Engineers create artefacts and processes through design Essay - 1

Engineers create artefacts and processes through design - Essay Example From the definition, artifacts are designed systems or objects, with inclusion of all the results of the process The design process is a sequence of linear events that start at one point and end at one point. An engineer uses design process steps to identify a problem, create or formulate models that will solve or give a solution to the problem, and in a manner meet the need of the situation. Design process, it is normal for the engineer to jump back and forth the design steps in a process called iteration. In design models, decision making is the key to construction of processes and paths (CK-12 Foundation, 2010). During this phase a lot of basic mathematical, scientific, and engineering science theories and concepts are applied to convert optimally available resources to meet a stated objective (Philip G. Kosky, 2012). In engineering, to come up with a stable process, one has to pass through these fundamental elements; establish the criteria and objectives, synthesize and analyze the concepts available, construct models, and lastly evaluate and test the process. Engineers formulate and create engineering artifacts through the complete and integrated multi-step processes (Pahl, 2007). These steps include field research, idea conceptualization, a feasibility study and assessment, establishing design requirements, perform preliminary design, create a detailed design, production tool and planning design, then finally the artifact or product (Yousef Haik, 2010). Engineering design therefore is the gradual refinement of requirements and specification. This also can be defined as creative, and systematic application of mathematical and scientific principles to practical ends such as manufacture, design itself, operation of economical and efficient processes, structures, systems, and machines. The whole idea brings out the fact that engineering

Inventory management at WAL-MART Case Study Example | Topics and Well Written Essays - 1000 words

Inventory management at WAL-MART - Case Study Example It also succeeded due to its global strategies. It became the first private-sector company in the world to have employed over one million personnel. It provides large spacious, wide, neat, brightly-lit aisles and shelves stocked with area for people to look around and provide a variety of goods. The average size of a Wal-Mart store is 107,000 square feet (www.walmart.com). Each store employs about 225 people. The employees are called associates as they hold value for the company (Frat Files). The stores feature a variety of quality, value-priced general merchandise, including (www.walmart.com): Wal-Mart operates each store, from the products it stocks, to the front-end equipment that helps speed checkout, with the same philosophy: provide everyday low prices and superior customer service. Lower prices also eliminate the expense of frequent sales promotions and sales are more predictable. Wal-Mart has invested heavily in its unique cross-docking inventory system. Cross docking has enabled Wal-Mart to achieve economies of scale which reduce its costs of sales. With this system, goods are continuously delivered to stores within 48 hours and often without having to stock them. This allows Wal-Mart to replenish the shelves 4 times faster than its competition. Wal-Mart's ability to replenish theirs shelves four times faster than its competition is just another advantage they have over competition. Wal-Mart leverages its buying power through purchasing in bulks and distributing the goods on its own. Wal-Mart guarantees everyday low prices and considers them the one stop shop. INVENTORY MANAGEMENT at WAL-MART Just-in-time inventory (JIT) is the concept of only carrying as much inventory as needed to supply to customers or consumers. Many companies are using JIT to reduce inventory costs and increase gross profits (Damiano, 2005). It makes more sense for companies to use their dollars elsewhere, rather than tying them up in inventory that is just sitting in a warehouse. Wal-Mart's inventory philosophy focuses on getting the good out of the shelves and into the customers hand in the quickest and most cost efficient way as possible and Wal-Mart is a paragon of such efficiency. JIT (Just in Time) is an inventory management technique invented by the Japanese. The first users of this technique are said to be the Toyota people and to this day, this technique is being effectively used by them. The concept behind JIT is that it optimizes the production process byreducing waste and keeping negligible inventory (Epps, 1995). Inventory has a holding cost in terms of keeping the excess inventory in warehouses whose rent has to be paid thus increasing the cost of the inventory. As a retailer, Wal-Mart has been able to achieve respectable leadership by using this technique to reduce the holding costs and decreasing wastages. The most important factor in having a Just-In-Time inventory system is to have the best logistics system in place. This includes having clear transport routes,

Sliding Filament Theory Essay Example | Topics and Well Written Essays - 1500 words

Sliding Filament Theory - Essay Example Surrounding the whole muscle is a layer of connective tissue, epimysium that encloses the individual fascicules together. The individual muscle fibers are made up of filamentous bundles that run along the length of the fiber. Most of the interior of the fibre consists of the protein filaments which constitute the contractile apparatus, grouped together in bundles called myofibrils. Each myofibril consists of a repeating unit, known as a sarcomere. The alignment of the sarcomeres between adjacent muscle fibers is responsible for the characteristic striations in the striated skeletal muscle fibers. The sarcomere is the fundamental contractile unit of the skeletal muscles. When a muscle fiber is viewed by polarized light, the sarcomeres are seen as alternating dark and light zones. Some regions appear dark because they refract the polarized light. This property is called anisotropy, and the corresponding band is known as an A band. The light regions do not refract polarized light and ar e called isotropic and are denoted as I bands. Each I band is divided by a characteristic line known as a Z line, and the unit between successive Z lines is the sarcomere [1]. Under electron microscopic examination with high magnification, the A bands are seen to be composed of thick filaments arranged in a regular order. The I bands consist of thin filaments. When the muscle is in the resting state, that is, when there is no shortening of the fibers due to contraction, a pale area can be seen in the center of the A band. This is known as the H zone, and it corresponds to the region where the thick and thin filaments do not overlap, which otherwise is the case throughout the muscle fiber architecture. In the center of each H zone, there is a line called M line. It is in this line, links are formed between adjacent thick filaments. The principal protein of the A bands is myosin, while that of I bands is actin. The interaction between these proteins is fundamental to the contractile process in the skeletal muscle at the ultrastructural and molecular levels. There are two types of actin filaments. One is globular in shape, known as globular or G actin subuni ts, and the other is filamentous of F actin. The actin filaments of the I band are made by joining many G actin subunits together by polymerization to form F actin. The F actin, in turn, is stabilized by binding to the Z line. The thick filaments are made up of an assembly of myosin molecules together. Each myosin molecule consists of two heavy chains. Each of these heavy chains has two light chains associated with a head region that is globular. The junction between the head region and the long tail contains a hinge. This hinge allows the myosin to generate the force required for muscle contraction. The tail regions of the myosin molecules associate together to form the thick filaments. Each thick filament consists of several hundred myosin molecules [2]. The sliding filament theory explains muscle contraction, and the structure of skeletal muscle provides important clues to the mechanism of contraction. The width of the A bands or thick filament areas in striated muscle remains constant, regardless of the length of the entire muscle fiber, while the width of the I bands or the thin-filament areas varies

Jack London and His Wild Side Essay Example for Free

Jack London and His Wild Side Essay Many of Jack Londons novels have the unique characteristic of portraying survival of the fittest, the humanizing of animals, and a contrast of savagery and civility in their protagonists. Subsistence was the number one priority for heroes and villains in many of Londons books. This quest for existence and life was a difficult one in the harsh environments Jack London favored as settings in his books. Therefore survival of the fittest was the law and it sparked the transitions between savagery and civility in its wake. Those affected were traditionally the lone animal heroes prevalent as protagonists in Londons works. To portray these characters, the humanizing of them was a necessary and well-employed tactic that London also utilizes to hold the readers interest. As most of Londons works take place in the wild, it is only natural that his heroes and heroines should be individualists to be able to survive. They challenge the wrath of nature, and those who are strong enough generally live (Ludington). Although the natural world plays a grim role in Londons works, it plays no favorites, and requires those existing in it to meet its demands. This proves to be a central conflict and consistent theme in many works. To Build a Fire demonstrates the conflict of Man versus Naturereveal[ing] Londons sense of the awesome appearance of Nature, sometimes harsh but always impressive (McEwen). On Londons famous novel, White Fang, Earle Labor comments it is structured on ideas rather than upon myth, [it] is a sociological fable intended to illustrate Londons theories of environmentalism (79). Londons works focused on what he considered his philosophy of life. Through his canine protagonists in The Call of the Wild and other books, he expresses the themes of survival, courage, strength, determination, and respect for the truth (McEwen). Jack Londons so-called Klondike Heroes were an independent but still compassionate group who showed respect to the eternal laws of nature and to the overwhelming presence of conscience (Labor 50). Those who took to these values and lived by them at the very least survived, and at the most became leaders of their surroundings. In The Call of the Wild, Buck is snatched from an easy life and submitted to brutal treatment and a harsh environment in the Klondike, [and only] survives because he is the superior individual (Ludington). The dogs learned that kill or be killed, eat or be eaten, was the law. Almost above these laws is Buck. When he was made, the mould was broke, says Pete, a sleigh driver in the book (Ashley). The dog was not instantly a leader however, he first overcomes terrible hardships and falls into brutal skirmishes with both men and other animals, displaying the level of courage and cunning required in Jack Londons philosophy to become a hero (McEwen). Among the lessons learned by Buck are treachery and nobility, faithfulness unto death, and a conviction that moral nature is a vain thing and a handicap in the ruthless struggle for existence' (Ashley). Part I of The Call of the Wild, the most naturalisticsection of the book, deals with physical violence and amoral survival of the dogs which paves the way for their progression into the heroes that London wished to portray them as (Labor 73). In Londons book The Sea Wolf, Wolf Larsen is an arrogant individualist who survives for awhile on an island without many provisions. Though he later perishes, supposedly as an indirect result of his moral flaws, his prolonged existence on the island can only be attributed to his admiral strength and skill- two characteristics that London holds in high esteem (Ludington). These are, however, not the only traits necessary to survive in a harsh environment as London stresses in In a Far Country. Survival of the fittest is expressed as not only a matter of physical fitness, but also of ethical integrity (Labor 53). Individualism, though sometimes detrimental to the character, is also a major theme in many of Londons works. Few persons who have ever encountered his work can totally forgetthe lost miner who wanders across the Arctic waste land in a nightmarish odyssey of starvation and exposure, sustained solely by an incredible will to live; or either of the magnificent dogs: Buck, captivated by the call of the Northland Wild, and White Fang, tamed by the loving-kindness of a gentler master. (Labor 49) Wolf Larsen, in The Sea Wolf, goes beyond survival to domination. He is the captain and master of his vessel and its crew. What gets in his way goes overboard whether its a scullion or his first mate. Larsens motives of ambition and absolute superiority dominate his character to form a totally different connection between him and his pack than did Buck with his (Sandburg 30). Another dominant theme in Londons works is the humanizing of animals. By giving animals characteristics of a man, basically personifying them, London makes it easier and more enjoyable for the reader to relate to the animals situation. His ability to have the reader connected with creatures, to have the reader peer into their minds and hearts, makes their struggles, triumphs, and defeats all the more poignant (McEwen). Both The Call of the Wild and White Fang are beast fables because they provoke peoples interest -whether we know it or not- in the human experience, not in the plight and hardships of lower animals (Labor 69). Buck, in The Call of the Wild, takes on an almost human personality, not because of his actions or thoughts but because the reader can see his thoughts and understand his actions (McEwen). The difference is [the books] radical departure from the conventional animal story in style and substance- the manner in which it is overdetermined in its multilayered meaning, letting readers understand the dogs better than they may understand themselves (Labor 72). Not only are dogs humanized in Londons canine novels, but the humans are significantly de-humanized. This personification of animals gives them very flexible personalities than those of the humans, which tend to lack depth. This reversal of roles makes it entirely possible for the dogs, which are even given names, to be characters in the sense that the humans of the novels will never achieve. Even Judge Miller, by whose Santa-Clara, California, fireside the young Buck lay in innocence and peace before he was dognapped, has more of a function than a character at all. The humans in The Call of the Wild such as John Thornton, Black Burton, and other bad guys are stock characters for which the reader provides their qualities from other reading rather than discover them in the novel (Ashley). The only real character is the dog who displays the humility and natural wisdom which the man fatally lacks: Its instinct told it a truer tale than was told to the man by the mans judgementThe dog did not know anythingBut the brute had its instinct (Labor 64). Perhaps the most dominant and glaringly obvious message in Londons work is the conflict of savagery versus civility and the transgressions and progressions between the two. In a letter Jack London wrote to George Brett in 1904, explained the plan behind his book White Fang. He decided to compose a complete antithesis and companion book: Im going to reverse the process. Instead of devolution or decivilization of a dog, Im going to give evolution, the civilization of a dog- development of domesticity, faithfulness, love, morality, and all the amenities and virtues (Labor 78-79). The noble dogs in White Fang and The Call of the Wild revolt against their roots. White Fang shifts from an untamed life in the wild to one of civilization, while Buck eventually turns on his domestic background towards the wilderness (McEwen). The law of club and fang present in many of Londons wilderness novels is approached and embraced by Buck and cast away for a tamer life by White Fang (Ashley). The Call of the Wild is a study of one of the most curious and profound motives that plays hide-and-seek in the human soul. The more civilized we become the deeper is the fear that back in barbarism is something of the beauty and joy of life we have not brought along with us (Sandburg 29). So it is in fact, not all transgression for Buck, he gains something a domestic being could never achieve. On the other hand, White Fang, too, involves contrasting values: life, love, civilization, the Southland; and the protagonist dogs progression towards these (Labor 79). Although the most noticeable transformations in Londons novels are in that of animals, the civil to savage metamorphosis is well-developed in humans too (McEwen). Among [Londons] various studies of the Northnothing will set you thinking about how far the human race has progressed, the gulf between savagery and civilization, than the tale of Nam Bok the Unveracious. (Sandburg 29). In Nam Bok the Unveracious, Nam Bok, after an absence of many years returns to his isolated fishing village on the shores of Alaska. Late into the night they talk, and Nam Bok, who has been to California, tells them he has been upon a boat larger than all the boats of the village in one; he describes the sails of the vessel and the avers it made head against the wind as well as with it; he describes an iron monster that sped upon two streaks of iron faster than the wind, was fed up on black stones, coughed fire, and shrieked louder than thunder. Early the next morning he is informed that his sense of truth is mournfully degenerate. Their message runs this wise: Thou art from the shadow-land, O Nam Bok. With us thou canst stay. Thou must return whence thou camest, to the land of the shadows. So much for Nam Bok. (30) The raging forces of human and natural forces that battle in these works erode the layers of civilization to reveal the glimpse of the most primeval impulses inherent in men and their environments (McEwen). When a being is thrust into an unfamiliar environment, it must learn to adapt to and coexist with everything around it. In The Sea Wolf, Wolf Larsen eventually dies despite his strength and skills; he was an utterly egotistical an immoral character on an isolated island. Londons point was that Wolf could not have survived in a modern society with the traits he possessed. Buck, on the other hand, is returned to the wild from a tamed existence. He eventually joins a pack of wolves, but he is at the head because of the combination of intelligence he gained in the civilized world and the strength he acquired as part of his transgression to primeval instinct and the wild (Ludington). Even when ill treatment has the adverse affect of not taming Buck but sparking his change, he shows what dog (and man) can do to get past its hardships and become a leader (Ashley). His mistreatment was not the only factor in Bucks transformation, the sense of a call back to nature and her primal sanities is felt by even the rankest degenerate, this is the cal of the wild (Sandburg 29). And with a fitting ending, The Call of the Wild closes: When the long winter nights come on and the wolves follow their meat into the lower valleys, he may be seen running at the head of the pack through the pale moonlight or glimmering borealis, leaping gigantic above his fellows, his great throat a-bellow as he sings a song of the younger world, which is the song of the pack. (Ashley) Throughout these novels, there can be seen a pattern of the same prevalent three prevalent themes. Each interrelated with one another, forming the same types of scenarios, and the same consistent fantastic plots that made Londons works famous. The main characters discovery of themselves sets in motion the readers own self-discovery. The fact that this lesson lies in the lives of canines and not other humans is the true test of Londons ability to humanize animals. In the end this combination forms for a more potent emotional attachment to these dogs than to any other type of fictional character. All these attest to Londons novels being viewed as timeless classics. Works Cited Ashley, Leonard R. N. The Call of The Wild: Overview. Reference Guide to American Literature. 3rd ed. Ed Jim Kamp. St. James Press, 1994. [Galenet] Labor, Earle. Jack London. New York: Twayne Publishers, Inc., 1974. Ludington, Townsend. Jack London: Overview. Reference Guide to American Literature. 3rd ed. Ed Jim Kamp. St. James Press, 1994. [Galenet] McEwen, Fred. Jack London: Overview. Twentieth-Century Young Adult Writers. 1st ed. Ed Lauren Sandley Berger. St. James Press, 1994. [Galenet] Sandburg, Charles A. Jack London: A Common Man. Critical Essays on Jack London. By Jacqueline Tavernier-Courbin. Boston: G.K. Hall and Co., 1983.

Benefiting Students Through A Brain-Based Learning Environment Essay Example for Free

Benefiting Students Through A Brain-Based Learning Environment Essay The question of nature versus nurture as it pertains to human development has been a debate among psychologists for years. And after decades of research, there is still no definitive answer as to whether nature (genes) or nurture (environment and upbringing) are responsible for certain characteristics of an individual. However, many researchers now believe that environmental factors play a more significant role than genetic factors. The acceptance of this belief has many implications for teachers, because it directly affects the teaching strategies they will use in the classroom. In addition, recent findings in brain-based research are providing educators with an understanding of how the brain learns, and how it learns best. As a result, in order to optimize student motivation, involvement, and retention, teachers can no longer ignore the importance of brain-based learning in the educational environment (Wilmes, Harrington, Kohler-Evans, Sumpter, 2008). In the text, Brain-Based Learning The New Paradigm of Teaching, Eric Jensen emphasizes the correlation between students’ emotional states and their learning potential. Adjacently, of the various emotional states a student experiences at any given time, distressed is the most detrimental. A brain in distress results in a long list of negative impacts on learning, including the loss of the ability to correctly interpret subtle clues from the environment, the loss of the ability to index and access information, diminished long-term memory, loss of the ability to perceived relationships, and a lessened capacity for high-order thinking (Jensen, 44). Therefore, managing classroom stress through brain-based strategies is an enormous advantage for students. Childhood stress can be caused by any situation that requires a person to adapt or change (Larzelere, 2010). These changes can be positive such as a new sibling or a new pet, or negative such as poverty, abuse, and separation. It is understandable that the negative stressors are the most harmful to a child’s development. One of the greatest challenges for teachers that aim to alleviate students’ stress is that not all stress-related symptoms are directly measurable or obvious to others (e.g., worry, headache ), thus unrecognized symptoms are likely to go untreated (Shah, 2011). Still, there are many brain-based strategies that teachers can incorporate to help reduce the amount of stress a student experiences in the classroom. First of all, educators can increase a students’ sense of security at school by opening a dialogue with them about their fears. In fact, sometimes just the opportunity to talk about these issues helps reduce the burden (Jensen, 49). In addition, by incorporating small group activities and the use of teamwork among students, a teacher can strengthen a student’s ability to communicate and problem solve. Another example of how a teacher can encourage positive relationships among their students is to offer as much choice and autonomy as possible. Research has shown that creating a classroom environment where student expression and choice are solicited provides a welcoming atmosphere for children to grow at independent rates (Rushton, 2008). There are many ways in which a teacher can afford their students the opportunity to express themselves. Incorporating art, dance, poetry, singing, journal reflection, sports, and debate into a student’s classroom experience are al l productive ways of giving students choice. They are also great ways to introduce rituals of positive affirmation. For example, by creating traditions of applause and team cheers, teachers can help bolster a students’ confidence and improve their self-esteem. Another type of negative stress that some students feel is performance anxiety. Performance anxiety is a fear of not being able to complete a task to the best of one’s ability. As a result, students often experience a â€Å"mental block†, or an inability to retrieve stored information or think creatively. It is very common for students to have performance anxiety before test taking, often times negatively affecting their test scores. Studies show that emotional self-efficacy appears useful in managing negative effects of anxiety (Galla, Wood, 2012). Teachers can help to lessen the occurrence of performance anxiety in their students by regularly activating prior learning. For instance, reviewing previous lessons, offering generous feedback, and establishing mechanisms for self-evaluation and peer review, are all strategie s a teacher can use to reduce learner stress and increase confidence immediately (Jensen, 50). While stress management is an important aspect of supporting a brain-compatible learning environment, stress is not the only emotional state that students cope with. There is a myriad of emotions that a student can feel from one time to another, and a myriad of external stimuli that can trigger those emotions as well. The child’s brain receives stimuli from the learning environment via each of their senses as the stimuli are transformed into a chemical electrical reaction that is the beginning of all learning (Rushton, 2008). One example of such stimuli is classroom acoustics. Poorly designed classrooms that fail to address and reduce ambient noise, echo effect, reverberation, and other acoustical problems cause a decrease in student attention and an increase in off-task behaviors (Jensen, 73). Students whose learning style is predominantly auditory are at the biggest disadvantage. As a result, discipline problems increase and student learning is negatively affected. Such problems are an enormous issue for schools today.For example, many schools across the country have classrooms that exceed the maximum background noise level of 30 to 35 d ecibels recommended by the Acoustical Society of America (Harris, Lambert, 2011). Therefore it is important for teachers to implement brain-based strategies to counter-act the negative effect of a poor acoustical learning environment. This can be done simply by moving around the classroom while speaking. Also, changing the location of students around the classroom can help those at a disadvantage. Using music appropriately in the classroom is another brain-compatible way to positively affect students’ emotional state throughout the learning process. In fact, recent research suggests that music may be a powerful tool in building reasoning power, memory, and intelligence (Jensen, 76). A teacher can change a negative emotional state simply by playing upbeat music in the background periodically throughout the day. Lesson plans can also be enriched through the use of music to elicit certain emotions relevant to the subject matter. Such emotional involvement greatly helps the student comprehend and retain the lesson. Music not only affects students emotionally, but physiologically as well. Music’s potential effects on the body include, increase muscular energy, increased heartrate, reduction of pain and stress, relief of fatigue, and stimulation of creativity, sensitivity, and thinking (Jensen, 75). Another example of external stimuli that can affect learning is classroom aroma. Aromas are especially important because they take one of the most direct pathways to the brain (Jensen, 72). The sense of smell affects brain chemistry and has the ability to change moods in powerful ways. Certain types of scent stimulation like food can disrupt the accelerated learning functions of our brain, and chemical smells from air fresheners, perfume, and even some essential oils can be distracting and block learning (Rogers, 2010). However, certain aromas, such as peppermint, basil, and lemon, enhance motivation, attention, and creativity. And aromas such as chamomile, lavender, orange, and rose calm nerve s and encourage relaxation (Jensen, 72). By using aromas appropriately in the classroom, and keeping aware of aromas that are disruptive or distracting, a teacher can optimize their students’ learning environment. Light in the environment is an additional example of external stimuli that can hinder a students’ learning potential. Lighting strongly influences vision, which strongly influences learning, thus anything we can do to make our eyes more comfortable in the classroom contributes to optimal learning (Jensen, 57). Classrooms that receive a lot of natural sunlight are the most advantageous for students. Natural sunlight helps students’ mood and motivation by delivering vitamin D through uptake by the skin, and in turn raising mood-elevating serotonin. In fact, studies have shown that students with the most sunlight in their classrooms progressed 20 percent faster on math tests and 26 percent faster on reading tests compared to students with the least lighting (Jensen, 58). However, on the other side of the coin, too much morning sunlight can have an adverse effect. Thus, it is important for educators to have an awareness of the effect classroom lighting has on their students learning and strategize accordingly. By providing a variety of lighting types in the classroom and giving learners a choice in determining where they sit can help with student comfort in the classroom (Jensen, 58). Color also plays an enormous role in creating a productive and secure learning environment. Color is an important factor in the physical learning environment and is a major element in interior design that impacts student achievement, as well as teacher effectiveness and staff efficiency. Research has demonstrated that specific colors and patterns directly influence the health, morale, emotions, behavior, and performance of learners, depending on the individual’s culture, age, gender, and developmental level, the subject being studied, and the activity being conducted (Harrington, Kohler-Evans, Sumpter, 2008). Therefore, educators wanting to take advantage of the benefit of brain-based environment can implement classroom color schemes that maximize student involvement. For instance, like aromas, some colors elicit feelings of alertness and inspiration, while others elicit feelings of relaxation. Teacher can enhance student participation and motivation by use of color in hand-ou ts and power point presentation. In addition, teachers can use colors to elicit appropriate emotion in regard to subject matter in lessons. Such as sullen blues or vibrant reds, depending on the subject matter. Again, this greatly helps to emotionally bond the student to the lesson.Another external stimulus that greatly affects a student’s classroom environment is room temperature. Take for example, a student coming back to a warm classroom after eating a good lunch. A classroom environment that is too warm can makes students feel lethargic and unmotivated. Classrooms that are too warm are often the culprit for students falling asleep in class. On the other hand, a classroom that is too cold can make students feel distracted due to feeling uncomfortable. Based on a survey given to teachers, it was concluded that classroom conditions improved by air conditioning included reduced annoyances, improved visual display and flexibility, and comfortable conditions (Gallo, Wood, 2012). In final, teachers who understand the affect of stress and external stimuli in the learning environment and the advantages of brain-compatible learning strategies, visualize a developmentally appropriate brain- researched learning environment which allows an educational focus to preside while student autonomy prevails. Effective teachers support brain development by encouraging children to make discoveries in well-planned environments that support student autonomy (Rushton, 2008). With the benefits well outweighing the required teacher effortt and iniitiative, brain-compatible learning strategies offer far more advantages than hindrances. Students can only win in the long run when teachers utilize these strategies. References Galla, B. M., Wood, J. J. (2012). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality Individual Differences, 52(2), 118-122. doi:10.1016/j.paid.2011.09.012 Harris, B., Lambert, C.. (2011, May). Impacting Learning. School Planning Management, 50(5), 44. Retrieved December 19, 2011, from ProQuest Education Journals. (Document ID: 2382182351). Jensen, E. (2008). Brain-Based Learning The New Paradigm of Teaching. (2 ed.). Thousand Oaks: Corwin Press. Larzelere MM, Jones GN. Stress and Health. Primary Care: Clinics in Office Practice. December 2008;35(4). Rogers, D. (2010). Mmmmmm . . . Peppermint and rustling leaves. Times Educational Supplement, (4887), 3. Rushton, S., Juola-Rushton, A. (2008). Classroom Learning Environment, Brain Research and The No Child Left Behind Initiative: 6 years Later. Early Childhood Education Journal, 36(1), 87-92. doi:10.1007/s10643-008-0244-5 SHAH, N. (2011). Students Stress Li nked To Class Environments. Education Week, 30(24), 5. Wilmes, B., Harrington, L., Kohler-Evans, P., Sumpter, D. (2008). COMING TO OUR SENSES: INCORPORATING BRAIN RESEARCH FINDINGS INTO CLASSROOM INSTRUCTION. Education, 128(4), 659-666.

The History of Labour Day

The History of Labour Day Originally called eight-hour day, labour day stands for the representation of the fight to shorten working hours in the nineteenth century which was a movement that forever changed working conditions deeply impacting on the lives of workers for the future to come. The original cause of eight-hour day (labour day) was the fight for 8 hours of rest and recreation to be given with 8 hours of work in an attempt to provide balance to workers between their work and personal lives as plead by the unionists who did not ask for extra money but rather more time which eventually lead to the 40-hour week known today. Over the years this historical occasion was formed into the national holiday we know as labour day. Australia and New Zealand were the first to successfully implement and provide rights of recreation and rest to its labourers, leading the world with Sydney at the labour movements core. Labour day and its creation all starting in the year 1855 as there was a great need present for stonemasons during great large scale building operations, provided by the influx of prosperity and wealth brought by the gold rush which meant large amounts of difficult labour for workers. During the construction of two structures which were identified as the church buildings of Holy Trinity Millers Point and the Mariners Church, workers participated in a construction standstill, hosting a 14 day strike in order to fight for balance in the work and personal lives of workers as they were most often expected to complete gruellingÂÂ   10 hours of work daily from Monday through to Friday and working a total of around 8 hours on Saturdays with an expected work week of around 58 hours per week of hard labo ur.ÂÂ   In order to celebrate the victory previously experienced by workers and promote its campaign established in 1871, a picnic and march was held each year during the first weekend of October. Although efforts for the reduction of work hours started in 1871 the first ever holiday for its commandment was held in 1855, organised by a Balmain member and unionist named Jacob Garrard who was described as a member of the salvation army since 1896 who had been an inspired and good willed Methodist (a Methodist is described as a member of a segment of the Christian church which is aimed at and notorious for protesting and standing up for what they believe.) Jacob Garrard is a prime example of missionary and Christian influence, in this instance responsible for the modern day labour movement. Despite the grave Christian influence in the formation of the eight-hour campaign this fact regularly overlooked in the modern era by historians and recent generation, a terrifying fact highlighted by the labour leader Kevin Rudd. Just as the Christians and missionaries responsible for the creation of the eight-hour day grave concerns are raised regarding the work hours of todays society as well through the raising of awareness and protection of those who may be venerable. Recent concerning statistics regarding modern labour highlighted the facts that over 60% of people start their jobs before 8am and end their shifts after 6pm during the workdays with 30% of Australias population spending time at their workplace on the weekends. Just as the workers protested for during the average of 22% of Australias population work more than 50 hours per week. The fight for a fair balance of work and free time has resurfaced with families working longer and more unpredictable and what is described as unsocial hours with subsequently less and less personal time away from work. Reasonings of large amounts of labour performed by workers can be categorised into sections of those who are passionate about their career who often struggle to balance their time spent at work and time they have for necessities such as socialising or much needed rest which commonly leads to irregular work and rest patterns. Included in the list of people who are overworked are those who invest heavily in the improvement of their position and the progression of their workplace who without provided rest and recreation time would over work themselves and once again over look their personal time and vital time to rest.ÂÂ   The other demographic of those who are over worked include those who have no other choice but require the financial aid of their profession, but due to the lack of personal time away from constant work provided by modern jobs. Modern work has been altered from the beliefs and rights fought for intensely throughout 1855. Recently workers, in order to receive an income labourers are forced to comply with their work hours as they cannot afford to be without a job, forced to work from early to late which dramatically impacts the social and personal lives of worker often causing adverse health effects and mental illnesses such as depression or anxiety. As listed perfectly in the holy bible those who work and are not draining to society are ones to be praised and encouraged. But it is important to remember that even God himself rested on the seventh day which truly is a sign of the importance of rest and time spent away from work which is portrait not only by the preachings of those fighting for fair work and rest times but through their actions as well.

Frankenstein as a gothic novel Essay -- English Literature

Frankenstein as a gothic novel The gothic tradition highlights the grotesque, relies on mysterious and remote settings, and is intended to evoke fear. All of these are evident in Mary Shelley's Frankenstein, especially in chapter five. The settings in the novel are striking and distinctively gothic. Appropriately, the creature first breathes on a "dreary night of November," in a remote laboratory at Ingolstadt. The eerie atmosphere is typical of the gothic tradition. Victor, unafraid of the dark, spends his time in "vaults and charnel-houses,† he boldly visits the cemetery at the dead of night. details such as the creaking doors, the soft blowing of the wind in the still of the night, and the quiet footsteps in the house all lead to a feeling of fear and suspense. On a certain level, Victor's interest in creating life is an extension of his desire to escape death. By assembling the body parts of the dead, Victor makes a "monster", a massive, grotesque being, with the mind of a new born baby; and like a tormented spirit, the creation haunts Victor’s mind. Analysis: Chapters 3–5 The first three chapters give the reader a sense of impending doom, and chapter four depicts Victor on the way to tragedy. The creation of the monster is a grotesque act, far removed from the triumph of scientific knowledge for which Victor had hoped. His nightmares reflect his horror at what he has done and also serve to foreshadow future events in the novel. The images of Elizabeth â€Å"livid with the hue of death† prepare the reader for Elizabeth’s eventual death and connect it, however indirectly, to the creation of the monster. Victor’s pursuit of scientific knowledge reveals a great deal about his perceptions of sc... ... comments such as â€Å"I fear, my friend, that I shall render myself tedious by dwelling on these preliminary circumstances† both remind the reader of the target audience (Walton) and help indicate the relative importance of each passage. Shelley employs other literary devices from time to time, including apostrophe, in which the speaker addresses an inanimate object, absent person, or abstract idea. Victor occasionally addresses some of the figures from his past as if they were with him on board Walton’s ship. â€Å"Excellent friend!† he exclaims, referring to Henry. â€Å"How sincerely did you love me, and endeavor to elevate my mind, until it was on a level with your own.† Apostrophe was a favorite of Mary Shelley’s husband, Percy Bysshe Shelley, who used it often in his poetry; its occurrence here might reflect some degree of Percy’s influence on Mary’s writing.