How to Test for Protein in Food

Protein is an essential nutrient that builds muscle in the body. Its also easy to test for. Heres how: Protein Test Materials Calcium oxide (sold as quicklime in building supply stores)Red litmus paper (or another method to test pH)Â  WaterCandle, burner, or another heat sourceEye-dropperTest tubeMilk or other foods to test Procedure Because milk contains casein and other proteins, its a good food to start your testing with. Once you understand what to expect from testing milk, you can examine other foods. Add a small amount of calcium oxide and five drops of milk to a test tube.Add three drops of water.Dampen the litmus paper with water. Water has a neutral pH, so it should not change the color of the paper. If the paper does change color, start again using distilled water rather than tap water.Carefully heat the test tube over a flame. Hold the damp litmus paper over the mouth of the test tube and observe any color change.If protein is present in a food, the litmus paper will change color from red to blue. Also, smell the test tube: If protein is present, you should be able to detect the odor of ammonia. Both of these indicate a positive test for protein. If protein is not present in the test sample (or is in insufficient concentration to produce adequate ammonia during testing), the litmus paper will not turn blue, resulting in a negative test for protein. Notes About the Protein Test Calcium oxide reacts with protein to break it down into ammonia. The ammonia changes the acidity of the sample, causing a pH change. If your food is already very alkaline, you wont be able to use this test to detect protein. Test the pH of food to see if it changes the litmus paper prior to performing the protein test.Milk is an easy food to test because its a liquid. To test solids, such as meat, cheese, or vegetables, you must first grind the food by hand or by using a blender. You may need to mix the food with some water to make a sample you can test.The test registers a change in pH, which is the concentration of hydrogen ions in an aqueous or water-based solution. Most foods contain water, so they work fine for the test. However, oily foods may not work as well. You cant test pure vegetable oil, for example, because it doesnt contain any water. If you test greasy foods, such as french fries or potato chips, youll need to mash them up and mix them with a bit of water first.

A Brief Note On The World Of A Big World - 1286 Words

Rachhpal Singh 12/10/15 Eng. 125 Mr. Jordan Dakin Really Small Thing in a Big World With the boom of modern technology in the late 19th century it has only grown from helping human like through medical innovations to bringing the worst of humanity in the time of war like weaponing tear gas by the French then poison gas by Germany in World War 1. This has not been the first advances in technology. Railroad made transporting large quantity of products from one states to the others faster. Telegrams and telephones made it easier to communicate over large areas in very short time. And then came the internet which tore down all borders and shrunk the world into a new state where a person could communicate with another siting in other country†¦show more content†¦Nanotechnology can revolutionize the world in the fields of medicine, environment, technology, etc. In â€Å"Nanotechnology Could Alleviate Many of the Problems of the Developing World† Heller, Jacob, and Christine Peterson stated that â€Å"A Paper by Fabio Sala mance-Buentello et al. founded that nanotechnology could be applied to attain at least five of the eight United Nations Millennium Development Goals (MDG).† United Nations Millennium Development Goals are as followed: eradicating extreme poverty and hunger, achieving universal primary education, promoting gender equality and empowering women, reducing child mortality, improving maternal health, combating HIV and AIDs, malaria and other diseases, ensuring environmental sustainability, and developing a Global Partnership for development. Photovoltaic cells based on quantum dot technology, nanocrystals for hydrogen creation and the production of hydrogen storage systems based on carbon nanotubes would significantly improve environmentally sustainable development (Heller, Jacob, and Christine Peterson). â€Å"Although hydrogen is an alternative to fossil fuels, it formation, storage and conversion to electricity as facing technological challenges. However, in the use of water as a renewable resource to produce hydrogen, the uses of nanocphoto catalysts have shown promise.,† argued Karunaratne,

Sexual Harrasment in Egypt Free Essays

Sexual harassment is a common occurrence here in Egypt whether it’s verbal or physical harassment. As sad as it may seem I was never affected by this problem until it happened to me a couple of months ago. I was walking one afternoon with my mother and young sister on Baghdad Street we were window shopping and having fun, but suddenly out of the blue a guy passing by with a bicycle touched me in an inappropriate way. We will write a custom essay sample on Sexual Harrasment in Egypt or any similar topic only for you Order Now At first I was too shocked to do anything and by the time I started to yell it was too late the guys had disappeared down the street.When that happened to me I began to pay more attention to the situation in Egypt because sexual harassment in Egypt is increasing at a alarming rate and it needs to be stopped. It not only happened to me but it also happened to some of my friends and relatives, the streets of Cairo are unsafe for woman no matter how early or late the time is there is always a possibility of sexual harassment. There are many reasons for sexual harassment and its effects on women are catastrophic women are afraid to walk on the streets for fear of harassment, it also have a major effect on the society and it affects how we Egyptian are viewed to the world.One of the main reasons that sexual harassment happens is because the harasser can get away with it and that affects women and our society. In Egypt there is no punishment for sexual harassment people could do it and get away with it (Reem Leila). This has many effects to it, first when harassers realize that they could harass and get away with it there is nothing stopping them from doing it again and that makes the women more afraid of walking on the streets in Egypt and if they did walk on the streets they wouldn’t feel safe always looking behind their backs always expecting to be harassed.Moreover it also affect the society for example the incident that happened in down town Cairo that groups of men started to aggressively attac k women in front of a movie theater( El Khashab). The shop keepers who tried to help the victims were hit by the attackers (EL Khashab) and that made most of them afraid to help the women which led to more harassment and women screaming on the streets and that led to the anger of society as a hole against the government because not only women are being harassed but men were hit for trying to help they blame the government for not putting policemen on the streets on such a busy day and for allowing the arassers to get away with what they did. Sexual harassment not only affects the victims but it also affects the society. As sexual harassment here in Egypt began to increase people started to blame the victims saying that they brought it upon themselves and that it was there faults for making men harass them (Abdelhadi). People say that because of the way women dress they are harassed which is unfair because when the ECWR (Egyptian Center of Women’s Rights) conducted a study on this they found out that veiled women are more often harassed then women with no veil (Fayed).When women are blamed for this they will not be able to report on harassment and they will start to blame themselves for causing the harassment to happen and start to believe what the people are saying. Then women will be too ashamed of being physically harassed that they won’t even mention it to anyone even their families which is unfair and morally wrong to accuse them in the first place.This will also lead to women being afraid on the streets for when they hear that they are blamed for the harassment they will want to go out less and always want to stay at home they will be afraid to go to their work and that is really sad because women deserve to be free and not live in fear in Egypt. Police stations disregard sexual harassment saying that it’s not their problem that women are harassed (Fayed) and that makes the society angry because it’s the police job to take care of the women and they are not doing anything to stop sexual harassment from happening.Not only is sexual harassment ruining our society, but also tourism is affected too. According to ECWR 82% of foreigners are sexually harassed here in Egypt foreign embassies in Egypt have been receiving many complaints against the harassment in the streets. They are very worried about the safety of their female nationals (Reem Leila) ,and now foreigners here in Egypt are advised by their embassies to be very cautious when they are on the street and try as hard as they could not to be alone (Reem Leila). This has many effects on Egypt because it not only tarnishes the view of Egypt and the Egyptians it also makes tourism happen less and less.In Egypt we depend on the tourism income, and because of sexual harassment either verbal or physical tourism began to decrease. Tourists are advised not to come to Egypt and if they did they should expect to be sexually harassed. When tourism starts to decrease some of the people whose job depends on tourists will be out of business and then they will become poor and poverty rate will increase in Egypt. It also affects us Egypti ans as we are viewed through their eyes they will think that all Egyptian men are harassers and there are no good people in our society which is sad because nit all men are like that. There are lots of thing that needs to be done to prevent sexual harassment from happening. There should be police officers in crowded areas to prevent the repletion of the down town incident. Women should have the right to report about sexual harassment and not be laughed at, and there should be new laws that punish harassers so that they cannot get away with it every time. People should stop blaming the women for being sexually harassed and try to think of solutions to prevent it and not making the women feel ashamed. How to cite Sexual Harrasment in Egypt, Papers

Education in America free essay sample

Education in America Malcolm X once said, â€Å"Education is our passport to the future, for tomorrow belongs to the people who prepare for it today. † There are many options available concerning the education of the future men and women of America. Since private schools can be a heavy burden on one’s wallet, most people are left choosing between public education and home schooling. There are many factors that must be considered while deciding which is more suitable. However, some of the most important would be the instructors, how well the students’ needs are met, and the effectiveness of each. They both have their own advantages, and disadvantages, making it difficult to choose between the two. Where a student’s learning takes place is not nearly as important as who is educating them. It is extremely important that the person entrusted with the task of educating students be well qualified to do so. Some parents enjoy the idea of home schooling because they can teach their children themselves, or choose who does. However, the task of ensuring the chosen instructor is of sound credibility can be a daunting one. Although home schooling allows for the opportunity to choose a student’s instructor, the teachers within the public education system are all guaranteed to be certified. They also have a set curriculum for their students that they are comfortable with, while home schooling gives one the chance to oversee the student’s curriculum. One would be able to change lesson plans, or things of that nature as they see fit. Another benefit of home schooling is that the student does not need to change instructors annually. The same one can be used for a number of years allowing for a strong and trusting relationship between them and their pupil. This is only the first step toward ensuring that all of a student’s needs are being met adequately. Every student has their own individual needs that go far beyond simply finding a good instructor. In these areas home schooling may very well have the upper hand because public education simply is not flexible when it comes to things such as scheduling, and class size. Some students work better in the morning, and some during the afternoon. Home schooling gives the student/parent the right to say when it is best for them to study. This ensures that to student is working to the best of their ability. In addition, home schooling allows the student to learn at a pace which is comfortable to them; as opposed to trying to keep up with a class. The ever growing class size of an average public schoolteacher does not leave very much time to be spent with individual students. Home schooling gives the teacher and student plenty of one-on-one time. This strengthens the aforementioned bond between the pupil and the instructor. All of this helps to ensure that the student will come away with a comprehensive knowledge of everything they are being taught. Although, despite all of this flexibility, public education gives young people something that many home schooled people do not get: socialization. Public schools give students the chance to be around peers and develop social skills that they will need in order to in life. Social life aside, home schooling can be just as effective as a public education would be. In the school year of 2008-09 a total of 3,039,015 public school students received a high school diploma. The Averaged Freshman Graduation Rate for that year was 75. 5 % (Robert, 2011). Although there are no statistics readily available for home schooled students it can be assumed successful simply by the growing numbers over the years. In 1999 there were only 850,000 students being home schooled in the United States; that number rose to 1. million in 2003, and then to a staggering 1,508,000 in 2007 (Bielick, 2008). As the state of our public education system continues to decline, those numbers continue to grow. However, even with the rise in numbers of students now being home schooled, it is still difficult for those students to find a college that accepts home schooling credits. Universities and colleges require some form of a diploma to enroll, but there are multiple solutions to that proble m. A bigger problem is making sure that the student is adequately prepared for college level courses. In a study done in 2005, they found that 39% of recent high school graduates found gaps between what they were prepared for in high school, and what was expected of them in college. Even 42% of college instructors believed that high schools do not adequately prepare their students for college (Peter D. Hart Research Associates, 2005). Due to the fact that a home schooled students’ curriculum can be watched closely, they have the opportunity to be better prepared for college level courses. This also enables them to learn. Education is the key to preparing young men and women to be successful in their future. There are now more options available than ever concerning the education of this nation’s youth. This is why it can be so difficult to choose how and where they should be educated. The students’ needs must be carefully considered before any decisions can be made. Public education and home schooling both have many advantages, and disadvantages, making it difficult to choose between the two. One must look closely at the differences between them, and decide based on their own needs and circumstances, and those of the student.

American Woman Suffrage Association

American Woman Suffrage Association Founded: November 1869 Preceded by: American Equal Rights Association (split between American Woman Suffrage Association and National Woman Suffrage Association) Succeeded by: National American Woman Suffrage Association (merger) Key figures: Lucy Stone, Julia Ward Howe, Henry Blackwell, Josephine St. Pierre Ruffin, T. W. Higginson, Wendell Phillips, Caroline Severance, Mary Livermore, Myra Bradwell Key characteristics (especially in contrast to the National Woman Suffrage Association): Supported passing the 15th Amendment (giving the vote to black men) even if women were explicitly excludedFocused on the vote for women and largely ignored other womens rights issuesSupported winning woman suffrage state by state with only occasional pressure for a federal constitutional amendmentSupported the Republican PartyStructure was a delegate systemMen could and did join as full members and serve as officersThe larger of the two organizationsConsidered the more conservative of the two organizationsOpposed more militant or confrontational strategies Publication: The Womans Journal Headquartered in: Boston Also known as: AWSA, the American About the American Woman Suffrage Association The American Woman Suffrage Association was formed in November of 1869, as the American Equal Rights Association fell apart over debate on the passage of the 14th amendment and 15th amendment to the United States constitution at the end of the American Civil War. In 1868, the 14th amendment was ratified, including the word male in the constitution for the first time. Susan B. Anthony and Elizabeth Cady Stanton believed that the Republican Party and abolitionists had betrayed women by excluding them from the 14th and 15th amendments, extending the vote only to black men. Others, including Lucy Stone, Julia Ward Howe, T. W. Higginson, Henry Blackwell and Wendell Phillips, favored supporting the amendments, fearing they would not pass if women were included. Stanton and Anthony began publishing a paper, The Revolution, in January 1868, and often expressed their sense of betrayal at former allies who were willing to set aside womens rights. In November of 1868, the Womens Rights Convention in Boston had led some participants to form the New England Woman Suffrage Association. Lucy Stone, Henry Blackwell, Isabella Beecher Hooker, Julia Ward Howe and T. W. Higginson were the founders of the the NEWSA. The organization tended to support Republicans and the black vote. As Frederick Douglass said in a speech at the first convention of the NEWSA, the cause of the negro was more pressing than that of womans. The following year, Stanton and Anthony and some supporters split from the American Equal Rights Association, forming the National Woman Suffrage Association - two days after the May 1869 convention of the AERA. The American Woman Suffrage Association focused on the issue of woman suffrage, to the exclusion of other issues. The publication The Womans Journal was founded in January, 1870, with editors Lucy Stone and Henry Blackwell, assisted by Mary Livermore in the early years, by Julia Ward Howe in the 1870s, and then by Stone and Blackwells daughter, Alice Stone Blackwell. The 15th amendment became law in 1870, prohibiting the denial of the right to vote based on a citizens race, color, or previous condition of servitude. No state had yet passed any woman suffrage laws. In 1869 both Wyoming Territory and Utah Territory had given women the right to vote, though in Utah, women were not given the right to hold office, and the vote was taken away by a federal law in 1887. The American Woman Suffrage Association worked for suffrage state by state, with occasional support for federal action. In 1878, a woman suffrage amendment was introduced into the United States Constitution, and soundly defeated in Congress. Meanwhile, the NWSA also began to focus more on state by state suffrage referenda. In October, 1887, frustrated by the lack of progress and the weakening of the suffrage movement by its split between two factions, and noting that their strategies had become more similar, Lucy Stone proposed at an AWSA convention that the AWSA approach the NWSA about a merger. Lucy Stone, Susan B. Anthony, Alice Stone Blackwell and Rachel Foster met in December, and soon the two organizations established committees to negotiate a merger. In 1890, the American Woman Suffrage Association merged with the National Woman Suffrage Association, forming the National American Woman Suffrage Association. Elizabeth Cady Stanton became the new organizations president (largely a figurehead position as she then went on a two-year trip to England), Susan B. Anthony became the vice president (and, in Stantons absence, acting president), and Lucy Stone, who was ailing at the time of the merger, became head of the Executive Committee.

Opossum Facts (Order Didelphimorphia)

Opossum Facts (Order Didelphimorphia) The opossum (order Didelphimorphia) is the only marsupial found in the Americas. The Virginia opossum (Didelphis virginiana) is the single species found in the United States, but at least 103 species occur in the Western Hemisphere. The word opossum comes from the Powhatan or Algonquian name for the animal, which roughly translates as white dog. Although the opossum is commonly called a possum, some marsupials in the Eastern Hemisphere are also called possums (suborder Phalangeriformes). Fast Facts: Opossum Scientific Name: Order Didelphimorphia (e.g., Didelphis virginiana)Common Names: Opossum, possumBasic Animal Group: MammalSize: 13-37 inches plus 8-19 inch tailWeight: 11 ounces to 14 poundsLifespan: 1-2 yearsDiet: OmnivoreHabitat: North, Central, and South AmericaPopulation: Abundant and increasing (Virginia opossum)Conservation Status: Least Concern (Virginia opossum) Description Didelphimorphs range from the size of a rodent to that of a domestic cat. The Virginia opossum (Didelphis virginiana), which is also known as the North American opossum, varies in size according to its habitat and sex. Opossums in the northern portion of their range are much larger than those that live further south. Males are much larger than females. On average, the Virginia opossum ranges from 13 to 37 inches in length from nose to the base of the tail, with a tail adding another 8 to 19 inches of length. Males weight between 1.7 and 14 pounds, while females weigh between 11 ounces and 8.2 pounds. Virginia opossums have gray or brown fur and white, pointed faces. They have hairless prehensile tails, hairless ears, and opposable thumbs on their rear paws. As with other marsupials, the female has a bifurcated vagina and a pouch, while the male has a forked penis. Opossums have prehensile tails and opposable thumbs on their rear feet. Frank Lukasseck, Getty Images Habitat and Distribution Opossums live in North, Central, and South America. The only species found in North America is the Virginia opossum, which lives along the West Coast of the United States, and from the Midwest all the way to the East Coast and throughout most of Mexico and Central America. However, climate change has been extending the Virginia opossums range into Canada. Although the opossum prefers a wooded habitat, it is highly adaptable and often lives in urban environments. Diet The opossum is a nocturnal omnivore. It is primarily a scavenger, feeding on carcasses, garbage, pet food, eggs, fruit, grain, and other plants. Opossums also eat insects, other small invertebrates, birds and their eggs, rodents, and frogs. Behavior The opossum is best known for playing possum or playing dead. When a possum is threatened, it initially responds by hissing and baring its teeth, but further stimulation triggers an involuntary response that puts the animal in a near-coma state. The possum falls onto its side with open eyes and mouth and expels a stinky fluid from its anus that basically causes it to smell like rotten meat. Its heart rate and breathing slow, but the animal remains fully conscious. The response repels predators that avoid carcasses. Playing possum isnt under the opossums control, so an opossum knows what is going on around it, but cant simply get up and leave when a threat has passed. The feigned death may last a few minutes or up to six hours. Playing possum is an involuntary response to a perceived threat. Joe McDonald, Getty Images Opossums do not hibernate in winter. Since they dont dig dens or build burrows, the animals seek shelter when temperatures drop. In cold habitats, they commonly overwinter in garages, sheds, or under homes. Reproduction and Offspring The average opossum estrous cycle is 28 days, but the number of litters they bear per year depends on the species. The Virginia opossum breeds between December and October, with most young born February through June. The female has between one and three litters per year. Opossums are solitary animals. The male attracts the female by making a clicking sound. The pair separates after mating. As marsupials, females give birth to numerous young (as many as 50) very early in development. The young climb from their mothers vagina to teats within her pouch. A female only has 13 teats, so at most 13 young may survive. Typically only eight or nine young, called joeys, emerge from the pouch after two and a half months. The joeys climb onto their mothers back and stay with her for four or five months before venturing out on their own. In the wild, an opossum lives one to two years. This short lifespan is typical of marsupials. In captivity, an opossum may live up to four years, but it still ages rapidly. Conservation Status The conservation status of the opossum depends on the species. Some species are threatened or extinct. The only type of opossum found in North America is the Virginia opossum, which the IUCN classifies as least concern. Although hunted, trapped, and accidentally killed, Virginia opossums are abundant and generally increasing in population. Opossums and Humans The major cause of opossum mortality is motor vehicle collision. Opossums are hunted for fur and food. Their fat is high in essential fatty acids and may be used in therapeutic skin salves. Although not aggressive, the opossum is not an ideal pet. First, its illegal to keep an opossum as a pet in many states unless you have a wildlife rehabilitation license or wildlife hobby permit. Even then, the creatures are challenging to keep because they are nocturnal animals that require a varied diet and have inherently short lifespans. Wild opossums are useful to have around because they control tick, rodent, and snake populations. Unlike many mammals, they arent susceptible to rabies. Sources De Barros, M. A.; Panattoni Martins, J. F.; Samoto, V. Y.; Oliveira, V. C.; Gonà §alves, N.; Manà §anares, C. A.; Vidane, A.; Carvalho, A. F.; Ambrà ³sio, C. E.; Miglino, M. A. Marsupial morphology of reproduction: South America opossum male model. Microscopy Research and Technique. 76 (4): 388–97, 2013.  Gardner, A.L. Order Didelphimorphia. In Wilson, D.E.; Reeder, D.M (eds.). Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Johns Hopkins University Press. p. 6, 2005. ISBN 978-0-8018-8221-0.McManus, John J. Behavior of Captive Opossums, Didelphis marsupialis virginiana, American Midland Naturalist, 84 (1): 144–169, July, 1970. doi:10.2307/2423733Mithun, Marianne. The Languages of Native North America. Cambridge University Press. p. 332, 2001. ISBN 978-0-521-29875-9.Pà ©rez-Hernandez, R., Lew, D. Solari, S. Didelphis virginiana. The IUCN Red List of Threatened Species 2016: e.T40502A22176259. doi:10.2305/IUCN.UK.2016-1.RLTS.T40502A2217 6259.en

Argumentive Eassy Essay Example | Topics and Well Written Essays - 1250 words

Argumentive Eassy - Essay Example Social networking sites, such as Facebook and Myspace, have become the most modern and the most common methods of communication between people, especially for teenagers. While teenagers appreciate the ease in which they are able to communicate with friends and family members, there are many concerns in regard to this newer form of communication. Social networking sites are harming the social skills of teenagers, keeping them from other aspects of their lives, and have proven to be dangerous to their lives and well-beings. With all of these aspects combined, many parents have come to believe that social networking websites are harmful to teenagers. While many people, teenagers especially, believe that Facebook and Myspace are considered to be social networking sites, there are still others, consisting of mainly parents, that feel that social networking is an oxymoron. Through these social websites, teenagers are able to keep in touch with friends, family members, and teachers, as well as being able to meet new people through the many communities via these networking sites. However, the more that teenagers depend on these websites to communicate with others, the less time they seem to spend with friends and family outside of their web-driven social lives. The days of talking on the phone or going to a friend’s house have long since gone with the introduction of these simple communicative tools, making having a social life more convenient to teenagers of this generation. A social life nowadays usually consists of friends meeting each other in various chat rooms or forums on social networking websites to talk. The biggest fear here is that teenagers growing up in this digital generation and putting too much dependency on these websites will begin to lose real social skills, as their methods are now centering more around a computer instead of face-to-face communication, or even a conversation taking place

Unit 4 Individual Project Essay Example | Topics and Well Written Essays - 500 words - 1

Unit 4 Individual Project - Essay Example Euthanasia is a word derived from the Greek, simply means a â€Å"gentle and easy death† (Oxford English Dictionary, 2004). Obviously, supporters of the decriminalization of euthanasia are not using the word in this uncontroversial sense. They are not simply supporting the expansion of hospices and improvements in medical services. Rather, they are arguing that doctors should in certain circumstances be allowed to ensure an easy death not just by killing the pain but by killing the patient. Often the decision to practice euthanasia is more of a decision between letting the person die now or later, rather than a choice between life and death. Thus, it could be deemed that the movement in favor of euthanasia may be rooted in our fear of facing death, and that euthanasia is used to hasten death so that we will not have to cope with the consequences associated with the actual process of dying. In fact, according to U.S. surveys, there is greater support for physician-assisted suicide and euthanasia among patients and the general public than among physicians (Kashima and Braun, 15 October 2001). More Caucasians support these practices than members of ethnic minority groups (Braun, et al., February 2001). This is a very sorry situation wherein people would like to have complete control of their lives. In reality, humans have limited control but, ultimately, are forced to accept phenomena which they cannot change. Sickness and death fall into this category. The humane response to a dying person is to keep him company and alleviate his discomfort. There is no medical or ethical reason to deprive a person of all the pain medication needed to keep him comfortable and, for most people, a regimen of comfort care can be established in either a health care facility or at home. To be sure, keeping company with the dying and caring for their physical needs is a demanding task, but it is not a task

Ethics Essay Example | Topics and Well Written Essays - 500 words

Ethics - Essay Example Gilligan persuasively argues that in any ethical situation, one must take into account the human need to care for ourselves and for those close to us. She primarily uses women as the subject of the caring. She launches her platform from the suppression of women and their needs. The book flaunts the social selflessness that is incumbent upon women as they care for others, as the basis for developing care ethics. Kant’s categorical imperative attempts to create universal laws acceptable in all ways, without exception. He tries to create freestanding statements that do not require elucidation to establish them. He accepts that such categorical imperatives are difficult to derive. The ordinary person will not be able to logically reason his way through such maxims, nor question their validity. However, through experience, an ordinary person will be able to determine for herself if such maxims work or not. If one disobeys the maxims, and suffers as a result, one will automatically understand that the maxim had a reason for being so rigid. Nevertheless, the experience itself is dependent on emotional decisions, which one makes under pressure, the consequences of which help one realize the value of the maxims.

How Do Smartphones Affect Secondary Students English Language Essay

How Do Smartphones Affect Secondary Students English Language Essay As technology advances and so does the threats posed to its users increase. However, as technology develops it serves as the backbone of our modern ever-changing world. With the wide availability of the so called SMARTPHONES in the mobile market major concerns have risen to the usage of them by students all over the world and as a result the effects are drastic. The research question that was examined is as following. How do smartphones affect secondary students and what are the impacts they have on education? The scope of the research was based on my school as a core foundation and the world in general as a comparison modem which allowed me to attain the overall view of the effects. I prepared questionnaires which I handed to students at Sandford international school (see appendices) to 20 IB students, and they filled it and gave it back to me. I also interviewed some teachers to get a detailed and specific opinion from their thoughts. The results gave me an idea on how scholars themselves have been affected, and I used the results for my further analysis in the essay. This essay dealt with the problems associated with mobile devices in comparison to education. I analyzed both the advantages and disadvantages before I reached my conclusion. I carried out my secondary research over the internet and textbooks. The essay focused on the problems experienced by many scholars and what are the different ways in which they can avoid this. I have then concluded that smartphones have affected many students including the way they learn at school and I have suggested on how students can help each other overcome the problem. Word count: 284 Introduction [1] Failure amongst secondary school students is a global issue. For the last decade Smartphones have become part of our daily lives. We can use smartphones to read the news through the internet, send music via Bluetooth, stream live videos, access YouTube, communicate with friends and family across the world at any time or even create breath taking effects for both picture and videos. Along with its growing reliance of Mobile phones and technological development, however comes a problem that many students face in Schools. The ease of being able to carry these phones into school students at Sandford international school are finding it very hard to cope with classes without easily being distracted. As a result, the abstract nature of intellectual property with regards to smartphones has become a bigger issue. Usage of mobile phones in schools is a growing concern for many schools across the globe which is easy to dismiss as a trivial issue, but can be considered as a powerful social f orce. [2]Smartphones can be defined as phones that are combined with a computing platform and can perform differently than a normal feature phone would. A major concern amongst teachers and parents is the amount of time spent by students playing with their smartphones while in Sandford international school. Although mobile phones are an epidemic around many schools worldwide, some schools are widely known for being the leading perpetrators on allowing mobile phones to be used in school. This brings up the question: How do smartphones affect secondary students and what are the impacts they have on education at Sandford international school? By examining this question along with, potential solutions can be proposed in order to help cure this problem. IB students have become so reliant on mobile phones that it has created a social cycle that has twisted many of these students. Although progress is being made towards controlling the usage of these smartphones, there is still a long way to go b efore it can be reduced to a controllable level. [3]Smartphones are portable devices that are combined with the functions of a cell phone and that of a computer. Producers say the processor inside a smartphone acts as the devices brain, handling most or all of the devices central processing functions on a single integrated circuit, or chip. In todays ever-changing world everything is being made better. From the first cell phone ever made, to todays apples iPhone 5 the difference is really visible. In a period of 20years, massive changes have taken place in the Smart phone industry from when it was first introduced in 1992. For Sandfords students it has mostly contributed to the major problem that many of them now face, attaining grades [4]. Analysis So what is a so Called SMARTPHONE and why is it popular? A smartphone is a mobile phone built on a special mobile computing platform, with more [7] advanced computing system and connectivity the mobile phone can perform differently from a feature phone would normally operate, an example of a Nokias smartphone can be seen on figure 2. It is merged with computer communication technologies which allow us to take internet calls for instance Skype, Nimbuzz and many others. Figure 2: showing a Nokia type of a [6] Smartphone [8]The popularity of the smartphone grew, in part, because of services like Exchange, and their ActiveSync and Push Email services. People loved the idea of being able to access their email and do business while on the go. With the first smartphones, it was difficult to manage a calendar and contacts because they had to be updated on too many separate devices. Exchange allowed people to update information once and have it show up on all the other devices they used instantly. 3G networks and Wi-Fi data portable devices like smartphones persuade students to spend more time using these highly influential/interactive devices rather than they would spend on studying independently. [9]Students are now much lazier and very dependent on their handheld devices and as a result work is rarely done. An example I picked out at Sandford international school. If Students have school work they do it the night before its due, by simply downloading a PDF file or word document onto their smartphones and accessing it the next day. Social and Ethical impacts/primary research [10]Cell phones purely have a negative effect on the social and ethical behaviour of students. There are many social and ethical impacts concerning mobile phones. As ethics are the ways in which people behave in other words its a system of principles and morals. So how do mobile phones affect how people interact with each other, communicate or at the least live with each other? The ethical and social issues according to my research that may arise as a result of using smartphones in Sandford School are: They reduce the social standard in which people interact amongst each other Change the way people behave Create fights amongst peers affect students regular activities The social impacts are associated with the breed a culture of introverted, isolated people who are unable to deal with real human interaction because they have been trained to communicate with others through their mobile phones. Smartphones can also turn Students into less sociable people whereas instead of talking or communicating with others in real life, they may prefer to communicate online. Privacy, If you dont set a password on your messages or personal information then people can just take it and go through your personal data. Primary Research Analysis According to my research I carried out at Sandford international school, (please see the questionnaires in the appendix), I have concluded that the ethical and social issues that may arise are actually true. My primary research shows that even though the teachers of Sandford International School told students that they couldnt use their mobile phones during class time, students started to use it anyway. It also showed that when Students have their time off class theyd rather spend it on Facebook, twitter and YouTube. The school isnt behind though because they know that these devices uses Wi-Fi and therefore the internet they offer is badly used by students and acts as a distraction therefore the school introduced and Installed the Cyberoam software to block websites like Facebook and others so that students couldnt be distracted, But still students use their own 3G sim cards to do so. Also the school once used to use a rule that you shouldnt have a cell phone because the school has a landline phone that anyone could use. But this was annoying to many students because before you called whoever you wanted to call you had to state your problem to the school secretary before she could allow you to call. Technological advancement has changed many things. Using a landline phone is out dated and students prefer to bring their own smart phones to school because they go through less trouble and save time. Is using a mobile phone become such a necessity that students have to use it? Has it become an obsession or an addiction? I prepared questionnaires focusing on how much of the IB students use their smartphones for school related activities and etc. 70% of IB students in Sandford International School say that they are online almost all day because of their smartphones that are connected to the Internet most of the day. They are constantly receiving notifications and alerts from Facebook, Gmail, and twitter. According to my results most IB students nearly (70%) in Sandford International School use their smartphones for non-educational purposes.20% of other students told me that with the smartphone in French/Spanish class its easy for them to translate words from English to French and vice versa with Google translator as can be seen on figure 2. [5]Figure2: shows a student using Google translator in one of the language classes. And the other 10% of the students that filled out questionnaires say that they just have their smartphones in school in case of an emergency and it serves as no distraction to them whatsoever. I included the question do you consider yourself addicted or obsessed to your smartphone? in the questionnaires I handed out to students. Only 15% said that they were addicted or obsessed. Which I didnt believe because the ones that said arent addicted are the ones that are usually the ones playing with their phones in class. Studies found that high school students who used their smartphones endlessly to check their Facebook account at least once during a 15 minute study period achieved [21]lower grades. Below is a chart showing the percentage in which most IB students at Sandford use their smartphones for (figure 3). [11]Figure 3: shows the percentage in which most students use their smartphones for. The techno centric thing about the device is that students can type their notes using their smartphones and print wirelessly without the need of being connected to a printer via a cable. So how does this technology work? [21] When you first set up a wireless printer, you point it to the wireless network, or plug it into the router via Ethernet. Traditionally, these printers are not discoverable by Wi-Fi sniffers since they do not identify themselves or communicate with anything other than the access point or router. Printer configurations determine who can send it mail. You can tell the printer to accept mail from anyone or from only certain names on a whitelist. It could be one whole domain or just one person. This prevents unauthorized use, should the e-mail address be compromised. Once the sender is authorized and approved, the e-mail file attachment is downloaded to the printer, rendered in the appropriate format (Word, Excel, an image) and then printed. Across my research I was able to come across some advantages and dis advantages that I have outlined below. Advantages of a Smartphone To reduce both the environmental costs of cutting down trees, transporting it, manufacturing it into a final product and other costs, all large books, novels, story books and so on should now be digitized and used as [13]eBooks or PDFS for a simper and faster access by students that have smartphones. The eBook technology is already in place and students with larger screens can now enjoy this technology at hand. A good example of an eBook reader is the Amazon kindle, shown in figure 6. The Amazon Kindle is very good because it helps reduce stock and space of books. The main disadvantage about this eBook reader though, is that it is expensive. Most textbooks have now been digitized. This eBook technology involves the student downloading the book, saves and uses it as a PDF file on the smartphone or PC rather than having a bag full of books which can easily get destroyed, misplaced and lost. I see this as the future of textbooks and exercise books. Everything will be digitized in the ne ar future and students shall have no complains as to why they did or did not do the work at a particular time. [14]Figure 6 shows an amazon kindle which can be used for eBooks as an example. IB Students who are forgetful arent anymore as they can now write and save up reminders with an alarm to alert and remind them to the task at a particular time and day without forgetting or the urge to try and remember. Secondly the smartphone helps the student to always be on time. Hence With the smartphone students can easily listen to music that theyve downloaded onto their mobile phones and wouldnt need to have an iPod because smartphones could hold up memory sticks with different storage capacity from 1Giba Bytes up to 16Giba Bytes, they could send and receive documents from other people, chat with others on [15] apps like mxit, ebuddy and many others. Parents on the other hand dont have to worry only if they have a Smartphone. These days some schools send [16] RSS feeds and emails of upcoming events, meetings, regarding the students and the school directly onto your mobile phone if you are subscribed to be receiving the notifications. Lastly I gathered that IB Students can use their smartphones as seen on figure 5 to type notes as they are being taught as this would save on them using paper and its a faster method. [17]Figure 5: shows a student typing notes while a lecture is being given by a professor The disadvantages of a smartphone Distraction. From my Primary research I gathered that most teachers told me that student get distracted in class by phone calls and messages. Student are usually told at the beginning of class and it also written in their student handbook that mobile phones should be completely switched off in class and when such an incident happens and the whole class is therefore interrupted and almost every student loses attention and starts talking. The impact of such type of distraction is usually big and can cause many students to start talking to the other students in result they all lose focus on what they were meant to be doing at the time. Cheating. These smartphones can also be used by these students to cheat on their exams and tests for example, since students cant call in exam halls, it could be through the use of text exchange with other students. Privacy concerning both teachers and IB students. With technology advancement teachers have slightly started accepting the usage of the device in some areas and particular times of the school day. One of the reason is that, these smartphones are relatively very high in terms of video quality and recording length. For instance, a teacher could be having an argument with a student and student whos connected to the internet would record this and upload it onto YouTube. As a result the video is then shared with other people, and therefore the privacy of the teachers is then ruined. The video can also be used for bullying if the incident was rapid and outrageous. Those students will use the video to ridicule the person through blackmail. Conclusion/evaluation/recommendation Mobile phones are like a plague at Sandford and which is spreading quickly as more students are buying smartphones. Likewise the effort required to reduce such an effect is substantial. From this essay we have assessed the social and ethical impacts of smartphones, advantages and disadvantages, and solutions could be proposed based on the research question. However, some questions arise from the research. Will parents in collaborating with teachers be able to help the students against the smartphone problem? Is there an ultimate solution that addresses Smartphones social issue without requiring a radical reform? [19]Since Smartphones were introduced back in 1992, many problems have risen subjective to this technological advance. More and more people worldwide are now very dependent on their mobile phones than ever before. From office workers to parents, from drivers to students smartphones have caught their attention. smartphones were created to help ease particular tasks that humans encounter daily and dont have the time use other devices just in order to do their work. The impacts of smartphones are many to list but, these devices are part of everybodys day to day life whether we like it or not, including students. Therefore we might as well start using them for a good cause. I personally think that mobile phones will never solve the education crisis all over the world, but these smartphones can be seen as another tool kit that if its properly used by the scholars, it can enable both meaningful experiences and chances for a greater result in their studies. To add, the smartphone if it isnt used without self-awareness, caution and a great care can be the inner core of self-damage, miss management, poor performance, bad and abusive behaviour. IB students need to understand and learn the great responsibility to go with the type of technology at hand. In this era the smart phone doubtless is a tool that has power to make the user his own boss in the digital world, but as it is true, the smartphone has both sides the positive and negatives. When interacting with the device we should consider that it can help its users just as much as it can destroy them so be cautious with technology. Students need to know and understand the concept that in order for them to succeed in their studies all types of distractions need to be kept away, and spent the time wisely, perhaps going over what theyve studied during the day or week. I believe that with proper usage of the smartphone it has the capability and potential to make its users smarter. Addiction is our biggest enemy at the moment and developers are doing that on purpose because they want to sell their devices globally therefore its up to the users to use the devices consciously. Attaining low grades is one of the outcomes associated with smartphones; however its sad to see that students have accepted the consequences with these smartphones. Think before you act.

Software Piracy And Its Effects Essay -- essays research papers

Software Piracy and it's Effects Identification and Description of the Issue Copyright law are perhaps those laws which are breached the most by individual on a daily bases. This is because one might not know be informed about these law or because not much is done to enforce these law. Also some countries of the world have no Copyright laws. Software Piracy is a breach of a copyright law as one copies data contained on the medium on to another medium without the consent of the owner of the Software. When one buy a software one buys not the software content and therefore it isn't ones property. Instead one buy the license to use the software with accordance to the licensing agreement. Software companies invest a lot of time and money in creating a Software and the company rely upon the sales of the Software for it's survival. If illegal copies are made of Software the companies earns no money and could therefore be forced into bankruptcy. Software Piracy can be compared to robbing as one is stealing the goods of someone else and using it without paying for it. Up to 13 Billions dollars are lost in computer piracy yearly and in order to overcome these cost the company are force to rise the prices of their product. Brand name are properties of their respected companies and they have the right to protect their properties. Understanding of the IT background of the Issue Software is contained on disc or on a CD-ROM. Pirates copy can easily be made of Software on disc by copying from one disc to another disc. For CD-ROM one needs a CD-ROM burner or one copies the content onto a large hard disc and then on to a floppy disc. There are some underground bulletin boards ( BBS ) that contain pirate software. A user who logs on to one of these BBS can download Full version of Pirate Software provided one too can give something in return. On the Internet there are binary Newsgroup such as alt.binaries.warez, WWW pages and FTP sites that also contain Pirate Software. On the Newsgroup the Files are send upon request from anonymous users. As a result people who have access to the Internet can retrieve these Software Program free of charge. The person posting the Pirate software could be from a countries that has no copyright laws. These methods used in Software Piracy are hard to stop because of the fact it is done on the Internet and between individual form different co... ...e it to unlikely that any new copy protection will not be cracked. To much copy protection could drive away legitimate consumers. Till now politician haven't really looked into the problem of Software piracy and Copyrights very thoroughly as they think that there are bigger problems to solve. Once though legislation are passes and people made aware that Software Piracy is a crime one could see a fall in Software Piracy. In dealing with other country involves a lot of bureaucracy but also a committed government. For anything to occur on the political level could take years for any effects to be seen. It has the greatest chance of solving the problem in the long run. In the technological side one could solve the problem only one a short term but implementation would be fast. Sources Internet Page WWW.pcworld.com/News December 96 Business Software Alliance Information Sheet on Software Piracy Computer Ethics Tom Forester &Perry Morrison Chapter3 "Software Theft" page 51-72 CNN Computer Connection December 96 - January 97 PC Magazine entire 96 Volume Reuters InfoWorld, Vol.19, No.6 Reuters 6 Feb. 97 Media Daily, Jan 30, 1997 Article on FBI crackdown on Software Pirates

Attracting Cockroaches with Different Substances

Reason: The reason I did this project was because I am absolutely fascinated by cockroaches. I think they are really interesting. It also makes me happy that I’m the only person I know of who is not scared of cockroaches. We have cockroaches that will come into our house to escape from the cold outside, so I thought, why not get rid of some of them? But I had to know what kind of bait to put out for them in order to accomplish this. So that is how I came up with this. Hypothesis: If the peanut butter, the butter, the cheese, and the bread are tested, then the butter will attract the most cockroaches. If the peanut butter, the butter, the cheese, and the bread are tested, then the bread will attract the least amount of cockroaches. Experiment What I did: Well, first I put four 4 by 10 sticky traps on our counter. Then, I got out some butter, some peanut butter, some bread, and some cheese out. After that, I got a tablespoon and scooped the substances out. I put the tablespoon of each substance on its own sticky trap. The butter on one, the peanut butter on another, and so on and so forth. Then I turned off the light and went to bed. When I got up, I got my data book out and went out to our counters. When I turned on the light, I counted how many cockroaches were on each sticky trap and I recorded my results. I tested this out ten times, and each time I recorded my results. Discussion Comparing: It was very interesting because according to my research, cockroaches like moist substances that they can easily pick up. But instead of going for the moist substances I put out, they went for the dry ones! Another thing I didn’t look at before was the temperature. The temperature really affected my results. According to my research, cockroaches can be seen the most inside houses when it is cold outside. And my results proved that it was true. When I did my project, it showed that as the temperature got colder, more and more cockroaches got stuck on the sticky trap. Uncontrolled Events: I think one uncontrolled event was the temperature. The temperature fell while I was doing my project. Usually, cockroaches will come indoors to escape from the cold outdoors. More cockroaches came in when the temperature dropped. Another thing I couldn’t control would be the exact place I put the sticky traps. I mean, I did put them on the counter, but I couldn’t put them all in the exact same place. What if a cockroach was just making his way across the counters when he got stuck on the sticky trap? What I would have done differently: If I had to do my project again, I would add in the temperatures of the night as well, because it really does affect my results. Either that, or I would make sure the temperature was pretty much the same each night. If it wasn’t around the temperature that I wanted, I would wait for the next night. I would also have added more bait to test because four traps really isn’t that much. Other Experiments that can be done: Some other experiments that can be done would be like, how the temperature effects on how active the cockroaches are, or what traps trap cockroaches best. You could also see if cockroaches are more active at night or in the daytime. According to my research though, cockroaches like to come out at night, while it’s still dark out, because to them, light means that somebody is there and can hurt them. But when it’s dark out, that’s the signal that everybody is asleep. One last test somebody could do, would be how long a cockroach could survive without food or water. Would it be affected if they had been fed a lot before the experiment started? What if they had only been fed a little bit before the experiment started? Conclusion Results: My results showed that the roaches went for the bread and cheese more than the butter and peanut butter, so my hypothesis was wrong. Each night, hardly any cockroaches went for the butter and peanut butter. They would mostly all go to the bread and cheese.

Free Essays on Nature And People In Frosts Poetry

Imagine standing in a lush, green meadow. A slight gust of wind disturbs the rest of a few birds in the rustling birch trees. In the distance, the sound of a horse’s harness bells can be heard on its travels into town, yet it cannot be seen. The old country road is separated from the meadow by a handmade stonewall. To the right is an apple orchard. The apples smell so grand that one’s mouth begins to water. Then as though the days of youth had pushed you over, you lie in the meadow and stare at the fluffy clouds dancing in the blue sky. This wonderful picture is often the setting of Robert Frost’s poetry. These details help to set the idealistic moods of his poems such as in â€Å"The Road Not Taken†, â€Å"Mending Wall†, and â€Å"Stopping by Woods on a Snowy Evening†. Frost often intertwines human tragedies, fears, complexities, and the acceptance of burdens within the beautiful setting to create a figurative and symbolic story. Woods are one of the more common settings of Frost’s poetry. As in †The Road Not Taken†, He uses woods to represent a moral or mental crossroad. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could†¦ Frost takes the road less traveled, the one that leads deeper into the woods. These lonely, dark woods represent isolation from what is common. In the end he believes that he has chosen the right path, because it has changed his life for the better and there is no need for him to return to this crossroad (Ogilvie 117). â€Å"Before I built a wall I’d ask to know/ What I was walling in or out,/ And to whom I was like to give offense.† One of Frost’s most read poems, â€Å"Mending Wall† provides comedy as well as reality. Neighbors meet at spring mending time, to repair a stonewall that divides their property. One of the two is very traditional; he follows the clichà © of mendin... Free Essays on Nature And People In Frost's Poetry Free Essays on Nature And People In Frost's Poetry Imagine standing in a lush, green meadow. A slight gust of wind disturbs the rest of a few birds in the rustling birch trees. In the distance, the sound of a horse’s harness bells can be heard on its travels into town, yet it cannot be seen. The old country road is separated from the meadow by a handmade stonewall. To the right is an apple orchard. The apples smell so grand that one’s mouth begins to water. Then as though the days of youth had pushed you over, you lie in the meadow and stare at the fluffy clouds dancing in the blue sky. This wonderful picture is often the setting of Robert Frost’s poetry. These details help to set the idealistic moods of his poems such as in â€Å"The Road Not Taken†, â€Å"Mending Wall†, and â€Å"Stopping by Woods on a Snowy Evening†. Frost often intertwines human tragedies, fears, complexities, and the acceptance of burdens within the beautiful setting to create a figurative and symbolic story. Woods are one of the more common settings of Frost’s poetry. As in †The Road Not Taken†, He uses woods to represent a moral or mental crossroad. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could†¦ Frost takes the road less traveled, the one that leads deeper into the woods. These lonely, dark woods represent isolation from what is common. In the end he believes that he has chosen the right path, because it has changed his life for the better and there is no need for him to return to this crossroad (Ogilvie 117). â€Å"Before I built a wall I’d ask to know/ What I was walling in or out,/ And to whom I was like to give offense.† One of Frost’s most read poems, â€Å"Mending Wall† provides comedy as well as reality. Neighbors meet at spring mending time, to repair a stonewall that divides their property. One of the two is very traditional; he follows the clichà © of mendin...

Defining industrial revolution essays

Defining industrial revolution essays The industrial revolution (IR) was a name given to a dynamic period in history during the mid 18th-19th century in Britain during which time considerable changes were introduced. For example, this period marked the introduction of both steam power and new automated machinery that modernised the manufacturer and transport of produce for local and international trade. The cotton industry provided an early example of the introduced changes and improvements. For example, machinery such as the flying shuttle doubled the rate of cotton production which in turn lowered the costs of cotton production. Such productivity made previously higher cost products available to poorer members of society. The speed at which new inventions were generated and successfully introduced and the improving effect they had on industry were apparent. The period of time was noted for the increased numbers of patents and acts and expanding figures for both output and exports. However, irrespective of the many changes introduced during this period of time historians would find it difficult to define the term IR because industry is ongoing and always changing. To date Historians still dispute the actual time frame given for the IR in Britain. For example, in the late 17th century industrial changes were already apparent in the formation of proto-industry and after the time frame cited for the end of IR continuing progress and advances in industrialization were ongoing. The term IR may also present further confusions for historians. The term industrial means to manufacture or develop a product usually for the purpose of financial gain (profit). This could be achieved by the trade of natural products in agriculture or by the sale of manufactured products in business. The word revolution defines rebellion, transformation or rotation. For example, rotation can be seen as a form of change or turn around. Therefore the term IR implies one great event, wh ...

Business Plan Essay Example | Topics and Well Written Essays - 3000 words - 2

Business Plan - Essay Example The restaurant will specialize in a combination of fast cold or hot sandwiches and salads. It will also have specific recipes for the Dubai locals. The FWD’s unique menu, excellent location and repeat business are the main keys to the restaurants success. The restaurant will basically be a sole proprietorship owned by Ursula. The initial capital investment will be $30000. An additional of capital of $20000 will be raised in short term loan. The company will however overcome these challenges due to its excellent location. Further, it intends to draw into its main target market segment (business professionals) by providing a suitably upscale environment. For the restaurant to achieve the highest sales volume especially during its peak hours, it will seek to provide the customers with quality food and maximum number of services. It has planned charge a slightly higher price on its product and services that the competitors to justify for its upscale establishment and also cover for the operating costs that are expected to be higher because of the expanded and differentiated menu. First World Delicacies (FWD) is a new era restaurant that focuses on fast, nutritious and, healthy food to the local downtown area in Dubai. The restaurant will specialize in a combination of fast cold or hot sandwiches and salads. It will also have specific recipes for the Dubai locals. The distinct menu offered by the FWD allows it to follow a differentiation strategy which will allow it to provide hard to find or unique choices to its customers. All these will enable the restaurant to charge a slightly higher price that the customers thereby returning a significant profit. FWD is basically a restaurant which has both lunch and dinner menus. It also treats customers who come for dinner with a theme show. First World Delicacies (FWD) is a new era restaurant that

Reflection Assignment Example | Topics and Well Written Essays - 250 words - 9

Reflection - Assignment Example The report I received from the grammar checking website for my final draft pinpointed 15 issues in my essay. The highlighted issues enabled me to rectify my grammatical errors and also to rephrase the sentences in more meaningful manner. Many at times, I wrote as the sequence formed in my mind whilst I read. However, in the proofreading process I omitted those lines and rewrote them in a more descriptive manner. The main aim was to communicate my perception to the reader or assessor. Adjective and adverb agreement, subject and verb agreement were unfamiliar terms to me. Therefore, I browsed for these to modify my content according to the reported criteria. Colloquial speech was also a new term, but as I looked for it I realized that there is a huge difference between spoken and written language. As, speech and written language style cannot the same. Therefore, to write any essay, analyses or review one needs to adapt formal and appropriate language style to communicate the aimed purpose. Moreover, punctuations seem insignificant yet they describe the tone of the written content. Like where to pause, where to consider the written text statement, claim or question. Thus, if attention towards punctuation is not given it produces content with no specific tone and leaves the reader in a confused state. Therefore, it is vital to use appropriate punctuations to make one’s content more meaningful and influential (Ariza,

Legal Skills Essay Example | Topics and Well Written Essays - 2000 words

Legal Skills - Essay Example In the United States alone, they take up 24% of the total number of attorneys. This volume continues to grow especially with the fact that the current number of women law students today is 40% of total. Furthermore, it is forecasted that by 2010, 40% of the legal profession will be made up of women1,2. Despite these fact however, it is regrettable to note that some sectors in society remain reluctant in accepting the legitimacy of women as barristers and solicitors and their eventual appointment to judicial office. No less than the media is participatory in such discriminatory actions towards women. This is evident in many of the articles written about women in the legal profession such as â€Å"Justice Wears a Skirt† and that which talked about the law being â€Å"feminized†.3 This paper will be focusing on the women in law profession and their role as barristers and solicitors. It will make mention of several of the most famous of them and how they got to where they a re. II. The Role of Solicitors and Barristers Solicitors refer to lawyers who have complied with the educational demands and other prerequisites of the Law Society and have worked for two years under the supervision of a practicing solicitor. They have restricted authorization to plead before a court but in general, do not. Solicitors act as professional middlepersons between clients and barristers. They spend majority of their time in the office to plan strategies for the case and to write comprehensive guidelines for the barristers to follow. Barristers, on the other hand, are the legal experts who actually appear in court, and present the case compliant with the guidelines provided by the solicitors. Unlike solicitors, they do not interact with the clients; rather, they function as highly-trained and well-experienced specialists in legal procedure and points of law. Unlike solicitors also, they have direct access to court. However, the restriction on the right of solicitors to ap pear before the court has been removed by the Court and Legal Services Act. Also, the clients are given more direct access to barristers who have complied with the Bar Council prerequisites and have informed the council that they plan on doing direct access work. III. Statistics on Women Solicitors and Barristers Women make up 24% of the lawyers of the country. This amount is almost twice higher since 1985, when the percentage was just 13%, and higher by eight times than in 1971, when the percentage was just 3%. The place of women in the legal profession continues to rise. Women comprise 44% of all law students. However, despite making up over 50% of the population, the present projections indicate that the percentage of women in the profession will never reach 50%. Women are instituting themselves as leaders in the legal profession. By 1997, women made up 32% of the ABA Board of Governors, 22% of the members of the American Bar Association House of Delegates, 20% of state civil jud ges, 19% of federal judges, 8% of deans of law school, 19% of law school professors, and 14% of law firm partners4. Since the early part of the 1970s, the portion of female law students has increased by over four times, from 9.4% in 1972/1973 to 44% in 1996/19975. In response to reports by members of the faculty and female law students in law schools regarding gender discrimination, a sequence of hearings were carried out in 1994 and 1995 by the ABA Commission on Women in the Profession for the purpose of

A Comparison of Mac OSX Tiger and Microsoft Windows Vista Essay Example for Free

A Comparison of Mac OSX Tiger and Microsoft Windows Vista Essay Introduction: Microsofts Windows and Apples Mac OSX are one of the most prominent Operating Systems in the world. Both have millions of Active users and are considered as major rivals. Both Operating systems have their specific advantages as well as some disadvantages. Both operating systems have evolved throughout the time in a specific manner and has managed to create their own identity. This paper will compare the latest releases of both software giants i.e. â€Å"Microsoft Windows Vista† and â€Å"Mac OSX Tiger†. A Comparison of Microsoft Windows Vista and Mac OSX Tiger: Mac OSX Tiger 10.4x is the latest release of the OSX series of operating systems released by Apple Corps. This version was released in spring 2005. Like its predecessors Tigers foundation is laid on the Unix Kernel â€Å"Darwin†. The Unix foundation has made Tiger more secure and reliable than its non Unix rivals like Microsofts Windows. There are no known Viruses, Worms or Spywares which can force Tiger to compromise . Vistas predecessor Windows XP has been under attack by the hackers and viruses since its release for the first time which compelled Microsoft to fix the loopholes in the form of service packs. That why its successor Vista has been developed with security in mind. Though Vista seems to be more secure than XP or other earlier Windows releases but it has not achieved 100% immunity against viruses and worms. Apple has maintained a policy of releasing new versions roughly after every 18 months. Due to this approach the changes and innovations made in the new versions were not that prominent to confuse the users. On the contrary Microsoft has not released any new version after the release of Windows XP in 2001. Thus the change in Vista is more dramatic than change in Tiger. Speaking about the GUI and its features Tiger and Vista share many similarities. Because Tiger is a couple of years older than Vista seems to draw many features and ideas from Tiger. Some notable similarities are in icons. Vista has also change the names of â€Å"My Documents† and â€Å"My Computer† folder to â€Å"Documents† and â€Å"Computer† same as in Tiger. The term Vista Aero Interface is very similar to Tigers Aqua interface in terminology. The buttons and other interface details have the same shiny round look as in Tiger. Tigers most amazing feature is its spotlight search technology which is borrowed by Vista in such a way that even the search button is identical to it, only the magnifying glass turns on the opposite side. But along these similarities Vista is more advanced and sophisticated than Tiger in a number of ways. Vista provides a more sophisticated file previewing technology not found in Tiger. It can even preview text files. Moreover Vistas folder give the preview of the files located inside them a feature not found in Tiger. Moreover Vista can scale icons and previews up to 128 by 128 pixels. Regarding file management and searching Vista and Tiger share many similarities. Vistas new file searching technologies are very similar to Tigers spotlight technology, but Vista goes further ahead and provides the facility of adding meta data in Internet Explorer directly. Vista provides multiple fields for searching and adding meta data a feature not available in Tiger. Vista has also borrowed the idea of Tigers smart folders renaming them as virtual folders. But Vista has also developed some advanced file management features not found in Tiger. Vista provides a new backup system which record changes in the backed up files time to time and save them in a protected folder. Vista has also developed a feature available in Mac OSX since its earlier times. OSX has the ability to create any document in PDF. Vista on the other hand has given support to change any document in Metro an universal XML document format. Regarding networking Vista is far more superior than Tiger. This is basically because Vista is more compatible to Microsoft servers than Tiger. Vista has also provided the facility to connect to a project on the network and send presentations to it. Vista is also introducing Ipv6 protocol, a feature which is available in OSX since Panther. Vista also has a better support for RSS feeds, Weblogs etc. Media Center is a feature which can certainly be called the pride of Microsoft in the world of Desktops and operating systems. Because neither Tiger nor any other competitor such accomplished media center facitlities as provided by Microsoft. The feature first introduced in Windows XP Media Center edition has shown further enhancements and innovations in this regard. Conclusion: Though Vista is a major innovative change for Windows users many new features introduced in Vista are not that new in the world of desktops. Tiger and some other operating systems have introduced them a couple of years ago. But Vista has gone further beyond. There are many features and advances in Vista which are not found in any operating system currently. Security is the key problem thats why Vista provides more sophisticated security features than Tiger. Vista also has the advantage of the largest number of software support which Tiger doesnt. But Tiger has support of open source softwares thanks to its Unix foundation. One can conclude that each operating system is superior to its rival in some characteristics and lacks some features found in the other. References James Fallows (2006), Microsoft Reboots: A Preview of the New Versions of Windows and Office, The Atlantic Monthly. Volume: 298. Issue: 5 The Atlantic Monthly Magazine J.V. Bolkan (2005), Facing the Future: Computer Hardware Is Getting a New Set of Standards. Find out How They Will Affect Your Future Purchases, Learning Leading with Technology. Volume: 33. Issue: 3, International Society for Technology in Education. Royal Van Horn (2006), The Perfect Computer and Web Browser Updates, Phi Delta Kappan. Volume: 88. Issue: 1. Publication Year: 2006. Page Number: 7, Phi Delta Kappa, Inc

Focusing on A Child’s Right To Play

Focusing on A Child’s Right To Play The focus of this review will concentrate on addressing the issues and concepts surrounding the subject of Outdoor Provision in the Early Years setting. The review will begin by looking at the current literature supporting the suggestion that play has been identified as an essential part of early childhood education, touching on recent educational literature as well as a look at past theorists views and how this has affected early years practice to the present day. The review will then follow on from this with the main body of the essay discussing the literature and research on the outdoor environment within the early years setting focusing on the positive and negative areas surrounding the topic. In order to accomplish this, the review will analyse and synthesise current educational literature surrounding the main issues and ideas on the outdoors. In relation to the outdoors, the review will also touch upon issues raised regarding the relationship between the outdoor environment and boys attainment and the importance of equal opportunities within early years settings. The review will conclude with reference to all of the findings from recent educational literature relating to the outdoors and the issues and ideas surrounding it. Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a childs soul(Fredrich Froebel n/d) Introduction It has been continually reported and researched, that we expect too much too soon from our young children today. Early Years Practitioners are under pressure from government statistics and league tables to conform to a formal style of teaching too early, but how do we resist top down curriculum pressure? The time given to childhood is continually being eroded as children are rushed towards the adult world. Rather than being receivers of information, young children need to enjoy the experience of discovery, so that they can apply knowledge, concepts and skills, and take calculated risks in a structured rather than a directed environment. In all activities children need to play. (Warden 1999). Have we forgotten about the importance of childhood, the importance of Play? Surely it is impossible to stop children from playing? Such a strong natural drive must have a function. The disappearance of childhood is a contemporary phenomenon arising from a disappearing understanding of the true needs of early childhood (Lynne Oldfield, 2001: 5) Play has always been a topic under debate among educators and not only in the present day, as there are also vast amounts of research from past educational theorists that both support and challenge the idea. Someone once wrote that defining play is like looking for crocks of gold at the end of a rainbow, which seems like an appropriate definition. Play has been defined in various different ways by different theorists and throughout history philosophers and theorists have watched and questioned play. As far back as the 18th century Froebel was highly aware of the role of environmental influences in determining the full realisation of the childs potential and his respect for childrens play was profound; Playing is the self education of the child (Froebel 1815). Also in the 18th century Rousseaus work had its emphasis on freedom for children which was later criticised for encouraging parents to allow their children to be noisy, undisciplined and unkempt. His writing was said to be responsible for this provoking, obstinate, insolent, impudent, arrogant generation. Almost 300 years later this sounds all too familiar. By letting our children play are we creating destructive members of the community or are we helping them to become independent, confident and capable learners? Susan Isaacs theory would definitely agree with the latter of the two statements, in the 1920s and 30s. Isaacs developed both a curriculum and a means of understanding young childrens development based on her observations of their play. She wrote that, Play is a means of living and of understanding life. Neuroscientist, Susan Greenfield, (1996) also lends support to this view when she writes, Play is fun with serious consequences. The early years writer, Tina Bruce, also defines play as something involving choice and firsthand experience. ( Tina Bruce 2001) . Although research about play based learning has been rife since the 17th century, it is only within the last few years that the government has recognised its importance and incorporated it into the curriculum as an essential part of early years, Playing allows children to develop a sense of well being; develops their emotional responses and improves their interpersonal skills. It involves exploration and creativity, helping children think in a flexible manner, developing the creative process, language skills and learning and problem skills. (DCSF, 2008). Government documentation has not only highlighted the importance of a play based curriculum but also the importance of the outdoor environment. It states that all settings should provide continuous outdoor provision for all children (EFYS 2008). It is here that we move on to the importance of the outdoors as an extension to the play within the early years. Young children should be outdoors as much as indoors and need a well-designed, well-organised and integrated indoor-outdoor environment, preferably with indoors and outdoors available simultaneously (The Shared Vision Values for Outdoor Play in the Early Years, 2004) Drake looks at the work of other early years professionals and she identifies the outside area as a valuable resource that should be viewed as an extension of the whole setting in which all other areas of provision can be set upà ¢Ã¢â€š ¬Ã‚ ¦ (Drake 2001:3). Later these findings were also supported by Helen Bilton in an early years education lecture where she stated, The outdoor area is a complete learning environment, which caters for all childrens needs cognitive, linguistic, emotional, social and physical. It should be available every day alongside the indoor class and throughout the year. (Helen Bilton 2010). Claire Warden is also of the same opinion as the author of Nurture through Nature, uniting together play and the outdoors: Play is the means through which children find stimulation, well being and happiness, and is the means through which they grow physically, intellectually and emotionally. Play is the most important thing for children to do outside and the most relevant way of offering learning outdoors.(Warden 2008) The outdoor environment In Sept 2008 the EYFS was introduced as a government policy document which stated, A rich and varied environment supports childrens learning and development. It gives them confidence to explore and learn in secure and safe, yet challenging indoor and outdoor spaces (EYFS Commitment 3:3). The debate about the outdoors and its importance within the early years has been discussed widely and is rarely out of the media. Not only has this been identified as an essential part of childhood education since the 18th Century but there had also been extensive research and literature produced to confirm its value and not just of opinion, but scientific research. The debate is not any more about whether or not the outdoors has a positive effect on childhood as this question has already been answered in abundance, but we still have to question how and why does it have a positive effect on childrens early years education and what are the potential benefits for learning outdoors Nurture through Nature?. What better way to get a good perspective of the benefits of the outdoors than to ask the children themselves? Young children are spending increasing amounts of time in educational settings which then places a big responsibility on the early years practitioners and the learning opportunities they provide, but what do children think about the outdoor environment? In conjunction with the Every Child Matters document which maintains an emphasis on listening to children, a research project, Mosaic was initiated to find out. It was found through observations that children thought that their outdoor environment was very important. In surveys with young children, particularly those carried out to inform the development of the Early Years Foundation Stage (EYFS) framework, being outdoors always comes out at the top of their priorities and favorite things in nursery. The special nature of the outdoors seems to fulfill the way young children want to play, learn and develop in so many ways. Perhaps this is why children love to be outside so much! It certainly gives a strong rationale and justification for developing rich outdoor provision and providing as much access to it as possible. Creating environments to support boys learning The importance of the outdoor environment in the early years has already been firmly recognised, but some aspects of it in particular seem to support boys more in their natural learning styles. One of the issues raised within the early years over the last few years has been the underachievement of boys compared to girls. There have been various reasons addressed and researched but something which comes up frequently in current literature is the question Are we planning the correct environments to support boys styles of learning? As a result of this apparent lack of achievement, research had been undertaken to find out the ways in which boys learn and there has been strong evidence to suggest that learning and playing in the outdoor environment will help in raising boys attainment. Bilton supports the view by stating, Boys brains develop in a different sequence to girls and this could have some bearing on teaching and learning. Boys develop concepts of movement and space first so it makes sense for teaching and learning to take place in an environment such as the outdoors (Bilton 2002:73). Boys are no less able than girls, so it seems to fall at the feet of the professionals in the early years. Are practitioners knowledgeable enough about the differing gender learning styles to offer a fair and accessible curriculum to all children? In the early years foundation stage booklet it states that, All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development .(EYFS Statutory Guidance 2008) Contrary to the government statutory guidelines, boys were still underachieving which sparked a new government research document to be produced, Confident, Capable and Creative: Supporting boys achievements. This document supports the ideas that the problem lies at the feet of the professionals in proving the incorrect type of learning opportunities, Are we planning experiences for boys that build on their interests and value their strengths as active learners and problem solvers or are we simply expecting them to be compliant, passive recipients of new skills and knowledge (DCSF 2007). This was also recognised by Ofsted in 2007 when it was published: Ofsted has specifically highlighted the need to make early years provision more boy friendly and help them to achieve more rapidly by providing activities for learning that engages them. (Ofsted 2007). The importance of the outdoors is therefore even more crucial when looking at the future of our boys attainment. Are boys developing a negative image of themselves as learners because professionals are providing the wrong learning opportunities? So what does the outdoor environment give to boys that the inside environment does not? Helen Bilton has researched boys and the outdoors significantly and she writes that, The outdoor environment could play a central role in helping boys. They are more interested in movement, exploration and action and this type of activity occurs for the most part in the outdoor area. (Bilton 2002: 73) Smith et al.(2003) outlines the psychological perspective on gender which concurs with Biltons views on boys that even though boys and girls share interests there is evidence of clear play preferences by 3 or 4 years old. Boys are more likely to enjoy play that is more active and need more space. (Smith et al 2003). As the outdoors is a perfect place for facilitating activities which encourage movement and multi sensory experiences it tends to support boys natural learning styles. Resources and equipment that encourage children to solve problems and overcome challenges through exploration seems to be the ideal method for engaging the interests of boys. To support these views Sarah Gharremani writes Research shows the outdoors may be able to provide for boys the activities and experiences that will help them achieve. (Nursery World 2009) Although the research mostly supports the benefits of the outdoors for boys some research has shown that it can have a negative effect on the learning environment. (McNaughton 2000) argues that, During free play boys regularly use physical power to control spaces. Although this seems to be part of learning what it means to be a boy, this kind of behaviour can have negative consequences for girls. The difficulty lies in being able to control the behaviour of boys in the outdoor environment and the danger lies in the possibility of adults and children seeing the outdoor environment as being boys territory. Not only this, but there also lies the danger of reinforcing stereotypes to very young children and maybe conveying the message that active and explorative play is for boys and not for the equally curious and creative girls. What is the role of the practitioner outdoors? We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development and that these experiences make a unique contribution to young children lives. (DfES 2005: 11) Even though the government policy documents are constantly informing us that children are required to have access to an outdoor learning environment, it is not always as simple as just providing an outdoor area. Issues that have surfaced have been the confusion surrounding the role of the practitioner in the outside environment. Although the Effective Provision of Preschool Education (EPPE) research identifies the outdoors as being a great place for practitioners to engage with children in sustain shared thinking. Sustained thinking occurs when two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity etc. Both parties must contribute to the thinking and it must develop and extend the understanding. (Siraj-Blatchford et al 2004). The counter argument is that the outdoor environment is supposed to provide children with the opportunity for private space and opportunity to just be a child. Questions are raised about how prac titioners are trained for the role of the adult in the outdoor environment and whether or not we are providing children with the correct sort of learning opportunities or do we comprise childrens learning with our actions? Working in both indoor and outdoor environments practitioners are required to provide a balance between child initiated activities and adult directed roles but not all practitioners find it easy to convert to a complete child initiated play when looking at the outdoors.Adult interaction is the hardest aspect to teach in training, knowing when to be near, to offer space, or a challenge, seems to come from within a sensitive, knowledgeable adult (Warden 2007:18) When teachers are used to working with a pre-determined curriculum, is it a simple task to ask teachers to allow the children to lead their own learning or does this type of teaching require training and more understanding? A paper written by Maynard also questions this idea when she writes any assumption that all teachers will find it easy to let go and allow children to take the lead in their learning is both simplistic and overly optimistic (Maynard 2007:207) The findings of the foundation stage pilot phase verified these do ubts to be correct as they found that practitioners were unclear as to what exactly is meant by the term active learning, outdoor classroom and even play. The role of the practitioner is so important to the success of the outdoor environment that if managed incorrectly it could have adverse effects on the setting. This view is also demonstrated when Jan White writes Practitioner attitudes, understanding and commitment, comfort, confidence and competence are all crucial aspects of successful outdoor provision. Practitioners having a good understanding of their role outside contributes significantly to sharing childrens pleasure in being outside. (Jan White 2008: 9) It is essential therefore that adults understand the benefits and potential the outdoors has on the learning and development of young people. If practitioners do not have the understanding and enthusiasm then this will have a negative effect on the leaning potentials, it is only when outdoor play is seen as a crucial part of early years education that it will be well provided for and in turn be successful. As McMillan(1930) argues, the success of childrens learning rests with the teacher. These findings were supported by theorist Bruner (1987 cited in Bilton 2008) as he talks about the interactionist approach which places a responsibility on adults to make sure children have a partnership role. The staff role therefore involves bringing the children, environment and curriculum together. (Bruner 1987) The presence of the adult is therefore essential as Vygotskys work on the zone of proximal development also supports a child on the edge of learning a new concept can benefit from intera ction with a teacher. We as adults can therefore effect childrens development to its detriment or to good effect (Bilton 2010) Importance of Risk taking Another issue surrounding the debate about the outdoor environment which gets discussed a lot is the concern of the potential risks of this type of environment. Is it important for practitioners to give children the opportunity to take risks and make their own mistakes and learn from them or is it our job to protect them from anything that may be seen as a potential risk? (Gill cited in Bilton 2007:10) argues that childhood is becoming undermined by risk aversion and this echos a sentiment expressed by (Cunningham 2006) that adults are interfering too much with childhood. We need to give our children the opportunity to experience risk and self regulate their own safely or how else are they going to learn these skills? The royal society for the prevention of accidents (RoSPA) argues that children need challenges, It is essential to their healthy growth and development. Children need to learn about risk, about their own capabilities and to develop the mechanism for judging it in contro lled settings. (Cook and Heseltine 1999:4) The outdoor environment seems to be the perfect place to allow children the freedom to partake in potential risk taking play. Although literature around this subject is rarely seen as taking a positive attitude towards it, there have been research projects which have shown the potential links between childrens physical risk taking behaviour, the later development of risk management strategies and positive dispositions to learning have been suggested (Smith 1998 Stephenson 2003). Practitioners expect children to make all of the right choices in so many different areas of life e.g. when to be kind, when to share etc. So why do we feel the need to take away the opportunity to make decisions about danger and risk? Can four year olds make such informed decisions about their lives? Can over protection from risk inhibit development? It is argued that taking risks can have a positive effect on the learning development of young children. Many current researchers (Ball 2002: Gill 2007: Hughes 2001) argue for the developmental benefits of risk in the outdoors through play. Ball notes that because the future benefits of play and risk in play cannot be measured with our theoretical models, they are not appropriately considered. But is it not risk that provides children with the opportunity to learn the important skills needed in adulthood? If we are to use the outdoor environment as a classroom to enrich the learning experience, surely we cannot put barriers on experiences which will help children to grow and develop. By providing access to the outdoor environment you can in hand provide children with the opportunity to take risks, but with the rising culture of fear, it proves a more difficult task than once thought. Numerous writers have claimed that there needs to be more recognition placed on the positive outcomes of risky activities such as the development of self-esteem and self- confidence. (Lindon 1999: Stephenson 2003) One element of outdoor education which emphasises its ability to fulfill these elements of child development is the forest school approach, an approach which started originally in Scandinavia but shows more evidence of the benefits of the outdoors and risk taking. What makes forest school unique is its emphasis on learning outside in the ever changing environment and the ability to let children take risks and to access risks for themselves. Not only does this environment provide children with opportunity to develop skills in risk evaluation but also build up self-esteem and confidence when encountering situations and tasks which are new and unexplored. Although Dewey (1938,78) states that, children need teachers to decide what is safe and also developmentally safe for them, this is contradicted by a lot of research showing that if we give children the independence of their own learning and development they will become creative and confident learners in the future. Many theorists and researchers have agreed with this point and even though there maybe some negatives of providing children with risks, the benefits seem to outweigh the negatives. It is only when the environment that we set up for children enables them to be adventurous and show physical and social courage that children can begin to understand themselves and others, (Ouvry 2005) Conclusion Opinions and debates on the outdoor environment are vast and plenty with researchers and theorists studying every aspect of how and why the outdoor environment is a positive element of childrens early education. Having reviewed various sources of information it can be concluded that the outdoors has a significant impact on boys and their learning development. By understanding more about the ways that boys learn we are able to see that the elements of the outdoor environment can support the development of boys in order for them to achieve well and improve their attainment. It would appear that a grey area in need of attention is the role of the adult in an outdoor environment. The evidence and research favors the suggestion that practitioners are there for the children as a scaffold to their learning rather than getting heavily involved in any learning activities. Although this seems to be something which a lot of practitioners are unsure of, if settings are going to be able to provide an outdoor environment to its full potential, then a better understanding of the elements that work best are in need of being put in place. A better understanding on how to be a supportive adult in the outdoor environment needs to be clarified and then practitioners will be able to provide the best possible learning experiences for young children. Risk taking is always something which will come under great scrutiny as childrens safely is always of up most importance. However, a better understanding of the benefits of allowing children to take risks and make their own choices needs to be addressed. Unfortunately we are at risk of protecting our children from meeting any real opportunities for risk or challenge which will in turn affect their emotional and physical development. The over whelming evidence is that risk taking contributes to the personal traits and abilities of children and by not allowing them the opportunities to do this we are ultimately stemming their development. The biggest risk in the environment of young children is when there is no risk, because this unavoidably leads to risk adverse, inexperienced and unconfident young children. (Judith Horvath 2010: 23) Throughout this review various aspects of childrens play has been discussed, but the one thing that seems to be echoed throughout the review is the importance of play and outdoor education. There seems to be something which the outdoor environment can provide children with that we cannot mirror in our indoor environment. Something that nature and space can give our children that we cannot replicate. Children seem to be instinctively drawn towards the outdoors. Could it be that they already have the knowledge of what this environment can provide? An environment which is a natural learning environment where children feel settled and capable. An environment where children are able to gain confidence in what they can do as well as feeling the benefits of being healthy and active. An environment which provides many opportunities to experience risk, exploration and adventure. An environment which provides a connection between the nurturing aspects of nature and human beings. Children learn through their senses, so it is of no surprise that nature can fully engage children in a way that is wonderful to behold.(Warden 2007: 8) We dont stop playing because we grow old; we grow old because we stop playing. (George Bernard Shaw 1925) References Books Bilton, H. (2010) Outdoor learning in the Early Years: Management and Innovation Third Edition Oxon: Routledge Bruce,T. (2005) Early Childhood education, 3rd edition London:Hodder Arnold DCSF (2008) Design for play: A guide to creating successful play spaces London: DCSF Publications DCSF (2008) Practice Guidance for the Early Years Foundation Stage Nottingham:DCSF DCSF (2008) The Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five Nottingham:DCSF DfES (2004) Every Child Matters:Change for children London: DfES Drake,J. (2004) Planning Childrens play and learning in the foundation stage London:David Fulton Garrick, R. (2009) Playing Outdoors in the Early Years London: Continuum International Gill, T. (2008) Space orientated childrens policy: Creating child friendly communities to improve children well being, Children and Society Gleave, J (2008) Risk and Play: A literature review London: Playday Isaacs, S. (1932) The Nursery years: The mind of the child from birth to six years. London: Routledge Mooney, C.G. (2000) Theories of Childhood:An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky: Red Leaf Press Ofsted (2003) The education of six year old in England London: Ofsted Ofsted (2008) Early Years leading to excellence (online) Ouvry, M (2003) Exercising muscles and minds: outdoor play and the early years curriculum:National Childrens Bureau Siraj,Blachford, J. (2003) Supporting information communication technology in the early years Bunckingham:Open University White, J. (2009) Playing and Learning Outdoors:Making Provision for high quality experiences in the outdoor environment Oxon: Routledge Warden, C. (2007)Nurture through Nature London: Mind stretchers Warden, C. (2007) The potential of a puddle London: Mind stretchers Journals and Magazines Early Years Educator (2010) Taking acceptable risks Volume 12 No 7 pp.21-23 Early Years Educator (2009) Boys will be boys Volume 11 No 7 pp. 27- 30 Gill, H. (2007) Wild woods or urban jungle: playing it safe or freedom to roam. Education 3-13, November 2007, vol. 35, no. 4, p. 321-332, ISSN: 0300-4279. Hope-Gill, Austin-Rebecca, Dismore-Harriet, Hammond-Sue, Whyte-Terry. Gleave, J. (2008) Risk and Play: A literature Review London: Playday Hyne, S. (2003) Play as a vehicle for learning in the foundation stage. Paper presented at the British Educational Research Association Annual Student Conference, Heriot-Watt University, Edinburgh, 10 September 2003. 2003, pp. 18. Maynard, T. (2007) Encounters with forest school and Foucault:A risky business, in education 3-13 pp.379-91 Maynard, T. (2007) Learning in the outdoor environment: a missed opportunity, Early Years, 27 pp.255-65 Siraj,Blachford, J.(2004) Researching pedagogy in English pre schools, British educational Journal 30 pp.713-30 Waite, S. (2007) Memories are made of this: some reflections on outdoor learning and recall. Education 3-13, November 2007, vol. 35, no. 4, p. 333-347, Waller, T. (2007) The Trampoline Tree and the Swamp Monster with 18 heads: outdoor play in the Foundation Stage and Foundation Phase. Education 3-13, November 2007, vol. 35, no. 4, p. 393-407, ISSN: 0300-4279. Waters, J. (2007) Supporting the development of risk-taking behaviours in the early years: an exploratory study. Education 3-13, November 2007, vol. 35, no. 4, p. 365-377, ISSN: 0300-4279.