Contrast Between Satire in The Rape Of The Lock and A...

Contrast Between Satire in The Rape Of The Lock and A Modest Proposal Although Alexander Popes, The Rape Of The Lock and Jonathan Swifts A Modest Proposal are both witty satires, they differ on their style, intention, and mood. To begin, in The Rape Of The Lock, Alexander Pope uses Horation satire to invoke a light, whimsical, melancholy mood to illustrate the absurdity of fighting over the cutting of ones hair. In fact, Horation satire is defined by K. Lukes as a device that is: urban, smiling, witty and seeks to correct the human foibles. and is further reiterated in The Concise Oxford Dictionary Of Literary terms as: Horation satire, often contrasted with the bitterness of Juvenalian satire, is a more†¦show more content†¦Of course, such an event is viewed by Pope as foolishness: an idiotic event which has no bearing on the movement, creation, or destruction of the universe. In fact, a calamity in which the worst consequence is that Belinda has a sister lock that now sits uncouth, alone (English, 1125). Thus, the intent of Pope is not to be invective or bitter but rather to give insight to the comical nature of the event, to bring to light that the universe does not move to the cutting of ones hair and that to have such a mistaken belief is foolhardy. This mockery and satire of aristocratic society is revealed by Pope throughout the poem: Belinda is depicted as a heroine goddess whose beauty causes The tortoise here and elephant unite, / Transformed to combs, the speckled and the white (English,1113). Furthermore,her trinkets are depicted as being spoils and ornaments of war, as one would use to prepare for battle: files of pins extend their shining rows, / Puffs, powders, patches, Bibles, [and] billet-doux (English,1113). This is comical in that such commoneveryday items suddenly have grave importance to the preservation and transformation of Belindas beauty. They bring her from the mundane to God-like. Yet, the irony exists that these are just everyday items. The tortoises and ele phants did not giveShow MoreRelatedEssay about A Swift Change Is Imminent1714 Words   |  7 PagesAt a first glance, a misogynist’s paradise is apparent when perceiving Jonathan Swift’s The Lady’s Dressing Room and a cannibalistic one in A Modest Proposal. However, Swift’s intricate feelings do not depict Ireland’s crude social convention, but rather for Swift’s revolutionary vitriolic satire, which permeates humanity’s blindness through political stand points. By using grotesque metaphors, to open the figurative eyes of the public, Swift’s poetry forced society to analyze the ways of livingRead MoreThe Importance of Being Earnest by Oscar Wylde658 Words   |  3 Pagesshe believes, are educated. However throughout the play, the reader comes to comprehend that Lady Bracknell herself does not possess the intelligence or knowledge to be considered â€Å"educated,† which leads them to see that the divergence in education between the upper and lower class is rather minor, if there is any at all. Ensuing Lady Bracknell’s opinions, those of the lower class ought to lack the intellect of the upper class. Instead, a member of a lower class system, Miss Prism, is illustrated as

Effects Of Pesticides On Heavy Metal Pollution - 2298 Words

Introduction Industrial pollution has been identified as a major problem in Egypt and is addressed under the National Pollution Prevention Program (NIPPP). (Abou Elela, 2002). Fertilizers industry is considered a sub-sector of the chemical industries which is based on the usage of numerous types of chemicals in large quantities. Increase in fertilizer use has become unavoidable to achieve maximum agricultural harvest. For instance, due to increasing population pressure, the use of chemical fertilizers has become essential in increasing crop production efficiency and meets the high needs for agricultural products in countries with a growing population. Waste from fertilizer factories usually ends up in sediments and soils. This waste may disturb the health of soil ecosystems. Soil quality and productivity in these areas have been dramatically reduced. Heavy metals contamination due to the emission of fertilizer industry is significant problem, which leads to negative influence on soil characteris tics and limitation of productive and environmental functions (Kassir et al., 2012). A number of field studies have described the reaction of microarthropods on heavy metal pollution (e.g. Bengtsson and Rundgren, 1988; Hà ¥gvar and Abrahamsen, 1990; Rabitsch, 1995; Russell and Alberti, 1998). Soil organisms may play an important role in the transfer of metals through the ecosystem in metal-polluted environments (Janssen et al., 1991). The most numerous groups of microarthropodsShow MoreRelatedRelease of Heavy Metals in the Environment648 Words   |  3 PagesRelease of heavy metals in the environment is one of the major pollution problems. Day by day concentration of these metals is increasing in water supplies due to various industrial processing. 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National Curriculum Subject Of Science Free Essays

In this assignment I will be looking at the National Curriculum topic of Science. I shall be looking at be aftering a scientific discipline lesson and instruction to a whole category. I will look critically at facets of the scientific discipline course of study, including the Early Years Foundation Stage ( EYFS ) . We will write a custom essay sample on National Curriculum Subject Of Science or any similar topic only for you Order Now Once the scientific discipline lesson has been taught, I will measure how good the lesson went, if there was any jobs and if there was, how they were overcome. When be aftering the lesson I will look at the misconceptions in scientific discipline and how resources/strategies help to put these misconceptions straight. I will besides look at ICT in the scientific discipline course of study and how ICT was used in the planned and taught scientific discipline lesson. The manner scientific discipline is taught has been good discussed with those who say that kids should be taught scientific discipline and those who say kids should be taught to hold an apprehension of scientific discipline. Cockburn ( 2001 ) provinces, â€Å" Others hold a well- established position that a chief purpose of school scientific discipline is to advance enthusiasm for the topic and to heighten students ‘ apprehension of, and, involvement in, scientific issues in big life. † ( Cockburn, 2001, pg 183 ) So Cockburn believes that instructors should teach kids in a manner that excites them, and wants them to be influenced in their adult/ calling life. However in the Independent reappraisal of the Primary Curriculum: Concluding study, it looks at the instruction of Science as, â€Å" Scientific and technological apprehension. † ( Rose, 2009, pg 47 ) Rose believes that kids should be taught to hold merely an apprehension of scientific discipline instead than hold learning that leads them to desire a calling in scientific discipline. As a practician I believe that the topic of scientific discipline should be taught to hold an apprehension of scientific discipline. This apprehension should be taught with such creativeness and enthusiasm that the kids will desire to detect and research on their ain. After looking at the National Curriculum for Science, and talking with the category instructor, it was decided that the subdivision on visible radiation and dark was to be taught following. The kids had a basic apprehension on light and dark, due to them holding a brief debut to the topic in a old hebdomad. As the kids are in Key Stage One, in conformity with The National Curriculum for Science ( 1999 ) kids are to be taught, â€Å" To place different visible radiation beginnings, including the Sun. † and â€Å" that darkness in the absence of visible radiation. † ( QCA, 1999, pg19 ) The instruction of light and dark at this phase helps to construct up a foundation for subsequently larning linked to light and sound. An earlier foundation is built in the EYFS, for a acquisition of Science. Such ends are, â€Å" Find out about their environment, and speak about those characteristics they like and dislike. † ( DCSF, 2008, pg 15 ) This builds a foundation for visible radiation and dark ; this is because light/dark is portion of their environment. This end besides allows for schoolroom treatment which is cardinal for their societal edifice accomplishments at this phase. Another foundation gal that is linked to the visible radiation and dark subdivision is, â€Å" Observe, happen out about and place characteristics in the topographic point they love and the natural universe. † ( DCSF, 2008, pg 15 ) This helps to construct a foundation, as the kids are taught about things that occur in the natural universe, i.e. visible radiation and darkness. After light and dark has been taught at Key Stage One, the acquisition continues into Key Stage Two. The first thing that kids are taught is, â€Å" That light travels from a beginning. † ( QCA, 1999, pg 26 ) Others include, that when visible radiation is blocked it forms shadows, that on brooding surfaces the light reverberates and eventually that the visible radiation has to come in our eyes to enable us to see. ( QCA, 1999, pg 26 ) The foundations are built in the EYFS with the kids being taught to detect the universe around them ; this creates a basic cognition needed to reassign to Key Stage one and two. I shall now critically reflect on the scientific discipline course of study, looking at the scientific discipline on a whole. Newton, 2000, pg 232 describes how the scientific discipline course of study faces issues on a whole, â€Å" Here we will look at the demand for you to see certain operational affairs in the primary scientific discipline schoolroom such as jobs of schoolroom administration and direction and the ways in which you and the kids interact during lessons. † So before contemplation on the course of study its ‘ ego, the agreement and way of the schoolroom has come under examination. Newton believes that administration affects the instruction of scientific discipline ; nevertheless Garson looks at how the resources are the precedence. â€Å" A utile manner of guaranting that the schoolroom a instructor plant in is contributing to making scientific discipline activities is to name the demands created by such activities and so guarantee that it is possible, within the peculiar restraints imposed by the school, to fit those demands every bit about as possible. † ( Garson, 2007, pg 78 ) Another issue has been brought up by the Houses of Parliament, â€Å" Factors within primary schools that may impact students ‘ involvement in scientific discipline, include ; whether scientific discipline instruction is adapted by single schools to reflect the involvement of their students ; the focal point on readying for SAT ‘s trials in the last twelvemonth of primary school ; primary instructors ‘ degree of scientific cognition and assurance in learning scientific discipline. † ( Houses of Parliament, 2003, pg 2 ) They believe that there are issues in the primary course of study that discourage the acquisition and enthusiasm of the kids in the schoolroom. However Mertler, 2005, pg 217, writes about a survey conducted with parents and kids. He summarises the decision of the survey, â€Å" 60 % of the parents considered their kids enthusiastic or really enthusiastic about larning scientific discipline both before and after the survey. † The survey was conducted one twelvemonth after the papers from the Houses of Parliament was published. It could be looked upon the papers assisting the instruction of scientific discipline ; by instructor improving and accommodating their instruction methods. Although it is possible that no alterations were implemented and the position of instructors, parents and kids changed for no ground. Another issue in scientific discipline is the job of misconceptions. As described by Tweed, â€Å" The word misconception denotes an mistake in believing about the scientific discipline construct, while prepossession is frequently more accurate, since the thoughts arose from their ain experiences and without formal scientific discipline direction. † ( Tweed, 2009, pg 104 ) Tweed believes that there are lone prepossessions instead than misconceptions. This is because kids perceive scientific discipline from their experience instead than holding a misconception due to deficient instruction. Dean discusses why there could be possible misconceptions in the scientific discipline course of study, â€Å" Children attack scientific discipline with thoughts of their ain about why things are they manner they are and these theories are frequently incompatible with the thoughts instructors want them to larn. † ( Dean, 2005, pg 80 ) The Committee on Undergraduate scientific discipline instruction, 1997, pg 27 looks further into the quandary of misconceptions in scientific discipline. They province, â€Å" Students are frequently able to utilize algorithms to work out numerical jobs without wholly understanding the implicit in scientific discipline construct. † They speculate that kids can cognize replies to inquiries, frequently through rote, but non hold any apprehension of the scientifical background. If kids have no apprehension of the scientifical background of things so how can this aid with their job work outing accomplishments? Looking more closely at misconceptions in scientific discipline, I will now concentrate on light and dark. Looking at the misconceptions in the visible radiation and dark subdivision will assist me be after my lesson subsequently. The first misconception that I come across was that some kids believe, â€Å" The oculus is the lone organ for sight ; the encephalon is the merely for thought. † ( Weiler, 2009 ) Although this is non straight elated to light and dark on the whole it is linked. This is because kids need to larn that the visible radiation helps us to see, but we can utilize our other senses to happen things. A survey conducted by Pine, Messer and St.John, 2001, pg 11, besides noted some misconceptions of kids, some of these include, â€Å" One kid thought you light a bulb by seting it in the Sun, another believed that visible radiations are the chief beginning of visible radiation. Four instructors highlighted the misconception that the Moon is a beginning of visible radiation. † St John, Pine and Messer, 2001 conducted a he-man with instructors on the misconceptions in scientific discipline. There were many misconceptions within the scientific discipline course of study. It is hard to understand how kids have these misconceptions/ prepossessions. Where the kid thought that a light bulb demands to be put in the Sun to visible radiation, it is possible that this is a prepossession instead than a misconception. The kids might hold experience with solar energy, but non hold the scientifical apprehension that the bulb could be powered in an alternate manner. However, if there are possible misconceptions for the visible radiation and dark subdivision, it is accomplishable and indispensable to get rid of them. There are many ways to subvert misconceptions ; the most good is published by the Committee on Undergraduate scientific discipline instruction, 1997, pg 30, â€Å" Carefully selected presentations are one manner of assisting pupils overcome misconceptions. † This peculiar system of get the better ofing misconceptions helps kids who are kinesthetic scholars, as kids learn best by making. If the instructor was to utilize shows with the kids, the ‘hands on ‘ larning attack will assist to overcome the misconceptions. Bing able to place possible misconceptions and how to get the better of them is acute to assist when be aftering lessons. Planing lessons is important to assist raise the accomplishment of the kids and to run into the standards set by the National Curriculum, â€Å" There are four chief schemes for raising accomplishment. They are: a planned course of study that has both comprehensiveness and deepness ; strategies of work that break down the course of study into manageable balls ; effectual lesson programs ; distinction, so that each kid is able to work to his or her ain potency and non execute undertakings that are either excessively easy or excessively hard. † ( Smith, 2002, pg 96 ) If instructors are to learn to the right criterion and beyond so they should be after their lessons with links to the National Curriculum. Using the QCA strategies of work will assist every bit will the use of distinction. As cited earlier the kids will be looking at the visible radiation and dark subdivision of the scientific discipline course of study. The misconceptions faced earlier are assistive towards the planning of the lesson. This is because presentations will be projected to help kids repress their misconceptions. Teachers besides need to be after for distinction during any topic, nevertheless from experience it can assist to hold assorted ability groups that will back up each other. Newton, 2000, pg 216 describes how instructor should travel about planning for scientific discipline, â€Å" When planning for scientific discipline there are four peculiar standards you need to thing about ; comprehensivenesss, balance, continuity and patterned advance. † Newton conceives that to be after a scientific discipline lesson, instructors should believe about ‘breadth ‘ . The ‘breadth ‘ agencies to cover a broad scope of each subdivision ; non merely concentrating on each sub-section separately. The ‘balance ‘ of the planning is the balance of learning for an apprehension and consecutive frontward learning. ‘Continuity ‘ is linked with the appraisal, guaranting that the kids to the full understand before traveling on to the following subject. Finally ‘progression ‘ can besides be associated to continuity. It focuses more on guaranting the kids have a full apprehension and any misconceptions have been overco me. When be aftering the lesson I felt it was needed and good to re-cover any anterior cognition they may hold. Walker, 2008, pg 9 besides suggests utilizing this clip to recap old lessons/ cognition, â€Å" In a typical hr lesson this will take 5-10 proceedingss. Its intent is to give pupils a spirit of the lesson and to acquire them believing. Alternatively it could be an activity to arouse what they remember from a old lesson. † The starting motor of the lesson will be a PowerPoint that will be synergistic and able to be used on the SMART Board. I decided to utilize PowerPoint as it is package that can be projected onto the SMART Board which will enable the kids to interact with the PowerPoint. Likewise PowerPoint is package that I have a batch of experience with, so I am able to determine that it is an exciting stimulation for the kids. Miller, Averis and Sherran, 2004, pg 7 describe in item how good utilizing PowerPoint/ synergistic whiteboard in the schoolroom can be. They suggest that it can motivate both the kids and the instructor ; in many instances it can help concentration. It is besides non clip consuming, leting farther clip for independent work. Potter and Roberts, 2002, besides study on the benefits of utilizing PowerPoint, â€Å" Using a computing machine helps pupils to widen their concentration and doggedness ; since they are extremely motivated to win in their undertaking, students will persist for far longer that they would with a undertaking on paper. † PowerPoint helps all kids with their concentration non merely those who are ocular and kinesthetic scholars. Looking at my ain experience in the schoolroom, when other instructors have used PowerPoint I have observed kids, who ne’er typically answer, seting their manus up and holding a attempt. I chose to utilize PowerPoint over any other package because of the broad scope of interaction and media available when utilizing it. Besides it is compatible with about all laptops and desktop computing machines, so there would be no issues, during the lesson, with compatibility. However some believe that there are issues when utilizing PowerPoint in the schoolroom, Brown, 2007, pg 1 notes that in some instances people/children can go un-affected by PowerPoint ‘s if they are used excessively much and in emanation. However it could be argued that if the presentations were synergistic and prosecuting so neither the kids nor the instructor would go tired of them. Chin, 2004, pg 29 besides notes a frequent issue when utilizing PowerPoint in the schoolroom. He believes that some instructors can be allured by the broad scope of media available and over usage it, therefore doing it endearing but besides deflecting for some kids. On the other manus the scope of media used, could, show a benefit to those in the schoolroom. This is because each type of media ( exposures, sketchs, picture, sound or graphs ) is suited to cover all of the different acquisition manners that the kids have. ICT should be used in the schoolroom at a assortment of times whether it is to ; present a subject, re-cap old lessons work, to informally assess kids or as an educational activity for those kids who have finished their work early. However there are besides times when ICT should non be used, the main clip is when a kid is fighting with their work ; this clip should be a one to one instructor focal point clip. The PowerPoint I used in my lesson links to the larning nonsubjective, â€Å" That there are many beginnings of visible radiation. â€Å" ( QCA, 1998, pg 2 ) This is taken from the QCA Schemes of work for Science. The PowerPoint ( Appendix A ) links to this peculiar acquisition aim. This is because it asks kids what kind of beginnings of visible radiation they can believe of. Then to widen their cognition the kids are so able to play a game placing the light beginnings. As I used PowerPoint during my lesson instead than any other ICT, I feel that the lesson flowed more easy. Besides as I used ICT at the beginning of the lesson I sense the kids were focused. By utilizing an synergistic piece of package I was able to detect the kids and inquiry them, whilst they were playing the game. Sing the PowerPoint and the kids in footings of accomplishment I feel as though it did assist the kids to carry through. The PowerPoint helped the kids meet the required acquisition aim, it besides help the kids to derive an apprehension of the many available light beginnings. When be aftering the independent portion of the lesson, I felt that this was the best country to assist get the better of the kids ‘s misconceptions. As radius about earlier the best manner to get the better of the misconceptions is through presentation. Wragg and Brown, 2001, pg 15 besides back up the theory of ‘how ‘ , â€Å" Wrapped inside a ‘why? ‘ inquiry is frequently a ‘how? ‘ inquiry. † The best manner to reply ‘how? ‘ is to actively include the inquirer in a presentation, this is frequently more helpful as the kids learn best by making, which Wragg and Brown ( 2 ) , 2001, pg 56 besides back up, â€Å" Most kids ( and grownups ) learn best when actively involved. † I decided to cover the learning aims, â€Å" That visible radiation is indispensable for seeing things † and â€Å" That when it is dark other senses can be used to assist us happen things and place things. † ( QCA, 1999, pg 2 ) To make this I covered three of the school desks with blinds, towels, covers and other stuff, I so ensured that under the tabular array was in darkness. I so laid out a assortment of objects under the tabular array and on the roof of the tabular array for the kids to happen. ( Appendix B ) I chose a few kids at a clip out of the category, before they went under the tabular array I questioned them as to how they were be aftering to happen the objects as it was traveling to be dark, this was to re implement the ‘different senses ‘ portion of the acquisition aim. Once the kids had found two or three objects, they were so asked to come out and place the object and state the others what they thought it was. For the plenary of the lesson I decided to garner all the kids on the rug to discourse they activity that they had merely done. I asked the kids about what they had used to happen the objects e.g. their custodies. I besides asked them about how they knew what each point was, this was to guarantee that they had achieved the lessons larning aim. The appraisal of the kids was done throughout the lesson ; this was done by observation of the kids ‘s apprehension during the lesson debut. This was besides done through oppugning the kids during the chief portion of the lesson on what senses they will utilize to happen the objects. The usage of oppugning during the lesson is as fast and easy attack of appraisal, â€Å" Questioning is one of the most utile methods of distinguishing appraisal. Oral and written responses to varied degrees and types of inquiries help the instructors officially and informally acquire an thought of how the category and single pupils are understanding the constructs of the unit of survey. † ( Northey, 2004, pg 146 ) As there was no written work, observation and oppugning were the most expert methods of appraisal during this lesson, it besides helped as I could en-visage if any of the kids were fighting during the starting motor and give them excess support. As this was a scientific discipline lesson none of the kids were split into ability groups. This was besides because for most of the lesson the kids were on the rug, those who were of lower ability were given excess support from the Particular Support Assistants, Farrell affirms this belief, â€Å" However, the chief ways of differentiating can be brought together in six attacks. These are: distinction by result, undertaking, support, schoolroom administration, resources and extension. † ( Farrell, 1999, pg 50 ) After learning the lesson, I experience that the lesson had really few major jobs. It is evident that the usage of play/demonstration helped the kids to larn, this is supported by many theoreticians. An old Chinese adage says, â€Å" I hear I forget. I see and I remember. I do and I understand. † ( Conficius, 551BC- 479BC ) If kids are to hear they bury, if they see something they will remember it, nevertheless if they do it they will grok the construct behind it. One job during the chief instruction activity was that under the tabular array, it was non dark plenty, which would consequence the result of placing the object. This was easy overcome by adding more stuff to do it darker. The kids were engaged while the PowerPoint was on during the lesson, although the game did over run into the chief instruction of the lesson, with respects to clip ; as a effect there was small clip for me to make inquiries with the kids. This nevertheless was overcome by oppugning them, whilst they were waiting to make the undertaking. The inquiring was an indispensable portion of the lesson, as mentioned before it was portion of the appraisal of the kids. In future when composing lesson programs, I shall compose approximative timings in each box, to guarantee that there is clip for oppugning. As I had planned portion of the lesson to get the better of any possible misconceptions or prepossessions I can be certain that the kids did non complete the lesson with any of them ; this is critical to the scientific discipline lessons subsequently in each cardinal phases. I feel as though the usage of ICT did better the instruction and acquisition of the lesson, I felt as though it helped to better and keep their concentration and apprehension. Williams, 2003, pg 8 besides agrees, â€Å" If the admiration and exhilaration of scientific discipline is non to be lost, so it is imperative that ICT should be included, non merely to streamline to treat, but to actuate the kids and heighten the quality of their acquisition. † However Farmey, 2002, page 131, notes a logical point that many instructors should inquire themselves, the followers, when believing about utilizing ICT, â€Å" Is the usage of ICT a better method than pencil and paper? The method hence being considered must offer advantages over the other attacks ; if it does non so the usage of ICT should be questioned. † In response to Farmey ‘s thought, looking at my usage of ICT in the lesson, I do non believe that the kids would hold benefited every bit much as they did if I was to hold used another method of learning. The acquisition was synergistic, and all the kids desired to hold a attempt at replying. Although another job faced was some of the kids gave unhoped replies in order to seek and utilize the synergistic whiteboard. If I were to utilize this type of presentation once more I would turn it into a merriment game where if they were to give a cockamamie reply I would be able to steal one of their points. On farther analysis of my lesson I do experience as though farther distinction was needed. Upon reiterating a similar lesson I would guarantee that those of lower ability were observed and assessed ( informally ) to guarantee that they had a clear apprehension. Upon looking back at the lesson program and the lesson itself, I have found three cardinal countries to look upon in the hereafter. These are ; the timing of the lesson, guaranting full distinction of the kids and besides guaranting the resources/ activity are equal. The first affair that asks for attending is the timing of the lesson ; this is indispensable to guarantee that the kids are covering all that is planned, â€Å" Regularly running out of clip alters the balance of the lesson and means the decision is neglected. † ( Overall A ; Sangster, 2003, pg 181 ) Clocking demands to be kept in order for a full and proper plenary to take topographic point. The plenary of the lesson is where the chief portion of appraisal is done, if there is limited clip to make the appraisal so this does non organize an accurate history. Differentiation is another thing that needs attending in the hereafter. Although there was distinction, with the particular support helpers assisting the lower ability kids ; I feel as though there could hold been more accent on it. Hayes, 2006, pg 63 expressions at distinction being in two classs, â€Å" There are two chief types of distinction used by primary instructors. The first type is where all students are given similar undertakings to make but the outlook differs consequently to the student ‘s academic competency. The 2nd type of distinction is where students of different academic proficiency are given typical undertakings and activities on the same topic but with differing degrees of challenge. † Looking at Hayes, 2006, pg 63 If I was to make the lesson once more I would guarantee that the lower ability had more focussed help/encouragement, besides that the higher ability was given more ambitious objects to place. Finally it is besides indispensable that all resources/ activities are checked and ascertain that they will enable to better the kids ‘s acquisition. At the beginning of this assignment I discussed how I was traveling to look at be aftering a lesson in the scientific discipline course of study. I planned a lesson and utilizing the Hagiographas of assorted theoreticians the lesson was planned with cardinal characteristics remembered. I besides looked at how there are differing positions on the scientific discipline course of study subdivisions and besides the usage of PowerPoint/ ICT in the schoolroom. I besides evaluated the lesson I taught and looked at the jobs that I faced and so how they were overcome. From this I found three cardinal facets that I need to retrieve when be aftering future lessons. When be aftering to utilize ICT in the lesson I did happen it difficult to believe of an ICT constituent to utilize, so I decided to research some. Upon researching I did come across many theoreticians who did non favor utilizing ICT in scientific discipline, which did alarm me as to if there was traveling to be any benefits in utilizing ICT. However this encouraged me to make farther research and I did happen a batch of theoreticians who supported the usage of ICT. Upon composing and researching this assignment I feel as if I have gained more understanding of composing lesson programs. I have gained cognition of theoreticians contrasting positions and I have besides gained more whole category learning experience. How to cite National Curriculum Subject Of Science, Essay examples

Integration of Distributed Enterprise †Free Samples to Samples

Question: Discuss about the Integration of Distributed Enterprise. Answer: Introduction: The company AE Kalina Cycle (AKC) is the company whose main function is to produce the electricity from the waste heat. According to the case study, the main material required by the company for its production are the waste materials heat which is produces by burning them and also from the chemicals in the chemical industries. The software and hardware behind the company production are: The hardware is an inverter which is specially designed to convert the waste water which when mixed with the chemical ammonia, it generates the AC current. The software part of the company is a monitoring system whose function is to track the performance and efficiency of the inverter and other machines continuously. Therefore the inverter and the software control tools used by the enterprise have made itself one of the successful companies of the Australia, and with such reputation, it is a huge challenge for the company to protect its data from misuse. According to the case study, one of the other r easons for the success of the company is its enterprise system (ES) known as the enter AKC. The enter AKC software has enabled a stable and uninterrupted revenue model for the company. All the company transactional and the accounting records are held by the software enter AKC. Though all the records are kept by the software, it is still placing a significant burden on the administrative department of the system. The company which has developed the enterprise software for the company has been closed down. As the result the software is unable to update. It is now facing a huge challenge to adapt the customer need the company has developed which has lead to the workarounds, patches and extensions to keep using the software. The other asset of the company is the AKC Data Warehouse. The company in their initial days avoided the original customer data management and built its data warehouse which has served as the platform for the new services. The company has researched for over five yea rs in the field of domestic battery storage for the alternate energy which it has successfully launched in the year of 2016 in the name of the power AC which uses the application of the lithium battery technology, an another asset of the company. The company is unable to run its enterprise system as the result it is depending on the cloud technology especially the SaaS to support the human resource section of the enterprise. For the cloud purpose, the company is relying on the enterprise called workday a US based SaaS provider. The company is highly concerned about its data therefore for the role data backup, it has enrolled a small company in norwa which has taken the responsibility to provide the data backup service for the company. Analyzing System Threats Analyzing the assets of the company following threats can be imposed on the company using the technology Firstly the company is depending on the wastes of the chemical industries and the plastic materials to produce the electricity (Bi Da and Wang 2014). These wastes can be radioactive so it can be a threat for the company and the worker can get affected by these radioactive elements and can get the deadly disease like skin cancer. Therefore, the employees should work with great care to avoid any such diseases. Secondly according to the case study the company is successful in its field therefore its data are on high demand. It has been using the older enterprises system which cannot be updated as the company which has made that software has been closed down therefore another threat to the company is that if the company do not use a proper enterprise system its data can be hacked (Han et al. 2012) Thirdly the company has to comply with the relevant Australian standards in its all product and simultaneously keeping up with the innovation to remain at the top in the market so it is a possible threat that the company product may not match the possible standards for taking up the innovation. Fourthly the company is moving towards the cloud based application thus it is possible threat that the company data may be hacked if the cloud company do not have a strong firewall. According to the case study, the enterprise system of the company has been the problem of the company as the company who was making the software has been closed down. Now the company is looking for another option like cloud, VPN or data warehouse for its business purpose. The Rapid development in the company implies that there will be a detailed documentation the changes made in the system is dependent on the dedicated Database to keep the system operating. Enter AKC is slowly becoming a burden for its business transaction. The Accounts reconciliation officer who is responsible for the banking transaction has been exporting and converting data of the company on a regular basis, in the CSV format. To reconcile accounts and other transactions on its desktop but the busy schedule of the employee has demanded the employee to work from home on the laptop which is not possible. Moreover, it is also not possible to share the customer transaction records between entering AKC software and the data centre in real?time. Lastly, the main vulnerability is the cloud computing is the data breaching. The news of the data breaching has increased significantly around the world the data would be more vulnerable to the beach in the cloud applications. References Bi, Z., Da Xu, L. and Wang, C., 2014. Internet of things for enterprise systems of modern manufacturing.IEEE Transactions on industrial informatics,10(2), pp.1537-1546. Han, R., Guo, L., Ghanem, M.M. and Guo, Y., 2012, May. Lightweight resource scaling for cloud applications. InCluster, Cloud and Grid Computing (CCGrid), 2012 12th IEEE/ACM International Symposium on(pp. 644-651). IEEE. He, W. and Da Xu, L., 2014. Integration of distributed enterprise applications: A survey.IEEE Transactions on Industrial Informatics,10(1), pp.35-42. McDermott, C.M. and Prajogo, D.I., 2012. Service innovation and performance in SMEs.International Journal of Operations Production Management,32(2), pp.216-237. Zannetti, P. ed., 2013.Air pollution modeling: theories, computational methods and available software. Springer Science Business Media. Zissis, D. and Lekkas, D., 2012. Addressing cloud computing security issues.Future Generation computer systems,28(3), pp.583-592.

Olivers life Essay Example

Olivers life Essay After nine years with Mrs Mann, Oliver is moved to the workhouse to undergo even more pain and suffering where the boys are so hungry that one boy says he is scared that he will eat the boy that sleeps next to him. Eventually the starving boys decide that one of them will ask for more at the next meal and they come up with a way of deciding it and, as it turns out, Oliver gets the short straw and ends up saying Please sir, I want some more. Mr Bumble almost cant believe what Oliver has said and his face turns pale and he stumbles and clings for support. This is one of the most important parts of Olivers life because it changes the path of his life completely. Straight away he is marched down to the market by Mr Bumble offering Oliver together with five pounds. Eventually they come across Mr Gamfield, a vicious chimney-sweep who offers to take Oliver on as an apprentice for 5 pounds which is later lowered to 3. Mr. Bumble, Mr. Gamfield, and Oliver appear before a magistrate to sign the documents for Oliver to be taken. At the last minute, when he was looking for his inkbottle to sign the document, the magistrate notices Olivers pale face. He asks the boy why he looks so petrified. Oliver tells the magistrate that he would rather be beaten or killed rather than being an apprentice to Mr. Gamfield. We will write a custom essay sample on Olivers life specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Olivers life specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Olivers life specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The magistrate refuses to allow Oliver to be an apprentice. This is also a big turning point in Olivers life as a hint of fate comes in that if the ink bottle had been in the right place he would have been a chimney-sweep but he is put back for sale again and a kind undertaker called Mr Sowerberry takes him on trial for one week. His wife, Mrs Sowerberry, is not a very nice person and as soon as Oliver enters the shop she remarks that he is very small, only for Mr Bumble to assure her that he will grow but she isnt happy and says I dare say he will on our bittles and our drink and complaining that the workhouse boys always cost more than they are worth. Mr Sowerberry points out that Oliver is a good-looking boy and would make a good mute in proportion. This is the only time we get told about Olivers facial features this links back to the beginning of the book where Oliver is branded and described as it.  Noah Claypole works under the Sowerberrys he is slightly higher in the hierarchy of the lower class yet he still has a go at Oliver just because he has some little form of power. He keeps saying to Oliver Hows your mother, Workhouse Oliver tries to be nonchalant about this and gets on with his job even though it is bothering him. Eventually Noah gets on his nerves so much by saying your mother, she was a nice one, a regular right down bad one. Its a good thing she died when she did otherwise shed be in prison doing hard labour even though Noah doesnt have a clue who Olivers mum is. Eventually Oliver lashes out at him and jumps on him and starts punching him. Noah is a coward because he starts screaming to get people in the room and when two people have Oliver pinned Noah takes two cowardly cheap shots from behind. Then Noah runs to get Mr Bumble from the Workhouse and they lock Oliver in the cellar until they can decide what to do with him. In the cellar Oliver escapes and decides to walk to London and there he finds Jack Dawkins, more commonly known as The Artful Dodger. Oliver tells him that he has come to London to make his fortune. At this The Dodger says I suppose youll want some place to sleep tonight and this takes Olivers fancy since he has no lodgings and no money and so he agrees. The Dodger says as it happens I know a rather kind and respectable gentleman wholl give you lodgings for nothing. Oliver follows him to Fagins hideout where the children are sat around playing cards, smoking and drinking gin. Fagin is a good man that bad things have happened to and Oliver is very grateful because he would have probably died of starvation if Fagin had refused to take him in. Fagin then tells Oliver to make The Artful Dodger his role model because hes going to be a right little Bill Sykes. During Olivers first night he wakes up and sees Fagin looking at all his stolen treasure. Fagin then gets really concious that Oliver will tell the authorities and so he threatens him with a knife to the throat. The next day Oliver wants to go on his first job with The Dodger, so Fagin thinks it over and agrees. During the job The Dodger steals an elderly mans wallet who we later know as Mr Brownlow and he mistakes Oliver for The Dodger as Oliver wasnt ready to run away. Mr Brownlow gets the police to chase after him and eventually the police catch him and take him to the magistrates, or the beaks as The Dodger refers to them. Then Fagin starts yelling at The Dodger saying, why didnt you look after him, why didnt you bring him back This shows that Fagin is very worried because Oliver could tell the police everything about Fagin and his associates so Fagin and Bill Sykes decide to send Nancy to the court hearing. In the hearing the magistrate is drinking behind his desk and doesnt care what anybody says which mirrors the surgeon and the drunk nurse at the begging of the novel. Eventually the shop owner from outside where the robbery took place comes in and says it wasnt Oliver but another boy all the charges are dropped. Mr Brownlow decides to adopt Oliver and all the parts of Olivers life are falling right into place. It then gets even better when Mr Brownlow comes across a necklace that he gave to his niece for her 18th birthday one that was taken off her by a drunk nurse at her death when she gave birth to young Oliver. Fagin is still not convinced that Oliver wont tell the police of his wearabouts so they decide to kidnapp Oliver, which completley rips his troubled life apart, just as it was beginning to come-together.  Unlike other characters throughout the book Nancy is not entirely good. She has battles between her inner conscience and her devotion to  Bill Sykes. Nancy cares for Oliver so overwhelmingly she tries to take Oliver back to Mr Brownlow and it results in her death. Eventually Bill Sykes is killed trying to escape after everybody comes to try to save Oliver.  This book changed peoples opinion towards the poor and the rich people loved reading it and couldnt wait for the next issue to come out every month.

Bernard Montgomery, World War II Field Marshal

Bernard Montgomery, World War II Field Marshal Bernard Montgomery (November 17, 1887–March 24, 1976) was a British soldier who rose through the ranks to become one of the most important military leaders of World War II. Known to be difficult to work with, Monty was nevertheless exceptionally popular with the British public. He was rewarded for his service with promotions to Field Marshal, Bridgadier General, and Viscount. Fast Facts: Bernard Montgomery Known For: Top military commander during World War IIAlso Known As: MontyBorn: November 17, 1887 in London, England Parents: The Reverend Henry Montgomery, Maud MontgomeryDied: March 24, 1976 in Hampshire, EnglandEducation: St. Paul’s School, London, and the Royal Military Academy (Sandhurst)Awards and Honors: Distinguished Service Order (after being wounded in WWI); after WWII, he received the Knight of the Garter and was created 1st Viscount Montgomery of Alamein in 1946Spouse: Elizabeth CarverChildren: John and Dick (stepsons) and DavidNotable Quote: Every soldier must know, before he goes into battle, how the little battle he is to fight fits into the larger picture, and how the success of his fighting will influence the battle as a whole. Early Life Born in Kennington, London in 1887, Bernard Montgomery was the son of Reverend Henry Montgomery and his wife Maud, and the grandson of noted colonial administrator Sir Robert Montgomery. One of nine children, Montgomery spent his early years at the familys ancestral home of New Park in Northern Ireland before his father was made Bishop of Tasmania in 1889. While living in the remote colony, he endured a harsh childhood that included beatings by his mother. Largely educated by tutors, Montgomery seldom saw his father, who frequently traveled due to his post. The family returned to Britain in 1901 when Henry Montgomery became secretary of the Society for the Propagation of the Gospel. Back in London, the younger Montgomery attended St. Pauls School before entering the Royal Military Academy at Sandhurst. While at the academy, he struggled with discipline issues and was nearly expelled for rowdiness. Graduating in 1908, he was commissioned as a second lieutenant and assigned to the 1st Battalion, Royal Warwickshire Regiment. World War I Sent to India, Montgomery was promoted to lieutenant in 1910. Back in Britain, he received an appointment as battalion adjutant at the Shorncliffe Army Camp in Kent. With the outbreak of World War I, Montgomery deployed to France with the British Expeditionary Force (BEF). Assigned to Lieutenant General Thomas Snows 4th Division, his regiment took part in the fighting at Le Cateau on August 26, 1914. Continuing to see action during the retreat from Mons, Montgomery was badly wounded during a counterattack near Mà ©teren on October 13, 1914. He was hit through the right lung by a sniper before another round struck him in the knee. Awarded the Distinguished Service Order, he was appointed as a brigade major in the 112th and 104th Brigades. Returning to France in early 1916, Montgomery served as a  staff officer with the 33rd Division during the Battle of Arras. The following year, he took part in the Battle of Passchendaele as a staff officer with IX Corps. During this time he became known as a meticulous planner who worked tirelessly to integrate the operations of the infantry, engineers, and artillery. As the war concluded in November 1918, Montgomery held the temporary rank of lieutenant colonel and was serving as chief of staff for the 47th Division. Interwar Years After commanding the 17th  (Service) Battalion of the Royal Fusiliers in the British Army of the Rhine during the occupation, Montgomery reverted to the rank of captain in November 1919. Seeking to attend the Staff College, he persuaded Field Marshal Sir William Robertson to approve his admission. Completing the course, he was again made a brigade major and assigned to the 17th Infantry Brigade in January 1921. Stationed in Ireland, he took part in counter-insurgency operations during the Irish War of Independence and advocated taking a hard line with the rebels. In 1927, Montgomery married Elizabeth Carver and the couple had a son, David, the following year. Moving through a variety of peacetime postings, he was promoted to lieutenant colonel in 1931 and rejoined the Royal Warwickshire Regiment for service in the Middle East and India. Returning home in 1937, he was given command of the 9th Infantry Brigade with the temporary rank of brigadier. A short time later, tragedy struck when Elizabeth died from septicemia following an amputation caused by an infected insect bite. Grief-stricken, Montgomery coped by withdrawing into his work. A year later, he organized a massive amphibious training exercise that was praised by his superiors, which led to his promotion to major general. Given command of the 8th Infantry Division in Palestine, he put down an Arab revolt in 1939 before being transferred to Britain to lead the 3rd Infantry Division. With the outbreak of World War II in September 1939, his division was deployed to France as part of the BEF. Fearing a disaster similar to 1914, he relentlessly trained his men in defensive maneuvers and fighting. In France Serving in General Alan Brookes II Corps, Montgomery earned his superiors praise. With the German invasion of the Low Countries, the 3rd Division performed well and, following the collapse of the Allied position, was evacuated through Dunkirk. During the final days of the campaign, Montgomery led II Corps as Brooke had been recalled to London. Arriving back in Britain, Montgomery became an outspoken critic of the BEFs high command and began a feud with the commander of Southern Command, Lieutenant General Sir Claude Auchinleck. Over the next year, he held several posts responsible for the defense of southeastern Britain. North Africa In August 1942, Montgomery, now a lieutenant general, was appointed to command the Eighth Army in Egypt following the death of Lieutenant-General William Gott. Serving under General Sir Harold Alexander, Montgomery took command on August 13 and began a rapid reorganization of his forces and worked to reinforce the defenses at El Alamein. Making numerous visits to the front lines, he diligently endeavored to raise morale. In addition, he sought to unite land, naval, and air units into an effective combined arms team. Anticipating that Field Marshal Erwin Rommel would attempt to turn his left flank, he strengthened this area and defeated the noted German commander at the Battle of Alam Halfa in early September. Under pressure to mount an offensive, Montgomery began extensive planning for striking at Rommel. Opening the Second Battle of El Alamein in late October, Montgomery shattered Rommels lines and sent him reeling east. Knighted and promoted to general for the victory, he maintained pressure on Axis forces and turned them out of successive defensive positions, including the Mareth Line in March 1943. Sicily and Italy With the defeat of Axis forces in North Africa, planning began for the Allied invasion of Sicily. Landing in July 1943 in conjunction with Lieutenant General George S. Pattons U.S. Seventh Army, Montgomerys Eighth Army came ashore near Syracuse. While the campaign was a success, Montgomerys boastful style ignited a rivalry with his flamboyant American counterpart. On September 3, the Eighth Army opened the campaign in Italy by landing in Calabria. Joined by Lieutenant General Mark Clarks U.S. Fifth Army, which landed at Salerno, Montgomery began a slow, grinding advance up the Italian peninsula. D-Day On December 23, 1943, Montgomery was ordered to Britain to take command of the 21st Army Group, which comprised all of the ground forces assigned to the invasion of Normandy. Playing a key role in the planning process for D-Day, he oversaw the Battle of Normandy after Allied forces began landing on June 6. During this period, he was criticized by Patton and General Omar Bradley for his initial inability to capture the city of Caen. Once taken, the city was used as the pivot point for the Allied breakout and crushing of German forces in the Falaise pocket. Push to Germany As most of the Allied troops in Western Europe rapidly became American, political forces prevented Montgomery from remaining Ground Forces Commander. This title was assumed by the Supreme Allied Commander, General Dwight Eisenhower, while Montgomery was permitted to retain the 21st Army Group. In compensation, Prime Minister Winston Churchill had Montgomery promoted to field marshal. In the weeks following Normandy, Montgomery succeeded in convincing Eisenhower to approve Operation Market-Garden, which called for a direct thrust toward the Rhine and Ruhr Valley utilizing large numbers of airborne troops. Uncharacteristically daring for Montgomery, the operation was also poorly planned, with key intelligence about the enemys strength overlooked. As a result, the operation was only partially successful and resulted in the destruction of the 1st British Airborne Division. In the wake of this effort, Montgomery was directed to clear the Scheldt so that the port of Antwerp could be opened to Allied shipping. On December 16, the Germans opened the Battle of the Bulge with a massive offensive. With German troops breaking through the American lines, Montgomery was ordered to take command of U.S. forces north of the penetration to stabilize the situation. He was effective in this role and was ordered to counterattack in conjunction with Pattons Third Army on January 1, with the goal of encircling the Germans. Not believing his men were ready, he delayed two days, which allowed many of the Germans to escape. Pressing on to the Rhine, his men crossed the river in March and helped encircle German forces in the Ruhr. Driving across northern Germany, Montgomery occupied Hamburg and Rostock before accepting a German surrender on May 4. Death After the war, Montgomery was made commander of the British occupation forces and served on the Allied Control Council. In 1946, he was elevated to Viscount Montgomery of Alamein for his accomplishments. Serving as Chief of the Imperial General Staff from 1946 to 1948, he struggled with the political aspects of the post. Beginning in 1951, he served as deputy commander of NATOs European forces and remained in that position until his retirement in 1958. Increasingly known for his outspoken views on a variety of topics, his postwar memoirs were severely critical of his contemporaries. Montgomery died on March 24, 1976, and was buried at Binsted.

Mining industry Research Paper Example | Topics and Well Written Essays - 1000 words

Mining industry - Research Paper Example As such, when looking at the relationship between these two countries, there will be no doubt to mention of the tension between the local laborer and the immigrant. Immigrant labor is the type of labor that occurs when individuals depart from their mother country to another country in search of better terms of labor and improved standard of living (Brakman, et al 2007). In other words, it means the movement of people from their homelands into a new place in search for employment on both temporary as well as a permanent basis (Debrah 2002). For a long time, the perception was that when people move, it is because they are attempting to escape harsh conditions back home because the land that they are headed to is perceived to be at a higher level development wise than their homeland. In other words, it is the movement of labor from an underdeveloped economy to a developed one (Debrah 2002). Nowadays, this will not always hold water because there are cases of people who move from the developed countries into the developing world still in search of greener pastures (Tang 2000). Coming back to the topic at hand, the relations between the Chinese and the Australians can be looked in terms of the terms of employment of the host country in comparison to the home country (Morrow 2012). Also of importance is the matter of the problems that arise from the movement. When looking at the working conditions at the mines, it is clear that these were not the best places to be. A lot of the work that was given to the Chinese was in the form of menial tasks such as ‘running’. This involved the taking of the empty cars to the white miners or even descending deep into the mines to dig for gold or coal (Walker 2008). The fact that the Chinese were willing to earn less than the white miners is rather in dispute. It was the only choice they had (Walker 2008). A Victorian newspaper, at the time, suggested the setting aside of inferior diggings for the Chinese since