Americas First Spy Satellites essays

America's First Spy Satellites essays Curtis Peebles is empowering readers with the newly declassified information on how the first American satellites were set into use for intelligence gathering. Through his book, The Corona Project: America's First Spy Satellites, the author gives detailed information on the birth of the satellite program by watching the Corona project from its beginnings in the late 1940s to the declassification of the project and its exhibitions at the Smithsonian's National Air and Space Museum. The book begins with a look into World War II and how the event of Pearl Harbor pressed the need for aerial reconnaissance. The first chapter gives the different technological challenges that had to be faced in order to achieve aerospace superiority. This chapter takes a close look into the development of the WS-117L reconnaissance satellite and how the two projects are related. The main thrust that the project received was from the launch of Sputnik I. With the Soviets now seemingly ahead, the author explains how the project was taken away from the Air Force who was failing with the WS-117L and passed the mission onto the CIA for the development of the Corona satellites. Peebles explains that the difference between the two programs is that the WS-117L promised almost real-time through radio-transmitted imagery while the Corona missions would drop the film from the nose cone for development. The engineering team faced numerous challenges in the task of getting the satellites into orbit as explained in chapter three. The chapter covers blundering trial after trial and the success finally achieved by Discoverer 13 after delivering its payload (an empty capsule) undamaged to the earth's surface. Peebles goes into depth about the first sets of films that were recovered and developed in chapters four through six and then goes into depth about how this new satellite program revolutionized the capabilities that the Ame...

Free Essays on Anna Kingsly

In the early years of the nineteenth century, the population of Spanish Florida was small but diverse. Americans and Europeans came seeking wealth by obtaining land and establishing plantations; furthermore, the forced labor of enslaved Africans secured that wealth. Those Africans who were freed by their owners or who purchased their own freedom became farmers, tradesmen, or black militiamen who helped protect the colony. On the frontier, away from the settlements and plantations, the Seminole Indians and the Black Seminoles kept an uneasy vigil on the encroaching development of Florida. Among those striving for freedom and security in Spanish Florida was Anna Kingsley. Anna was the African wife of plantation owner Zephaniah Kingsley. At an early age, she survived the Middle Passage and dehumanizing slave markets to become the property of Kingsley. After manumission by her husband, Anna became a landowner and slaveholder. She raised her four children while managing a plantation that utilized African slave labor. She survived brutal changes in race policies and social attitudes brought by successive governments in Florida, but survival demanded difficult, often dangerous, choices. Anna Kingsley was a woman of courage and determination. She is an example of the active role that people of color played in shaping their own destinies and our country’s history in an era of slavery, oppression, and prejudice. She left, however, no personal descriptions of her life. She was not a famous or powerful person who figured prominently in accounts of that era. Today we must find Anna in the official documents of her time and in the historic structures that she inhabited. There her story may be discovered. On the first day of March 1811, in the Spanish province of East Florida, white plantation owner Zephaniah Kingsley put his signature on a document that forever changed the life of a young African woman. The document was a... Free Essays on Anna Kingsly Free Essays on Anna Kingsly In the early years of the nineteenth century, the population of Spanish Florida was small but diverse. Americans and Europeans came seeking wealth by obtaining land and establishing plantations; furthermore, the forced labor of enslaved Africans secured that wealth. Those Africans who were freed by their owners or who purchased their own freedom became farmers, tradesmen, or black militiamen who helped protect the colony. On the frontier, away from the settlements and plantations, the Seminole Indians and the Black Seminoles kept an uneasy vigil on the encroaching development of Florida. Among those striving for freedom and security in Spanish Florida was Anna Kingsley. Anna was the African wife of plantation owner Zephaniah Kingsley. At an early age, she survived the Middle Passage and dehumanizing slave markets to become the property of Kingsley. After manumission by her husband, Anna became a landowner and slaveholder. She raised her four children while managing a plantation that utilized African slave labor. She survived brutal changes in race policies and social attitudes brought by successive governments in Florida, but survival demanded difficult, often dangerous, choices. Anna Kingsley was a woman of courage and determination. She is an example of the active role that people of color played in shaping their own destinies and our country’s history in an era of slavery, oppression, and prejudice. She left, however, no personal descriptions of her life. She was not a famous or powerful person who figured prominently in accounts of that era. Today we must find Anna in the official documents of her time and in the historic structures that she inhabited. There her story may be discovered. On the first day of March 1811, in the Spanish province of East Florida, white plantation owner Zephaniah Kingsley put his signature on a document that forever changed the life of a young African woman. The document was a...

Motivation in Workplace Essay Example | Topics and Well Written Essays - 1250 words

Motivation in Workplace - Essay Example The earlier theories of motivation include the work of many pioneers in the field such as Herzberg, Maslow etc and attempted to analyse and evaluate the motivation within work environment. However, the literature on the subject has evolved over the period of time to include many important and new topics also. This essay will look into the motivation concepts and theories as outlined in the work of Maslow, Aldefer, and Herzberg besides discussing the motivation theory of acquired needs. It is also important to understand that this paper will attempt to analyse above mentioned theories with respect to FBI- an American agency involved in criminal justice. Maslow's theory of motivation is one of the earliest attempts to study motivation and it advocated a systematic and staged process of motivation. According to this theory, in order to motivate an employee, it is necessary that first the physical needs of the employee are taken care off. ... FBI agents though might have a good pay and most of their physical needs are fulfilled however their social security and safety stage may not be achieved. One of the most critical flaws in Maslow's theory of motivation is the fact that it advocates that an employee cannot proceed to next stage if her needs at the earliest stage are not fulfilled therefore though given the nature of the job of FBI agents, their social security and safety may not be guaranteed by their employer. In this regards, Maslow's theory of motivation may not be the appropriate theory to achieve employee motivation until it allow the skipping of various stages of motivation. Aldefer's theory of motivation Aldefer's ERG theory is another attempt to look at the motivation in much broader level as compared to the Maslow's theory. ERG theory is also a hierarchical in nature as that of Maslow's however it attempts to reduce the stages of motivation and classify the human needs into three classes or stages. Existence, Relatedness and Growth are three stages of motivation as outlined by Aldefer. The first level of motivation which is of existence suggest that in order to motivate an employee it is important that the employee's physiological needs are fulfilled first and then followed by the security needs. Since FBI is a crime investigation agency and most of its employees are directly involved into crime investigation which involve possible threat to the life therefore again like Maslow's theory, the safety needs of the employee are not being guaranteed by FBI. It is important to note that FBI has in place different benefits for its employees including Health Insurance benefits, life insurance benefits, retirement

Financial services ( Derivatives ) Essay Example | Topics and Well Written Essays - 1750 words

Financial services ( Derivatives ) - Essay Example In United Kingdom, derivatives can be traded by two methods: either through an over-the-counter (OTC) or organised exchange. The exchange traded derivatives market is controlled by Chicago Mercantile Exchange and Euronext.LIFFE that is based in London. Exchange traded derivatives are always bought and sold in an exchange setting that is totally regulated and transparent. On the other hand, OTC exchanges takes place when trader prefer to trade directly with each other. Between both types of trade, there are two main differences: Firstly, exchange traded contracts increases liquidity. Secondly, traders enter into a contract through the exchange clearing house which gives them a guarantee that the contract will be adhered to. Over-the-counter trade do not have that lavishness because there is always the risk that one of the contractors will fail to honour the original agreement thereby going into liquidation (Reid, 2013, p.1). This paper will focus on the list of bank and companies maki ng losses from using derivatives and what are the risks and benefits of different types of derivatives contracts. Bank and Companies Exposed to Losses There are some banks and companies which are exposed to losses due to derivative contracts. ... The financial disorder with its rigorous liquidity and credit crunch seemed to detain to financial markets and institutions in the UK. It resulted in the failure of the key businesses, downturn in the economic activity and reveals a quick drying up of liquidity following a huge expansion in credit issued to consumers and financial institutions. Metallgesellschaft AG engaged in a wide range of activities from engineering to trade and mining and financial services. The firm was exposed to large derivatives related losses at its U.S. oil subsidiary which is known as Metallgesellschaft Refining and Marketing. It had accounted a loss of $1 billion. Metallgesellschaft AG losses were attributed to its wrong hedging program. Risk of Derivative Contracts Risks associated with derivatives are market risk, credit risk, counterparty credit risk, transparency risk, legal risk and basis risk. Counterparty Credit Risk It is the risk that a party to a derivative contract will be ineffective to perfo rm on its obligation. AIG tinted weakness in the supervision of counterparty risk and thus less clearable, OTC derivatives. AIG’s counterparties had decided to only require collateral to cover counterparty risk of American International Group if AIG were downgraded. When American International Group did experience the difficulties simultaneous liquidity squeeze and collateral calls at AIG resulted in its ultimate bail-out to evade systemic outcome. Posting to collateral either through upfront margins or mark-to-market margins is used to minimise counterparty risk to which they are exposed (Fsa, 2009, p.5). Transparency Risk The bankruptcy of Lehman Brothers tinted that positions and disclosure of firms in OTC derivative market were

English Lit Coursework Essay Example for Free

English Lit Coursework Essay Compare the ways in which the authors present contrasting worlds/ places and their thematic significance in Othello and two other texts. In all of the novels; Othello, Wuthering Heights and The Great Gatsby, the authors, Shakespeare, Bronte and Fitzgerald, demonstrate how contrasting worlds disrupt equilibrium, especially the harmony or even possibility of relationships. The ultimate disruption within all of these texts is the barrier of class. In Wuthering Heights, Bronte compares the two houses; Wuthering Heights and Thrushcross Grange, to highlight the distance class creates between Heathcliff and Cathy, by embodying the characters and their values in the imagery of the houses. Wuthering Heights essentially is a deteriorating farm house. Bronte represents Heathcliff with this house, its anaesthetically pleasing and neglected, described as a perfect misanthropists heaven, giving reclusive and desolate connotations, reflecting the way Heathcliff becomes remote from society and isolated. On the other hand, Bronte describes Thrushcross Grange grandly, carpeted with crimson, crimson covered chairs and tables, this choice of colour gives rich connotations, of a splendid place, The choice of lexis splendid giving an upper class tone . Nevertheless neither of Cathy or Heathcliff seems to prefer the luxurious Thrushcross Grange. Bronte does present Cathy to be superficial at times, but when Cathy tells Nelly about her dreams she explains that heaven did not seem to be my home and that she woke up sobbing for joy when she was flung into the middle of the heath on top of Wuthering Heights, Bronte uses this therefore to signify that Cathy sees Wuthering Heights and the moors as her heaven. Likewise she wants the window open when ill at Thrushcross Grange; here Bronte enforces the theme of imprisonment and entrapment, in a foreign world. Equally Thrushcross Grange has always been an alien and uncomfortable place to Heathcliff as we see when he chooses to grieve on the out skirting grounds of Thrushcross Grange in contrast with Edgar who stays inside. Nevertheless Bronte relates Cathy, a Linton to be, to Thrushcross Grange, a world of refinement and elegance, complimenting Cathys own descriptions as she grows into a lady Similarly to Wuthering Heights, Fitzgerald presents the comparison in class of two places, the buildings of East and West Egg in particular. West Egg is seen to be the less fashionable of the two, lacking in conventional aesthetics of refined and classy housing estates. This is shown by the fact Nicks bungalow is carelessly built in the space between two mansions, this paints a garish image of clashing buildings. Whereas East Egg is glittered with houses that are described as white palaces with well kept lawns, suggesting well kept, good quality people, over all setting a lavish and opulent scene. Never the less, the houses themselves are concentrated on more so in Wuthering Heights as they are the dominant symbol of the two separate worlds, whereas Gatsby concentrates on the society around East Egg and West Egg, in order to emphasize the difference of the world Daisy and Tom inhabit in comparison to Gatsbys world. Fitzgerald creates the symbolism of East and West Egg by choosing to rename Great Neck and Manhasset. West Egg is a place of newly rich settled opportunists, many like Gatsby who are seen to have acquired a fortune overnight and boast this through extravagant houses. West Egg has an overall vibrancy shown through spectroscopic gayety with this Fitzgerald suggests a bright, colourful and energetic lifestyle. East Egg however is a fashionable part of Long Island, where the wealthy descendants, of a previous money making generation, live. In contrast with the West, they seem to be more withdrawn from enjoying themselves and proud of their staid nobility, with the exception of a few lapses at Gatsbys parties. This lack of living for the moment comes across also in the way that they seem to want more in life in the East, but have no intentions of looking for it. Fitzgerald mocks the ambitionless simplicity of life that for example is demonstrated in Jordan and Daisys superficial conversation, We ought to plan something, All right Whatll we plan? What do people plan? Similarly people lack genuine qualities, everything is based on etiquette and image, a prime example of this is when Mrs Sloane invites Gatsby to supper out of politeness but doesnt expect him to actually come. Equally Shakespeare employs the theme of class, as a barrier between Othello and Desdemona, but unlike Bronte and Fitzgerald, he demonstrates the distinction through the discrimination drawn upon Othello. None the less, Shakespeare does use a comparison of two separate locations, Venice and Cypress. Shakespeare accomplishes a dramatic tone in the play Othello through the use of a variation of techniques, for example dramatic irony. Likewise Shakespeare uses contrasting worlds, for instance the contrast between Venice and Cyprus, Venice is portrayed to be a respected origin, it has a positive representation in the play, being the place in which Desdemona and Othello fell in love. Cypress on the other hand is surrounded in conflict, described as a war-like isle, a direct comparison to Venice; it is also the place where Othello and Desdemonas love suffers. The two countries are essential to Shakespeares comparison between the worlds of war and love and how Othello struggles to find a balance between the two. The warlike moor encounters the conflict between the roles of being an inexperienced loving husband and a hardened military soldier. Hes used to of course an all male environment, a soldiers life style, uneducated in the domestic world of females. He can deal with the flinty and steel couch of war yet is little blessd with the soft phrase of peace. Shakespeare devises Othellos dialogue to show how he is more comfortable with language from the semantic field of war than pet nick names, calling Desdemona My fair Warrior. Othello may be respected for his military efforts, after all this is all we see him praised for, no credit is given to the fact he is marrying Desdemona even their wedding celebration is shared with a military celebration. Considering this Shakespeare presents him very much as an outsider, the only black protagonist, he doesnt qualify as a gentleman, and is included in society purely as he is an acquaintance of Brabantio and Cassio.

Steinbeck?s experience and feelings in Breakfast by John Steinbeck :: essays research papers

Steinbeck’s experience and feelings in "Breakfast" by John Steinbeck John Steinbeck’s stories depict his commiseration and compassion for the down-trodden class. He, in his stories, has summed up the bitterness of the Great Depression decade and aroused widespread sympathy for the plight of migratory farm workers. His style is natural and lucid. The story â€Å"Breakfast† by John Steinbeck is a description of a warm experience he had had. He reminisced about it each time with extra gratification. He kept on refreshing the â€Å"sunken memory† with greater details which presented him with queer blitheness. The author while traveling through the country side early in the morning chanced to meet a family who had fixed their tent down in a valley. He saw a young woman with a baby in her arm, cooking at a cracked, rusty and old iron stove. The writer observed the lady’s movements with great vigilance. He was inspired by the way she was doing her work and at the same time handling the child with absolute ease. The orange fire peeking out of the cracked stove made reflections on the tent which were quite appealing for the author. The author moved towards the stove to warm himself. In the meanwhile, two persons; an old and a young who were more or less alike, came out of the tent. They exchanged salutations with the author. The young woman kept on doing her job. She was frying bacon and baking bread. The two men inhaled deeply the delicious odour and invited the author for the breakfast. They did not ask the writer his name nor about his whereabouts. The young man asked the author if he was picking cotton. The author told him that he was not on job. The bloke told the author with satisfaction that he had been working for twelve days and the young woman added cheerfully that they had got new robes. They thanked to God for providing them with the opportunity to earn a living. They savoured the taste of the nicely concocted breakfast. The old man chewed the food with relish and said, â€Å"God Almighty, it’s good,† and he filled his mouth again. The young man was quite blissful as they had been eating good food for twelve days. The men’s contentment on the food, that though not surfeit and lavish, deeply impressed the writer. The young man told the author that if he wanted a job they could arrange one for him.

Stoichiometry of a Precipitation Reaction

|| || Data Tables: Step 3: Show the calculation of the needed amount of Na2CO3 Convert 1. 0g of CaCl2-. 2H2O to moles of CaCl2-. 2H2O 1. 0g x 1 mole CaCl2-. 2H2O 147. 0 g CaCl2-. 2H2O = 0. 00680 moles CaCl2-. 2H2O The mole ratio is 1:1 Hence if we have 0. 00680 moles of CaCl2-. 2H2O we will as well need 0. 00680 moles of Na-2CO3 Convert moles of Na-2CO3 to grams of Na2CO3 = 0. 00680 moles Na-2CO3 x 105. 99g Na-2CO3 1 mole Na-2CO3 = 0. 72g This means that we need 0. 72g of Na-2CO3 to fully react with 1g of CaCl2-. H2O Step 4: Mass of weighing dish_0. 7___g Mass of weighing dish and Na2CO3__1. 4__g Net mass of the Na2CO3 __0. 7__g Step 6: Mass of filter paper __0. 7__g Step 10: Mass of filter paper and dry calcium carbonate__1. 2__g Net mass of the dry calcium carbonate_0. 5___g (This is the actual yield) Step 11: Show the calculation of the theoretical yield of calcium carbonate. The mole ration between CaCl2-. 2H2O and CaCO3 is 1:1 that means that if we have 0. 00680 moles of CaCl2-. 2H2O we will get 0. 00680 moles CaCO3Convert the moles of CaCO3 to grams of CaCO3 = 0. 00680 moles CaCO3 x 100 g CaCO3 1 mole CaCO3 = 0. 68g CaCO3 Show the calculation of the percent yield. = Actual yield/Theoretical yield x 100 = 0. 5/0. 68 x 100 = 73. 5% Conclusion: The objective of the experiment is to predict the amount of product produced in a precipitation reaction using stoichiometry. Secondly, the experiment accurately measures the reactants and products of a reaction. Also, the experiment is to determine actual yield vs. theoretical yield and to calculate the percent yield.For example in this experiment, we were able to predict that we need 0. 72g of Na-2CO3 to fully react with 1g of CaCl2-. 2H2O. Another example is that, we calculate the amount of theoretical yield of Calcium Carbonate to be 0. 68g and the percentage yield to be 73. 5%. The scientific principles involved here was that when two or more soluble substances in separate solutions are mixed together to form an insoluble compound they settles of a combined solution as a solid. The solid insoluble compound is called a precipitate.For example in this experiment, we combined sodium carbonate and calcium chloride dehydrates to produce a precipitate of calcium carbonate. The formula mathematically is Na2CO3(aq) + CaCl2. 2H2– = CaCO3(s) + 2NaCl(aq) + 2H2O. Sources of Error and ways to minimize them: There may still be some solid particles in the beaker thereby we will not be able to get the correct mass (quantity) of the Calcium Carbonate. To minimize the error we should use an instrument that can be able to scoop out the entire solid from the beaker.Also if the water in the Calcium Carbonate is not properly dried, the net mass of the Calcium Carbonate can be extremely high. To solve this we must make sure the Calcium Carbonate is well dried. Error of approximation: the molar mass if not well approximated, can lead to an error in the calculation. To minimize this error the instruction sho uld indicate how many decimal point or how significant figure to approximate to. I am highly impressed with the experiment.

Rate and Sequence of Development

Babies are born at 40 weeks. If a baby is born before the due date, they will be classed as premature. Premature babies generally take longer to meet the early development milestones, Newborn babies spend more time sleeping than being awake. It is very important to a newborn baby to spend quality time bonding with their primary carer. Babies develop fast during the first four weeks; feeding and sleeping patterns can start to form and will start to communicate through smiling and crying. As from 3 months old, babies are much more alert, and generally settled into a day and night routine and cry less often.Being more settled and interacting with people around them, and can recognise their primary carer. From 6 months babies can express enjoyment through laughing and smiling. They can reach for objects; this heightens the need for exploration. From 9 months babies are usually becoming more mobile, they can explore their environment. Cognitive and communication development is improving a nd babies are aware of words. From this age, the emotional lesson is being learnt, as babies begin to understand that carers who leave the room will return.At 12 months babies are much more mobile. The baby is becoming much more vocal and babbling to the carer. Fine motor skills are developing and the baby is becoming more interested in feeding themselves, also the baby starts to remember things. From 15 months a child’s language is really developing, and can start to put together a small key worded sentence. Walking is steadier, and as the sense of independence develops, so does the frustration within the child, and prevention is usually the cause.From 18 months, a child will understand most of what is being said to them, so communication is important. Children of this age still cannot control their emotions and need a lot of sensitivity from their carers when they become overwhelmed by their feelings. From 2 years, a child’s personality is evident and become more app arent every day. Cognitive and behavioural development is continuing during this stage, short sentences are spoken and walking and movement is confident, leading to trying new things, like climbing and jumping. The child will begin to understand emotion and consequences.At 3 years, children start to take an interest in peers, this is suitably timed as at this as children start pre-school, and can enjoy playing with others of a similar age. Children learn to express themselves through speech, in doing so, this reduces the child’s frustration. At 4 years, children will make the transition to school, which marks a massive change in their lives. When starting school the child will be fluent talkers, confident movers and will already have a social group of friends. Their concentration span will be increasing all the time.At 5 years old children will be settled into formal schooling. Many children will enjoy the challenge of the classroom and independence of playtimes. Others howev er can find it all very difficult because learning doesn’t interest them or find the learning difficult. This can cause a negative feeling towards school. Friends are very important now. At 6-7 years old, physical development has now slowed down to previous years, but confidence levels increase, as does learning within the school. Between the ages of 8-12 years, Children will be reading and writing well.Children have learnt what it is they enjoy and dislike. During this stage of life, it can be a emotional time, children will be moving on to new school and leaving old friendship groups and starting to make new friendship groups. Puberty can start around this age (mainly girls). Technology often causes a child to be less active in this age group and so a balanced diet is required. Between the ages 13 – 19 years, there is a lot happening, puberty, relationships, exams, leaving school, career choices. [pic] [pic] [pic] [pic] New Born CryingHappyPrimary carer [pic] [pic] [ pic] [pic]In prone SittingCrawling Walking [pic] [pic][pic] [pic] [pic] Learning through play (18 months – 4 years) [pic] [pic] [pic] [pic] Learning through play (5 years – 19 years) Physical Development |Age Range |Development within the age range | |0 – 3 months |Babies hands are tightly closed most of the time. The baby will lay with head to one side | | |(in supine position) and legs pulled up toward the abdomen (in prone position), head falls| | |forward (head lag) and the back curves.As the baby gets older they are aware of faces, | | |more so when fed and talked to. | |3 – 6 months |Â  The baby’s head in central position (in supine), the head and chest can be lifted from | | |the floor and can supported themselves with their forearms (in prone). The back is | | |straighter and slight head lag remains. The baby will have found their arms and can be | | |waved and brought together; legs can be kicked separately and together. The baby is aler t | | |and will move their head to watch others.The baby has found their fingers and can engage | | |in hand and finger play and briefly are able to hold objects before dropping. | |6 – 12 months |Â  During this age, babies develop fast and start to learn big movements like, rolling over | | |to going onto their hands and knees to progressing to taking a few steps. Sitting unaided | | |is also developed during this age. Also a number of fine motor skills develop during this | | |age, the palmar grasp to and inferior pincer grasp to then recognising and controlling the| | |release of this grasp.The hand – eye coordination is more defined and now able to feed | | |with a spoon and finger foods. | |1 yr- 2yrs |Â  The child’s walking has become more confident and will attempt to run. The child will | | |start to crawl the stairs, and will walk them if hand is held by a carer. The marks on | | |paper progress into scribbles, a small tower of block will progress int o a tall tower. The| | |child can now push themselves along on ride-on-toys, and is able to kick and throw balls. | |The child will now be able to thread cotton reels using the delicate pincer grasp. | |2 yrs – 4 yrs |Â  During this age, the physical activity becomes independent. The child will learn to walk | | |up the stairs holding on to the hand rail; this will develop into the child confidently | | |climbing stairs and outdoor play equipment. The child will develop from riding large | | |wheeled toys without peddles to using peddles and steering confidently. Kicking a | | |stationary ball will develop into kicking moving balls in straight lines.Drawing becomes | | |an interest, faces and letters are often attempted, using the preferred hand. | |4 yrs – 7 yrs |Â  From the age of 4 years, children will be learning how to fasten buttons, zips, use | | |scissors and cut out basic shapes. Writing becomes more familiar and will be learning how | | |to write his/her na me and other short familiar words. A Child’s coordination will increase| | |and will be able to play games with rules. General balance is good; bikes stabilisers will| | |start to be removed.By the time a child is 7 years, they will be able to hop, skip and | | |use larger outdoor play equipment in schools and parks. The child will be able to catch | | |with one hand and be able to tie up their shoe laces. | |7 yrs – 12 yrs |Â  Physical growth slows down during this age group. The development of coordination and | | |speed of movement along with physical strength develops during this time. The child’s | | |interest in TV, computers and games consoles over take the physical play.The child’s | | |writing becomes more adult like, as does the use of computer equipment. | |12 yrs – 16 yrs |Â  Generally puberty begins between 11-13yrs. The bodies of both boys and girls change | | |throughout puberty. There is a variation in age in which this occurs; gi rls usually enter | | |puberty by 13 years and boys 14 years. Sporting talents become more apparent during this | | |time. | |16 yrs – 19 yrs |Â  A girl’s body can become more woman-like by 16 years old, and a boy becomes manlier by | | |16-17 years. Intellectual and Cognitive Development |Age Range |Development within the age range | |0 – 3 months |From birth a baby can be soothed by a familiar voice, usually the primary carer. Through | | |the use of senses, the baby starts to understand that he/she is a separate person. The | | |baby will begin to notice object in their immediate environment | |3 – 6 months |Â  From 3 months a baby will show interest in bright shiny objects.The baby will be very | | |alert and will watch things going on around them keenly. The baby will explore by putting | | |objects into their mouth | |6 – 12 months |Â  The baby will explore the immediate environment, the primary carer staying within close | | |proximity. During this age, the child will start to look for items which have fallen. | |1 yr- 2yrs |Â  From 1 year, the baby’s memory develops.Remembering past events will highlight the | | |anticipation of future familiar events. The baby will also start to look for objects that | | |have fallen out of sight, knowing they still exist, but can’t be seen. At this young age, | | |child will look for, and return familiar things in there right places. The child will use | | |toys in a way they are familiar with e. g. putting a doll in a bath. The child becomes | | |aware of peers and takes an interest in their activities.A child will use trial and error| | |in a way to explore and discover the world around them. | |2 yrs – 4 yrs |Â  A child from 2 years will understand that actions have consequences. He/she will be able | | |to complete simple jigsaw puzzles and build a tower of bricks; creativity within imaginary| | |and creative play is developed. The child will start as king what and why question and | | |using speech of thinking and reporting. The child can name colours and sort items into | | |simple sets.The child will now be able to recognise his/ her own written name | |4 yrs – 7 yrs |Â  At 4 years old, a child’s memory has developed, and can recall many songs and stories. | | |The child is now able to problem solve, number correspondence improves, reading and | | |vocabulary develops. The child will learn from new experiences at school, and learning | | |style preferences may be apparent. | |7 yrs – 12 yrs |Â  The child now understands mathematical questions and is able to find the answers in | | |number calculations, measuring nd weighing. Many children can read and write simple text | | |by the age of 7. A child will learn a new range of subjects at secondary school, and might| | |follow their own individual interests out of school. A sense of logic develops. | |12 yrs – 16 yrs |Academic knowledge increases as exam curriculum is followed. | |16 yrs – 19 yrs |Towards the age of 16 years, future career decisions are made . e. g. further education, | | |career choices. | Communication Development Age Range |Development within the age range | |0 – 3 months |A newborn baby communicates through sound, crying and physical closeness. The baby will | | |begin to coo and gurgle with the primary carer when talked to. The baby starts to | | |recognise and link familiar sounds such as the face and the voice of a carer. He/she will | | |copy high and low sounds and will return a smile when smiled at. | |3 – 6 months |Â  Sounds are used primarily to call for a carers attention.The baby is babbling frequently| | |and enjoys rhymes and the rhyme actions. The baby plays tunefully with the sounds he/she | | |can make. | |6 – 12 months |Â  The baby now recognises his/her own name and recognises familiar words, including ‘no’. | | |The baby will makes longer strings of babbling sounds and intentionally uses volume | | |vocally. The baby will increasingly understand basic messages communicated by carers and | | |older siblings. |1 yr- 2yrs |Â  The babbling increasingly starts to sound like speech and lead to single words being | | |spoken. The child shows an understanding that particular words are associated with people| | |and objects, by using a few simple words in context. Labelling such as ‘you’ ‘me’ ‘mine’ | | |is understood and the use of single words increases and begins to use people’s names. The | | |child understands a great deal of what carers say. | |2 yrs – 4 yrs |Â  At 2 years, the child will point to items and name them.Vocabulary increases and | | |sentences are used. Some sentences can be used incorrectly, but by 42 months most language| | |is used correctly. The child enjoys stories and rhymes and will use plurals, pronouns, | | |adjectives, possessives and tenses. | |4 yr s – 7 yrs |Â  From 4 years, a child uses language fluently and is clear and understood to all. He/ she | | |have an understanding of language, and can enjoy rhymes, stories and nonsense.The child’s| | |vocabulary is growing each day, and will be learning to read, he/she will recognise small,| | |key words. At the age of 6 years, the child’s language becomes more adult like and enjoys | | |word play and jokes. | |7 yrs – 12 yrs |Â  The child enjoys social chats with friends and family, the conversation becomes more | | |adult like. Both verbal and written communication is fluent and the correct grammar is | | |used. The child may read as a leisure pass time. |12 yrs – 16 yrs |Â  The child may be reluctant to ask adults for advice or information required. It may be | | |sourced anonymously. | |16 yrs – 19 yrs |At this age the child will enjoy socialising with friend and having catch up chats with | | |friends and family. | Social, Emotional and Behavioural Development |Age Range |Development within the age range | |0 – 3 months |A new born baby will smile from about 5 weeks, the baby will discover what he/she can do, | | |and create a sense of self.The baby may cry if the primary carer leaves the room because | | |the baby doesn’t understand that the person still exists and will return. The baby is able| | |to show excitement and fear. The baby responds positively to a kind soothing carer, If a | | |carer doesn’t respond to the baby, the baby will stop trying to interact. | |3 – 6 months |Â  The baby can now clearly tell people apart, showing a preference for a primary carer and | | |siblings. During this age the baby shows a wider range of feeling clearly and vocally. | |He/she will reach out to be held and may stop crying when spoken to. The baby enjoys | | |attention from others and seeing themselves in the mirror. | |6 – 12 months |Â  During this time the baby becomes increasi ngly mobile which allows the child to approach | | |people. The baby understands that when a carer leaves the room, they will return. Baby’s | | |offer objects in their hands but do not let go. The sense of self identity increases as | | |self-esteem and self-confidence develop.The child will start to wave goodbye, prompted at| | |first, then freely. The child is now happy to play alongside other children for increasing| | |lengths of time. | |1 yr- 2yrs |Â  The child becomes more curious to the world around them. The child may signs of | | |separation anxiety and can be jealous of attention or toys given to other children. | | |Emotions are changeable; they quickly alternate between wanting to do things alone, and | | |then requiring their carers help.The child becomes frustrated easily when not able to | | |carry out their chosen task. The child show angry defiance and resistance to adults At | | |this age the child likes to follow their carer and like to help with the act ivities, | | |imitating them. | |2 yrs – 4 yrs |Â  At this age a child is beginning to understand his/her own feeling and identifies happy | | |and sad faces. The child is also aware of other people’s feelings. They will be able to | | |tell others how they feel.Children will respond to carers lovingly, and is affected by | | |their mood. The child may use language to protest verbally, causing them to be less | | |rebellious. The child will now be using the toilet and washes own hands, He/she will also | | |be able to dress them self. | |4 yrs – 7 yrs |Â  The child may be socially confident and self-esteem is apparent and responds well to | | |praise for behaviour, encouragement and responsibility. The control over emotions | | |increases but as imagination increases the child can become more fearful.At this age the | | |child will be keen to ‘fit in’ with other and approval from adults and peers is desired. | | |Friends are important; most of the se are made in school. The managing of behaviour is best| | |carried out and often responds best to ‘time out’ method. The child will enjoy games and | | |activities. | |7 yrs – 12 yrs |Â  Around the age of 7 years, a child will doubt their learning ability and often say ‘I | | |can’t do it’. This leads them to becoming frustrated easily.Personality is established | | |more firmly as attitudes to life are developed. The child is more susceptible to peer | | |pressure, solid friendships are formed and ‘best friends’ are important. The child may | | |feel unsettled when making the transition from primary school to secondary school and as | | |puberty approaches. Strong friendships are relied upon and usually the same sex. The child| | |may be reluctant to go to clubs unless a friend is there too.At this age the child is | | |more independent and able to make more decisions. | |12 yrs – 16 yrs |Â  The child will now travel t o school alone. Mood swings become more apparent due to | | |puberty. There will be a desire for the child to ‘fit in’ with peers and express | | |individuality this can be through art/ music/ dance or creative writing and possibly | | |through dress and hairstyles. The child may prefer to spend time with friends rather than | | |family, and may tend to spend more time in their bedroom at home.A balance of school and | | |leisure time is important. | | 16 yrs – 19 yrs|Â  The child becomes interested in own sexuality and feels attracted to others and may | | |develop romantic and sexual relationships. The child may experiment with smoking, drugs or| | |alcohol, this behaviour is linked with low self-esteem. The child may self experiment with| | |identity through appearance . e. g. piercings and tattoos. A child may start a new job, it | | |is important that a home, work and social life balance is taken on. | Moral Development Age Range |Development within the age range | |0 – 3 months | | |3 – 6 months |Â   | |6 – 12 months |Â   | |1 yr- 2yrs |Â   | |2 yrs – 4 yrs |Â  The child is increasingly able to understand consequence of behaviour and the concept of | | |‘getting in trouble’. The child understands the concept of saying sorry and ‘making up’ | |4 yrs – 7 yrs |Â  The child has a good understanding of familiar, basic rules. If he/she are in an | | |environment where swearing is happening, it is likely the child will use in their own | | |language.The child will have experienced blaming and blame, and feels shame/guilt when | | |adults disapprove. The child will be keen to win and be ‘right’. | |7 yrs – 12 yrs |Â  Attitudes to life are being developed – these are the basis of future moral codes. The | | |child can understand increasingly complex rules, impacting on the sense of right and | | |wrong. Conflict with parents arise due to wanting independence, home rules are unfair, and| | |refuse to wear clothing that parents have bought. | |12 yrs – 16 yrs |Â  The child will now develop personal morals, beliefs and values outside of parents’ | | |influence . e. g. egetarian | |16 yrs – 19 yrs |Â  The child may protest to make their feelings know and to act on a desire to change the | | |world . e. g. petitions, student protests | All tables are guides and development ages groups are approximate. Question: What is the difference between Sequence of development and Rate of development? Why is the difference important? |Sequence |Rate | |The sequence is the order on which children develop. For |The rate is the speed or age on which children develop.For | |example, a child will learn to sit up before they can walk. |example, children of the same age will not reach all of the | |There are exceptions to this; children or young adults with a |milestones at the same age. | |disability may develop different ly. | | It is importance to identify the difference and how each one plays a role in identifying the accomplishments of a child, what milestones have been reached and when. They enable charting of a child or young person's development to happen and provide a structure or picture that can measure where a child might be in need of support.

buy custom The Adventures of Huckleberry Finn essay

buy custom The Adventures of Huckleberry Finn essay The Adventures of Huckleberry Finn is a novel that was written by Mark Twain and published in 2005. It reveals the life story of a boy, Huckleberry, and his life experience. This helped him to learn significant values as well as lessons about life that enabled him to grow up and face challenges in life. Huckleberry traveled from one place to another and in the process he met different characters. From this adventure, Huckleberry learns many things about life. Huckleberry grows in a free world where he does what he wants. But his actions led to consequences. The setting of the Adventures of Huckleberry Finn helps him to grow up in a way that shapes his future. The consequences taught him things he needed to know, and ultimately shaped his future decisions, which is definitely what growing up means. Huckleberry Finn grows as a person who tries to civilize himself. He runs away from his drunkard father to a nearby island with his friend Jim. They discovered a push where they made their own home and planned to sail the Mississippi river whereby they both would become free. They traveled at night and slept inside the woods during daytime to avoid being caught. Huckleberry and Jim became good friends just like a family. However, they eventually became separated when the steamboat hit their push where they were staying. Huckleberry moved to a shore and stayed with Grangerfords family. He was later involved in the warfare, but he left where he was staying afte many families were killed. However, Huckleberry was later joined by Jim and two other friends. The four of them started swindling money from various cities through performing plays and shows. In addition, they got involved in a robbery and started stealing money from people within the city. From Huckleberrys encounters on the Mississippi river, he learnt many lessons about life. First, Huckleberry learnt that life is full of misfortunes and one has to endure problems in life, but he is forced to blame life for his own actions. He is forced to look after himself after he ran away from his drunkard father. Being a young boy, he undergoes several problems faced by adults, but he was forced to deal with them like a mature person. He blames himself for his own actions. Thus, he learnt how to apologize. For instance, Huck says but I done it (Twain 42) when he trickled Jim about the snake on the bed. In his statement I mean no more tricks, I wouldnt have done (Twain 47), is something that reveals that he is maturing. Huckleberry learnt that maturity is a process that one has to go through. From his encounters along the river, he learnt that one has to go through life experiences through trial and error. After Huckleberry ran away from his drunkard father and settled nearby the Mississippi river, he discovered more about life. Moreover, Huck learnt that it is significant to keep ones word in life. For instance, wheen Huck discovered that Jim was hiding in the island where he was staying, he asked Jim how he had got there. Jim narrated him a bit of information that was surprising to him. However, Jim warned him not to tell anybody, but rather keep the secret. Therefore, Huck responded by uttering that I would not, and I will stick to it (Twain 49). Huck began to realize the importance of keeping secrets because he understood that secrets revealed out may affect others. Thus, he says I aint a going to tell (Twain 51). Lastly, like the river, the plot flows around twists, through darkness and to the bright light.However, Huck learnt the differences between the right and wrong from his life experiences. Huckleberrys life story is full of shock found within the various episodes of narrations in the novel. This is because Huckleberry had to struggle in order to earn a living; a process through which he started to develop a mature life outlook. However, he eventually learnt that humane treatment, as well as respect, is what everyone expected. He demonstrated a caring concern of people after he learned that life has challenges. He says I couldnt ever feel any hardness (Twain 57). Additionally, he learns how humiliating another person is wrong. Thus, he says to Jim I aint do it again (Twain 59). This is after he discovered that he had humiliated Jim after he tricked him about the snake. This shows that Huck was maturing. Buy custom "The Adventures of Huckleberry Finn" essay

Tips for Reducing Glare and Eyestrain

Tips for Reducing Glare and Eyestrain Glare is caused by the reflection of light off of surfaces and is a primary cause of eyestrain. You can get rid of glare by controlling the light source, adapting the surface reflecting it, or by filtering it before it reaches your eyes. Significant causes of eyestrain are staring at the same distance for a long period of time, such as at a computer monitor or other electronic device or because of driving long distances without a break. These environments can be adapted to be better for your eyes.   Adjust the Light Source Direct light causes the most glare. Examine whether lighting thats overhead or behind is shining on your computer monitor and take steps to reduce it. Use a desk lamp for directed, diffused task lighting when needed instead of bright overhead light.   Use curtains or translucent plastic blinds on windows. Closing these will diffuse the incoming sunlight  light instead of reflecting it, like  metal or wood blinds do.   You dont want to strain to see in dim light, though, either. Light thats too dim can lead to eyestrain as well.   Adjust the Surface Shininess is measured by reflection and glare. That means the duller the surface, the less glare there will be. Use work surfaces that have matte finishes. Some items, like computer screens, are inherently smooth and therefore glossy. Use a glare filter over them.​ Place your work surface at a right angle to the direct light source, such as a window. Items 90 degrees to the light have the least amount of reflection  and glare. In addition, dont position your monitor in front of a bright white wall.  Ã‚   Keep your monitor clean of dust, as having a dirty monitor will lower its contrast, making it harder to read. Dark text on a light background is the easiest to read, so opt for that environment rather than funky color schemes for daily work. And dont feel like youre a codger if you blow up text on your page to make it easier to read. Your eyes will thank you. Adjust your brightness and contrast on your computer  monitor, following Wireds advice when looking at a white background on your display: If it looks like a light source in the room, its too bright. If it seems dull and gray, its probably too dark.  Ã‚   Shield Your Eyes If you cannot eliminate the glare, then stop it before it gets to your eyes. Polarized lenses on sunglasses eliminate a lot of glare. Prescription lenses can be polarized as well. This is the best option when driving, because  you cannot control the light source or the surface. Anti-glare coatings for prescription lenses are  worth the money for people who stare at computer screens all day. Even if you do not need corrective lenses but suffer from eyestrain, you can get all the benefits of anti-glare lenses without them being ground to a prescription. Consult your eye doctor for more information on this. Sporting equipment offers another alternative. Shooting and hunting glasses dramatically reduce glare as well, may wrap around your face to keep out dust and wind, and have some impact resistance, more than normal sunglasses.

Commercial Agreement Essay Example | Topics and Well Written Essays - 2000 words

Commercial Agreement - Essay Example (Ogola, 1999) It follows from the above that an agent is a mere connecting link, bringing about a contractual relation between his principal and third parties. The acts of an agent, done within the scope of his authority, bind his principal. Once an agent has brought his principal into contractual relations with another, he drops out, and his principal sues or is sued on the contract. (Emanuel, 2004) Lopez had very strict instructions not to sell any other product other that tropical fruity juices produced by Fruity Limited Company. Using the company fund, he went ahead and bought cartons of bottled water from the local store at a discount and sold them to Danny making a profit of 100 from the deal which he failed to disclose to the company. Under the agency law, the agent must not make any secret profit or accept bribes. Where he does so, he is forced to refund all such amount to his principal and lose the right of receiving commission. Apart from this, the principal can, if chooses, repudiate the contract with the third party. For the case, Lopez makes secret profit which he was supposed to have disclosed to the company. Lopez as an agent for the company had very strict instructions on the specific products that were to be sold at the outlet. As an agent, he had not taken his duties seriously according to the agency law. According to the agency l... For this case, since Lopez undertook his duties against the company's instructions, the company had a right to terminate his agency without paying him for the work he had done. (Ogola, 1999) Advice to Lopez On the other hand, Lopez as an agent contract by the company to head the outlet, he should have kept proper accounts which he was supposed to produce them to his principal. He should not have mixed his principal's money with his own money unless the terms of the agency had permitted him to do so. For the case, Lopez had mixed his money with those of the company when he made secret profits. (Emanuel, 2004) Danny had ordered 10 boxes of tropical fruity juice from Lopez which he settled with Lopez previous personal debt owed to him. For the case, Lopez mixed his principal's money with his own against the agency agreement. For this case, Lopez was not supposed to settle personal debts with the company's money. Advice to Danny For the case of Danny whereby they settled personal debts with Lopez and also sold bottled water to Lopez, he has no case to answer. This is so because, an employee who has been placed in a position of responsibility may be assumed to have such authority as normally matches with the position, irrespective of what is his actual authority. This means that if a third party enters into a contract with such a person believing him to have proper authority of his employer, he will succeed directly against the employer. This is what is referred to as ostensible authority. For the case of Danny, he believed that Lopez being the manager of the outlet, had the authority to purchase on behalf of the company and also he could mix his money with the principal's money in the case

Alex Schweder and His Practice-Flatland ( Precedent Report ) Research Paper

Alex Schweder and His Practice-Flatland ( Precedent Report ) - Research Paper Example Unlike the ordinary buildings built with blocks, implementing closure and invisible life within the walls, Flatland vividly expresses how individuals create and shape their houses and the impact the structures have on them later. According to Gratza, Schweder describes flatland project among others as that intended to ‘take things that are more subtle, and make them large enough for people to see’ – namely how architecture draws implicit boundaries and constructs relationships between people† (2013, p.141). Flatland structure is fascinating in the sense of the space and material used to sustain life in the contrived living space constructed. What makes Flatland interesting is the performance essence brought out through the architecture. First, the materials used to make the four story building are merely wood and metal beams, and visible glass walls in an unusually textured space. The idea of flatland project was living under the constant gaze of the audience through the transparent walls performing all their daily routines in the confinement of less than 20 m2 total space, where six housemates at one point shared for an intended 20 days period (Felthousen, 2008). The thin sliced sculpture approximately 60 centimeters wide in the story expresses creativity in housing and how people’s behaviors are influenced by the set up to harmoniously live together. The image below depicts the installation view of Flatland where the housemates ran their lives in the confined spacing. Like in the society, housemates in the Flatland structure needed to share the limited resources (space, kitchen, toilet, bathroom and stairs). Hence, there is need for a particular order and rules to guide the people in their daily routines. Without such, people get into conflicts and collide with each other in their roles. In Flatland, there were three rules: once one left the structure, he or she was not