5 Steps for Balancing Chemical Equations

5 Steps for Balancing Chemical Equations Being able to balance chemical equations is a vital skill for chemistry. Heres a look at the steps involved in balancing equations, plus a worked example of how to balance an equation. Steps of Balancing a Chemical Equation Identify each element found in the equation. The number of atoms of each type of atom must be the same on each side of the equation once it has been balanced.What is the net charge on each side of the equation? The net charge must be the same on each side of the equation once it has been balanced.If possible, start with an element found in one compound on each side of the equation. Change the coefficients (the numbers in front of the compound or molecule) so that the number of atoms of the element is the same on each side of the equation. Remember, to balance an equation, you change the coefficients, not the subscripts in the formulas.Once you have balanced one element, do the same thing with another element. Proceed until all elements have been balanced. Its easiest to leave elements found in pure form for last.Check your work to make certain the charge on both sides of the equation is also balanced. Example of Balancing a Chemical Equation ? CH4 ? O2 → ? CO2 ? H2O Identify the elements in the equation: C, H, OIdentify the net charge: no net charge, which makes this one easy! H is found in CH4 and H2O, so its a good starting element.You have 4 H in CH4 yet only 2 H in H2O, so you need to double the coefficient of H2O to balance H.1 CH4 ? O2 → ? CO2 2 H2OLooking at carbon, you can see that CH4 and CO2 must have the same coefficient.1 CH4 ? O2 → 1 CO2 2 H2OFinally, determine the O coefficient. You can see you need to double the O2 coefficient in order to get 4 O seen on the product side of the reaction.1 CH4 2 O2 → 1 CO2 2 H2OCheck your work. Its standard to drop a coefficient of 1, so the final balanced equation would be written:CH4 2 O2 → CO2 2 H2O Take a quiz to see if you understand how to balance simple chemical equations. How to Balance a Chemical Equation for a Redox Reaction Once you understand how to balance an equation in terms of mass, youre ready to learn how to balance an equation for both mass and charge. Reduction/oxidation or redox reactions and acid-base reactions often involve charged species. Balancing for charge means you have the same net charge on both the reactant and product side of the equation. This isnt always zero! Heres an example of how to balance the reaction between potassium permanganate and iodide ion in aqueous sulfuric acid to form potassium iodide and manganese(II) sulfate. This is a typical acid reaction. First, write the unbalanced chemical equation:KMnO4  Ã‚  KI  Ã‚  H2SO4  Ã¢â€ â€™Ã‚  I2  Ã‚  MnSO4Write down the oxidation numbers for each type of atom on both sides of the equation:Left hand side: K 1; Mn 7; O -2; I 0; H 1; S 6Right hand side: I 0; Mn 2, S 6; O -2Find the atoms that experience a change in oxidation number:Mn: 7 → 2; I: 1 → 0Write a skeleton ionic equation that only covers the atoms that change oxidation number:MnO4- → Mn2I- → I2Balance all of the atoms besides the oxygen (O) and hydrogen (H) in the half-reactions:MnO4- → Mn22I- → I2Now add O and H2O as needed to balance oxygen:MnO4- → Mn2 4H2O2I- → I2Balance the hydrogen by adding H as needed:MnO4- 8H → Mn2 4H2O2I- → I2Now, balance charge by adding electrons as needed. In this example, the first half-reaction has a charge of 7 on the left and 2 on the right. Add 5 electrons to the left to balance the charge. The second half-re action has 2- on the left and 0 on the right. Add 2 electrons to the right.MnO4- 8H 5e- → Mn2 4H2O2I- → I2 2e- Multiply the two half-reactions by the number that yields the lowest common number of electrons in each half-reaction. For this example, the lowest multiple of 2 and 5 is 10, so multiply the first equation by 2 and the second equation by 5:2 x [MnO4- 8H 5e- → Mn2 4H2O]5 x [2I- → I2 2e-]Add together the two half-reactions and cancel out species that appear on each side of the equation:2MnO4- 10I- 16H → 2Mn2 5I2 8H2O Now, its a good idea to check your work by making sure the atoms and charge are balanced: Left hand side:  2 Mn; 8 O; 10 I; 16 HRight hand side:  2 Mn; 10 I; 16 H; 8 O Left hand side:  Ã¢Ë†â€™2  Ã¢â‚¬â€œÃ‚  10  16  Ã‚  4Right hand side:  4

James Polk 11th President Facts

James Polk 11th President Facts James K. Polk (1795-1849) served as Americas eleventh president. He was known as the dark horse as he was not expected to beat his opponent, Henry Clay. He served as president during a period of manifest destiny, overseeing the Mexican War and the entry of Texas as a state.   ere is a quick list of fast facts for James Polk. For more in depth information, you can also read the James Polk Biography.   Birth: November 2, 1795 Death: June 15, 1849 Term of Office: March 4, 1845-March 3, 1849 Number of Terms Elected: 1 Term First Lady: Sarah Childress James Polk Quote: No President who performs his duties faithfully and conscientiously can have any leisure.Additional James Polk Quotes Major Events While in Office: Oregon Treaty (1846) Mexican War (1846-1848) States Entering Union While in Office: Texas (1845) Iowa (1846)Wisconsin (1848) Significance:   James K. Polk increased the size of the US more than any other president other that Thomas Jefferson due to the acquisition of New Mexico and California after the   Mexican-American War. He also completed a treaty with England that resulted in the US gaining the  Oregon Territory. He was an  effective chief executive during the  Mexican-American War. Historians consider him to be the best one-term president. Related James Polk Resources: These additional resources on James Polk can provide you with further information about the president and his times. James Polk BiographyTake a more in depth look at the Eleventh president of the United States through this biography. Youll learn about his childhood, family, early career, and the major events of his administration. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the Presidents, Vice-Presidents, their terms of office and their political parties. Other Presidential Fast Facts: John TylerZachary TaylorList of American Presidents

Principle of Managment Assignment Example | Topics and Well Written Essays - 250 words

Principle of Managment - Assignment Example Jose Jurdo executed his managerial expertise in the completion of the planned Food Eatery construction. The Food Eatery meant to offer both the staff plus the student quality balanced meals due to its location at the campus’ center. Additionally, the group scrutinized the project chart to ensure Jose Jurdo’s controlling function keenly kept the project’s deadline coupled with effective performance. In addition, there was task plan for each member coupled with time allocated for completion of the given tasks, so that the project’s results compilation is timely and of exceptional quality. Regarding the results of the undertaken project, there are attachments to this memo, where we are ready to expound further if the need arises. Feeney, Mary, and Leslie Sult. "Project Management In Practice: Implementing A Process To Ensure Accountability And Success." Journal Of Library Administration 51.7/8 (2011): 744-763. Web. 12 Feb.

Reaction response12 Essay Example | Topics and Well Written Essays - 250 words

Reaction response12 - Essay Example Video chats offer the opportunity for persons to evaluate sincerity of individuals by evaluating their behavior. However, the major challenge of the online interaction is the inability to understand individuals extensively. Online environment offers a platform for mischief and lies because the interaction is minimal and evaluation of the truthfulness of the information presented cannot be guaranteed in the process. In fact, online platform has opened the opportunity for fraud and mischief because of the ease of hiding the truth and presenting a different self-image (Beverly and Thomson 94). From the episode, the image presented online, and the actual self-image differed significantly. The challenge with the online platform is the challenge of verification of the information present. In the episode, the two men were forced to travel and meet the lady face to face in order to verify some of the information presented online. Consequently, security of the individuals in the online platform may be an issue of concern. Security and trust are issues affecting online interaction with fraud and privacy invasion in the contemporary society being exceedingly common. The episode highlights why security is vital in the online interaction

Quiz 2 Essay Example | Topics and Well Written Essays - 500 words - 1

Quiz 2 - Essay Example Bacterial reduction through this process prediction was nonetheless as a result of the exposure of rainwater to sunlight and sedimentation. The materials and methods of monitoring flood controls in water shed rely on the relative proximity of these areas to the dry lands. The relative proximity of spillways to dry lands provides a direct drainage facility. An example of this facility is the Pon Court and copperhead sites, which acted as the automated valve outlet pipes. These automated valves outlet pipes ensure a perfect flow of runoff from the bacterial infected areas, which contributes to a watershed within shorter durations. In summary, improvement of pollutant removal system has been brought online to be adopted by various towns and cities. This would ensure bacterial infections controls are adopted by a wider world’s populace. The remote view of water level and rain gauge data through the internet is an important interphase project. In addition to monitoring and controlling of this project, the remote view paved way for an inlet and outlet evaluation of bacterial concentrations in the retrofitted

A Christian Philosophy Of Education Religion Essay

A Christian Philosophy Of Education Religion Essay In the beginning, God created man in his own image. God told man to eat of the fruit of all the trees in the garden except the one in midst of the garden, the Tree of Knowledge, lest man should surely die. The serpent convinced woman that she would not die but rather, that God knows that in the day ye eat thereof, then your eyes shall be opened and you shall be as gods, knowing good and evil (Genesis 3:5). Since the beginning of mankind, man has sought for truth and knowledge. What is good, true, and beautiful? These questions go to the heart of our concern for educating people who posses a knowledge of reality, are ethical in their behavior, and live lives that are balanced and aesthetically harmonious (Gutek, 2005, p. 31). King Solomon, in his Book of Ecclesiastes, explores various avenues for satisfaction-power, possessions, prestige, pleasure-he finds them hollow. God moves him along the path of discovery until he finds no real meaning to life under heaven, but only in relationsh ip to God and His eternal purposes (Maxwell, 2007, p. 802). Educators confront philosophical issues on a daily basis even though they may not recognize it as such. As a Christian educator, examination of ones personal assumptions, beliefs, attitudes and values can assist one in shaping instructional methods and effective learning techniques. By understanding ones self, ones motivations, and ones view of mankind, one can better assist others in their personal quest to discover the purpose of self and ones role as a member of mankind. I attempt to identify the basis of the philosophical beliefs which contribute to the overall philosophy of education from which I function as an educator by examining the historical and philosophical foundations of education from influential philosophers such as Plato, Jefferson, Eramus, Calvin, Rousseau, and others. Worldview Why are we here? What is our purpose? What is true? How do we know? From the beginning of time man has asked these questions. My personal biblical worldview answers those questions for me based upon Holy scriptures, the laws and words of I am that I am (Exodus 3:14). The fear of the Lord is the beginning of knowledge (Proverbs 1:7). Knowledge is knowing the facts; knowing how to use those facts is wisdom. All knowledge and wisdom comes from a higher being known as the God of the Hebrews and father of Jesus Christ. All gifts and talents come from God;  each person has different abilities to understand, receive and respond to the knowledge that God reveals to him or her. We are told,  We know that the Son of God is come and has given us an understanding that we may know him that is true and we are in him that is true, even in his son Jesus Christ (I John 5:20). I know in whom I have believed. Our universe is so massive and our God so glorious with our limited understanding we only à ¢Ã¢â€š ¬Ã‚ ¦see through a glass darklyà ¢Ã¢â€š ¬Ã‚ ¦ (1 Cor. 13:12). Who was there when He laid the foundations of the earth (Job 38:4)? There exists a spiritual realm beyond our earthly eyes which exists simultaneously with ours. We truly cannot conceive the majesty and splendor that exists beyond our sense of reality. God cannot be put in a box and is far beyond anything we can comprehend. All one can know about Him is what He has outlined in His Word, which is inspired and written by the Holy Spirit. Jesus Christ, the Son of God, is a certainty and of this I am confident that He which has begun a good work in me will perform it until the day of Jesus Christ (Phil 1:6).   A Christian worldview defines my values, my actions, my time, my dreams, my life. We are created beings ; Solomon sums up existence, Fear God and keep His commandments. For this is mans all (Ecc.12:13). Epistemological Beliefs In Platos allegory of the cave, he proposes that there is a true intellectual self within and superior to the material human body. The purpose of life is to strive for knowledge of ultimate and perfect ideas, the form of the good from which all other ideas are derived (Gutek, p. 39). For Plato, an Idealist, reality is non-material or spiritual (Gutek, p.38). Plato understood that man is composed of spirit but without the Creator, his idealism was in vain; all knowledge and wisdom comes from God. Gods omniscience means that he knows all, that all knowledge, truth, wisdom, intelligence and all that there is to know, He knows. John Calvin had an intense religious conversion experience that illuminated his thought like a flash of light. This experience provided Calvin with the revelation knowledge of Divine Majesty (Gutek, p. 114). I know that I know because of a similar revelation experience which I term being zapped. While deep in prayer, a flash of light consumed my whole being for one millisecond of a second. I know that I know that the Father is, and that Jesus Christ is the light and the Truth. No man can pluck me from His hands. Metaphysical Beliefs Pestalozzi and Rousseau believed that the infant is intrinsically good (Gutek, 2005) and opposed the doctrine of innate human depravity. According to the Word of God, Man is born in a depraved state. R.C. Sproul writes, Because total depravity is so often poorly defined, let me substitute another phrase that means the same thing: radical corruption. We are depraved in the radix or root of our being, and that core depravity influences everything we do. In the fall we became radically depraved, which means that corruption pervades every area of our lives (as cited by Li, 2007). According to Plato, man can reach the ultimate truth by seeking knowledge. This knowledge may be truly called necessary, necessitating as it clearly does, the use of pure intelligence in the attainment of pure truth (Plato, 360 B.C.). Plato asserted that the truth is within each of us, and is found deeply within the recesses of the human mind or psyche (Gutek, p. 40). For Aristotle, truth is a correspondence bet ween the persons mind and external reality (Gutek, p. 54). According to Freires philosophical inclination to existentialism, reality is subjective and within the individual. Dewey, a Pragmatist, contended that truth is tentative, a warranted assertion, rather than universal, eternal and absolute (Gutek, p.342). He argued that revealed truth does not exist and that anything that can be called truth must be determined experimentally. When Pilate asked Jesus, What is truth? (John 8:38,), he was asking, What is the really real? Jesus did not reply; the question had already been answered forever. The God of scripture is truth as He tells us in Psalms 119:160, The sum of Your word is truth, and every one of Your righteous ordinances is everlasting; and, in the words of Christ himself in John 14:6, I am the way, and the truth, and the life. Animals and plants, seasons and stars were created by God for man. God blessed them and said to them, Be fruitful and increase in number; fill the earth and subdue it; have dominion over the fish of the sea, the birds of the air and over every living creature that moves on the earth (Genesis 1:27-29). He is the first and the last. For since the creation of the world, Gods invisible qualities -his eternal power and divine nature-have been clearly seen and can be understood from what has been made, so that man is without excuse (Barker, 2009). Axiological Beliefs Good is whatever God says is good. Evil is a perversion of the truth. Wicked comes from the word wicker which means twisted. The Devil takes the truth, twists and perverts it to corrupt that which God has created for good (Barker, 2009). For Aristotle, the supreme good to which all aspire is happiness (Hummel, 1993). What is good and what is right? His Word lays out the moral foundation for mankind and exists for all people across all time. What is true, honest, just, pure, lovely, and of good reportthink upon these things (Phil 4:7). A Christian worldview asserts that the ultimate goal of man is to transform into the image of Jesus. Do not be conformed to this world: but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect , will of God (Romans12:2). Gods Word is the moral authority on which the universe revolves. Educational Philosophy Educational beliefs Thomas Jefferson, the author of the Declaration of Independence, developed an educational plan based upon civic education and cultural nationalism in order to prepare people to become active and engaged citizens (Gutek, p. 180).   Mann believed that a proper civic education should teach basic principles of government, provide insights into representative institutions, and generally form good citizens (Gutek, p. 226). Calvins theology and educational philosophy stressed literacy as a tool of salvation to fulfill both religious and economic objectives (Gutek, p. 118). Calvin set up a relationship between education, religious orthodoxy, civil order, and economic prosperity (Gutek, p.116). If my people who are called by my name, will humble themselves, and pray, and seek my face, and turn from their wicked ways; then will I hear from heaven, and will forgive their sin, and will heal their land (2 Chron. 7:14). When Madelyn OHair succeeded in taking prayer out of our public schools in 1 964, our nation turned away and today we see the results.   Discipline The understanding of the emotional needs of students is an important part in a teachers discipline management plan. If we realize that the child comes to school after a night filled with violence and alcohol or drug induced behavior, we can understand why the student may scream or disrupt or refuse to participate. Often the school is the safest structured environment the child sees. Public schools have been forced to be not only the center for academic and skills training but also the basis for establishing secure human relationships for children. Carey (2007) states discipline arises through activity. When students are engaged in hands-on learning, are being successful  at meaningful tasks, and receive positive reinforcement, discipline will be minora result of kids being kids. No contrived program will eliminate disruptive behavior in the classroom without a moral foundation in the family and in a society without limits and boundaries for individual behavior. The philosophies of Rousseau and others If it feels good do it, has led to a child-centered approach that has had negative implication for classroom control. Children need boundaries in order to develop self discipline. According to Montessori, obedience is the foundation of society and civilization (as cited by Carey, 2007). For whom the LORD loves He chastens, and scourges every son whom He receives (Hebrew 12:6). If the Father of spirits corrects those He loves, then teachers, who care about their students as Pestalozzi desired, must discipline those they teach. Role of the student and teacher in the process of learning With the influence of educators like Rousseau, Pestalozzi, Froebel, and Dewey the child became the center of learning. Froebel introduced the concept of letting children grow freely as plants, according to the nature of child (Gutek, p. 266). This secular humanist child-centered role has replaced Calvinist Christian educational theory which asserts that, This book of law shall not depart from your mouth, but you meditate in it day and night that you may observe to do according to all that is written in it. For then you will make your way prosperous, and then you will have success (Joshua 1: 8). By 1985, from primary grades through college, [teachers] are reluctantly concluding that the principle means by which students may be engaged is entertainment (Claggett, 2009). Montessori asserted that children possessed an innate drive, called a divine urge that stimulates their self-activity to perform actions that promote growth and that they are eager to try and master new skills (Gutek, p. 369). According to Dewey, the childs own instincts and powers furnish the material and give the starting point for all education (Dewey, 1897). Because of the individuality of each student, the student is the driving force behind education and the most important entity in the education continuum (Bartlett, 2007). Research shows that student motivation, relevance, and engagement in the learning process promote learning. Learning is an action and is not, cannot be, fun at all times. Learning does not occur by osmosis and students must be willing to expend energy and thought processes to be successful All students can learn, but not all students learn in the same way, at the same time, and at the same intellectual level. Cognitive ability, not politically correctness, plays a major role of what a student can and will learn. Teachers must establish relevance, provide expertise, establish interest, in aspects of curriculum design and methods of teaching pertinent to establishing relevance and thereby motivating student learning (Kember, et.al., 2008 ). A loyalty to human dignity-and human possibility-is maintained when the teacher is loyal to the knowledge and/or skill being learned (Vandenberg, 2009). How does learning occur The brain is the most intricate and complex mechanism God created. Theorists such as Froebel and Rousseau realized that a child was similar to nature, like other things of Gods creation; they pass through various stages of development from a seed to an oak tree. God created the mind to learn but as a result of genetics (the sins of the fathers are passed on through generations), environment (where, when and how one lives), and physiological impairments, all students cannot learn all things. The brain is influenced by outside factors; active participation in experiences encourages brain growth; learning, playing, good nutrition contribute to learning; learning is a social activity; chemicals in the brain affect memory and learning; singing and music affect release of positive brain chemicals (Sprenger, 1999). Professional development In order to promote literacy in reading and mathematics, the NCLB act emphasizes teacher professional development based upon scientifically based research methods of instruction. Eramus believed teachers needed to be well-educated individuals and possess a commanding knowledge of their subjects (Gutek, p.103). Mann held that inadequately prepared teachers had lowered the quality of instruction (Gutek, p. 224). In the age of technology, brain research is producing new information daily on how the brain works and how it can be applied to the educational settings. Teachers must be exposed to the methods and research based strategies in order to provide the best education possible to each and very student. Curriculum In 1867, John Stuart Mill stated, In every generation, and now more rapidly than ever, the things which it is necessary that somebody should know are more and more multiplied (Mill, 1867, p.5). Since Mills time, knowledge has exploded. Vast amounts of knowledge, beyond Platos wildest imaginations, are everywhere and still the questions remain: What should be taught? Who should be taught? When should it be taught? How should it be taught?   According to Mill, the vexed question is whether general education should be classical à ¢Ã¢â€š ¬Ã‚ ¦ or scientific (Mill, p.4). Educational theorists from Plato to Spencer to the U.S. Office of Education have focused on these issues and we still face them today. An effort to restore disciplinary rigor to education began after WWII with the scientific systems thinking approach to learning (Rudolph, 2002). The buzzwords today are rigor and relevance in the educational circles. Yet thirty years after the analytical systems-based curriculum reform movement, Sykes states, American schools are in deep trouble, not because they lack men and women who care about children, but because they are dominated by an ideology that does not care much about learning (Sykes, 1996). According to some, we must develop more programs similar to West Springfield High School to assist students in applying technology to their needs and in making intelligent judgments about problems associated with techno logy? (Alukonis Setter, 2008).    The Greco-Roman philosophers, Confucius, the Renaissance reformers, and the utilitarian liberalists focused on education as the path to produce the perfect ideal society. Knowledge becomes a means to an end. Who can possess knowledge? Calvinism promoted reading and writing for every one which is the ultimate goal for UNESCO today. How do we teach and what do we teach?   Today a liberal arts curriculum is offered to all. According to a recent study, 63% of the work force skills today do not require a college education. What is the purpose of obtaining knowledge? What type of knowledge is needed to create the greatest good for the greatest number? Spenser promoted direct experience in the real world and individualism. Sykes contends that American students are unable to effectively compete with the rest of the industrialized world, because our schools teach less, expect less, and settle for less than do those of other countries (Sykes, p.9).    We are in an age defined by global competition, change, immediate information and communication. The pace of change has become so rapid that the skill set required is not sufficiently being met by the public schools. Basic skills such as reading, writing, and mathematics will still produce individuals who based upon their God-given talents will excel in problem-solving, critical thinking, and inventiveness necessary to sustain personal happiness and societal contribution. Collaboration Learning does not occur in isolation. An individuals ability is influenced by his environment, his background and experiences. To provide the best education possible, a school system must collaborate with parents and community to assure that each child is receiving an education that will provide the best opportunity for him or her to reach his or her highest potential. Diversity Mann, who is considered the father of Americas public education, wrote, Education, then, beyond all other devices of human origin is the great equalizer of the conditions of men-the balance wheel of the social machinery (Gutek, p.225). He believed that the school curriculum should provide the same basic knowledge and skills equally to all its students. The same basic knowledge of history, literature, science, mathematics and the arts should be provided for every child in the public schools. This basic knowledge should provide knowledge necessary for responsible citizenship, for national prosperity and development, an economic equalizer, and to instill moral and values as Mann states. . Today the reconstructionist theory screams for the multicultural curriculum for minority students who are deprived equal education of the white elite controlling class. Educators must be aware of the hidden agenda of the social reconstructionists who have as an ultimate goal, the destruction of capitalism, nationalism, Christianity and democracy as we know it. Cultural diversity and multiculturalism is a political agenda to destroy the capitalist system of the United States from within using the cries of the oppressed as the bait. Many people with cultures, languages, and skin colors other than the American mainstreams are treated as second class citizens in our schools. Christians in education need to fight racism and cultural differences: there but for the grace of God go I. Jesus tells us in Matthew 25:40, as much as you did it to one of the least of these, my brothers, you did it to me. Christian educators will embrace all students as children of God, and will provide equity and fairness in a diverse and multicultural classroom. Assessment NCLB ties public school accountability directly to federal funding and has as its goal, literacy in reading and mathematics for all children by 2014. Annual state and school district report cards inform parents and communities about state and school progress (USDE, 2003). Accountability based upon annual testing and standards for reading and math has become a major part of public schools. Various assessments techniques have been suggested other than traditional testing such as portfolios and performance assessments that focus on the demonstration of mastery of a task. Test scores alone cannot be the measure of a schools success or of a students achievement but basic knowledge and essential skills must be assessed in some manner to provide information on the success of both instruction and student ability. Teacher and student/ parent relationships Pestalozzi recognized that the affective side of human nature, emotional growth, was as important as cognitive development (Gutek, p. 162). He maintained that the educational setting must be based upon a climate of emotional security. Classroom circumstances may affect the brains chemistry in either a positive or a negative way (Sprenger, 1996). Providing a safe environment for students is the responsibility of both teachers and parents. Before learning can occur, teachers must realize the emotional needs of students affect their behavior and abilities to think cognitively. Communication with parents is the ideal way to assist teachers in creating instructional methods based upon the needs of individual students. Conclusion In mans ego-centered life, he continues to build the Tower of Babel. After 5,000 years of civilization, man has not reach utopia, nirvana, or heaven through Platos quest for knowledge, Aristotles exercise for rationality; Quintilians rhetorical goodness; the merge of Aquinass realism and Catholicism; Erasmuss Christian humanism; Calvins Evangelical Protestantism; Comeniuss vision of Pansophism; Rousseaus, Froebels, and Pestalozzis child permissiveness; nor the militant rebellious reconstructionist ideas of Dubois and Freire. Man continues to seek beyond the stars, beyond the universe but cannot and will not find the ultimate Truth nor the reason that man exists. Not until the Creator of the vessel determines to reveal the truth to the created, will man reach knowing. The earnest expectation of the creation eagerly waits for the revealing of the sons of God. For we know that the whole creation groans and labors with birth pangs together until nowà ¢Ã¢â€š ¬Ã‚ ¦(Romans 8:19-22). Aquinas asserted that a person was called to teaching in a way that was similar to the priests vocation, a call to service (Gutek, p. 88). A child is life, a gift of God. A true teacher has for his or her motivation that which will promote each individuals ability to become the person according to the perfect will that God has determined. Adequate schooling must prepare young people to act responsibly in all areas of their lives. We must work to build responsibility whenever we can to promote Gods kingdom being realized as much as possible in the here and now. This is our calling and this is our work as Christians .Christian educator must gently, lovingly, accept every student and work with their differences, needs, hang-ups, foibles, even sins-constantly modeling the high standards of the Christian life and a personal, responsible integration of faith and learning that eventually can be emulated by the student (Holtrop, 1996). Plato, a founding father of Idealism, asserted that reality is nonmaterial or spiritual. For Plato, the father of Idealism, ideas are the only true reality, the only thing worth knowing. He argues values are universal regardless of place, time, and circumstances (Gutek, p. 39). Plato believed that the search for the truth is an interior search to recall ideas latently present in our minds (Gutek, p. 40). In idealism, the aim of education is to discover and develop each individuals abilities and full moral excellence in order to better serve society. Based upon a Christian worldview, I agree with the premise of Plato that truth and reality are a spiritual quest, although I assert one can only attain the truth through the Word of God rather than from recalling knowledge from a prior existence. My spiritual convictions and views of absolute truth can be labeled as a Christian Idealist. For the Perennialist, providing knowledge of eternal truth and preparation for life is educations most important purpose. Teaching basic subjects such as history, math, science and literature provide knowledge of mans struggle and achievements. My educational philosophy may be viewed as a theist Perennialist based upon my belief that human nature never changes and ideas and truth are constant based upon Holy Scriptures (Cohen, 1999).

Diversity Within Organizations Essay -- Diversity Society Workforce Wo

Diversity Diversity relates to gender, age, language, ethnicity, cultural background, disability, sexual orientation or religious belief. Diversity also refers to the myriad ways we are different in other respects such as educational level, job function, socio-economic background, personality profile, geographic location, marital status and whether or not one has family. I have taken the opportunity to explain my perception of age, gender, personality and ethnic types of diversity and demographic characteristics and differences. Age Characteristics With the fact that today’s workplace has individuals that vary in age, most employees can be placed into one of 4 categories: Mature, Baby Boomer, Generation X’ers and Millenials. The members of each group, based on age, are generally easy to identify; however definitely have different characteristics. The Mature group consists of people born prior to 1946. Generally speaking, members within this group have a high respect for authority, place duty before pleasure, are patient, avoid challenging the system and are dedicated to the project or job once they accept it. They also place a high value on honor and integrity. The Baby Boomers are primarily characterized by a sense that they live to work, maintain an sense of optimism, willing to go into debt, count on future income, and strive for convenience and personal gratification. They also are team and process oriented. Additionally, many are taking steps to try to preserve their youth. The Generation X’ers are born between 1965 and 1980. Their characteristics are work to live – not live to work, view jobs more in terms of a contract, and believe in clear and consistent expectations. They usually stay at jobs longer if there are promotional opportunities. They also desire versatility. The Millenial’s characteristics are almost at the other end of the spectrum from that of the Mature group. Millenials appear to be living in the moment, rely on technology to perform as much of the assignment as possible, â€Å"demand† clear and consistent expectations to ensure productivity and either question or challenge many things. This group is the most diverse demographically. Gender Characteristics Gender characteristics are one the most visible of the diverse and demographic characteristics within an organization. Historically speaking, w... ...ly influences the overall success of the organization and is a necessary diversity factor within organizations to be successful. A diverse workforce is a reflection of a changing world and marketplace. Diverse work teams bring high value to organizations. Respecting individual differences will benefit the workplace by creating a competitive edge and employers will gain the advantage when employees are selected and positioned so that their talents, skills and personality traits are properly utilized. References Understanding Generational Differences Helps You Manage a Multi-age Workforce (2001) Retrieved March 14, 2005 from http://www.digitaledge.org/monthly/2001_07/gengap1.html. Why Women Make Better Managers (2004) Retrieved March 14, 2005 from http://www.preseleccion.com/articles/women_managers.htm . Schermerhorn, John R. & Hunt, James G. & Osborn, Richard N. (2003) Chapter 4: Diversity and Individual Differences [Electronic version] Eighth edition. Developing Hiring Standards, The Untapped Wealth of Information in Your Office, Retrieved March 14, 2005 from http://www.hiresuccess.com/establishing-baseline-personality-profiles.htm

Intuition and Decision-Making Essay

This paper basically talks about intuition and leadership and takes into account the intuitive decision making that the leaders take into account while making decisions where adequate knowledge is not available or where there are time constraints. There are a lot of arguments regarding this intuitive decision making by leaders where some people argue that it should not be like that as they may turn out to be wrong and others hold to the fact that at times intuitions lead to the right decision as leaders have this ability to analyze all the available information and make the decision on it along with using their past experience and expertise. The paper will first start by defining what actually intuition is and what makes leaders to promote or prevent decision making using intuitions. Then the paper will take a leaders point of view regarding decision making and how they bring in account all the available information to come up with a decision. In the end, the report will compare decisions made on intuitions with the decisions made upon logical reasoning in order to give a better knowledge to the readers regarding the two concepts and terminologies. Defining Intuition Starting with the report, we all know what decision making is, however, it will be helpful for us to know what exactly intuitions are on which leaders tend to make their decisions on. Intuitions are basically the ability of a person to actually judge or perceive an appropriate outcome without using reasoning and adequate information for that. The word is actually derived from a Latin word that means to â€Å"look inside† and that is exactly what we are talking about in this report. While using intuitions, leaders are able to look into the matters, problems or situations without even making an effort to gather or probe into the matter or its complexities (Aqor, 1986). With intuition, leaders actually tend to break into the thickness of the surface reality through their gutt-feeling, a feeling from inside that may be based on their past experience, a fear based interpretation or the actual leadership quality in their personality. What promotes or prevent leaders from using intuitions Moving on, as we have realized that intuitions are feelings, emotions or responses that are based on your own abilities, thus, it is not always true that they are right, they can also be wrong. A leader may be good in doing so in a lot number of instances but still, he is not sure whether his next intuitive decision will actually lead to the same positive results. Every important matter has its own requirements to mitigate risks and probing into complexities, thus for that purpose leaders do need appropriate information in order to come up with their decisions. However, many leaders fear this because of the fact that there personal bias in shape of their previous good or bad experience to a similar problem can actually influence their decision to a great extent. This personal bias or personal judgment that we are talking about is basically based on personal abilities or past experiences and has very less to do with analyzing the current information that is available (Williams, 2001). Thus, leaders do fear with their intuitive decision making that it can actually make them make a wrong decision. On the other hand, there are instances, where leaders have to take charge of the matter and make decisions on just a small amount of information or at times no information. These are situations where there time and resource constraints and decisions have to be taken. There, the best thing a leader can do to save time and resources in gathering all the relevant information and risk factors is to use intuitive decision making approach. A leader is a qualified team member who is chosen because of his ability to look at things with a broader and a next level thought process, thus team members also tend to conform with their this ability and promote them to take such decision. An example of such decisions can be taken as sales predictions after a natural calamity or a sudden fall in the stock market. Although, the demand would fall due to these circumstances, but it might be the other way round for a leader who is looking at the matter with a different approach using his intuitive decision making ability. Role of decision-making to a leader’s position Moreover, a leader is the person who is actually held responsible for all the actions of his team. His team basically conforms to his decisions and relies on his orders and directions because they also accept him as more capable in decision making and his abilities to solve problems and handle situations. Thus, with all this responsibility, a leader has to make sure that his decisions are correct and the best interest of the project and the team he is looking after. Any false decision can cost him and his team a failure of project. When we talk in management terms, we see that one thing that is always argued is the fact that decisions made upon inadequate information are mostly wrong. However, when we look into the practical world of leaders, can we say that leaders always have the right amount of information at the right time and at the right place? Obviously not is the answer to this question because of the fact that if all information would have been made available to the team, then there was no need of a leader to make decisions. In that case just a checker or manager would have done the job of a leader (Aqor, 1986). But, when we look at the decision making role of a leader, he has to make a large number of decisions everyday for which he might not have all the information and which won’t allow him much time to think upon them otherwise he will have to compromise all other important things that he and his team has to complete. A leader, as we have already discussed is chosen because of his special abilities, and this intuitive decision making skills is a part of them. Although on the surface we might say that while intuitively making decisions, a leader does not takes into account all the information, but he is actually thinking with a different angle and approach using his abilities that other team members cannot(Bealer,1998). Difference between decisions made with logical reasoning and decisions made with intuition In the last part of this report we will now discuss the difference between logical decision making and intuitive decision making. Logical decision making involves a high level of reasoning and data that is analyzed in order to come up with a decision. this approach is mostly advocated by most of the critics because of the fact that through this type of decision making, a leader tends to take into account and mitigate a large number of threats and risks which he might not through intuitive decision making. However, this type of a decision making approach may require more time and resources to come up with the decision (Williams, 2001). Also these decisions are mostly based on the theoretical knowledge and proven facts. For example, as we have seen in a number of stock markets that when people with logical reasoning were un-holding their stocks with losses, there were some others as well who were actually earning by using their intuitive knowledge. On the other hand, as we have discussed above that while making intuitive decisions, a leader might not take much time to make those decisions as they are usually made in circumstances where there are time constraints. Moreover, a leader uses his abilities to reconcile his past experiences and trends to come up with the decision rather than core number, figures and theoretical knowledge only.  Another major difference between the two is that both the types of decisions can actually go in the opposite directions as well as we have already discussed above in the stock market example(Giannini & Rhodes,1978). Conclusion Thus, the report will conclude the discussion with an argument that no one can actually say whether intuitive decision making is good or bad. It all depends on the situation. Yes, it is true that when there is adequate time and resources, the leader should also take into account the other approaches as well but in constraints of time, a leader may take these decisions depending on his abilities. Also we cannot also say which one of the two types of decision making is good or bad for the project because it again depends on the situation that the organization is in. however, as we know that intuitive decision making involves personal bias of leaders as well and may also reflect their personality traits such as risk taker or risk averse, it is recommended that whenever possible, a leader should take into account the logical reasoning approach and compare it with his intuitive perspective before taking any decision as it might make him realize a number of risks that he may have ignored in the first thought.

Jazz Giants essays

Jazz Giants essays J.J. Johnson was born James Louis in Indianapolis on January 22, 1924. At the age of nine, Johnson became very interested with music thus learning the piano with a church organist. He took further interest in music once he attended Crispus Attucks Senior High school playing the. He started out playing the Bari saxophone being that it was the only instrument available to him. After a short time, he lost much interest in the saxophone and at the age of fourteen he picked up playing the trombone. Johnson then played in the high school band as well as the brass marching band of the YMCA. The 1920s in America was a jazz period classified as the Roaring Twenties or Jazz Age dominated by Bessie Smith, and people at the top such as Duke Ellington. Much of it reflected the Harlem Renaissance. It was a time where jazz began to separate from its roots in ragtime and blues. This new art form went through many periods of change and evolution. Dixieland soon sprang up from the new jazz styles. The development of jazz in Chicago came from New Orleans where, after World War I many musicians left because of the new military port that had been constructed there. It was during this time that the Chicago style was developed and at this point the solo became more prominent in jazz music. J.J. Johnson was considered to be the finest jazz trombonist of all time. Johnson somehow transferred the innovative and exciting styles of Charlie Parker and Dizzy Gillespie to his own instrument. He played with such speed and ease that at one time listeners thought that he was playing on a valve trombone. Also, when Johnson played ballad jazz pieces, his sound was so full and powerful, you would think he was a French horn in a symphonic orchestra. I feel that Johnsons style was vital to this period and periods thereafter because it allows other trombone players to see that it is not impossible to play with the speed ...

Childrens Social Class Origins and Educational Attainment

Childrens Social Class Origins and Educational Attainment Social class Social class refers to the social differentiation of people within a society depending on their social status, which is majorly determined by their economic status. People of low economic status usually belong to a low social class and vice versa.Advertising We will write a custom essay sample on Children’s Social Class Origins and Educational Attainment specifically for you for only $16.05 $11/page Learn More Karl Marx presented a two class model of society comprising the bourgeoisie and the proletariat. The bourgeoisie are the capitalists who are few in number and are the owners of capital. They are also rich, powerful, oppressors, exploiters and they always win elections in democratic countries (Lareau, 2002). On the other hand, the proletariat are the workers, owners of labour and they are the majority in numbers but are powerless since they are oppressed and exploited by the rich and they always lose in elections in democratic nation s. The proletariat can be described as a class in itself in the sense that they share same objectives and relationships to the means of production, that is, they are laboures who are paid in wages (Lareau, 2002). The two classes are always in conflict with each other because their interests are incompatible. While the bourgeoisie have the interests of maintaining the status quo which ensures their dominance, the proletariat are interested in changing the status quo which deprives them of good life.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, the two classes are not aware of the nature of the circumstances which they live in but assume that the situations which they find themselves in are natural and nothing can be done to change them, a situation Karl Marx calls false class consciousness (Irving, 2004). In order to explain the differences in education attainment between t he children of the rich and those of the poor, it is important to decompose the social origins of the children into parental status, parental education and parental class. These are the three main mechanisms that link children’s social class origins to their educational attainment. The three are viewed as separate entities but are interrelated in many ways. They can be contextualized using the theory of cultural deprivation and compensatory education, a theory which is applied in the study of education attainment. It refers to lack of appropriate cultural resources like language or knowledge. It is used to explain the limitations the minority groups in the society face in education attainment. In the theory, the working class sub-culture, that is, the culture of the poor is portrayed as a substandard version of the mainstream culture. According to the theory, the sub-culture of the low income earners is deficient in certain important ways and this explains the low educational attainment of the members of this group. The theory attributes low education attainment to poor family background. A culturally deprived child is deficient in important skills, attitudes and values which are essential for educational attainment.Advertising We will write a custom essay sample on Children’s Social Class Origins and Educational Attainment specifically for you for only $16.05 $11/page Learn More The environment in which poor children live is poverty stricken in economic and cultural ways. The deprived children are isolated from those rich experiences found in the culture of the rich. The isolation is enhanced by poverty, poor intellectual resources in their homes and surroundings, incapacity, illiteracy, or indifference of the elders and of the entire community. The children of the poor are also poorly traveled with probably one trip outside their home and thus they may know very little or nothing in music, arts, poetry and current affa irs. They are also linguistically deprived, have a wide range of substandard attitudes, norms and values. Cultural deprivation is therefore a stigma and compensatory education is a form of positive discrimination preferred in cases of attaining uniformity in education attainment within a society. Parental status The status of parents refers to the way parents are perceived within a society. They can either be of high or low social status, depending on their levels of income. Parents who have high income enjoy a higher status than those who earn little or no income. Parents who are of high status are able to take their children to good schools which are fully equipped with excellent learning infrastructure. Due to this, their children are able to do well in education. On the other hand, parents of low social status are not able to take their children to school or in other words, they take their children to schools which are poorly equipped with learning infrastructure.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, the children have minimal chances of doing well as compared to those of parents of high status (Saltiel, 2013). Parental class It refers to the social class of parents. As explained above, there are two social classes in the society namely the proletariat and the bourgeoisie. Parent’s social class is closely related to parent’s social status. Parents of low social class enjoy a low social status. They are literally the poor or low income earners in the society. Due to their poverty, the proletariat are not able to take their children to good schools. Some are not even able to take their children to school at all. Those children of the poor who are lucky enough to do well even under the poor learning conditions are given some affirmative action by their governments. An example of affirmative action is the sponsorship of children to pursue higher education (Lareau, 2002). On the other hand, parents of high social class are able to take their children to the best schools. The reason is that they are able to afford the high fees charged in those schools. The schools themselves also enjoy high social status within the community, with majority being owned by individuals and others belonging to governments. The learning environment is therefore very conducive and this makes the children do very well in exams as compared to their counterparts in the poor schools. Parental education This refers to the amount of education attained by parents. It is closely related both to parental class and status. Parents of high social status are more likely to have attained a higher education than those of low social status. Similarly, parents who belong to the bourgeoisie class are more likely to be more educated than their proletariat counterparts. However, there are some parents who may belong to a high social status and social class but not necessarily have attained higher education. Similarly, there can be some parents who are relatively educated but m ay not enjoy high social class or social status due to various reasons such as lack of employment or simply by choice. The amount of education attained by the parents has a direct relationship with that of their children. Children of parents with low levels of education are more likely to be poorly educated than those of parents with higher education. One of the reasons is that poorly educated parents may not know the importance of educating their children because to them education does not matter a lot in life. Poorly educated parents are also likely to be poor and of the low social status. They are therefore not able to afford to pay for the education of their children due to low incomes (Kohn, 1977). On the other hand, parents who have higher education are likely to have their children attain higher education. The reason is that the parents know the importance of education, having tasted the fruits of good education. They are in a position to understand that educating their child ren has a direct relationship with their bright future. Well educated parents are also likely to have the resources to educate their children because they are likely to be employed and enjoying high social and economic status. Well educated parents are also socialized through the education system and therefore are more likely to socialize their children through the education system than their uneducated or poorly educated counterparts (Beller, 2009). The three components of social origin of the children, namely the parents’ class, education and status therefore influence the attainment of education for the children. Children of the poor parents should not be blamed for not attaining education but rather, they should be viewed as being marginalized. Children of the rich on the other hand should not be viewed as brighter than those of poor parents but rather, they should be viewed just as being privileged to belong to well to do families. In other words, any child can do well i n education if all factors are held constant. That is, if all children were to be exposed to similar social, cultural and economic backgrounds, then the variations in education attainment would be very minimal (Edin and Lein, 1997). References Beller, E. (2009). â€Å"Bringing Intergenerational Social Mobility Research into the Twenty†first Century: Why Mothers Matter†, American Sociological Review, 74(4), 507-528. Edin, K., and Lein, L. (1997). Making Ends Meet: How Single Mothers Survive Welfare and Low†Wage Work, Chapter 3 portion of Chapter 8, 103(3), 224†227. Irving, D. (2004). Model of Psychological Functioning. Web. Kohn, L. M. (1977). Class and Conformity: A Study in Values, With a Reassessment. Chicago: University of Chicago Press. Lareau, A. (2002). â€Å"Invisible Inequality: Social Class and Childrearing in Black Families and White Families†, American Sociological Review, 67(5), 747-776. Saltiel, J. (2013). The Wisconsin Model of Status At tainment and the Occupational Choice Process Applying a Continuous-Choice Model to a Discrete-Choice Situation. Web.

The Issue of Animal Rights In the Modern World Essay

The Issue of Animal Rights In the Modern World - Essay Example This essay stresses that the man has a high intellect and capacity for reflective activity that cannot be observed in animals. However, this representation is associated with a conflicting situation. Let us imagine a mentally ill person or a person who suffers from mental retardation. In fact, they are not much different from animals because they lack the ability to think properly. This paper makes a conclusion that the analysis of the problem of equality around the world allows one to see that equality is seen only as the equality between people. However, this notion of equality is not fair. Animals also have their moral rights, because they are able to suffer like humans. The capacity for suffering is the foundation that makes it possible to take into account the moral rights of animals. Intelligent differences between humans and animals are not a valid reason to deny the moral rights of animals. Otherwise, people who have problems with mental activity should be deprived of their moral rights, but this is not happening. Fair equality is the equality that takes into account the interests of not only people but also animals. Animals, in turn, have a moral right to protection of their life and the creation of decent conditions for its existence. If human society wants to be called a fair society, it is necessary to strive for a just equality. Cruelty to animals that are seen as soulless machines is a road to nowhere.

Providing respite care to carers of people with dementia Research Proposal

Providing respite care to carers of people with dementia - Research Proposal Example There has been a significant change in the provision of healthcare services in the recent decades whereby the balance of care is being shifted from communities and institution based services to personalized care. This shift in care provision has caused great concern in the field of public health mainly due to the fact that the carers of people with chronic illnesses such as dementia are now burdened with the added responsibility leading to a gradual and consistent deterioration of their own physical and mental health. Various researches conducted in the past have highlighted the gravity of the issue and pressed for policy changes in favour of providing respite care to the carers of people with dementia and making such care more accessible.The term respite care refers to in generic terms refers to short-term care. However in the field of healthcare it refers to phased care, relief care, planned care, programmed care, holiday care, social admission, and shared care. Various types of re spite care are now available for both the patients as well as their carers. This includes community based day care, institutional care, and paid or voluntary care services offered by institutions or volunteers or friends of the caregivers. Such care services can broadly be categorized as in-home care services, adult day centres - including provision of transportation and meal services; and residential care facilities - which affords break or vacation for the carers which are not covered under the insurance or Medicare.