. In work settings, employees are expected to use computers for such tasks as communication, information management, problem-solving, and information seeking. Because technology is such an integral part of modern life, it behooves educators to prepare learners to use it effectively. Technology also has a role in the instructional process for it can serve as a means of supporting and enhancing instruction. Based on an analysis of the literature, Hopey (1998) notedRead MoreThe Challenges Of Learning That Teachers And Students Are Being Faced With Now1268 Words   |  6 Pagesare seriously facing rural schools, is the inability to hire and retain qualified teachers. The problem for the article was not clearly stated, although the purpose of the article is to study the relationship between technology use and skills and the use of constructive instructional practices among teachers in rural schools (Rakes, Fields, Cox, 2011, p.411). One of the ways to help increase the authenticity in the classroom and help students to better relate what they are studying to real life isRead MoreIntegrating Instructional Technology Essay1046 Words   |  5 PagesIntegrating Instructional Technology Rationale The intention of the Comprehensive Classroom Technology Plan is to enhance the use of technology in the classroom to improve the education that students receive in their learning and communicating. The detail found within the Comprehensive Classroom Technology Plan will describe the ability of the teacher to use technology in an effective manner within the classroom while providing a safe, secure, and educational environment for students to learn