Lenins Revolution Essays - Political Parties In Russia,

Lenin's Revolution At the start of the 20th century, the ruling Tsar of Russia had absolute power and his Government was corrupt, hence, the majority of the people were against him. Vladimir Ilich Lenin, the leader of the Bolsheviks Socialist Party wanted a revolution to overthrow the Government. Relative to these times, it was Lenin who directed the course of the oncoming Russian October Revolution. The outbreak of the unrest, in January 1905, found Lenin anxious to set down a novel strategy for revolution: the need for the proletariat (the working class) to win hegemony in the democratic revolution. He flatly declared to both major political parties of the time (the Bolsheviks and Mensheviks) that the proletariat was the driving force of the revolution and that its only reliable ally was the peasantry. He branded the bourgeoisie as hopelessly counterrevolutionary and too cowardly to make their own revolution. However, after the defeat of the Revolution of 1905, Lenin was forced into exile from 1907 to 1917. He found serious challenges to his policies not only from the Menshevik party (formed by the dissatisfied minority of the intelligentsia) but within his own faction as well. The combination of repression and modest reform effected by the tsarist regime led to a decline of party membership (Merringer 79). Disillusionment and despair in the chances of successful revolution swe pt the dwindled party ranks, rent by controversies over tactics and philosophy. Attempts to unite the Bolshevik and Menshevik factions came to naught, all breaking on Lenin's intransigent insistence that his conditions for reunification be adopted. Yet, throughout the struggle, Lenin?s directing force was still felt by both the Bolsheviks and the Mensheviks. As one Menshevik opponent described Lenin, There is no other man who is absorbed by the revolution twenty-four hours a day, who has no other thoughts but the thought of revolution, and who even when he sleeps, dreams of nothing but revolution. (Tybursky 182) Placing revolution above party unity, Lenin would accept no unity compromise if he thought it might delay, not accelerate the revolution. This makes it quite apparent that without Lenin; there may have not been a revolution. He clearly pushed its commencement. Ten years in exile had not swayed Lenin?s determination to create and direct a powerful revolution. Lenin returned to Russia from exclusion in February 1917, believing that the time was ripe to seize power. The Russian economy was in ruin after the army was nearly defeated and the people exhausted as a result of the First World War. The country was in an unstable state, suitable for a revolution (Levinthal 119). Around October 20, Lenin, in disguise and at considerable personal risk, slipped into Petrograd and attended a secret meeting of the Bolshevik Central Committee held on the evening of October 23. Not until after a heated 10-hour debate did he finally win a majority in favour of preparing an armed takeover. Now steps to enlist the support of soldiers and sailors and to train the Red Guards, the Bolshevik-led workers' militia, for an armed takeover proceeded openly under the guise of self-defense of the Petrograd Soviet. Even at great personal risk, Lenin was adamant in spurrin g a successful revolution. November 7 and 8, the Bolshevik-led Red Guards and revolutionary soldiers and sailors, under the authoritative direction of Lenin, deposed the Provisional Government meeting only slight resistance. They then proclaimed that state power had passed into the hands of the Soviets. The Bolsheviks with their allies constituted an absolute majority of the Second All-Russian Congress of Soviets. The delegates voted overwhelmingly to and elect Lenin as chairman of the Council of People's Commissars, the new Soviet Government. Overnight, Lenin had vaulted from his hideout as a fugitive to head the Revolutionary government of the largest country in the world. Since his youth, he had spent his life building a party that would win such a victory, and now at the age of 47, he and his party had triumphed. Yet, power neither intoxicated nor frightened Lenin. He was born to lead and lead he did, winning the revolution. Even long after the revolution, Lenin?s gift for directive leadership was evident in his admirable leadership of a Russia torn by unrest. It was largely because of

Ironic Symbolism in The Lottery Essays

Ironic Symbolism in The Lottery Essays Ironic Symbolism in The Lottery Paper Ironic Symbolism in The Lottery Paper Throughout the story of The Lottery, symbolisms are apparent. Shirley Jackson sets the scene of the story as bright and magnificently beautiful in the beginning, but as the story continues that scene is destroyed and replaced by what some would consider quite disturbing. The Lottery takes the road less traveled in route to its disturbing nature. Symbolisms provided by Shirley Jackson provide her audience with the knowledge to make sense of the ironic chaos abound. Three symbolisms stand prevalent above all other in, The Lottery; the three-legged stool, the black box, and the lottery itself. The three-legged stool that is mentioned in Shirley’s story happens to display important symbolism for her story. The three legs of the stool seemingly represent the Holy Trinity (God the Father, God the Son, and the Holy Spirt). As a representation of life, forgiveness, and hope the stool (Holy Trinity) is used to support the black box when a random drawing was in process. The Stool’s employment of supporting the black box in The Lottery represents the manipulative involvement of people in religion to support collective violence. There also lies irony in the symbolism. It is ironic that the stool represents the Holy Trinity and yet it supports the black box which symbolizes death, evil, fear, and mystery. The placement of the stool as the centerpiece of the square room highlights the mystery of the box and also the symbolism of the three-legged stool. The black box that sets atop the three-legged stool has two major symbolic qualities being its shape (box) and its color (black). Black, the color of the box represents death, evil, fear, and mystery. The random drawing from the black box constructs fear and mystery in the people anticipating the drawing. Evil soon ensues to turn people who once had high morals into bigots. And the random drawing selection process is capped off by death whom presents itself through a thorough stoning of the â€Å"lu

Entertainment, Theater, and Music Vocabulary

Entertainment, Theater, and Music Vocabulary The words below are some of the most important used when talking about entertainment. English learners can use this vocabulary to discuss  theater, opera, music, and art. Entertainment - People actoractressartistaudiencebacking groupballerinachoreographercastcomposerconductordancerdirectordrummerguitarist (lead / bass)magicianmusicianorchestrapainterpianistplaywrightproducersaxophonistsculptorsingervocalistviolinist Entertainment - Arts and Crafts carvingdrawingknittingpaintingpotterysculpturesewing Entertainment - Artistic Events balletconcertexhibitionfilmplayopera Entertainment - Inside the Theater aisleboxcirclecurtainfootlightgallerylightingmicrophoneorchestra pitrowscreenscenerysetspeakerstagestallswingsworkshop Entertainment - Places art gallerycinemaconcert hallexhibition centermuseumopera housestadiumtheater Entertainment - Verbs applaudbooconductexhibitperformplay (a part) More Themed Vocabulary The BodyClothesEducationEnvironmentFamilyFoodHealthJobsMoneyPeopleSportsTravelThe Weather

Film analysis Essay Example | Topics and Well Written Essays - 1500 words - 2

Film analysis - Essay Example Salieri, being a serious man and a serious composer cannot abide the thought that this unserious young man was given a gift that he, Salieri, was not. Thus, Salieri becomes all-consumed with envy. Historical evidence indicates that Salieri was extremely envious of Mozart, just as the film depicts. Salieris enmity towards Mozart is explained as the fact that Mozart was able to, with great success, set an opera, the Cosi fan tutte, that Salieri had failed to set and é  he great success of Mozart in accomplishing what he [Salieri] could make nothing of is supposed to have been the first origin of his enmity and malice towards Mozart.(Landon, 1988, p. 156). Salieri also was jealous because his own pieces were ç” °ommonplace and of course in no way comparable to Mozart,and that it only took a generation for Salieris music to die out. (Landon, 1988, p. 173) At Mozarts funeral, Salieri was alleged to have said to a companion that it was åŠ ªell for us that he is dead. For had he lived longer, verily, the world would not have given us another bit of bread for our compositions!(Thayer, 1989, p. 134). This shows that Salieri believed that Mozart overshadowed him, and that, if M ozart had lived further, Salieri would have fallen into obscurity. Once again turning to the films portrayal of the relationship between the two men, Salieri, because of the unfairness that Mozart was given a gift that was denied Salieri, Salieri renounces God, then sets to destroying Mozart any way he can. Salieri sets up Mozarts wife, Constanze to come to his palace, with the ruse that she must have sex with him in order for Mozart to get a job teaching music to a young debutante. When young Constanze appears in the palace and proceeds to undress, he throws her out, humiliating her. He undermines Mozarts reputation with the Emperor at every turn. He sends in a spy to report

Australia Term Paper Example | Topics and Well Written Essays - 500 words

Australia - Term Paper Example Due to its location, the country experiences mild winter, making the winter and summer temperatures to be almost the same (Oliver, 2005). This kind of weather is what most people find enjoyable, as the cool ocean breeze that do sweep across the land compliments it. Nevertheless, there are quite a number of beautiful landscapes such as the grassland of Queensland and mountain ranges located near Proserpine. Sydney is also famous for the Handa Opera, a masterful monumental practice held during summer that is unique to this part of the world only. The opera is a combination of various activities that include fine dining and champagne, with a stunning view of sunset from the harbor and lots of entertainment under the beautiful night sky (â€Å"Handa Opera,† 2015). The fete is characterized by a fantastic music projection through concealed speakers with the Australian Opera and Ballet Orchestra sheltered below the stage. The country has a good number of beautiful sites that any visitor should strive to visit. A good example is the Grampians National Park. Located within Victoria at the official end of the Great Ocean Road, the park is home to marvelous indigenous rock art and angled sandstone ridges. The Fraser Island is another place that one should never fail to visit when in Australia. Being the largest island in the world, Fraser Island is gifted with lovely beaches, unique flora and fauna that are dominant in the surrounding rainforests, among others (â€Å"Work and travel Australia,† (2015). This country is definitely a favorite tourism destination that is worth marking in a travel diary. From the elegant Handa Opera to the beautiful sandy beaches of Fraser Island, Australia has more to offer that an individual will find

The Importance of Raw Material in Cement Industry Essay Example for Free

The Importance of Raw Material in Cement Industry Essay Raymond mill adopts the advanced structures of similar products from home and abroad, and gets improved on the basis of Raymond mills in the same industry. It is more efficient than ball mill, which also has the advantages of low power consumption, small floor space and one-time investment. The cement industry has closely relation with Raymond raw materials. Raymond the pros and cons of raw materials is an important factor to determine the product quality is good or bad. Raymond amount of raw materials determines the size of the production scale. Generally produce one ton of cement consumed 1. 6 tons of Raymond raw materials. And mostly natural Raymond raw materials. Therefore. Dependence Raymond raw materials is essentially dependent on natural resources. Taiwan in the cement clinker, c; s, c2s, c3A and ctAp four major minerals, calcium components provided by the calcareous Raymond materials, silicon aluminum composition of the raw clay. In addition, according to the needs of the production process of product varieties need to join the iron correction Raymond raw materials. Usually in the raw meal calcareous Raymond raw materials accounted for about 80%. The clayey Raymond raw materials accounted for 20 to 15 percent. Therefore. The the calcareous Raymond raw materials and clay Raymond raw materials essentially determine the performance of the raw material. In addition, the cement production process, sometimes adding some auxiliary materials, such as in the raw meal by adding mineralizer flux burn ability phase-liquid nature to improve the raw material, plus nearly grinding aids to improve the mill Yang grinding efficiency; add to squat together material common Yang grinding to improve the performance of cement and increase cement production; added retarder to adjust the setting time of cement clinker. The cement industry care there are three types of solid fuel, liquid and gaseous fuels. The solid fuel is the main fuel of the current members of the cement industry, commonly used in bituminous coal and anthracite. Liquid fuels for heavy oil. R shortage of fuel resources and in order to save energy, In addition to the production of special cement. The burning oil into methane coal. Gas preserves materials in the natural gas, cement industry to natural gas as fuel, is not yet universal. Technically advanced, economic death is reasonable. Is a kind of useful development of the fuel of the future and needs of comprehensive development.

Comparing Vinegar Tom C. Churchill and The Crucible A. Miller Essay

The Crucible is a naturalistic play by Arthur Miller set in a town called Salem and based on true events. The play inspired by the Salem witch trials shows Miller’s personal views and many popular views on McCarthyism. The naturalistic style of the play evokes the audiences emotions and allows the audience to sympathise with the characters. The play also has a sense of realism, illustrating the social and domestic problems of everyday life. The main character John Proctor was said to be a reflection on the situation Arthur Miller saw himself in and portrays many of the emotions he had the time from the McCarthy trials. The crucible focuses on the problems caused by mass hysteria. Similarly, Vinegar Tom a feminist play written by Caryl Churchill written in 1976, also focuses on witchcraft. The play is a non-naturalistic style and is shown using features of Bertolt Brecht’s epic theatre, for example the use of song and choral movement. The play was inspired by the womenâ €™s rights acts of the 1970’s. There are many similarities between the two plays, the first being the plot of the two plays both being about witchcraft and although different styles of theatre are used the same views are shown. There are many evident differences between the two plays. Firstly, the time period and location in which they are set. The Crucible set in the 17th century town called Salem in America, however Vinegar Tom was set in London, England. The set of the play is important as Salem was a puritan town meaning religion was strict and disciplined. The word of God â€Å"the bible† is your authority. There would be no dancing, theatre or entertainment. Sin is a crime and crime is a sin. And most importantly to the play you would believe in witchcraft and the... ... are carrying a child suggests that the character of Daforth and Packer may be sympathetic towards the women. In The Crucible Danforth is sympathetic and believes the likeable character of Elizabeth Proctor, however Packer in Vinegar Tom does not bleive Joan and therefore showing how the character has no emotional impact. To conclude there are many differences yet also similarities between the two plays. The similarities being the plot, and the situations the characters are in. However, the differences being the culture the playwrite lived in and the effects these cultures had on the plays. Each play was written for a different purpose, to impact a different audience and create different emotions. I preffered the play The Crucible because the journey the characters went on was more interesting and as an audience I prefer to be able to relate to the cha racter.

The Relevance of Religion to Society

Throughout history, the impact of the Darwinian Theory has reimbursed the existence of all religions in major societies and has inevitably enforced relevance into the modern world. Religion is a set of beliefs imposed by the elders of society to implement the moral values necessary to preserve the society, which exploits a belief in the supernatural to administer â€Å"the rules. † In the modern day world, societies with religion are more likely to survive than those without religion because of the community, compassion, lack of anarchy or murder, family structures, etc. hich are reinforced through the morality and beliefs religions entrust. In a primitive society, without modern day methods of transportation of communication, religions could not encounter each other’s beliefs as strongly as it occurs in present times. However, a means of religion was that it was necessary to build societies stable enough to bring about the technological advancements needed to bring the se religious beliefs into conflict. Conversely, in the modern world, the deep set of beliefs in supernatural powers has deceivingly led people to cause more harm than good. This is because people are willing to fight and die to force their beliefs upon others in a time when science and technology have reached levels high enough to refute or make obsolete the claims of supernatural powers on which those beliefs are based. In Christianity, The Bible is used to help us succumb to the knowledge and understanding of God, however, we also need to continuously apply some of the normative and hermeneutics of the Bible in order to shed a better light on the understanding and evaluation of our modern culture. The literal application of every biblical text without contextualization or understanding is a pitfall we all need to avoid. Although, partaking in these acts is what considers our life in day-to-day modern society to be enriched and fulfilled in the love and care of our lord. This inevitably establishes Christianity to be an importance in modern society as it helps to indoctrinate the good in all beings surrounding us and in ones self. Much like Christianity, Buddhism also establishes a variety of traditions, beliefs and practices largely based on teachings attributed to Siddhartha Gautama who is commonly known as the Buddha, meaning â€Å"the awakened one†. He is recognized by Buddhists as an awakened or enlightened teacher who shared his insights to help emotional beings end their suffering through the elimination of ignorance by way of understanding and the seeing of dependent origination and the elimination of craving, and thus the attainment of the cessation of all suffering, known as the sublime state of nirvana. Buddhists globally preach and also worship this enlightened religion to enrich their lives and many lives around them thus having an important relevance of that to modern day society. An example of such for religions in modern day society can be expressed through the uniform and selfless characteristics of one man, Bill Gates. Gates is an American business magnate, investor, programmer, inventor and philanthropist. Gates is the former chief executive and current chairman of Microsoft, the world’s largest personal-computer software company. He is constantly recognized as one of the wealthiest men alive. However, his what seems to be eternal richness is not all he is acknowledged for. Bill’s work in starting his very own globalized charity in which he donates excess amounts of money to is one of the many other feats he is known for disregarding technology. He unselfishly gives others a chance through donation, which have nothing to reason with. This truly comes across as an act of kindness, and also that of Jesus himself. If these acts can honestly swoop under the radar without becoming notable in day-to-day society, then that is when religion becomes much less relevant. Although, throughout our modern day culture, random acts of kindness and gestures never seem to go unrewarded. This then leads me to believe that without religion, or some sort of rightful justice or notability system, the world today in which we live in would merely crash and burn. This can be reasoned by the terroristic acts that occur daily around the globe. If religion were not alive today, it wouldn’t give the victimized people or country of an attack hope in a better future for tomorrow. In short, religion in modern day society is more relevant now, than it ever has been.

Constructing On Constructivism The Role Of Technology Education Essay

AbstractionA complementary relationship exists between engineering and constructivism, the execution of each one profiting the other. Constructivism is a philosophy saying that larning takes topographic point in contexts, while engineering refers to the designs and environments that engage scholars. Recent efforts to incorporate engineering in the schoolroom have been within the context of a constructivist model ( e.g. , Richards, 1998 ) . The intent of this paper is to analyze the interrelatedness between constructivism and engineering as revealed by empirical research. The instances include a assortment of surveies in a assortment of scenes – instructor instruction, on-line acquisition, and K-12 instruction ; constructivist schemes include collaborative and concerted acquisition methods, prosecuting in critical and brooding thought, rating through electronic portfolios, and a critical expression at emerging instructor functions within constructivist paradigms. Success has be en reported in the development of constructivist class faculties utilizing engineering as cognitive tools, profiting both pupils and module. However, many instructors do non utilize constructivist patterns, and those who do are non wise in their choice of engineering usage ( Rakes, Flowers, Casey, & A ; Santana, 1999 ) . Technology needs to be viewed in a 3-dimensional position: semiotic, epistemological, and matter-of-fact, enabling the â€Å" building of cognition † by scholars through a procedure of socialization.Introductionâ€Å" Once cognizing is no longer understood as the hunt for an iconic representation of ontological world, but, alternatively, as a hunt for suiting ways of behaving and thought, the traditional job disappears. Knowledge can now be seen as something that the being builds up in the effort to order the as such formless flow of experienceaˆÂ ¦ † von Glasersfeld ( 1984, p. 39 ) The usage of computing machine engineering to back up acquisition has been hard to document and quantify ( Clark, 1994 ; Russell, 1999 ) , go forthing the function of computing machines in the schoolroom unstable. In the past decennary, a sudden revival of involvement was markedly observed in the schoolroom usage of technological inventions, along with the increased usage of the Internet and other digital engineerings ( Reiser, 2002 ) . The field of Instructional Design and Technology, excessively, saw the development and outgrowth of alternate attacks, such as cognitive and constructivist theories, that deviated aggressively from traditional patterns, such as behavioural theoretical accounts. New accents, like electronic public presentation support systems, web-based direction, and knowledge direction systems, non merely agitate the cognition base of the field, but besides widened its skyline across concern and industry, the military, wellness attention and instruction, worldwide ( Reiser, 2002 ) . Enterprises, such as located larning theory and constructivism presented fresh attacks to convey about reforms in the spheres of public instruction and higher instruction ( Anderson, Reder & A ; Simon, 1996 ; Brown, Collins & A ; Duguid, 1989 ; Jonassen, 1999 ; Reiser, 2002 ) . To understand the potency of engineering execution in heightening the teaching-learning procedure, the impact of constructivism on schoolroom patterns has been studied by many research workers ( e.g. , Black & A ; McClintock, 1995 ; Richards, 1998 ; Brush & A ; Saye, 2000 ) . Other research workers have suggested that constructivist schemes exploit engineerings for greatest impact in larning ( e.g. , Duffy & A ; Cunningham, 1996 ) . A complementary relationship appears to be between computing machine engineerings and constructivism, the execution of each one profiting the other. Constructivism, derived chiefly from the plants of Piaget ( 1970 ) , Bruner ( 1962, 1979 ) , Vygotsky ( 1962, 1978 ) , and Papert ( 1980, 1983 ) , is both a philosophical and psychological attack based on societal cognitivism that assumes that individuals, behaviours and environments interact in mutual manner ( Schunk, 2000 ) . Constructivism is a philosophy saying that larning takes topographic point in contexts, and that scholars form or construct much of what they learn and understand as a map of their experiences in state of affairs ( Schunk, 2000 ) . More late, research workers ( e.g. , Lave, 1990 ; Saxe, Guberman & A ; Gearheart, 1987 ) have presented more qualitative certification of larning in context. Technology, harmonizing to Jonassen, Peck, and Wilson ( 1999 ) refers to â€Å" the designs and environments that engage scholars † ( p. 12 ) . The focal point of both constructivism and engineering are so on the creative activity of larning environments. Likewise, Hannfin and Hill ( 2002 ) depict these larning environments as contexts: in which knowledge-building tools ( affordances ) and the agencies to make and pull strings artefacts of understanding are provided, non one in which constructs are explicitly taughtaˆÂ ¦ a topographic point where scholars work together and back up each other as they use a assortment of tools and larning resources in their chase of larning ends and problem-solving activities ( p.77 ) . The intent of this paper is to reexamine the research on the integrating of engineering in the schoolroom, foregrounding the connexion between constructivism and engineering. The focal point is on the constructivist position of larning as an active procedure of building instead than geting cognition, and direction as a procedure that supports building instead than pass oning cognition. The reappraisal is followed by a series of instance surveies, stressing constructivism and engineering ‘s relationship. Finally, deductions for instructors and instructor pedagogues are presented.Review of Related LiteratureIn order to understand larning within a constructivist model, as an activity in context, the whole acquisition environment must be examined. However, the broad diverseness of constructivist positions makes the task really complex and beyond the range of this paper. These positions normally emphasize the function of the instructor, the pupil, and the cultural embeddedness of ac quisition ( see for example, Duffy & A ; Cunningham, 1996 ; Honebein, Duffy, & A ; Fishman, 1993 ; Simons, 1993 ) . Using these commonalties as guidelines, this reappraisal outlines the relationship of constructivism with engineering by looking at ( a ) engineering as cognitive tools, ( B ) constructive position of the thought procedure, and ( degree Celsius ) the function of the instructor in engineering enhanced environments. Technology as Cognitive Tools A cardinal premise of constructivism is that larning is mediated by tools and marks ( Duffy & A ; Cunningham, 1996 ; Ezell & A ; O'Keeffe, 1994 ) . â€Å" Culture creates the tool, but the tool changes the civilization. Participants in the civilization appropriate these tools from their civilization to run into their ends, and thereby transform their engagement in the civilization † ( Duffy & A ; Cunningham, 1996, p. 180 ) . The computing machine is an example of mediational agencies that has facets of both tool and mark. The computing machine ‘s function in instruction has been mostly viewed as an instructional tool and for supplying a richer and more exciting acquisition environment ( Duffy & A ; Cunningham, 1996 ; Jonassen & A ; Reeves, 1996 ; Taylor, 1980 ) . However, by concentrating on the scholar, the function of engineering can back up new apprehensions and capablenesss, therefore, offering a cognitive tool to back up cognitive and metacognitive procedures. For i llustration, an electronic exchange plan between pupils of a category in the U.S. with a similar schoolroom in Northern Ireland shared multiple cultural positions through images, narratives, letters and multimedia plans ( Duffy & A ; Cunningham, 1996 ) . The experience was enriching, increasing their apprehension. Further, clear uping the function of engineering in acquisition, Duffy and Cunningham ( 1996 ) province: Technology is seen as an built-in portion of the cognitive activityaˆÂ ¦.This position of distributed knowledge significantly impacts how we think of the function of engineering in instruction and preparation, the focal point is non on the person in isolation and what he or she knows, but on the activity in the environment. It is the activity – focused and contextualized- that is cardinal†¦ The procedure of building is directed towards making a universe that makes sense to us, that is equal for our mundane operation ( pp. 187-188 ) . Therefore, the undertaking of the scholar is seen as dynamic, and the computing machine makes available new larning chances. The position of engineering as cognitive tools is besides shared by other research workers ( e.g. , Jonassen, 1994 ; Jonassen & A ; Reeves, 1996 ; Lajoie, 2000 ) . The traditional position of instructional engineerings of direction as conveyers of information and communicators of cognition is supplanted with active function the scholar plays in larning with engineering. Technologies, chiefly computing machines, help construct cognition bases, which will â€Å" prosecute the scholars more and ensue in more meaningful and movable knowledgeaˆÂ ¦ Learners map as interior decorators utilizing the engineering as tools for analysing the universe, accessing information, interpretation and forming their personal cognition, and stand foring what they know to others † ( Jonassen, 1994, p. 2 ) . Technological tools such as spreadsheets, databases, adept systems, picture conferencing and others can be used by pupils to analyse capable affair, develop representative mental theoretical accounts, and so transcribe them into cognition bases ( Jonassen, 1994 ; Jonassen & A ; Carr, 2000 ; Jonassen & A ; Reeves, 1996 ) . An illustration is the development of fake microworlds and games by kids utilizing Logo scheduling. Logo scheduling has evolved since the early text-based medium conceived by Seymour Papert and his squad at MIT in the 1970 ‘s, to a well easy, digitized format. Kafai, Ching, and Marshall ( 1997 ) gave an introductory preparation plan to fifth and sixth grade pupils one hebdomad before the design undertakings. The Logo version included support for modern computing machine characteristics like multimedia, sprite life, sounds, films, and pigment tools. Harmonizing to Kafai and her co-workers ( 1997 ) , the multimedia package proved to be a good context for pupils to larn through coaction and undertaking direction. The interaction between squad members, the flow of thoughts and loud thought encouraged the kids to experiment and happen alternate ways for planing and work outing jobs. For illustration, the pupils worked on different characters separately, but so worked together to inc orporate all the characters, and in debugging ( Kafai et al. , 1997 ) . Cognitive tools do non prevent the usage of computing machines to increase productiveness for larning. Off-loading insistent undertakings and lower order undertakings to cognitive tools frees cognitive resources for deeper thought ( Duffy & A ; Cunningham, 1996 ; Jonassen, 1999 ) and reduces mistakes. Harmonizing to Swain and Pearson ( 2001 ) , instructors and pupils must be educated to utilize the computing machine as a productiveness tool, every bit good as a tool for acquisition, research, networking, coaction, telecommunications, and problem-solving. Using computing machines as a productiveness tool is one of the six National Educational Technological Standards ( NETS ) ( hypertext transfer protocol: //cnets.iste.org/ ) for instructors which states that instructors will â€Å" utilize engineering to heighten their productiveness and professional patterns † ( Morrison, Lowther, & A ; DeMeulle, 1999 ) . Constructive position of â€Å" Thinking † The procedure of thought in constructivist paradigms requires higher-order accomplishments, diging deeper and harder into content and context ( Black & A ; McClintock, 1995 ; Jonassen, n.d. ; Manzo, 1998 ; Swain & A ; Pearson, 2001 ) . Traditional schooling, harmonizing to Manzo ( 1998 ) , really discourages constructive believing with ends of conveying bing cognition that conflicts with any existent effort to bring forth new apprehension. â€Å" Constructivist thought combines both the critical and originative rational procedures. It can be practiced by promoting critical analysis in activities. Schools, instructors and pupils can be conditioned to swerve away from traditional schooling regimen to promote constructive thought † ( Manzo, 1998, p. 287 ) . Cognitive tools, along with constructivist larning environments, usher and activate cognitive acquisition schemes and critical thought ( Jonassen, 1994 ) . Cognitive tools help in cognition building and non knowledge reproduct ion. The cognition constructed by the scholars reflects their comprehension and construct of the information. To exemplify, when pupils build cognition bases with databases, they need to analyse the content sphere and engage in critical thought. Black and McClintok ( 1999 ) emphasis the importance of reading as being cardinal to knowledge and acquisition. Their design of Study Supported Environments ( SSEs ) based on constructivist design rules called Interpretation Construction Design ( ICON ) focused chiefly on the interpretative building of reliable artefacts in the context of rich background stuffs, and crossing across different Fieldss of survey. Their survey showed that in add-on to larning specific content, pupils were able to get generalizable reading and debate accomplishments. For illustration, in learning 6th grade antediluvian history, a plan called Archaeotype A © was used that presented pupils with a in writing simulation of an archeological site. Students who worked collaboratively in groups, had to delve up artefacts through simulation, observe and mensurate them in fake research labs, and eventually through a procedure of reading and debate, arrived at the apprehension of general rules behind what they were making. In a follow-up rating survey, it was found that there were important additions in the interpretive and debate accomplishments of pupils who had participated in the survey against a control group ( Black & A ; McClintock, 1999 ) . Brooding thought, that requires careful deliberation, is besides encouraged by constructivists ( e.g. , Kafai et al. , 1997 ; Swain & A ; Pearson, 2001 ; Walker, 2000 ) . Metacognition, or the self-monitoring and self-denial of the acquisition procedure, is emphasized. New cognition which is composed is added to old representations, modifying them in the procedure. This normally requires external staging in the signifier of people, books, or engineerings such as computing machines. Swain and Pearson ( 2001 ) recommend the pattern of brooding thought by instructors to measure their engineering usage. They stress the importance of certification of brooding ideas to find the extent and quality of personal versus instructional utilizations of engineering, organisation and execution of environments and activities. Jonassen ( 1994 ) describes technological tools as â€Å" rational spouses † and â€Å" powerful accelerators † in the procedure of acquisition, â€Å" scaffoldin g the all important procedures of articulation and contemplation, which are the foundations of cognition building † ( p. 5 ) . The Role of the Teacher in Technology Enhanced Environments The function of the instructor as a facilitator is seen as most of import in a constructivist context ( Witfelt, 2000 ; Richards, 1998 ) . Within a constructivist schoolroom, the instructor engenders societal and rational climes, where collaborative and concerted acquisition methods are supported. In parallel, technology-enhanced schoolrooms tap constructivist schemes ( Jonassen, 1999 ) , set uping problem-based undertakings where pupils actively construct cognition, associating knew cognition with old cognition. In non-traditional schoolrooms such as the open/global schoolroom ( Walker, 2000 ; Witfelt, 2000 ) , the function and duties of the instructor have changed. The instructor, as an agent, has to invariably update information and engineering for doing learning reliable and relevant. For illustration, while developing a class faculty for instructors and taxonomy for instructor competences in the usage of educational multimedia, Witfelt ( 2000 ) observed that it was of import to unite several theories such as constructivism, postmodernism, situated intelligence and multiple intelligences. However, the theoretical model would be constructivist in nature with the instructor presuming the function of the facilitator, supplying an environment for self-generated research, understanding the societal and collaborative nature of acquisition, assisting kids concept cognition and initiate problem-based, project-oriented work. With this passage in functions and duties, Witfelt ( 2000 ) listed new in structor competences in constructivist contexts that include supervisor makings, protagonist and facilitator of pupils ‘ work, adviser and subject-matter expert, galvanizer and encourager, supreme authority at group treatments, critic in mobilising greater attempt when aims are non being met, and judge to better general larning capacities of pupils.Case StudiesAfter analyzing the literature on engineering integrating and constructivist rules, a complementary relationship between engineering and acquisition within a constructivist model seems sound and advantageous to instructors and scholars. To exemplify these rules discretely, model instances are presented that reflect the doctrine established above. Teacher-trainees at Winthrop University in South Carolina undertook a meaningful technology-based activity to carry through literacy ends ( Richards, 1998 ) . They developed an electronic portfolio around a literacy-related subject, including informations, contemplations and critical responses, which they shared with their equals and other pedagogues. The extract of engineering was helped by implementing constructivist-based activities, such as coaction and cooperation in a group, prosecuting in job resolution and building possible solutions to social quandary, and pass oning the deeper processing of content and the critical development of literacy accomplishments and schemes ( Richards, 1998 ) . Student perceptual experiences were determined through formative and summational appraisal methods. Students responded positively toward achievement of concerted and collaborative acquisition, the engineering constituent maps and the relevancy of the activities to future callings in schools. However, they recommended that more clip be provided for treating thoughts and synthesising them in the portfolio. Research conducted at the Open University, U.K. besides demonstrated a positive relationship between constructivism and engineering integrating ( Walker, 2000 ) . A distance-learning class was developed maintaining in head the experiential and constructivist positions of larning. The intent was to assist pupils in a distance-learning class learn in better and more effectual ways, to be active scholars, building their ain apprehension. Assignments and appraisals were besides oriented towards constructivist ends. Their attempts culminated in a new paradigm of class development. A study of all the pupils who completed the class and took the scrutiny revealed that the bulk felt that they had improved their acquisition accomplishments to a considerable extent. A follow-up study was undertaken the undermentioned twelvemonth. These findings revealed a high proportion of positive responses to inquiries sing the continued usage of contemplation to better assignments, based on teachers ‘ feedback and rating standards. However, pupils were less positive about their usage of contemplation in general. These pupils like those described above ( Richards, 1998 ) struggled with maintaining and utilizing contemplation efficaciously. Students were non the lone donees of the mixture of constructivist schemes with engineering tools. Harmonizing to Richards ( 1998 ) and Walker ( 2000 ) , the development of class faculties based on constructivist patterns and the integrating of engineering were besides good to the module, as they had to be after and revise to incorporate engineering so that pupils could be helped to go more capable and mature scholars.Deductions for PracticeThese instances have important deductions for instructor pedagogues and instructors. In the country of instructor instruction, Kim and Sharp ( 2000 ) observed that the planning of instructors consistent with constructivist patterns was extremely variable with most preservice instructors cognizing really small about the effectual integrating of engineering in instruction. Since instructors tend to learn as they were taught, it is indispensable that both preservice and inservice instructors must be exposed to constructivist-based direction, which wo uld so ease the development of learning schemes consistent with recent reform motions ( Kim & A ; Sharp, 2000 ) . An exposure to constructivist learning methods and coincident multimedia acquisition experiences influenced the planning of constructivist behaviours and extract of engineering ( Kim & A ; Sharp, 2000 ) . Technology may besides act upon teacher pattern to integrate constructivist rules. Rakes, Flowers, Casey and Santana ( 1999 ) study that as the sum of engineering available, the degree of engineering accomplishments of the instructors, and the usage of engineering increased, the usage of constructivist schemes in the schoolroom besides appeared to increase. â€Å" Technology can supply the vehicle for carry throughing constructivist instruction patterns † ( Rakes et al. , 1999, p. 3 ) . So, increasing the accomplishment degrees of instructors with respect to computing machines and supplying extra chances for instructors to incorporate engineering into lessons may promote the usage of constructivist behaviours. Availability, skill degree and usage may non, nevertheless, warrant purposeful usage of engineering nor constructivist rules. Rakes et Al. ( 1999 ) reported many instructors concentrated on the drill and pattern type of package, pretermiting basic computing machine accomplishments development, or dealt merely with presentation accomplishments and Internet resources. These research workers recommended concentrating on staff development and preparation in engineering usage and constructivist patterns that moved beyond literacy accomplishments to turn to more thoroughly application and curriculum integrating issues. When turn toing the function of the instructor in constructivist paradigms, there should be no misconstruing sing the importance of the instructor. Yet, many instructors feel uncomfortable with the deficiency of a chiseled content and the displacement of venue of control to the scholars ( Brush & A ; Saye, 2000 ; Duffy & A ; Cunningham, 1996 ) . Making suited contexts is non simply supplying scholars with resources and allowing them discover things for themselves, but forming resources in such a manner to breed cognitive disagreements in the heads of the scholars, animating them to larn how to larn through a procedure of coaction and defendable apprehensions ( Duffy & A ; Cunningham, 1996 ) . As a facilitator of acquisition, the instructor is non ineffective and on the out of boundss. On the contrary, the instructor is free to utilize a assortment of constructivist schemes, such as coaching, mold, and scaffolding, to help each scholar ( Collins, Brown & A ; Newman, 1990 ) . Scaffolding may include support from other persons and artefacts, every bit good as the cultural context and history that the scholars bring to the environment. Scaffolding, nevertheless, does non intend guiding and learning a scholar toward some chiseled end but back uping the growing of the scholar through cognitive and metacognitive activities ( Hannafin, Hill & A ; Land, 1997 ) . Therefore, the instructor assumes the function of a manager and ensures common apprehension of the positions of the scholar. In utilizing collaborative and concerted groups, the instructor must be careful in guaranting that they are non merely schemes for acquisition, but means to advance dialogical interchange and reflexi veness ( Duffy & A ; Cunningham, 1996 ) . As Morrison, Lowther, and DeMeulle ( 1999 ) competently suggest, â€Å" Technology and a constructivist attack need non be at odds with each other. If we change our position of computing machines from simply a agencies to present direction to one of a tool to work out jobs, so the reform motion can act upon the usage of engineering, and engineering can act upon the reform of instruction † ( p. 5 ) .DecisionConstructivist positions assert that acquisition is the active procedure of building instead than passively geting cognition, and direction is the procedure of back uping the cognition constructed by the scholars instead than the mere communicating of cognition ( Duffy & A ; Cunningham, 1996 ; Honebein, Duffy & A ; Fishman, 1993 ; Jonassen, 1999 ; ) . Truth is determined by the viability of the scholars ‘ apprehension in the existent universe, where viability is culturally determined. The constructivist model seeks to understand multiple positions, and challenges the s cholars ‘ thought ( Duffy & A ; Cunningham, 1996 ; Jonassen, Mayes & A ; McAleese, 1993 ) . It examines the societal beginnings of buildings, whereby it acknowledges larning as a procedure of socialization. Therefore, the survey of societal and cultural procedures and artefacts becomes a cardinal issue. Context is a dynamic whole including the person and sociohistorical facets ( Duffy & A ; Cunningham, 1996 ; Ezell & A ; O'Keefe, 1994 ) . Thinking is ever dialogic, linking heads, either straight or indirectly. The indirect or semiotic agencies are the marks and tools appropriated from the sociocultural context ( Duffy & A ; Cunningham, 1996 ) . Within this displacement in focal point from the objectivist to the constructivist context sphere, engineering can play an built-in portion in the acquisition environment ( Duffy & A ; Cunningham, 1996 ) . â€Å" The profusion of the engineering permits us to supply a richer and more exciting ( entertaining ) larning environmentaˆÂ ¦ our concern is the new apprehensions and new capablenesss that are possible through the usage of engineering † ( Duffy & A ; Cunningham, 1996, p. 187 ) . By incorporating engineering with constructivist methods, such as problem-based acquisition and project-based acquisition, scholars are more responsible for and active in the acquisition procedure ( Grant, 2002 ) . Additionally, mundane applications, such as word processors and spreadsheets, become powerful instruments for reliable acquisition. Constructivism offers flexibleness to instructors to individualise larning for each pupil while utilizing engineering tools to augment cognitive and metacognitive procedures.SubscribersAloka Nanjappa is presently a doctorial campaigner, Instructional Design and Technology, Department of Instructional Curriculum and Leadership, University of Memphis, Tennessee. She was Assistant Professor in a college of instruction, affiliated to the University of Bombay, India, learning Experimental Psychology, Educational Technology, and Methodology of learning Mathematicss. She has besides taught in the K-10 and undergraduate degree ( Zoology ) in India. Aloka was late awarded the Outstanding ID & A ; T Graduate Student Award by the University of Memphis, Tennessee. Her research involvements lie in teacher instruction with a focal point on engineering integrating in the schoolroom. Michael M. Grant is an Assistant Professor at the University of Memphis in the Instructional Design and Technology plan within the teacher instruction section. His most recent research has focused on suiting single differences and constructionism. He has worked with both preservice and inservice instructors on incorporating engineering.

October Writing Prompts for Classroom Journals

October Writing Prompts for Classroom Journals October begins with students and teachers still happily enjoy the summer holidays and ends with the excitement of heading back to school. Feel free to use these writing prompts for each day in October as daily warm-ups or journal entries. October Holidays Adopt-a-Shelter-Animal MonthComputer Learning MonthFamily History MonthNational Dessert MonthEnergy Awareness Month Writing Prompt Ideas for October October 1 - Theme: World Vegetarian DayAre you a vegetarian? Why? If not, would you ever consider becoming one? Why or why not?October 2 - Theme: Peanuts Comics Strip First PublishedWhy is your favorite character from Peanuts: Charlie Brown, Snoopy, Linus, Peppermint Patty, or another character? Explain your answer.OR October 2- Theme:  International Day of Non-ViolenceNon-violence has been used to bring about social change.Read up on Gandhi. What social change would you suggest should be brought about?October 3 - Theme: Family Television DayIs there any television show that you watch together as a family? If so, what are they? If not, explain which TV show is your favorite.October 4 - Theme: Toot Your Own Flute DayWhat is something that you are really proud about? What are you good at? For todays writing assignment, brag about yourself.October 5 - Theme: Fast Food (Ray Krocs Birthday)What is your favorite fast food restaurant? Why?OR October 5 - Theme: World Teachers DayEstablishe d by the United Nations Organization for Education, Science and Culture (UNESCO) in 1994.Write a teacher from your past (or present) a heartfelt â€Å"thank you† letter or card. October 6 - Theme: Thomas Edison Showed the First Motion PictureExplain how movies have changed the world OR consider the economics of the motion picture industry (MPAA).   What is the significance of this industry that employs roughly  2.1 million jobs while paying out $49 billion to local businesses across the country?October 7 - Theme: Computer Learning MonthAre you a gamer? A coder?  On a scale of 1-10 with 10 being the highest, how would you rate your skills using a computer?October 8 - Theme:  Columbus Day  -(celebrated)Should Columbus Day still be celebrated as a national holiday?Explain your answer.October 9 - Theme: Explorer Leif Erikson DayCelebrate the explorer who found America!No, not Columbus. The other explorer, the Viking, Leif Erikson, who beat Columbus by 400 years. Why do you think we do not celebrate this explorer?October 10 - Theme: Cakes (Cake Decorating Day)If you could have any cake for your birthday, what would it be?Describe the type of cake, the t ype of icing, and how it would be decorated. October 11 - Theme: Eleanor Roosevelts BirthdayEleanor Roosevelt was born on this date in 1884. She is considered one of the most influential First Ladies. In your opinion, what kind of influence should the First Lady have on the government?October 12 - Theme: Indigenous Peoples Day (traditionally Columbus Day)Indigenous Peoples Day  began as a counter-celebration to  the U.S.  federal holiday  of  Columbus Day.   Indigenous Peoples Day is intended to celebrate North and South American peoples, and to bring attention to  Native Americans who  continue to practice their cultures today. Do you know which indigenous peoples are associated with your town, city, or state?October 13 - Theme: Train Your Brain DayAre you a fan of crosswords, sudoku, or other mind games? Why or why not?OR  October 13 - Theme: National MM DayThere are over 340 million MMs produced daily.Which  is your favorite kind of MM candy? (plain, peanut, etc) If they had to invent a new MM, what would you suggest?October 14 - Theme: Chocolate Covered Insect DayThe  U.N. Food and Agriculture Organization notes that  there are more than 1,900 edible insect species on Earth. Insects may be one way to feed the world population in the future.Would you ever consider eating a chocolate covered insect? Why or why not? October 15 - Theme: National Poetry DayT. S. Eliot said, Genuine poetry can communicate before it is understood. What do you think he meant by this?October 16 - Theme: Dictionary DayBased on the life and times of Noah Webster of the Merriam-Webster Dictionary, this day celebrates words. Over 800 words are added annually to our language.  Look up some of the new additions or make a suggestion for the adoption of a new word.October 17 - Theme: Wear Something Gaudy DayDescribe the gaudiest outfit imaginable. Would you wear it?OR October 17 - Theme: Chess​In 1956, a 13-year old Bobby Fischer won the a chess match against the   26-year-old champion Donald Byrne  in what is called the chess Game of the Century.Do you play chess or other strategy games (board or video)? Do you think age makes a difference in who is a champion in a game of strategy? Why or why not?October 18 - Theme: Adopt-a-Shelter-Animal DayAccording to the ASPCA, approximately 6.5 million companion animals en ter U.S. animal shelters nationwide every year.If you were to buy a dog or cat, would you go to a shelter to adopt one or buy from a breeder? Explain your reasons. October 19 - Theme: Thomas Edison Demonstrated the Electric LightA survey taken at the end of the 20th Century found that Edison was the most influential figure of the millennium..... Do you agree or disagree?   Describe at least five things that would be different about life if there were no electric lights.October 20 - Theme: Sweetest DayDescribe at least three nice things that you can do for someone you care about.October 21 - Theme: Reptile Awareness DayReptiles can an  alternatives for people who are allergic to furry  or feathery animals. There are some drawbacks, however, as there are many species of  Ã‚  reptiles that will bite. Some species are venomous.Would you own a snake or other reptile as a pet? Why or why not?October 22 - Theme: National Color DayWhat is your favorite color? How would you describe your favorite color to a blind person?OR October 22- Theme: RiskOn  this day in 1779, the French balloonist Andrà ©-Jacques Garnerin was the first person to use a parachute when he jumped out of a balloon over Paris using a silk parachute that he made himself.What is the riskiest thing you have ever done? Would you do it again? October 23 - Theme: Mole DayMole Day is an unofficial holiday for chemistry enthusiasts celebrated between 6:02 a.m. and 6:02 p.m., or 6:02 10/23 (a measuring  unit in chemistry).What are three ways in which chemistry has made the world a better place?October 24 - Theme: United Nations DayIn 1971, United Nations General Assembly recommended that the day be observed by Member States as a public holiday.If you could visit one foreign country, which would it be and why?October 25 - Theme: Sarcasm (Sarcastic Month)Are you a fan of sarcasm? Are you personally sarcastic? Explain your answers.October 26 - Theme: Make a Difference DayPick an area of your life: family, school, work, friends, or society. Explain 5 ways you can make a positive difference in that area.October 27 -Theme:  US Navy DayThe US Navy was created  by the Second  Continental  Congress  passed a resolution  but it was not until 1794 after an engagement with Barbary pirates in the Mediterranean that the Navy showed its prowess. What do you know about this branch of the military? Would you ever consider a career in the military? October 28 - Theme: Statue of Libertys BirthdayThe Statue of Liberty, or Liberty Enlightening the World, was a   symbolic gift from the people of France to the people of the United States in 1886.What does this the Statue of Liberty symbolize today?October 29 - Theme:  National Cat Day68 percent of all households in the United States own  a pet cat, making the number of pet cats close to  95.6 million.Are you a cat pet person or are you a dog pet person? Or do you even want a pet? Why or why not?October 30 - Theme: National Candy Corn DayWhats your favorite Halloween candy? Why?October 31 - Theme: HalloweenThe National Retail Federation estimates that over $9 billion dollars will be spent on Halloween. Do you plan on spending money for Halloween? Do you like Halloween? Dressing up? Why or why not?

Learning About Dolphins for Homeschoolers

Learning About Dolphins for Homeschoolers What Are Dolphins? Dolphins are beautiful, playful creatures that are delightful to watch. Although they live in the ocean, dolphins arent fish. Like whales, they are  mammals. They are warm-blooded, breathe air through their lungs, and give birth to live young, which drinks its mothers milk, just like mammals that live on land.   Dolphins breathe through a blowhole located on the top of their heads. They must come to the waters surface to breathe air out and take in fresh air. How often they do this depends on how active they are. Dolphins can stay underwater up to 15 minutes without coming to the surface for air! Most dolphins give birth to one (sometimes two) babies about every three years.  The dolphin baby, who is born after a 12-month gestation period, is called a calf. Female dolphins are cows and males are bulls. The calf drinks its mothers milk for up to 18 months. Sometimes another dolphin stays nearby to help with the birth. Although it is occasionally a male dolphin, it is most often a female and either gender is referred to as the auntie. The auntie is the only other dolphin the mother will allow around her baby for awhile.   Dolphins are often confused with porpoises. Although they are similar in appearance, they are not the same animal. Porpoises are smaller with  smaller heads and shorter snouts. They are also more shy than dolphins and typically  dont swim as close to the surface of the water. There are over 30 species of dolphin. The bottlenose dolphin is probably the most popular and easily-recognizable species. The killer whale, or orca, is also a member of the dolphin family. Dolphins are highly intelligent, social  creatures who swim in groups called pods. They communicate with each other through a series of clicks, whistles, and squeaks, along with body language. Each dolphin has its own unique sound  that it develops shortly after birth. The average lifespan of a dolphin varies based on the species. Bottlenose dolphins live about 40 years. Orcas live about 70. Learning About Dolphins Dolphins are probably one of the best known sea mammals. Their popularity may be due to their smiling appearance and friendliness toward humans. Whatever it is, there are hundreds of books about dolphins.   Try some of these to begin learning about these gentle giants: Dolphins First Day  by Kathleen Weidner Zoehfeld tells the  delightful story of a young bottlenose dolphin. Reviewed by the Smithsonian Institute for accuracy, this beautifully-illustrated book provides wonderful insight about the life of a dolphin calf. Dolphins by Seymour Simon in partnership with the Smithsonian Institute features gorgeous, full-color photographs along with text that describes the behavior and physical characteristics of dolphins. The Magic Tree House: Dolphins at Daybreak by Mary Pope Osborne is the perfect fiction book to accompany a study of dolphins for children in the 6- to 9-years-old age range. The ninth book in this wildly popular series features an underwater adventure sure to capture your students attention. Dolphins and Sharks (Magic Tree House Research Guide) by Mary Pope Osborne is the non-fiction companion to Dolphins at Daybreak. Its geared toward kids who read at a 2nd or 3rd grade level and is filled with interesting facts and photos about dolphins. Island of the Blue Dolphins by Scott ODell is a Newbery medal winner that makes a fun fiction accompaniment to a unit study about dolphins. The book tells a story of survival about Karana, a young Indian girl who finds herself alone on a deserted island. National Geographic Kids Everything Dolphins by Elizabeth Carney features  beautiful, full-color photos and is packed with facts about dolphins, including the different species and conservation efforts. More Resources for Learning About Dolphins Seek out other opportunities to learn about dolphins. Try some of the following suggestions: Download a set of free  dolphin printables  to begin learning the terminology associated with dolphins. The set includes coloring pages, vocabulary worksheets, and word puzzles.Visit an aquarium or a park like Sea World.Visit the ocean. If you go out on the ocean in a boat, you may be able to see dolphins swimming in the wild. Weve even been able to observe them from the beach before. Dolphins are beautiful, fascinating creatures. Have fun learning about them! Updated by Kris Bales

Cost-Benefit Analysis Assignment Example | Topics and Well Written Essays - 250 words - 2

Cost-Benefit Analysis - Assignment Example The company should limit access to sensitive information and, as a result, prevent any leakage (Gantz & Philpott 4). Another threat is software attacks. The company may produce software that is vulnerable to certain software. People may decide to purchase alternative software if the problem persists. Trojans, worms and viruses that significantly affect the working of the software, may attack the software. Operating system update is instrumental in dealing with malicious software. Hardware encompasses the threat of theft. The theft of the hardware may be through employees or strangers who visit the various companies. The theft can occur during civil disturbances where there is no guarantee of security. Hardware can also be damaged when in transit or at the shops. Checkpoints and increased surveillance of premises are necessary where any suspicious activity is not instantly and dealt with immediately (Gantz & Philpott 4). The assumptions on asset value were based on their current values in the market, value to competitors, the replacement of an asset if lost and any compromising issues arising from external forces. The effects of liabilities in case of a compromised asset were put into consideration. I had to make the assumptions because hard data is not easily available though one could quantify the assets efficiently based on the expensive technological products. The frequency of the threats would be a challenge though in the technical business companies deal with similar products and therefore software violations can occur. The challenges were many as the determination of the many controls in the market and their differing prices. The choice of an effective control like setting up firewall was challenging since most of the products offer similar services but have different prices. The choice of an effective control like setting up a