What Should You Do If You Have a C Average GPA

What Should You Do If You Have a C Average GPA SAT / ACT Prep Online Guides and Tips If your grades have been on the lower side in high school, you might be wondering what steps you can take to improve your situation before you appy to college. With a C average, you may run into some trouble in the application process, so you should start taking measures to mitigate these problems now. In this article, I'll go over what a C average means for you and how you can make smart changes to your academic strategies to end up with better prospects for college. What’s a C Average GPA, and How Will It Affect Your Chances for College? If you have a C average, your GPA is a 2.0.This is significantly below the average for high school students, which is a 3.0 or a B average.A GPA that's this low will put you in jeopardy when it comes to college admissions.There are only a couple of schools where your current GPA would make you a competitive applicant. If you’re still an underclassman, you may be able to improve your grades enough to have a better chance at college by the time you apply to college your senior year.If you’re an upperclassman, you're in a more difficult position, but don’t freak out yet!There are a couple of measures you can take to mitigate the impact of a low GPA on your admissions prospects.In the next section, I’ll go over different ways you can improve your chances of college admission based on where you are in your high school career. How Can You Improve Your Chances for College Admission With a C Average GPA? As a freshman or sophomore, there are steps you can take to end up with a better GPA by the time you apply to college.Here are some tips that may get you on the right track: Ask for Extra Help and Extra Credit You need to be proactive about getting help if you’re stuck at a C average. If you’re struggling in any of your classes, let your teacher know as soon as possible.Most teachers will be happy to answer any questions you have about the subject and explain things in a way that’s easier for you to understand. It can be helpful to prepare a list of questions that you have or problems you'd like to go over before you meet with your teacher. This way, you'll be getting the most out of the session. Sometimes all it takes is a slightly different explanation to give you that flash of total understanding.If you clear up these comprehension issues as soon as they emerge, you will do better on tests later. Extra credit is another avenue to consider if you're hoping to improve your grades dramatically. Of course, not all teachers offer extra credit, but if you have the opportunity to earn it, don't hesitate! Even if you don't think you can get extra credit on an assignment, you should ask your teacher about it. I know this feels like you're sucking up, but it will end up being worth it if you can improve your grade by a significant number of points. Learn More Effective Study Habits With a C average, you almost certainly have some fundamental problems in your study methods. It’s important that you’re getting the most out of the time you spend studying.If you’re just reading over the material you need to know, you might not be retaining it in your mind.When you read something over, look away and repeat it to yourself in your head before moving on to make sure you really know it.You should also ask a friend, parent, or sibling to test you after every study session to verify that you’ve learned the information. You may need to extend your study time significantly in order to ensure that you have solid knowledge of the material. In your position, you should also avoid cramming for tests. For a big test, plan out your studying a week in advance so that you can study for an hour a night rather than five hours the night before. You’re more likely to retain information if you learn it gradually over time rather than trying to stuff it in your brain all at once.This will lead to much less stress on test days. Don't try to fit too many knowledge apples in your short term memory basket at once. Some of them are going to fall out! If you fill up the basket gradually, you will digest some of the apples and store them in your deeper long term memory. You'll end up with a manageable basket by the time the test comes around. Avoid Procrastination and Stay Organized As a student with a low GPA, procrastination is your worst enemy.If you have a long-term assignment that’s due in a month or two, you should make a timeline for when you need to finish different components of the project.Aim to complete the most time-consuming parts of the project a week in advance of the due date.This way, you’ll have time to polish your work before you turn it in. You'll also have time to read and reread the directions to ensure that you've included all the right components and have finished them to the best of your ability. An â€Å"editing phase† like this can be the difference between a C quality project and a B or even A quality project. It's also important that you develop strong overall organizational skills so you can stay on top of both short and long term assignments. Make sure that you always mark the start of a new unit in your notebooks so you can easily refer back to the material when you study for tests. You should also have a folder for each class where you can store important papers. Don't just throw them into your backpack and expect to find them later (trust me, I've been there). Get into the habit of writing down your assignments every night in an agenda book so you don't forget about anything. Even if you don't have homework for a certain class, write down anything that you could do to prepare for future assessments. For example, you might decide to review what you've learned over the past week in your math class if you haven't been assigned any problem sets for one night. Extra math!!!!! Woohooooooo!!! Pay Close Attention in Class Being mentally present in your classes is critical if you want to improve your grades. If you listen to your teacher’s lectures and ask questions when you don’t understand something, you will have a much easier time studying for tests later.You’ll find that you already know some of the material just by following along diligently in class. To facilitate this behavior, you should avoid looking at your phone or getting sidetracked by other distractions. The best way to force yourself to commit to this is to sit near the front of the class so you're always held accountable by the teacher. You should shut off your phone in class (or better yet, don't bring it with you at all) so that you're not tempted to check it. For more advice, read my article on how to raise your GPA in high school.Even if you only manage to raise your GPA slightly (say, up to a 2.5 instead of a 2.0), you’ll be a competitive applicant at many more colleges.Don’t let your GPA slip any further! A 2.0 is essentially the lowest high school GPA you can have if you hope to attend a four year college.If you drop down to a 1.8, you won’t be up to the minimum GPA standards at any schools.I only say this to motivate you; as an underclassman you still have time to do much better in your classes if you put in some serious effort! Time to get as serious as this serious(ly cute) cat. If you’re a junior or senior, you unfortunately don’t have much time left to improve your grades.In this case, you should focus on other aspects of your application that can have a positive impact on your chances of admission. Here are some measures you can take to give yourself the best shot at attending college: Work on Improving Your Standardized Test Scores Your SAT and ACT scores will play a significant part in most admissions decisions. At many schools, test scores are given relatively equal weight to GPA in the admissions process.This means that you can greatly improve your chances of attending a four year college if you raise your scores.We have written a ton of articles on our blog about strategies for improving your scores on both the SAT and the ACT.Please use them as a resource! Write a GreatCollege Essay Your college essay is a chance for you to showcase what makes you unique as a student and as a person.Colleges are looking for high achieving students, but they’re also looking for students who will bring enthusiasm and passion for both academic subjects and extracurricular activities to their campuses.Think about the ways in which you will make a positive contribution to the community in college.What makes you special? What are you enthusiastic about?This is information that can help you to stand out in the pool of applicants despite a low GPA. What makes you unique? Try to write an essay that will help you to stand out from the crowd. What Are Your Options for College If Your Grades Don’t Change? With a GPA that’s this low, you will have trouble getting into most colleges.Like I said in the previous section, raising your test scores and writing a great essay can help your chances.However, you’ll still only be looking at the least selective schools. If you still have a shot at raising your GPA, you should start working towards that goal sooner rather than later! You also have the option of going to a community college for your first year of undergrad and then transferring out to a more selective four year college.This can be a really great option if you have a low GPA in high school, but you have to be willing to work hard during your first year of college.If you can commit to that and to going through the transfer application process, this approach will save you tuition money, AND you will end up with a degree from a more competitive college that might not have accepted you right out of high school. Conclusion If you have a C average in high school, you may have a tough time getting into college.A C average translates into a 2.0 GPA, which is far below the national average of a 3.0 for high school students.If you’re a freshman or sophomore, you still have time left to raise your GPA before you apply to college.It’s important that you start adopting better study habits as soon as possible. If you take initiative, you may be able to improve your grades significantly and have a much better chance at attending a four year college. If you’re a junior or senior, it might be too late to raise your GPA. In this case, you should work on improving your standardized test scores and writing the best application essays possible.In the end, if you’re stuck with a C average, you can try applying to some of the least selective four-year colleges or go to community college for your first year of undergrad and then transfer to a more competitive school. Even though your grades are lower than average, you still have a shot at obtaining a good college education.You may be able to make changes before you apply that will dramatically improve your chances of admission.Don’t get discouraged! What's Next? If you're working on improving your standardized test scores, read these articles to learn some great study strategies for SAT Reading, Math, and Writing. Wondering how much a significant improvement in your grades next year impact your chances for college? Find out which year of high school is most important to colleges in assessing your academic performance. If you're still working on planning out your schedule for the rest of high school, this guide will help you figure out the best way to navigate those decisions. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Most Unkindest Cut of All

The Most Unkindest Cut of All The Most Unkindest Cut of All The Most Unkindest Cut of All By Maeve Maddox Some of my readers and I experienced an episode of mutual astonishment the other day. In a post about the abbreviation e.g., I wrote the following sentence: The most unkindest cut of all regarding the use of  e.g.  and its ilk came to my attention in 2008 when I read an article in the  London Telegraph  about a movement in Britain to purge English of such long-established Latin shortcuts. The emails began to fly: Were you serious in the use of the following sentence?   I am making reference to the use of most unkindest. The most unkindest cut   Hmm.   This one threw me, Maeve. most unkindest assuming thats an editing error and not a grammatical error! Most unkindest. Did you really mean that? Isnt it, most unkind?   Would you please comment? â€Å"The most unkindest cut of all†¦Ã¢â‚¬  I think one should use either â€Å"The unkindest†¦Ã¢â‚¬  or â€Å"The most unkind†¦Ã¢â‚¬  Can you believe he/she wrote the most unkindest. It should be the most unkind  or the unkindest. At the time I wrote the sentence, I had the feeling that someone might twit me for the use of a word like ilk, but it never occurred to me that anyone would turn a hair at the quotation from Julius Caesar. Many years have passed since I studied Shakespeare’s Julius Caesar in the ninth grade, but I still remember the speech in which Antony refers to the dagger thrust made by Brutus as â€Å"the most unkindest cut of all.† Antony’s funeral oration over the corpse of Caesar is very long. My classmates and I memorized the first section, beginning with these lines: Friends, Romans, countrymen, lend me your ears. I come to bury Caesar, not to praise him. We memorized up to where Antony pauses the first time to let his words sink in: My heart is in the coffin there with Caesar, And I must pause till it come back to me. The speech continues. It’s an excellent example of the way a clever speaker can manipulate the sentiment of a hostile, ignorant crowd. Antony pulls out all the rhetorical stops. At the very end, he wins the mob with a sentimental â€Å"show and tell,† making Caesar’s death personal and tangible. He holds up Caesar’s bloody mantle and spreads the holes with his fingers, putting names to them: Look, in this place ran Cassius dagger through. See what a rent the envious Casca made. Through this the well-belovà ¨d Brutus stabbed. And as he plucked his cursà ¨d steel away, Mark how the blood of Caesar followed it, As rushing out of doors, to be resolved If Brutus so unkindly knocked, or no. For Brutus, as you know, was Caesar’s angel. Judge, O you gods, how dearly Caesar loved him! This was the most unkindest cut of all. NOTE: According to the historical record, Caesar’s assassins stabbed him twenty-three times. â€Å"Most unkindest cut of all† is nonstandard English. The rule for comparison, as my dismayed readers point out, does not permit a most to attend an adjective ending in -est. But Shakespeare was writing iambic pentameter. He needed a line with ten syllables. And besides, his intention was to have Antony wring out as much emotion as he could from the mob. The cut made by Brutus wasn’t simply unkind or most unkind, or the unkindest, it was absolutely the pinnacle of unkindness, hence the most, the -est, and the â€Å"of all.† When I quoted Shakespeare’s line, I was emphasizing the dismay I felt at the thought that branches of officialdom- in Britain of all places- could believe that it could be in the public interest to purge words from the English vocabulary. The very idea calls to mind a quotation from another of my favorite authors: Don’t you see that the whole aim of Newspeak is to narrow the range of thought? In the end we shall make thoughtcrime literally impossible, because there will be no words in which to express it. Every concept that can ever be needed, will be expressed by exactly one word, with its meaning rigidly defined and all its subsidiary meanings rubbed out and forgotten.- Orwell, 1984 I don’t have a conclusion to this post. We’re living along a seam in time. Some of us have had one kind of education, others a different kind. The practice of quoting from the English literary canon in articles intended for a general audience belongs to a passing generation. Is this is a bad thing? According to Hamlet, â€Å"there is nothing either good or bad, but thinking makes it so.† As King Arthur says at the end of Tennyson’s Idylls of the King, The old order changeth, yielding place to new. Related posts: When Most Is Enough Slipping into Newspeak Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†Empathy "With" or Empathy "For"?While vs. Whilst

Art History l - Identify the difference in statues. I will upload Essay

Art History l - Identify the difference in statues. I will upload pictures of the 4 - Essay Example The Chinese characters underneath the statue also reiterate this. The garb of people behind the Buddha is that sported by Chinese noblemen of their time. The Indian statue, like those from other regions, also has distinct regional features. He is attended by what seem to be Indian gods, carrying a round distinctly Hindu mace. What is more, the statue seems to be seated atop a throne that is carried by small folk, which shows the Hindu caste system, Buddha being Brahman is carried by those belonging to lower castes, with attendants belonging to his own caste. The Japanese Buddha statue has distinct Japanese facial characteristics, with almond shaped eyes squat nose and high forehead. The attendants of this statue, who seem to be long to the royal class, are dressed elegantly in the Japanese garb, with distinct Japanese styled crowns and ornaments. With Japan being a clear fiefdom, it is no wonder that the Buddha has been shown to be attended by royalty, thus, showing his high stature as per the Japanese

Drug Education Essay Example | Topics and Well Written Essays - 2500 words

Drug Education - Essay Example Thos who had not used an illegal drug were only 15%. Effective and efficient drug education is essential because young individuals are faced with numerous influences to using both illicit and licit drugs. Drug education plays a counterbalancing role through shaping a normative culture of moderation, safety and making decisions that are informed. Schools have been helped by various departments to develop a sustainable and ongoing drug education programs and policies that are based on approach that aims at minimizing harm. The approach aims at reducing the adverse health, economic and social impacts of drugs. This is achieved through limiting or minimising the hazards and harms of using drugs for both the individual and the community without eliminating the use necessarily. Globally, it has been recognised that teachers are perfect in providing young individuals with the knowledge and skills for making sound choices and decisions on drug use. As such, there is need to adequately train teachers. Thus, the purpose of this paper is to document a comparative analysis of the following two models: Youth development and Diversionary activities and Drug use prevention through social marketing. Youth Development and Diversionary v. Drug use prevention through social marketing Under youth development and diversionary we have the positive futures. A positive future is a social inclusion national activity-based program for young individuals. The program aims at helping young people from communities that are deprived. It helps them to leave a healthy life through steering them away from alcohol and drug misuse and crime. In addition to that, the program provides young individuals with role models thus widening their horizons and providing them with access to new opportunities within an environment that is cultural familiar (Positive Futures Impact Report, 2006, p. 5). Positive future target young adults aged between ten (10yrs) and nineteen (19yrs) old. In its endeavour to en sure youths live a positive and health lives, it has partnered with organisations such as Diageo GB. This is a drinks business comprising of a collection of brands that are widely known internationally such as wine, spirits and beers. The positive future activities have managed to enrol majority of young individuals to its activities. For instance, as at September 2005, one hundred and nine thousand five hundred and forty six (109,546), young individuals had enrolled in the positive future regular activities. Moreover, young people who attended the programs of positive future were fifty seven thousand (57,000). Through attending these programs, the youths have been able to achieve a lot. For example, their behaviours, self esteem and self confidence were greatly improved. In its urge to mould the youths in the society, the positive future takes an approach that is developmental. Unlike other social policy initiatives that are sports-based, positive futures is not a sport development or diversionary program as traditionally practiced or understood. On the contrary, it uses a relationship strategy whose aim is to interact with young people in a trustful and respectful manner. In that case, young individuals are able to interact with positive role model who guides them on the right path rather than

Sheila Change during Essay Example for Free

Sheila Change during Essay Sheila was shocked about this, but this was a contrast to between her and the rest of her family; as her family felt no emotion not a surprised or shocked expression in the room. Sheila was so shocked and disgusted about what her mother did she ended up turning on her mother Mother, I think it was cruel and vile. This shows us what Sheila really feels about her mother and she uses strong words against her mothers actions, but if we go back earlier Sheila would never turn on her own mother but because she wants everything to come out and she now see her mother for who she really is. When the inspector told Mrs Birling what she did was completely wrong and what if it happen to her, Sheila was shocked but Mr Birling mind wasnt really on what Mrs Birling did but was on if the press get hold of the situation -The Press might easily take it up-this shows us that Mr Birling takes up his own self interest, this tells us that he is a selfish man, he doesnt care about Eva but cares about the reputation of his family. In the beginning of Act 3 Eric comes in knowing that the family now knows of his drinking problem. It was Sheila that told the family about Eric, this made Eric angry and he feels that Sheila betrayed him You little sneak. This shows us that Sheila was being open about everything not keeping anything a secret which means she is an honest person. It also showed the relationship between Eric and Sheila because this mean the must be very close as the Eric told Sheila his secret trusting Sheila. When Sheila told Eric that she kept the secret for months I could have told her months ago, not of course I didnt. This shows that Sheila as protected Eric and shown loyalty to Eric by not telling their parents. Eric revealed how he came into contact with Eva Smith. Eva and Eric met in a bar and they had a few drinks but they got drunk and Eric insisted to stay with her for the night and that is when they slept with each other. They met again in the same bar and they talked with each other and they slept with each other again. Eric admitted that he wasnt in love with her but he liked her. They met up again and she told Eric that she was pregnant. Eva didnt want to get married because she knew that Eric didnt love her. He realised that Eva didnt have a job so stole some money from small banks his fathers companies had and he gave it to Eva but when Eva discovered the money was stolen so she stopped collecting the money. Eva didnt want to see Eric no more. Eric was wondering how come everyone knew that Eva was pregnant and he asked if Eva told them and Sheila said She told mother. This shows that Sheila is quick to let everything out in the open not letting anyone get away with anything. Eric was furious at his mother telling her that she killed her own grand-child. Before the fight got out of hand the inspector told them all that they all had a part in killing Eva Smith. He told them not to forget it. Telling them what they did exactly and telling Sheila that she didnt start the problem but Birling by not accepting her request. He told them how they all got to look after everyone else. After the speech the inspector leaves, leaving the family in disbelief. The family started again to have disagreements blaming it on each other. But they wonder if the inspector was a real inspector. Sheila says it doesnt matter who he was. The whole point of the inspector coming was to make the family think about their actions. We notice that Sheilas character changes after the inspector leaves. She starts to talk back to her parents, she becomes angry at them (flaring up) this shows us that she as started to stand up to her parents. Sheila tells her parents that they are being Childish. This shows that she has turned the tables on her parents making them see its their fault as well as Erics and hers. Later Gerald had turned up at the Birlings house. Gerald told the Birling family that Inspector Goole doesnt work for the police. This made the family puzzled. Gerald challenged the Birling family asking them is it the same they all saw which may not be true. They may not even know the same girl. The Birling family dont even know if there is an incident today. Mr Birling looks at them triumphantly and puts the theory altogether. They all came up with a conclusion that it was all a hoax. Mr Birling says Im convinced it is. No police inquiry. No one girl that all this happened to. No scandal-Then Sheila says No suicide? this tells us that Sheila is very thankful that there is no death or unborn life on her conscience but the rest of Sheilas family still dont care about Eva Smith, they only care that they is no public scandal. Mr Birling told Sheila that it was all over, Sheila says that everything did really happen but it didnt end in a tragedy so lucky for them she also says -But it might have done This tells us that Sheila is still thinking of what may have happened if there was a girl that died and that they should just make it has a joke. But Mr Birling mocks the fact that a girl might have died and he starts to mimic the inspectors last speech. He tells Sheila to go to bed and she says It frightens me the way you talk. This shows that Sheila is now disagreeing with her family values; she thinks that her family hasnt changed a bit since Inspector Goole was there. Sheila doesnt want a repeat of what happen again, she wants her family to change for the better. Sheila confronts her parents on how they are behaving Youre pretending everythings just as it was before. This is telling us that Sheila is quite upset that her family is pretending that everything is okay but her and Eric learnt their lessons. Unlike the rest of the family Sheila is calm and level-headed. Gerald holds up the ring to Sheila. This is history repeating itself as earlier in the story Gerald gave Sheila a ring announcing their engagement but this time Sheila says No, not yet. Its too soon. I must think. This tells us that she is not ready to step into her old role it also shows that she still doesnt agree with her family value and she knows her as to think about her this time and know what she wants instead of her parents pushing her to marry Gerald someone rich and of high class. So she turns Gerald down. In the beginning we portrayed Sheila as a very superficial person who was only knows the obvious. She is also a selfish and self-centred person like when she went to Milward only thinking about herself she got Eva Smith sacked from her she also said I couldnt be sorry for her. She heard that she got sacked and she showed no care for other people but herself. She was also an immature, childish and naive person. Sheila was at the bottom of the family which meant she was to answer if she was spoken to. She abused her status to get what she wanted like at Milward where she said she would persuade her mother to close the account they have with Milward unless they sack the girl. She is also a spoilt and inconsiderate person; she can get what she wants if she just uses the power that she has of an upper class citizen. We could see that she was very detached from reality; she didnt know what was going on in the outside world where there were people from the lower class and working class. Sheila doesnt really speak for herself You talk as of we are responsible- Then Birling says (cutting in) Just a minute Sheila This shows that her father wont really allow her to express her own point of view. As we come to the end of the story Sheilas character changes dramatically as she finds out who else was responsible for Eva Smiths suicidal death. Sheila is an independent and takes responsibilities of her actions I know. I had her turned out of a job. I started it. Sheila is willing to take part of the responsibilities of the death of Eva Smith. She is also a changed woman You and I arent the same people who sat down to dinner here this also shows that she know as well that she is a changed woman. She is also very perceptive and inquisitive she is knows what her mother had done before her mother admitted and she is very inquisitive saying to the inspector I dont understand about you. Sheila now also listens to her conscience knowing when Eva was said not to be true she had no death on her conscience but she still felt that the story was really and that there was an Eva Smith. She is an honest deep thinker who thinks about the consequences of her actions on the day of Milward and how that led on to other unfortunate events. Sheila is not anymore as heartless as the others but she is sensitive she doesnt listen to the rest of her family when they say that the inspector was hoax and when they said that there was no suicide Youre pretending like everythings just as it was before. The rest of Sheilas family act like the inspector coming was a dream but Sheila isnt. Sheila is critical of family values she doesnt believe that the family can use their position in a manner that is not useful to other people around them. Finally, she is unwilling to revert to her pervious self; Sheila says to her family Youre ready to go on in the same old way. And Mr Birling says (Amused) and youre not, eh? Sheila says No, because I remember what he said, how he looked and what he made me feel. This is saying that she as learnt a lot from the inspector and she is never going to return to her old self. Sheila even rejects the ring offered back by Gerald because she knows that she is not ready yet and she needs to think. .

Using Technology to Enhance Elementary Education Essay -- Education, T

Introduction Even though too much technology will cause the child not to think outside the box but look for other technology to bail out the child's thought process, technology does allow the child to learn quicker. Because technology allows the teacher to develop lessons at the child’s pace and learning level and Visual and interactive technology allows the child to learn and correct their errors without feeling hurt or discouraged. Children need real-life experiences with real people to benefit from available technologies. Technologies used to enhance curriculum and experiences for children benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills. Technology increasingly finds its way into mainstream culture, the types and uses of technology in early childhood programs have also expanded dramatically to include computers, tablets, e-books, mobile devices, handheld gaming devices, digital cameras and video camcorders, electronic toys, multimedia players for music and videos, digital audio recorders, interactive whiteboards, software applications, the Internet, streaming media, and more. These technologies are increasingly expanding the tools and materials to which young children have access both in their homes and in their classrooms, affecting the ways in which young children interact with the world and with others. (NAEYC, 2011) The topic is controversial of technology in early childhood education while exciting and potentially valuable things are happening with children and computers, we may not be using these tools in the best ways, or obtaining the results we expect. The more useful question is what are ... ...hnology.htm NAEYC. (2011). Technology in early childhood programs Retrieved December 8, 2011 from http://www.naeyc.org/files/naeyc/file/positions/Draft Technology in Early Childhood Programs 4-29-2011.pdf Scoer, J., Ellis, D., & Railsback, J. (2001, June) Technology in early childhood education finding the balance. Retrieved December 9, 2011 from http://www.netc.org/earlyconnections/byrequest.pdf Theodotou, E. (2010, September 18). Using computers in early years education: What are the effects on children's development? some suggestions concerning beneficial computer practice. International Scientific Conference , Retrieved December 9, 2011 from http://www.eric.ed.gov/PDFS/ED514555.pdf Young children and computers. (2011). Retrieved December 10, 2011 from http://www.whattoexpect.com/toddler/toddler-learning/young-children-and-computers.aspx

Counselling Children in a Community Setting

In the world of counselling, using effective techniques and skills in understanding the behaviour of a person is critical. This will serve as the path that will break through the natural barriers of the human mind. Like adults, children have issues that have to be confronted in order to behave accordingly. The only difference is that they act on these issues on a different than adults do. Hence, a different approach is need.Unlike adults, children lack the proper vocabulary to explain their feelings making it harder for counsellors to understand their thoughts. Velsor (2004) in her article ‘Revisiting Basic Counselling Skills with Children’ talks about the essential approaches that may be helpful when dealing with children during counselling Her article hopes to improve the study ‘Adapting Basic Skills to Counsel Children’ by Erden and Lampe had done to create an appropriate approach in dealing with children.Velsor offers two new approaches into the world of counselling children. The first is to enhancement of microskills, a term used for communication skills units by counsellors, when working with children. This allows any client, adult or child, to present their issues during sessions. For children, the use of microskills involves the counsellor to adapt to the children’s varying capabilities. Apart from encouraging verbal communication of children, this allows them to bring out their issues through the manner of playing.In this article, several examples are used to explain the different microskills used as well as the different manners children may use to act on their issues. Velasor explains her second approach by introducing and explaining the common stages and themes that occur during counsel with children. Acquintance with these stages enables the counsellor to properly understand how to go about the counselling period. List of References: Velsor, P. V. (2004). Revisiting Basic Couselling Skills with Children. Journal of Counseling and Development, 82 ( 3), 313-318.

Photosynthesis

The leaves are the part of a plant where most photosynthesis takes place. If you cut a leaf in half and look at the cut end, it would look like this: Key: 1. Waxy cuticle: this gives the leaf a waterproof layer, which lets in light. 2. Upper epidermis: provides an upper surface. 3. Palisade cells: contain chloroplasts. 4. Spongy mesophyll: collection of damp, loosely packed cells. 5. Lower epidermis: layer of cells on the lower surface. 6. Air space inside the leaf: allows contact between air and moist cell surfaces. 7. Stoma: a hole in the leaf through which gases diffuse. . Guard cells: change shape to close the stoma. One unique feature of leaves is that they have tiny holes in them to let carbon dioxide and oxygen enter and exit. The hole formed between these cells is called a stoma. A stoma is just a hole. It is controlled by two guard cells, which change shape to either open or close the hole. Something makes water enter the cells by osmosis and so they swell up and change shap e, but no one is quite sure of the trigger. The stomata (air holes) on plants are normally open during the day and closed at night.These stomata are found on the undersides of leaves. This is because if they faced the sunlight, some of the plant's precious water could evaporate out of them. [IMAGE] Guard cells Hole Open stoma Closed stoma Photosynthesis is the way that plants make their food using energy from sunlight. This is the word equation: [IMAGE] Plants use the green dye (or pigment) called chlorophyll to pick up the energy from the sunlight. Plants make sugar and use some of it for energy to keep them alive (respiration) but they also use some for growth and repair by making fats and proteins.However, it is not always sunny so plants need to be able to store some of the sugar they make, so they convert it to a storage carbohydrate (starch). Plants could use starch or glucose. Starch is insoluble (it does not dissolve in water) while glucose is soluble. This means that if sta rch is used, less water is required to keep its food stored. The amounts of water, carbon dioxide, sunlight and temperature can all affect how effectively a plant carries out photosynthesis.The amount of water is effected by how much is taken up through the roots and how much is lost from the leaves. If less water is available in the leaf then photosynthesis will occur more slowly. Similarly, if there is less carbon dioxide around then photosynthesis will occur more slowly. There wont be enough of the fuel (substrate) to get the reaction to work. If there is less sun, which usually means it is cooler too, then there is less energy for photosynthesis and it occurs more slowly. So photosynthesis works best when it is warm and sunny.Aim === The aim of my experiment is to determine whether or not the intensity of light will affect the rate of photosynthesis in a plant. To do this, I am going to observe Canadian pond weed (Elodea) under varying light intensities. The Elodea will be subme rged in water. I will count the amount of oxygen given off in this experiment by counting the number of bubbles produced. I used Canadian pondweed because of its unusual ability to emit bubbles of gas from a cut end, when placed in water. IntroductionPhotosynthesis occurs only in the presence of light, and takes place in the chloroplasts of green plant cells. Photosynthesis can be defined as the production of simple sugars from carbon dioxide and water causing the release of sugar and oxygen. The chemical equation for photosynthesis can be expressed as: sunlight [IMAGE]Carbon dioxide + water sugar (glucose) + oxygen + water CO2 + H2O C6H2O6 + O2 + H2O All plants need light in order to photosynthesise. This has been proven many times in experiments, so it is possible to say that without light, the plant would die.The reason that light intensity does affect the rate of photosynthesis is because as light (and therefore energy) falls on the chloroplasts in a leaf, it is trapped by the c hlorophyll, which then makes the energy available for chemical reactions in the plant. As the amount of sunlight (or in this case light from a bulb) falls on the plant, energy is absorbed. This means that energy is available for the chemical reactions, and so photosynthesis takes place. The more light there is that falls on the leaf in the first place, the quicker the rate that the reaction can take place.There are many factors which will affect the rate of photosynthesis, including light intensity, temperature and carbon dioxide concentration. The maximum rate of photosynthesis will be controlled by a limiting factor. This factor will prevent the rate of photosynthesis from rising above a certain level, even if the other conditions needed for photosynthesis are improved. It will therefore be necessary to control these factors throughout the experiment so as not to let them affect the reliability of my investigation into the effect of light intensity.Predictions ——â₠¬â€Ã¢â‚¬â€œ I predict that as the intensity of light increase, so will the rate of photosynthesis. I also predict that if the light intensity increases, the rate of photosynthesis will increase at a proportional rate until a certain level is reached, and the rate of increase will then go down. Eventually, a level will be reached where an increase in light intensity will have no further effect on the rate of photosynthesis, as there will be another limiting factor, in this case probably temperature. Preliminary work =============== Initially, to determine a suitable range of levels of light intensities at which to record results for my experiment, I did a preliminary investigation in which I recorded the number of bubbles of oxygen given off in a given time at various light intensities. To alter the light intensity, I placed a lamp at various distances from the plant. I also therefore needed a way of accurately measuring the light intensity, and I did this using a light intensity mo nitor. I obtained the following results:Light intensity (%) Number of oxygen bubbles collected 100 38 95 51 90 45 85 36 80 33 75 14 70 7 65 1 60 0 Although this is a very quick, simple and efficient way of obtaining an idea of the trends for the graph, and the boundaries for the measurements, this experiment was not in itself in my opinion accurate enough to be the basis of my main experiment. This lack of accuracy was mainly due to the fact that by simply counting the bubbles, I was relying on each bubble being exactly the same size, which they clearly were not.The preliminary experiment will give me a best fit curve to which I can compare my main graph, and also points at either end of my results at which it is clear to see light intensity has little or no effect. Here, it was in fact at a light intensity of around 95% when it seems that another factor such as temperature or carbon dioxide concentration has become a limiting factor. In my main experiment, it will not be necessary to take readings above this point. It also shows that while my outer limits are justified, it will be better to take more readings between the current light intensity values of around 60 – 95%.I will take readings at 60%, 62. 5%, 65%, 67. 5%, 70%, 72. 5% aâ‚ ¬Ã‚ ¦ This way I will obtain more results between an accurate value scale. Here are my results from my preliminary experiment: [IMAGE] Method Input variables Light intensity – This is to be varied by increasing and decreasing the distance from the light source to the plant Output variables Volume of oxygen (rate of photosynthesis) – This is to be measured by finding the number of bubbles of oxygen produced in a 30 seconds. Carbon dioxide concentration – This can affect the rate of photosynthesis, since if there is too little CO2, it can become the limiting factor.In this case, as long as the experiment is done over a short period of time, the amount of carbon dioxide used up by the plant will not b e sufficient enough to cause the carbon dioxide concentration to become the limiting factor. If my experiment were to be performed over a longer period of time, this would become a problem. Water availability – Water is also required in the photosynthesis reaction, and when it is lacking, the plants' stomata close to prevent further water loss. This closing of the stomata cells also leads to little carbon dioxide being able to diffuse through.Clearly, in a water plant, (like the pondweed) as long as the plant is fully submerged in water at all times, this will not be a problem. Temperature – Enzymes are used in the photosynthesis reactions of a plant. Therefore, temperature will increase the rate of photosynthesis, until a point at which the enzymes weaken and work at a slower rate. I am going to perform the experiment at 22 degrees, checking the temperature frequently in case the heat given off from the light should slightly raise the temperature, in which case I shal l simply refill the beaker with more water after each experiment.Apparatus list A § Desk lamp A § Elodea pondweed A § Clamp A § Water A § Thermometer A § Test-tube A § Beaker A § Cold water A § Stopwatch A § Light intensity meter Cut a stem of Canadian pondweed of about 7cm in length. Fill a test-tube with water, and place it in a clamp. Then place the test tube into a beaker of cold water. Insert a thermometer into the beaker, and record the temperature at the beginning and end of each experiment, (as a precaution against a significant unexpected rise in temperature).Set up a lamp at a set distance from the plant, ensuring that this distance is from the filament of the lamp to the actual pondweed, rather than the edge of the beaker. The light intensity must be measured in the same way as described in the preliminary experiment. When bubbles are being produced at a steady rate, start the stopwatch and count how many oxygen bubbles are produced in 30 seconds. Repe at this experiment three times for accuracy. Following the aforementioned method, I obtained these results: Light intensity (%) Number of bubbles counted Test 1 Test 2 Test 3 95 52 0 50 90 47 48 46 85 37 39 39 80 35 32 33 75 12 13 10 70 4 2 3 65 1 0 2 60 1 0 0 From these results, I have worked out one set of average results and drawn a graph to show them. The results are rounded up to integers because the â€Å"number of bubbles counted† is discrete data (ie – â€Å"4 and a half bubbles† would not be appropriate). ===================================================================== Light intensity (%) Average number of bubbles counted 95 51 90 47 85 38 80 33 75 12 70 3 65 1 60 0 *****Analysis***** ================== *****My graph was in the form of a best-fit curve.I drew it as a curve rather than a straight line because of the clear pattern of the points. This meant that the rate of photosynthesis increased as the light intensity increased. This was because ph otosynthesis is a reaction, which needs energy from light to work, so as the amount of energy available from light increased with the rise in light intensity, so did the amount of oxygen produced as a product of photosynthesis. My graphs showed that the relationship between the light intensity and the rate of photosynthesis was non-linear, as both graphs produced a best-fit curve.However, as I expected in my hypothesis, it does appear that for the very first part of the graph, the increase in rate is in fact proportional to the increase in light intensity (i. e. a straight line) and I can show this by taking some readings from the graph: Results from graphaâ‚ ¬Ã‚ ¦ =================== From these results, I am able to say that an increase in light intensity does certainly increase the rate of photosynthesis. The gradual decrease in the rate of increase of the rate of photosynthesis (the shallowing of the curve) can be attributed to the other factors limiting the rate of photosynth esis.As light intensity increases, the photosynthetic rate is being limited by certain factors, such as carbon dioxide and temperature. These factors do not immediately limit the rate of photosynthesis, but rather gradually. As light intensity increases further, so the rate of photosynthesis is being limited by other factors more and more, until the rate of photosynthesis is constant, and so is almost certainly limited in full by another factor. Overall, both graphs and my results support my predictions fully.My idea that the rate of photosynthesis would increase with light intensity was comprehensively backed up by my results. This is because a higher light intensity involves a greater level of light energy, which can then be transferred to a special protein environment designed to convert the energy. Here, the energy of a photon is used to transfer electrons from one chlorophyll pigment to the next. When enough energy has been gathered at a reaction centre, ATP can be synthesised from ADP. The oxygen collected in the experiment is in fact the by-product of this reaction, and so it is lear to see that the more light energy, the more ADP is being converted into ATP and more oxygen is produced as a result. Evaluation ========== Although I feel that my experiment was sound overall, I thought there were many points at which the accuracy was not perfect. As I have already stated, my preliminary experiment was not accurate enough to justify being used as my main experiment. This was mostly due to the fact that I was relying on all the bubbles being the same size, which they clearly weren't, however many of the smaller inaccuracies also apply to my main experiment.Firstly, the distance between the light sources and the Canadian Pondweed were not measured to a very high degree of accuracy, especially when you note the fact that the distance should have been measured exactly from the filament of the light bulb to the centre of the plant. It is possible here to find a percentage error. I estimate that the error could have been up to 0. 5cm and I will find the percentage error for the largest and smallest reading using this estimate: Percentage error = possible inaccuracy total reading % error distance 10 5cm 1 50cm Percentage error is just how much your guess was off from the actual value. The formula is: |estimate – actual|/actual * 100% [That is: the absolute value of (the estimate minus the actual) all divided by the actual, all multiplied by 100%. ]* It is clear to see that the percentage error is much less for the larger distances. Although I was not actually using the distances as part of my results, I used them as a marker for where the lamp was placed each time, as I assumed that the light intensity would be the same each time at a particular distance. Therefore, any inaccuracies in measuring the distances, i. e. f a distance was slightly different when doing the actual experiment from the distance at which I earlier measured the l ight intensity, an error would ensue. The second major inaccuracy was in measuring the volume of oxygen given off. When reading the syringe there could have been an error of 0. 25mm, and again it is possible to find a percentage error. % error volume 3. 57 7ml 50 0. 5ml For the smallest volumes this is clearly a massive error, and to improve this, it would be necessary to do the readings over a longer period of time, therefore increasing the volumes, and in turn reducing the percentage errors.Another error would have been due to background light in the vicinity. We tried to reduce this error by closing all blinds in the laboratory, but due to practical reasons, we could not all perform the experiment in a separate room, and we therefore experienced light pollution from other student's experiments. This would have had a very marginal effect on my results as a whole, but to eliminate this problem completely, it would have been necessary to perform the experiment in a totally dark room . A further inaccuracy was in the heat generated by the lamp.As I have earlier described, temperature has a very noticeable effect on the rate of photosynthesis, and so any increase in the temperature of the pond water would have had serious effects on the accuracy of my results. To ensure this did not happen, I monitored the temperature of the water before and after every reading, to check that the temperature did in fact not rise. It turned out not to be a problem, as over the short period of time taken by my experimental readings, the temperature did not rise at all.However, if I were to extend the time of my experiment to 5 minutes for each reading for example, which would have the effect of reducing other percentage errors, I would have to find some way of keeping the temperature constant. One way of doing this would be to place a perspex block between the lamp and the plant, which would absorb most of the heat, while allowing the light energy to pass through. As I mentioned in my planning, carbon dioxide concentration could have been an error in the experiment. However, I feel that due to the short period of time taken there is very little chance that the oncentration would ever have been so low as to become the limiting factor. Again if I were to carry out the experiment over a longer time period, it would have been necessary to add sodium hydrogen carbonate to the water to increase the carbon dioxide concentrations. The last inaccuracy, though a small one, was in the time keeping. The main problem here was in when to begin the minute. If for one reading, the minute was started just after one bubble had been produced, and in another reading it was just before, this could have had a negative effect on the accuracy of my results.I therefore ensured that in each case I started the stopwatch just after a bubble had been produced, thus heightening the accuracy. Overall, I felt that due to the small volumes of oxygen involved, my experiment was not as accurat e as it could have been, however I believe it was accurate enough to support and justify my hypotheses. Improvements could have been made as I have stated, mainly by simply increasing the time taken. However, due to practical time constraints in taking the readings for my investigation, and some consequential problems relating to time extension, I could not in fact make these adjustments.The other obvious way of increasing the reliability of my results would be to take many repeat readings and find an average. To extend my enquiries into the rate of photosynthesis, I could perhaps try to link in some of the other limiting factors to the same experiment, as well as investigating them in their own right. It could also be interesting to explore the effects of coloured lights on the rate of photosynthesis, which could lead to the question of whether or not other types of light, such as fluorescent lights or halogen lights, would have a different effect on the rate of photosynthesis.

Harrison Bergeron

Harrison Bergeron It's a split! Harrison Bergeron is a mildly bad movie but if you take to mind that this is a low budget TV film - it wasn't so bad. The movie was a mildly successful portray based on the short story by Kurt Vonnegut. Directed by Bruce Pitman and written by Arthur Krim.Bruce Pittman presents a story, based on a short story by Kurt Vonnegut, in a simple, but powerful way. The idea of men becoming truly equal is one with its pros and cons, and with Harrison Bergeron, Bruce Pittman examines both the pros and cons. True, when everyone is pretty much the same, there is no jealousy, no crime, and no conflict. But would you accept this at the cost of losing art, music, and almost all forms of self-expression? In the movie handicaps are issued to every person preventing them from surpassing average intelligence, therefore creating a truly "egalitarian" society, where no man is better than the other.2081/Harrison Bergeron/Finally everyone is equalHarrison Bergeron (played by Sean Astin) is a y oung boy born with an exceptional mind, one which no handicap could control. On a visit to the doctor Harrison is recruited by an elite group of intelligent men who secretly control the media, politics and help keep everything the way it is. Once Harrison finds out what pleasures this organization is denying man kind, Harrison takes it to heart to create a third world revolution.The acting in this movie was more or less good ...but not great. For the most part the actors did a very good job in playing their roles but there were scenes where I found it hard to believe the importance of the subject matter. For the special effects I found them to be almost horrible; the cars and houses almost...

History of Frankincense, Ancient Aromatic Tree Resin

History of Frankincense, Ancient Aromatic Tree Resin Frankincense is an ancient and fabled aromatic tree resin, its use as a fragrant perfume reported from a multitude of historical sources at least as early as 1500 BC. Frankincense consists of the dried resin from the frankincense tree, and it is one of the most common and sought-after of aromatic tree resins in the world even today. Purposes Frankincense resin was used in the past for a variety of medicinal, religious and social purposes, and many of those purposes are still used today. Its perhaps best-known use is to create a permeating scent by burning crystalized pieces during rites of passages such as weddings, childbirth, and funerals. The incense is and was used to smooth and oil hair and sweeten the breath; soot from the incense burners is and was used for eye makeup and tattoos. More pragmatically, melted incense resin is and was used to mend cracked pots and jars: filling the cracks with frankincense makes a vessel watertight again. The bark of the tree is and was used as a red-brown dye for cotton and leather clothing. Some species of resins have a delightful flavor, which is sampled by adding it to coffee or by simply chewing it. Frankincense also is and was also used as a household medicine for dental problems, swellings, bronchitis, and coughs. Harvesting Frankincense has never been domesticated or even truly cultivated: the trees grow where they will and survive in place for very long periods. The trees have no central trunk but seem to grow up out of the bare rock to heights of about 2-2.5 meters or about 7 or 8 feet. The resin is harvested by scraping a 2 centimeter (3/4 of an inch) opening and allowing the resin to ooze out on its own, and harden on the tree trunk. After a few weeks, the resin has dried and can be taken to market. Tapping the resin is done two to three times a year, spaced out so the tree can recover. Frankincense trees can be overexploited: take away too much resin and the seeds wont germinate. The process was not easy: the trees grow in oases surrounded by harsh deserts, and overland routes to market were difficult at best. Nonetheless, the market for incense was so great the traders used myths and fables to keep rivals away. Historical Mentions The Egyptian Ebers Papyrus dated to 1500 BC is the oldest known reference to frankincense, and it prescribes the resin as a use for throat infections and asthmatic attacks. In the first century AD, the Roman writer Pliny mentioned it as an antidote to hemlock; the Islamic philosopher Ibn Sina (or Avicenna, 980-1037 AD) recommended it for tumors, ulcers, and fevers. Other historical references to frankincense appear in the 6th century AD in the  Chinese herbal manuscript Mingyi Bielu, and numerous mentions appear in both old and new testaments of the Judeo-Christian bible. The Periplus maris Erythraei (Periplus of the Erythryean Sea), a 1st century sailors travel guide to shipping lanes in the Mediterranean, Arabian gulf and Indian Ocean, describes several natural products, including frankincense; Periplus states that South Arabian frankincense was of a finer quality and more highly prized than that from East Africa. The Greek writer Herodotus reported in the 5th century BC that frankincense trees were guarded by winged serpents of small size and various colors: a myth promulgated to warn off rivals.   Five Species There are five species of frankincense tree which produce resins suitable for incense, although the two most commercial today are Boswellia carterii or B. freraeana. The resin harvested from the tree varies from species to species, but also within the same species, depending on local climatic conditions. B. carterii (or B. sacra, and called olibanum or dragons blood) is thought to be the tree mentioned in the bible. It grows in Somalia and the Dhofar valley of Oman. The Dhofar valley is a lush green oasis, watered by monsoonal rains in sharp contrast to its surrounding desert. That valley is still the leading source for frankincense in the world today, and the highest grade resins, called Silver and Hojari, are only found there.B. frereana and B. thurifera grow in northern Somalia and are the source of Coptic or Maydi frankincense, treasured by the Coptic church and Saudi Arabian Muslims. These resins have a lemony scent and today are manufactured into a popular chewing gum.B. papyrifera grows in Ethiopia and Sudan and produces a transparent, oily resin.B. serrata is Indian frankincense, golden brown in color and mainly burned as incense and used in Ayurvedic medicine. The International Spice Trade Frankincense, like many other aromatics and spices, was carried from its isolated origins to market along two international trade and commercial routes: the Incense Trade Route (or Incense Road) that carried the trade of Arabia, East Africa and India; and the  Silk Road  that passed through Parthia and Asia. Frankincense was extremely desired, and the demand for it, and the difficulty of getting it distributed to its Mediterranean customers was one of the reasons the Nabataean culture rose to prominence in the first century BC. The Nabataeans were able to monopolize the frankincense trade not at the source in modern Oman, but by controlling the Incense Trade Route that crossed Arabia, East Africa, and India. That trade sprang up during the classical period and had a huge impact on Nabataean architecture, culture, economy and urban development at Petra. Sources: Al Salameen Z. 2011.  The Nabataeans and Asia Minor.  Mediterranean Archaeology and Archaeometry  11(2):55-78.Ben-Yehoshua S, Borowitz C, and HanuÃ… ¡ LO. 2011.  Frankincense, Myrrh, and Balm of Gilead: Ancient Spices of Southern Arabia and Judea.  Horticultural Reviews: John Wiley Sons, Inc. p 1-76. doi: 10.1002/9781118100592.ch1Erickson-Gini T, and Israel Y. 20113.  Excavating the Nabataean Incense Road.  Journal of Eastern Mediterranean Archaeology and Heritage Studies  1(1):24-53.Seland EH. 2014.Archaeology of Trade in the Western Indian Ocean, 300BC–AD700.  Journal of Archaeological Research  22(4):367-402. doi: 10.1007/s10814-014-9075-7Tomber R. 2012.  From the Roman Red Sea to beyond the Empire: Egyptian ports and their trading partners.  British Museum Studies in Ancient Egypt and Sudan  18:201-215.

Post World War II Essay Example | Topics and Well Written Essays - 1250 words

Post World War II - Essay Example The Killing Zone" (Grunt Space, 2004). From this list emerged another long list of Vietnam-inspired war movies and television series. And then, there's "We Were Soldiers Once and Young." This book inspired the movie directed by Randall Wallace and starring Mel Gibson. The book and the movie present unadulterated details about war, not from the point of view of historians, politicians, and wide-viewed bestselling authors but from the individuals who were there. Ferguson (2003) presented a detailed military and national background about the events that surrounded the la Drang memoir of Moore. The war in Vietnam was considered a "boil" during America's Cold War with the former USSR and China. While Vietnam was fresh from its independence from colonial France, a revolution erupted as the communists controlled northern Vietnam. The 1956 Geneva Accord paved for a national election which was marred by communist rebels called the Viet Cong. America per se was under turmoil at that time as President John F. Kennedy was assassinated, with a non-interventionist new president Lyndon Johnson. Nevertheless, Johnson sent troops, using airmobile warfare initiated with the 11th Air Assault Division renamed as the 1st Cavalry Division, 7th Battalion with the mission: to find and kill the enemy. Discussion: "We Were Soldiers Once ... and Young" is a book written by retired Lt. Gen. Harold G. Moore, battalion commander of the 1/7 Cavalry during the la Drang campaign, together with UPI war reporter Joseph L. Galloway. It was produced with intensive interviews among Vietnam war soldiers (survivors) and their families, loved ones, and all those who were directly involved and affected by the war. Moore wrote that every Hollywood movie had shown it the wrong way, which inspired him to write the book, "to make it right this time." While it is necessary to indicate political and global trends in presenting a part of history such as the United States' war with Vietnam, Gilbert (2004) acknowledged that "Light of another kind can be found in the examinations of the wars in Viet Nam provided by world literature and the world cinema," (p 14). This is indicative of the presence and essence of other details which are all contributory to historical facts that cannot be ignored altogether. Gilbert (2004) aptly placed it when he wrote "Viet Nam has greatly contributed to the human record of the strife-torn and oppressed. From the Western-influenced individualist style that emphasized the alienation of the self to the triumph of social realism that identified death on the battlefield as the highest form of self-realization, Vietnamese prose and poetry reflects the transition from a traditional to a colonial to a modern society that many people have made in the modern era." While the book

Karsk Lanscape Essay Example | Topics and Well Written Essays - 1000 words

Karsk Lanscape - Essay Example When rain water first flows through acidic soils, it becomes much more acidic and more capable of dissolving superior quality rocks and large volume of the rock. As acidified water percolates through the cracks on limestone, it enlarges them gradually, allowing more water to get through. Continuation of this process with time enlarges the fissures to an extent they can take in entire rain water moments after falling. Underground, the water from the fissures join up to form small underground streams, causing massive and widespread corrosion and dissolution of rocks. These lead to development of underground cavities at varied depths and of different sizes. Notable karst areas include the Nullarbor Plain in Australia and Chocolate hills, Philippines among many others (Larsen, 2003). Karstification results in formation of varied features of varied sizes and at different depths. Karst topography has some small sized features on its surface collectively referred to as Karren or Lapiez. Examples of these are: As acidic rain occurs, it runs on the surface and causes dissolution of limestone or other soluble surface rock. As it keeps running over the surface, it dissolves and sculptures it with each run of water causing grooves and solution flutes on the ground. This causes a vast area of parallel flutes known by their German name Rillenkarren Vertical joints and bedding planes in limestone can be widened and enlarged by solutions to form a series of deep elongated slots called grikes. Such larger and fairly deeper features are known as grikes. These are closed depressions in karst areas, usually circular in outline. Dolines either formed by dissolution of rocks close to the surface or by underground dissolution that forms a cavity whose roof then collapses to expose a hollow depression on the surface. Sinkholes formed by dissolution of rock is are fairly well rounded