Multiple Universes Essay -- Astronomy Research Science Essays

Multiple Universes For the sake of characters, I will assume that everyone understands, or at least partly understands, the grave obscurity in which quantum mechanics revolves. In essence, like light, electrons are attributable to the qualities of waves in which they exhibit a type of diffraction pattern caused by the electrons interfering with each other, therefore, positing that matter, at least microscopically, acts as a wave (1). Hence, it seems as though electrons do not follow a static pattern, but interact with the world dynamically in a more probabilistic manner. With a probabilistic view of the world there leaves room for the chance of other possible outcomes within our world that could happen, allowing for a realistic possibility of other worlds concurrently occurring. Hugh Everett III was the first to publish a theory on the concept of particle wave simultaneity leading to the possibility of multiple universes resulting from every possible particle event creating a new world (2). Everett, then, could solve the problem of Schrodinger’s cat allowing for the fact that the cat lived and died but in different universes—broadening the idea of superposition. David Deutsch has brought a realist’s point of view to the Multiple Worlds Interpretation (MWI), explaining that there is a tangible self (the self that we see) and a shadow self (the self that splits off), and that the interference created during the double slit experiment happens from the shadow and tangible passing through the different slits. Multiverses, however, offshoot from the MWI and posit that each quantum fluctuation creates a brand new big bang, explaining how it’s possible for our world to have had the six numbers perfe... .... But the likelihood of such events is slim, since it is far more likely that Earth will be destroyed before we are able to consider such travel. So in conclusion, multiverses are quite exciting and intriguing—not only to scientists, but to laymen; one need only glance at popular culture to see we as a people are fascinated with the possibilities. But in reality, the science and reality of multiverses is far from concrete; so until we are able to gain more knowledge, we will have to be content with our dreams. Sources Cited: http://online.redwoods.cc.ca.us/DEPTS/science/chem/storage/Schrod/ http://everythingforever.com/everett.htm http://www.csicop.org/si/2001-09/fringe-watcher.html http://www.all-science-fair-projects.com/science_fair_projects_encyclopedia/Multiverse http://www.geocities.com/capecanaveral/hangar/6929/manyworld.html

Ada :: Computers Language Technology Essays

Ada The Ada language is the result of the most extensive and most expensive language design effort ever undertaken. The United States Department of Defense (DoD) was concerned in the 1970 ¡Ã‚ ¦s by the number of different programming languages being used for its projects, some of which were proprietary and/or obsolete. Up until 1974, half of the applications at the DoD were embedded systems. An embedded system is one where the computer hardware is embedded in the device it controls. More than 450 programming languages were used to implement different DoD projects, and none of them were standardized. As a result of this, software was rarely reused. For these reasons, the Army, Navy, and Air Force proposed to develop a high-level language for embedded systems (The Ada Programming Language). In 1975 the Higher Order Language Working Group (HOLWG) was formed with the intent of reducing this number by finding or creating a programming language generally suitable for the department's requirements. The working group created a series of language requirements documents - the Strawman, Tinman, and Ironman (and later Steelman) documents. Twenty-three existing languages were formally reviewed, FORTRAN, COBOL, PL/I, HAL/S, TACPOL, CMS-2, CS-4, SPL/I, JOVIAL J3, JOVIAL J73, ALGOL 60, ALGOL 68, CORAL 66, Pascal, SUMULA 67, LIS, LTR, TRL/2, EUCLID, PDL2, PEARL, MORAL, EL/I; but the team concluded in 1977 that no existing language met the specifications, though Pascal, ALGOL 68, or PL/I would be a good starting point (History of the Ada Programming Language). Requests for proposals for a new programming language were issued and four contractors were hired to develop their proposals under the names of Red, Green, Blue, and Yellow. In May of 1979, the Green proposal, designed by Jean Ichbiah at Cii Honeywell Bull, was chosen and given the name Ada, after Lady Ada Lovelace, the so-called first computer programmer. The reference manual was approved on December 10, 1980 (Ada Lovelace's bi rthday). The total number of high-level programming languages in use for embedded systems projects at the DoD fell from over 450 in 1983 to 37 by 1996. The DoD required the use Ada for every software project where new code was more than 30% of result, though exceptions to this rule were often granted. This requirement was effectively removed in 1997. Similar requirements existed in other North Atlantic Treaty Organization (NATO) countries. Ada :: Computers Language Technology Essays Ada The Ada language is the result of the most extensive and most expensive language design effort ever undertaken. The United States Department of Defense (DoD) was concerned in the 1970 ¡Ã‚ ¦s by the number of different programming languages being used for its projects, some of which were proprietary and/or obsolete. Up until 1974, half of the applications at the DoD were embedded systems. An embedded system is one where the computer hardware is embedded in the device it controls. More than 450 programming languages were used to implement different DoD projects, and none of them were standardized. As a result of this, software was rarely reused. For these reasons, the Army, Navy, and Air Force proposed to develop a high-level language for embedded systems (The Ada Programming Language). In 1975 the Higher Order Language Working Group (HOLWG) was formed with the intent of reducing this number by finding or creating a programming language generally suitable for the department's requirements. The working group created a series of language requirements documents - the Strawman, Tinman, and Ironman (and later Steelman) documents. Twenty-three existing languages were formally reviewed, FORTRAN, COBOL, PL/I, HAL/S, TACPOL, CMS-2, CS-4, SPL/I, JOVIAL J3, JOVIAL J73, ALGOL 60, ALGOL 68, CORAL 66, Pascal, SUMULA 67, LIS, LTR, TRL/2, EUCLID, PDL2, PEARL, MORAL, EL/I; but the team concluded in 1977 that no existing language met the specifications, though Pascal, ALGOL 68, or PL/I would be a good starting point (History of the Ada Programming Language). Requests for proposals for a new programming language were issued and four contractors were hired to develop their proposals under the names of Red, Green, Blue, and Yellow. In May of 1979, the Green proposal, designed by Jean Ichbiah at Cii Honeywell Bull, was chosen and given the name Ada, after Lady Ada Lovelace, the so-called first computer programmer. The reference manual was approved on December 10, 1980 (Ada Lovelace's bi rthday). The total number of high-level programming languages in use for embedded systems projects at the DoD fell from over 450 in 1983 to 37 by 1996. The DoD required the use Ada for every software project where new code was more than 30% of result, though exceptions to this rule were often granted. This requirement was effectively removed in 1997. Similar requirements existed in other North Atlantic Treaty Organization (NATO) countries.

One Must Search for Beauty in All Things :: Law College Admissions Essays

One Must Search for Beauty in All Things    I never had the benefit of a spiritual guide. No one ever counseled me to â€Å"search for beauty in all things†. Perhaps it is most beneficial to learn some things through experience.    I ran away from an abusive stepfather and an alcoholic mother when I was thirteen and it was the best decision I ever made. I slept on rooftops and hallways for a year before the state took custody of me and placed me in a group home. Over the next four years I would live in several different homes ranging from a hundred children to less than ten and attend four different high schools. Ultimately though, I finished high school on time and with honors.    Group homes are a strange place to grow up in. There is a structure. Dinner is eaten at a certain time and after eleven o'clock everyone goes upstairs. There are case reviews and mandatory meetings with social workers. We would take turns doing the dishes and preparing meals. Some of the group homes I was in are locked facilities where the children only go out for specific activities. But group homes are also lawless. They are crowded. The majority of the children are on some sort of probation. Violence is rampant. Upstairs there are gang meetings, freehand tattoos, and games of dice. Liquor and hard drugs are common. While we were required to leave in the morning, we were not required to attend school, and as such, most kids did not finish high school.    In many ways, the group homes defined who I am, much the way a person's family and upbringing would define them. The core of my value system was formed during the formative years of fourteen to eighteen. In the group I learned to be discerning without being judgmental. With my friends I was able to go into the neighborhoods where they grew up, neighborhoods I would never have been able to go into otherwise. For a while I lived in a home across from the Robert Taylor Projects, the largest housing projects in the world. In these group homes I met the people who still constitute my family.    For me the group homes were a positive experience, for most they are not. I was fortunate in that I was a little more driven, and maybe a little more intelligent than the average kid in my circumstances. One Must Search for Beauty in All Things :: Law College Admissions Essays One Must Search for Beauty in All Things    I never had the benefit of a spiritual guide. No one ever counseled me to â€Å"search for beauty in all things†. Perhaps it is most beneficial to learn some things through experience.    I ran away from an abusive stepfather and an alcoholic mother when I was thirteen and it was the best decision I ever made. I slept on rooftops and hallways for a year before the state took custody of me and placed me in a group home. Over the next four years I would live in several different homes ranging from a hundred children to less than ten and attend four different high schools. Ultimately though, I finished high school on time and with honors.    Group homes are a strange place to grow up in. There is a structure. Dinner is eaten at a certain time and after eleven o'clock everyone goes upstairs. There are case reviews and mandatory meetings with social workers. We would take turns doing the dishes and preparing meals. Some of the group homes I was in are locked facilities where the children only go out for specific activities. But group homes are also lawless. They are crowded. The majority of the children are on some sort of probation. Violence is rampant. Upstairs there are gang meetings, freehand tattoos, and games of dice. Liquor and hard drugs are common. While we were required to leave in the morning, we were not required to attend school, and as such, most kids did not finish high school.    In many ways, the group homes defined who I am, much the way a person's family and upbringing would define them. The core of my value system was formed during the formative years of fourteen to eighteen. In the group I learned to be discerning without being judgmental. With my friends I was able to go into the neighborhoods where they grew up, neighborhoods I would never have been able to go into otherwise. For a while I lived in a home across from the Robert Taylor Projects, the largest housing projects in the world. In these group homes I met the people who still constitute my family.    For me the group homes were a positive experience, for most they are not. I was fortunate in that I was a little more driven, and maybe a little more intelligent than the average kid in my circumstances.

14-19 Work Related Learning

Key words: Student voice, democratic participation, egalitarianism, meritocracy, commodification, consumerism, post-modernism. 1 Every Child Matters ? In 2003, the Government published the green paper ‘Every Child Matters’ (ECM); this was published alongside the Climbie report (2003). The ECM (2003) emphasis’s four key themes: supporting families and careers, child protection, multi-agency collaboration, and ensuring that the people working with children are valued, rewarded and trained.The Every Child Matters (2003) green paper also identified five outcomes that are most important to children and young people: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. These five outcomes are universal ambitions for every child and young person, whatever their background or circumstances.Following wide consultation with children's services, parents, children and young people, the Government published Ever y Child Matters: the Next Steps in November 2004, and passed the Children Act (2004), providing the basis for developing more effective and accessible services focused around the needs of children, young people and families.The recently formed DCSF (Department for Children, Schools and Families) echo’s the points made in ECM (2004) and seeks to ensure that all children and young people stay healthy and safe, secure an excellent education and the highest possible standards of achievement, enjoy their childhood, make a positive contribution to society and the economy, have lives full of opportunity, free from the effects of poverty. These outcomes are mutually reinforcing.For example, children and young people learn and thrive when they are healthy, safe and engaged. The DCSF also aim to raise educational standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. This is particularly app licable to my practice as the socio-economic circumstances of most of my students disadvantage them. Most of my students live in Camborne, Pool, Redruth and Hayle.These are widely recognized as deprived areas regarding economic opportunities, high number of single parent households, low employment prospects, and the majority of employment being minimum waged, relatively insecure, part time, seasonal or flexi time. (SDRC 2004). This relates back to ECM (2003) in that this seems to be applied in context of the geographic and demographic circumstances of children and young people.For example, a student from a poor single parent household in a deprived area with high crime rates who participates in underage smoking and drinking may be majority behaviour or the ‘norm’ in certain subcultures in Camborne, Redruth, Pool and Hayle but would attract more attention and concern in a more affluent area where this was not the ‘norm’. 2 We Could be Left Behind In every de cade children are maturing physically earlier than before resulting in a constant shortening of childhood in a biological and social sense. This has a converse repercussive effect involving the constant lengthening of childhood in an educational sense. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) report Raising Expectations: staying in education and training post-16 are highlighting the need to continue study for 14-19 year olds and by 2015 the school leaving age will be increased to 18 years of age. The reasons the government have given for such policies being implemented are illustrated by the secretary of education; Johnson (2007:3) when he said ‘ the undeniable truth is that if a young person continues their education post 16 they are more likely to achieve valuable qualifications, earn more and lead happier, healthier lives’.A seeming contradiction to Johnsons (2007) policy of staying in education longer and its benefits have been r esearched by Walker and Zhu (2003:145) who asserted that ‘there is no evidence that raising the minimum school leaving age made people who have not intended to leave at the minimum age raise their educational standard. This is consistent with the view that education raises productivity and not with the view that productive people get more educated’Johnsons (2007) statement seems concerned with happiness, health and wealth. The Universal Declaration of Human Rights (UDHR 1948) has wider reaching concerns. The UDHR (1948) states in Article 26 that ‘education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups for the maintenance of peace’.However, Johnson (2007:18) goes on to explain ‘we have a duty to prepare all young people for the labour market’ as †˜the world economy is developing at an ever more rapid pace. If we do not act now we could be left behind’. So its seems that it is not just for the benefit of our children’s wellbeing that Johnson encourages the parents of the youth of today to continue in education and so ‘achieving valuable qualifications, earn more and lead happier healthier lives’ (Johnson 2007:3) but more to do with deeper issues of ‘the world economy’s development and the UKs position of power within it’.In the same report Johnson (2007) quotes research carried out by the National Institute for Social and Economic Research (NISER) that reinforces the idea that when individuals achieve higher levels of skill and qualification, businesses and the economy benefit. This is compelling evidence that increasing the educative stock of human capital raises productivity at the macro economic level. In relation to literacy for example, a study by Coulombe Trembley and Marc hard (2004) found that if a countries literacy score increases by 1% relative to the inter national average a 2. % relative rise in labour productivity and a 1. 5% rise in GDP per year can be expected. 3 Surf’s up This emphasis on cultural superficiality, fragmentary sensations and disposability offers wide implications and questions; not least ‘what is postmodernism? Postmodernism itself is a much disputed term that has occupied much recent debate about contemporary culture since the early 1980s. In its simplest sense it refers generally to the phase of 20th century Western culture including the products of the age of mass television since the mid 1950s.More often, though, it is applied to a cultural condition prevailing in the advanced capitalist societies since the 1960s, characterized by a ‘superabundance of disconnected images and styles most noticeably in television, advertising, commercial design, and pop video’ (Baudrillard 1998:72) In my practice I notice that these media have a profound impact on defining student’s social standing and identity within their peer group. In my role as a lecturer I observe that the students are encouraged through media and peer pressure to consume.Children’s identities centre prolifically on brand names and icons (mobile phones and hoodies) which help to fulfil their aspirations to obtain products which make statements about who they are. The latest fashions all contribute to the identity of the youth of today where a distinct subculture and language exist involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I ensure that I participate and involve such subcultural language within my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations.Whatever postmodernism is and however the term evades definition, what the intellectual highbrows have been lecturing on postmodernism are soon to become extinct by their own doing. The postmodernist wave of consumer students have climbed the ladder and are nipping at the heels of the old school who created them like Doctor Frankenstein who is dispatched by his creation. This wave of postmodernist students could also be seen as in a vast ocean of modernity where far from the shore one can see the formation of a wave.As the wave builds in popularity it slowly approaches the shore, the crest breaks; postmodernity is born. As we stand and watch, it slips beneath itself, down into the ocean, and there in time it becomes ‘the modern’, dissolved and replaced by yet another breaking new wave. Paradoxically the new wave will emerge in a significantly disposable, shifting, fragmentary postmodern society with expectations of structured, quantifiable, standardised educative processes.One of the latest waves to begin its postmodernist journey towards the shore before slipping back into modernism and the norm is the Qualification and Credit Framework (QCF) announcement in January 2008 by the Qualifications and Curriculum Authority (QCA) who have â€Å"allowed commercial companies the ability to award nationally accredited qualifications to employees, for the first time Network Rail, Flybe and McDonald’s all achieve the standards set by QCA for awarding accredited qualifications, enabling them to assess, track and recognise work-place learning† (QCA 2008) McQualifications This links to Ritzers (2000) notion of the McDonaldisation of education, where education is based on the premise of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is rooted in both Fordian principles of mass production, mechanisation and assembly lines (Ling 1991) and Weberian (1968) principles regarding the growth of formal rational systems with its emphasis on the rules and regulations of large social structures.Ritzer (2000:2) applies this process of McDonaldisation not only to ‘restaurants but also to work, health care, travel, leisure, dieting, politics, the family, and virtually every aspect of society’; including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, knowledge requirements etcetera.For example, Young (1961) asserts that in a meritocracy, all citizens have the opportunity to be recognized and advanced in proportion to their abilities and accomplishments. The ideal of meritocracy has become controversial because of its association with the use of tests of intellectual ability, such as the Scholastic Aptitude Test, to regulate admissions to elite colleges and universities. It could be argued that an individual's performance on these tests reflects their social class and family environment more than ability.Maybe this is what Chomsky (1989) would label a necessary illusion. One that allows the system to keep on running with the support o f its members even if massive disparities and inequalities exist. Supporting a system that does not support you as an individual is a typical hegemonic regime of truth; a discourse that the society accepts and makes function as true (Foucault 1980:131). Excellence in Schools (DFEE 1997) and Meeting the Challenge (DFEE1998) were ntroduced as the Governments educational policies and marked the change from centralised control to educational intervention where direct involvement and partnerships with parents, schools, Local Authorities and businesses recognised them as stakeholders in an attempt to improve standards in schools and to find ‘radical and innovative solutions’ (Blair 1998:1 cited in Meeting the Challenge 1998) to problems of underachievement. Reference List Baudrillard, J. (1998) The Consumer Society: Myths and Structures. London. Sage. Children Act (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions.London. Pluto Press Climbie Inquiry: Report of an In quiry by Lord Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy scores, human capital and growth, across 14 OECD countries. OECD. Canada. Cook – Sather, A (2002) ‘Authorising Students perspectives: towards trust, dialogue and change in education’. Educational Researcher, 31, 4, p3 -14. Cunningham, H. (2006) The Invention of Childhood. London. BBC Worldwide Ltd. DCSF (2007). Department for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) Excellence in Schools. London. HMSO.DFEE (1998) Meeting the Challenge. London. HMSO. DWP (2006) Equality and Diversity: Age Discrimination in Employment and Vocational Training. London. HMSO. ECM (2004). London. HMSO. Every Child Matters (2004) Change for Children in Schools. Nottingham. DfES. HMSO ECM (2005) Change for Children: common core of skills and knowledge for the childrens workforce. DfES. ESRC (Economic and Social Research Council) ‘Consulting Pupil s about Teaching and Learning’. Foucault, M. (1980) Power/Knowledge: Selected Interviews & Other Writings 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. Great Britain. Penguin. Johnson, A. (2007) Raising Expectations: staying in education and training post-16. DfE Kolb, D. (1984) Experiential learning as the science of learning and development. Englewood Cliffs. Prentice Hall. Laidlaw, M (1994) The democraticising potential of dialogical focus in an action inquiry. Educational Action Research, 2, 2, p223 – 241 Ling, P (1991) America and the Automobile: Technology, Reform and Social Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National Institute for Social and Economic Research (2002).Britains relative productivity performance – updates to 1999. NISER Oplatka, I (2004) ‘The characteristics of the school organisation and the constraints on market ideology in education: an institutional viewà ¢â‚¬â„¢. Journal of Educational Policy 19, 2, p143 – 161. QCA (2008) News release: Employers gain official awarding body status on line at http://www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldization of Society. London. Pine Forge Press. Rudduck, J and Flutter, J (2000) ‘Pupil participation and pupil perspective: carving a new order of experience. Cambridge Journal of Education, 30, 1, p75 – 89.Schon, D. A. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith Social Disadvantage Research Centre (2004) The English Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. Universal Declaration of Human Rights (1948) General Assembly of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). Adult Education and the Postmodern Challenge. London. Routledge. Walker, I. and Zhu, Y. (2003) Education, earnings and productivity: recent UK evidence. Labour Market Trends.Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) Economy and Society. Totowa. Bedminster. Whitehead, J and Clough, N. (2004) ‘Pupils, the forgotten partners in education action zones’. Journal of Educational Policy 19, 2, p216 – 226 Young, M. (1961) The Rise of the Meritocracy: An Essay on Education and Equality. Great Britain. Penguin. Bibliography Donovan, G. (2005). Teaching 14-19. Great Britain. David Fulton. Vizard, D. (2004). Behaviour Solutions: teaching 14-16 year olds in colleges of further education. Great Britain. Incentive Plus.

Food Inc. Essay

1. Incorporation (Inc. ) means to form a legal association of individuals, created by law or under the authority of law, with a continuous existence independent of the existences of its members, and with powers and liabilities distinct from those of its members. Therefore, Food Inc. implies that food system of the modern day has become more of a combination of monopolized businesses, whom only care about their profits, rather than the farmers from the obsolete agricultural system. 2. Walking through a supermarket many food items are plastered with images of farms and pastures creating a facade to the true factory farming that’s occurring in today’s society. These images are creating a pastoral fantasy of the agrarian America of the 1930’s. 3. Using Monsanto’s soy beans for this timeline all seeds begin in a lab. Seeds are genetically altered (GMOs). They are then sold to farmers who have a contract with the Monsanto Company. Then they harvested in large amounts and shipped out to be processed, but some of the beans are used a feed for cattle and other livestock. At the factory they are packaged, and are shipped out to local supermarkets for national consumption. 4. The McDonald brothers revolutionized the fast food industry. They â€Å"brought the factory system to the kitchen. † Increasing profit, while decreasing costs, and with this came an increase in the unhealthiness of food by focusing on the three things humans’ desire most: sugar, fat, and salt. 5. Factory farming is the precise systematic farming of livestock in a factory setting an example being chickens. Today, chickens are often raised in huge metal buildings with no access to light or fresh air, confined together with thousands of birds in one building, and made to grow so quickly that often their bones cannot keep up and they can lose their ability to walk. 6. In Food Inc. the phrase â€Å"growing chickens† creates a negative connotation. It would seem that the process that’s usually referred to as raising chickens has become so systematic that there is no longer a personal connection between the farmer, and his chickens. They become property, which are only used for financial profit. 7. With all the diversity found in the supermarket, one would think there are hundreds of different companies that provide the different foods. Truthfully, about eighty percent of all products in the supermarket are produced, and distributed by four major companies. This creates an illusion of diversity which, unfortunately, most consumers are unaware of. 8. Monsanto Company, Tyson Foods, Smithfield Foods, and Perdue Farms were all asked to be interviewed for Food Inc. and all declined the opportunity. Declining the opportunity to explain their motives give many a reason for doubt. Showing they have secrets or motives that would not be explainable without legal confrontations. 9. Environmental contamination is a major result of the newly developed farming system. Manure mixed with run-off water can contaminate surrounding vegetable farms causing Salmonella and E. coli contamination in plants such as spinach and lettuce. In South America, a major beef producer, deforestation has become a huge problem which is created by companies trying to make space for factory farms. This deforestation causes the displacement of animals and ecosystems. Smoke produced by factories can lead to smog, and air pollution in concentrated amounts. 10. Not only does the modern food system have a negative effect on the environment it harms humans as well. With animal feed being treated with antibiotics any bacteria present has a chance to become immune. This bacteria can then be acquired by consumption of raw meat, and with it being immune to some antibiotics, it will cause an increase the difficulty of treatment, and may result in death. With the food system being based so highly on the consumption of fat, salt, and sugar, a major concern for humans is heart disease, obesity, and diabetes. Type two diabetes, acquired diabetes, used to only be contracted in adulthood, but now its arising as early as age seven. 11. There is a direct relationship between food and health. The major goal of the new industrial agricultural system is to grow everything faster, fatter, and bigger. We’ve grown right along with the companies who own these farms. Michael Pollan evaluates the problem by comparing it to the past: â€Å"Over the course of human history, we were struggling to make sure we had enough food and enough calories for a sizable percentage of the human race. Now the problem is too many calories. † 12. GMO stands for Genetically Modified Organism. Companies such as Tyson may use GMOs to produce more efficient and more profitable livestock. GMOs should be clearly labeled when present in food. Although not all GMOs are harmful, a customer should be privileged to know what their food contains. Labeling the presence of a GMO may also prevent a lawsuit against the major corporations if anything was to happen. 13. The documentary Food Inc. , being very factual, used many different sources to acquire all the information needed. Sources such as first-hand accounts on what occur, hidden cameras, accredited websites, other documentaries, classical farmers, award winning authors familiar with the topic, and many well educated informants. 14. Food Inc. is sectioned into chapters. Each chapter pulls the veil away from the consumers eyes on somewhat different, but connected topics: fast food, food contents, food safety, right to healthy food, meat industry, chicken industry, major companies, lives lost, and what consumers can do to change the system. 15. Being a documentary the main purpose of Food Inc.is to educate people on the problems of food production, and to persuade consumers to make healthier food choices. It may also be trying to inspire change in the everyday persons eating habits. 16. Food Inc. is directed towards middle class citizens who shop at the supermarket without really knowing what they are eating. 17. The strategies used throughout Food Inc. covered a wide range of tactics. Rhetorical questions, hidden camera footage, creditable statistics, personal anecdotes, music, religion, and the most heart wrenching strategy used was on location filming of the factory farms. 18. Food Inc. had a very informative, and cautious tone. There were many facts, and just as many warnings. 19. An interesting revelation made in the duration of Food Inc. is how naive people can ben to their surroundings. Maria Gonzalez believed that â€Å"everything was healthy† which justified her family visiting Burger King for almost every meal. It would be understandable to know that she couldn’t afford anything healthier, but to not know that the food she was consuming was unhealthy, it just shows how manipulative large corporations can be.

ELL Schools and Families Essay

The population of English Language Learners (ELL) are increasing in educational institutions primarily influenced by globalization and immigration. It has been projected that within the coming years, the percentage of children attending educational institutions in the country shall be non-English speakers. The term ELL is brought about by the shift in the English language-learning paradigm that represents the trend in language acquisition. (Bank Street) The increasing population of ELL’s are putting pressures on the educational atmosphere as educational institutions are forced to alter their curriculum to accommodate the needs and concerns of the learners. (Abedi, 2002) Integrating a program for ELL’s in the school setting is a great challenge for the educational institution, the teacher, the learner, and one’s family. Teaching non-English speakers who are not able to both understand and speak the language is more difficult than teaching English speakers the rules of the language are, for instance. Challenges include the need for educational institutions to implement a curriculum that fits the requirements of the ELL’s. Teachers, on the other hand need to be aware of the appropriate techniques and strategies that would be efficient in the success of language accommodation and acculturation. For learners, engaging in an unfamiliar environment is not motivating them to eagerly learn. (Mercuri, 2003) To address the problems and concerns that ELL’s face in the learning environment, society looks to the involvement of the family in order to strengthen the school as an institution that fully supports English language learners. (Collier & Thomas, 1999) Family involvement play a significant role during the learning process of ELL’s. According to a research conducted in order to determine guidelines that the No Child Left Behind Act shall implement, the involvement of family members to school activities such as programs that aims to promote development of academic standing and preparation for the next level of English language learning increases the chance of successes that a learner shall be able to accomplish. This is because families understand the needs and the difficulties of their children, and are also able to see their progress with regards to academics, pushing them to encourage, support, and value learning as an integral part of their children’s success. (Epstein, 2004) Moreover, it is the responsibility of the school to build a relationship with the family of the learner in order to inform them of the developmental stages and the changes that the children are going to experience, as they grow older. This particular knowledge gives families the idea of how to build a supportive home environment that boosts learning. This particular interaction between the school and the family allows the educational institution to understand the cultural background of families and determine their goals and objectives for their children when it comes to English language learning. (Epstein, 2004) Providing a supportive sociocultural environment is at the heart of tapping into the potential of ELL’s to benefit largely from the English language learning program. Interaction between the educational institution and the families contributes to this objective. Looking at their parents interact with the members of the educational institution motivates learners to build relationships with the institution as well, without any apprehensions as brought about by fear of cultural rejection. (Collier & Thomas, 1999) An article written by Rhona Barton for the Northwest Regional Educational Laboratory discovers cases wherein active involvement of parents leads to academic success of the learners, especially in socially interacting within the school environment. (Barton, 2006) Educational institutions with English language learning programs do not necessarily implement the use of the English language at home, as decisions regarding the matter are based on cultural considerations. Schools should consider the importance of native language to ELL’s and their families. However, the continued use of English at home and the support of the family when it comes to home language speeds up the learning process, schools still acknowledge that the ELL’s are aware of language learning based on their knowledge of their native language. (Ortiz, 2001) Schools should also provide alternatives for families in order for them to adjust or cope with the changes that ELL affects within their family life. Schools should inform them of educational options such as tutorial services that are made available at home or in schools, support groups within the community that assists families in their needs and concerns regarding the issue of English language learning. Family counseling is also an option as it allows medical professionals to help in determining problems or obstacles that the family shall be facing, and strengthening family relationships in order to withstand the challenges of immersing into a community and cultural environment that they are not familiar with. For specific problems such as financial aspect of English language learning, the federal government entitles families to funding as authorized by the federal Title I funding program. (Ortiz, 2001) Partnership of educational institutions with families are best established through communication and social interaction. Schools should be able to develop and maintain a stable relationship with the families that is primarily grounded on the objective of affecting learning and making ELL’s experience success within the unfamiliar learning environment. Moreover, through this, schools are enriched and enlightened with the knowledge of different cultural backgrounds within the school environment and be able to modify the learning atmosphere to fit the culture, beliefs, and traditions of non-English speakers. Teachers should be able to communicate the needs and concerns of ELL’s to their families, in order for them to understand how they are going accommodate the needs of their children who are involved in English language learning. Schools should establish regular meetings with the teachers, and ask them to get involved with programs and school activities that harness English language learning and support the need of their children to learn the English language. If possible, home visitations are one of the best ways to establish a strong foundation of relationship between the school and the families. (Barton, 2006) References Abedia, J. (2002). â€Å"Assessment and Accommodation of English Language: Issues, Concerns, and Recommendations. † Retrieved May 1, 2008, from NCA Commission on Accreditation and School Improvement. Website: http://www. ncacasi. org/jsi/2002v3i1/assessment Bank Street. (2008). â€Å"English Language Learners: Working with Children Whom English is a New Language. † Retrieved May 1, 2008, from Bank Street. Website: http://www. bnkst. edu/literacyguide/ell. html Barton, R. (2006). â€Å"Forging Family Ties. † Retrieved May 2, 2008, from Northwest Regional Educational Laboratory. Website: http://www. nwrel. org/nwedu/11-03/forge/ Collier, V. P. & Thomas, W. P. (1999). â€Å"Making U. S. Schools Effective for English Language Learners, Part 3. † TESOL Matters, Vol. 9, No. 6. Retrieved May 1, 2008, from TESOL. Website: http://www. tesol. org/s_tesol/sec_document. asp? CID=196&DID=826 Epstein, J. (2004). â€Å"Meeting NCLB Requirements for Family Involvement. † Middle Ground, Vol. 4, No. 3. Retrieved May 1, 2008, from National Middle School Association. Website: http://www. nmsa. org/portals/0/pdf/publications/On_Target/family_involvement/family_9. pdf Mercuri, S. (2003). â€Å"Helping Middle and High School Age English Language Learners Achieve Academic Success. † NABE Journal of Research and Practice. Retrieved May 1, 2008. Website: http://www. uc. edu/njrp/pdfs/freeman. pdf Ortiz, A. (2001). â€Å"English Language Learners With Special Needs: Effective Instructional Strategies. † Retrieved May 2, 2008, from CAL. Website:

The Schopenhauer Cure

The Schopenhauer Cure Alyssa K. Engblom Winona State University In the book The Schopenhauer Cure, Yalom portrays a group therapist, Julius, who uses a variety of group facilitation techniques in order for the group to be run effectively. The first technique Julius uses in the group is to switch the focus from content to process. â€Å"Julius intervened by using the group therapist’s most common and most effective tactic—he switched the focus from the content to the process, that is, away from the words being spoken to the nature of the relationship of the interacting parties† (Yalom, 2005, p. 132).During this scenario, Bonnie is feeling insecure about herself and confronts Rebecca about â€Å"preening† for the men in the group. Phillip is still new to the group, and the other members are not too sure what to think of him yet. In order for the group to be refocused, Julius tells everyone to â€Å"take a step back†¦and to try to understand whatâ€℠¢s happening. Let me first put out this question to all of you: what do you see going on in the relationship between Bonnie and Rebecca? † (Yalom, 2005, p. 132). Julius does not want everyone to focus solely on what Bonnie and Rebecca are saying to each other, but rather on their relationship with each other.The second technique Julius uses is to have group members focus on the â€Å"Here and Now. † An off-shoot of the Here and Now technique is to have members of the group talk directly to each other, instead of talking about them. Julius â€Å"had done what the good group therapist should do: he had translated one of his patient’s central issues into the here-and-now, where it could be explored firsthand. It was always more productive to focus on the here-and-now than to work on the patient’s reconstructions of an event from the past or from current outside life† (Yalom, 2005, p. 158).During this group meeting, Julius is trying to get to the root o f why Bonnie feels that everyone else is more valuable or more important to the group than her. However, all of her explanations are all external and the other group members feel that her answers are regressive or don’t make sense. Julius then moves into another technique. â€Å"In his view the work in therapy consisted of two phases: first interaction, often emotional, and second, understanding that interaction. That’s the way therapy should proceed—an alternating sequence of evocation of emotions and then understanding† (Yalom, 2005, p. 60). To get to this second stage, Julius asks the group to look back at what occurred in the past few minutes. He was trying to get Bonnie to see that she takes situations or comments and then punishes herself with them. The third technique Julius â€Å"taught to his group therapy students was: Members should never be punished for self-disclosure. On the contrary, risk taking must always be supported and reinforced† (Yalom, 2005, p. 218). At this point in the book, the group members are upset at Gill for not telling them sooner that he has a drinking problem.They are angry that he was blaming all his difficulties on his wife, Rose, and not talking about the real problem. Julius then goes on to use a fourth facilitation technique, Horizontal vs. Vertical Disclosure. â€Å"Julius always taught students the difference between vertical and horizontal self-disclosure. The group was pressing, as expected, for vertical disclosure—details about the past, including such queries as the scope and the duration of his drinking—whereas horizontal disclosure, that is, disclosure about the disclosure, was always far more productive† (Yalom, 2005, p. 19). He then asks Gill what made it possible for him to open up to them at this particular meeting. At the beginning of the story, Philip did not seem like an appealing character. However, by the end of the book and after I got to know his c haracter a bit more, I could see certain strengths peeking out. Philip is an extremely intelligent, bright, and committed individual. He was dedicated to finding a solution to his sexual addiction, and worked hard to achieve the result he desired. In the group experience, he offered up bits of advice to the other members.The advice may not have helped them extensively, but at least he was trying to contribute. Philip also challenged the other members of the group as well as Julius. His personality was not very inviting, but this forced the others (and Julius) to try harder to understand him and what made him tick. When Pam returns to the group from her retreat, the mood immediately becomes darker when she sees Philip in her â€Å"cozy† group. She does not feel comfortable having him in the group because he had caused her so much pain in the past.Julius found it hard to find â€Å"forgiveness† for Philip, but he tried to identify with him to try to understand why he wou ld have done the things he did. Tony sided with Pam and questioned some of Philip’s statements, whereas Rebecca defended Philip against Tony’s â€Å"attacks†. Stuart also seemed to protect Philip against Tony’s attacks. He reminded Tony that he hadn’t seemed sorry for his sexual assault charges in the past. At the end of this confrontational chapter, Pam behaved towards Philip as if he were invisible.Farther on into the â€Å"role changes†, Pam revealed that she felt defiled that Philip was a part of her group. He was also, in a way, taking away her role as the intellectual of the group. In order to handle these various changes, Julius tries to understand where each person is coming from, whether it is Pam, Philip, Tony, etc. Additionally, he made sure that each group member voiced what they were feeling and if they were comfortable with how the group was proceeding. Bonnie and Rebecca each have different things to say about their own beauty and attractiveness. Bonnie does not believe that she is attractive in any way.She feels that she isn’t interesting or worth anyone’s time. In her words, Bonnie â€Å"was the little fat girl in your grade-school classroom. Very chubby, very clumsy, hair too curly. The one who was pathetic in gym, got the fewest valentines, cried a lot, never had best friends, always walked home alone, never had a prom invitation, was so terrified that she never raised her hand in class even though she was smart as hell and knew all the right answers†¦Ã¢â‚¬  (Yalom, 2005, p. 129-130). She even mentioned that Rebecca was the type of person she envied and wished she could be.Some of those feelings are probably still raw for Bonnie. Those feelings were recreated in the group when Rebecca started â€Å"preening† for Philip when he entered the group as a new member. Rebecca, on the other hand, used to stop conversation when she walked into restaurants. She never had to worry ab out feeling unattractive or unwanted. However, now that she is getting older, her outward beauty is fading from what it used to be. She no longer stops conversation like she used to. Philip seems to sum it up perfectly: â€Å"Bonnie and Rebecca have similar afflictions.Bonnie cannot tolerate being unpopular, whereas Rebecca cannot tolerate being no longer popular†¦ Happiness, for the both of them, lies in the hands and heads of others. And for both the solution is the same: the more one has in oneself, the less one will want from others† (Yalom, 2005, p. 157). As the group gives Bonnie and Rebecca feedback, the criticism is not always taken happily. The comments sting, but they do help both women. Rebecca realizes that she likes to be admired, loved, and adored. She likes love. She then goes on later to discuss why she relates more with men than with women.In her discussion with Bonnie, she admits that she finds it more exciting to related to men or to date rather than s pend time with girlfriends. After this group discussion and feedback session about why Bonnie and Rebecca react the way they do to beauty/attention, they both seem to be more aware of their unconscious actions or why they seem to do certain actions. When Pam first returned to the group after her retreat, it was a huge shock to see Philip sitting in the room. I’m sure she never expected to see the man who made her life so confusing and turbulent at just age 18.Pam was extremely upset and did not seem to have any inclination towards ever forgiving Philip for what he did to her, as well as to her friend Molly. Philip did not even seem to have any emotions about the whole situation, which was frustrating for the whole group. How could anyone not have any emotion about such an important confrontation? Over the course of the group, Philip showed small changes in his behavior. He started to make eye-contact and use the group members’ names when addressing them in conversation . Pam starts to acknowledge Philip in the conversation eventually, though it was heated.On page 290, Philip and Pam get into an argument. In response to Pam’s assertion that some things are not forgivable, Philip says, â€Å"Because you are unforgiving does not mean that things are unforgivable. Many years ago you and I made a short-term social contract†¦ I explicitly stated in our conversation following that event that I had a pleasurable evening but did not wish to continue our relationship. How could I not have been clearer? † (Yalom, 2005, p. 290-291). In a meeting a few weeks later, Pam receives a lot of feedback from the group concerning her rage and why exactly the decided to have an affair with Tony.Philip observes that she â€Å"honors† contracts when it suits her. When Philip broke off their social contract, Pam was livid, but when she broke off her social contract with Tony, she didn’t seem to have many emotions about the situation at all. After this particular meeting, Philip could not keep his mind off of Pam. Later on, Pam explains that it is easier for her to forgive others because she wasn’t a personal victim of their offenses. With Philip, her life was altered by what happened. â€Å"But there’s more. I can forgive others here because they’ve shown remorse and, above all, because they’ve changed† (Yalom, 2005, p. 16). Philip eventually confesses to everyone that he thought about Pam after the previous session. It was the first time he had actually opened himself up to everyone. On page 328, Philip actually admits to needing therapy, because he needs to get his intentions and his behavior on the same page. He needs to be congruent. Ultimately, Philip breaks down when he describes what he thinks he truly is: â€Å"A monster. A predator. Alone. An insect killer. Full of blind rage. An untouchable. No one who has known me has loved me. Ever. No one could love me† (Yalom, 20 05, p. 334).Pam shows great strength and kindness when she comforts Philip. â€Å"I could have loved you Philip. You were the most beautiful man†¦Ã¢â‚¬  (Yalom, 2005, p. 334-335). After Julius died and the group members went their separate ways, Philip, Pam, and Tony all stuck together. Through all the feedback, criticism, and hard-work, Pam and Philip were able to move past the â€Å"event† of the past and live in the present. When in a working group, one does not only focus on his or her own problems. Each group member brings different life experiences, opinions, and feedback to the table.This creates a unique environment in which each member can receive feedback from more than one person. Members may receive advice or feel a bond they might not have had with the group leader/one-on-one therapist. Most of the 12 â€Å"universal healing factors† appear in The Schopenhauer Cure, but I will only discuss a few of them. Instillation of hope and Universality seem to go hand-in-hand with each other. As the members of this group talked about their personal problems and fears, they discovered that other members shared some of these same problems and fears. This gave them hope that they could potentially overcome these issues.Altruism is an especially helpful factor for Bonnie. The other members helped her put her self-esteem issues into perspective and to see that she is, indeed, important. Pam used Catharsis when she recapped her traumatic experience with Philip. This probably lifted a huge weight off her shoulders of the event being a secret. The positive response of the group members to support her after her confession brought them together even more. Group cohesiveness played an extensive part in this novel. Without a cohesive or trust-worthy group, nobody would ever open up and reveal their problems.When various members, Gill, Pam, Tony, Rebecca, etc. , revealed potentially humiliating information about themselves, it was essential that they trusted their fellow group members to keep the information confidential. The Schopenhauer Cure was an excellent example of a working group. It was great to see the different techniques used in diverse scenarios throughout the book. Without these examples, I wouldn’t have the good outline of how a group works that I do today. Reference Yalom, I. D. (2005). The Schopenhauer Cure. New York, NY: HarperCollins Publishers.