Sustainable Water Annotated Bibliography Example | Topics and Well Written Essays - 1000 words

Sustainable Water - Annotated Bibliography Example In order to conduct this assessment, I have broken down the subject into two well-developed research questions as follows: I have researched regarding the subject matter in the past three weeks from 17th February to 9th March 2013. I have used five sources to assess the subject matter out of which two of the sources are published books, two journal articles and lastly an article from the website. These sources have been published within past five years which allows the research to have updated information regarding the sustainable water programs. This journal article focuses on the ways in which the water recycling can actually help the stakeholders to help in increasing the amount of water for industrial use. The article has determined an approach of assessing and providing statistics of six different sewage treatment plants. The authors have also made use of different tests regarding pH, electric conductivity etc. This has rather made the article credible in terms of information regarding subject matter. The articles targeted audiences are the stakeholders who are responsible for the development needed in the sewage system to make sure that only limited amount of water is being consumed. The tests which have been provided in the article have rather made my assessment regarding the sustainable water much easier. In other words, the usage of a more critical stance of sewage system helped me in knowing about the models which are being applied by many countries for sustainable water. The article from the website is very helpful in the research of sustainable energy because it talks about a variety of methods that can be applied with limited use of technology. These methods are not just applicable in some of the countries but everywhere because these strategies are compatible with all sorts of systems. The targeted audience of the website article is for general audience which makes the article to be quiet

Essay on Toni Morrisons Beloved - How We Define Ourselves

How We Define Ourselves in Beloved  Ã‚     Ã‚   The idea of how we define ourselves is a topic that has much force in the novel Beloved by Toni Morrison.   Two of the characters in the novel have strongly opposite ideas of defining their own â€Å"selves†.   Baby Suggs displays a very healthy sense of self, completely based on only who she is as a person, and not relying on any other person to assist her in her definition.   She is an independent person and loves her own â€Å"self† greatly.   Sethe, on the other hand, has an unhealthy sense of self because who she is is strongly dependent on her interactions and relationships with her children. The above is excerpt is provided to indicate the focus of the essay. The complete essay begins below: The journey towards finding one’s â€Å"self† is a long and arduous one, twisting and turning in every direction.   The destination is a personal identity -- a definition of who one is, independent of anyone else. Some people find a straight path that leads them directly to the discovery of their â€Å"selves†.   Other people take the road that has many switch-backs and obstacles to overcome, but eventually these people make it to the destination of â€Å"self† as well.   There are still others who get lost along the way.   Ã‚  Ã‚  Ã‚   The process of finding one’s â€Å"self† is strongly reliant upon our interactions with other people.   From the beginning, as infants, to when we are still small children, we have no idea who we are or what our relationship to the world is.   Our perceptions of the world are through the eyes of our parents or guardians and other adults who try to teach us and show us the world.   They instill in us their own ideas of right and wrong, good and bad.   As we grow, our peers have much influence over h... ...t our own sense of "self".   We never stop learning and experiencing new things, so our definitions of "self" are constantly being challenged and sometimes altered.   However, when we begin to rely solely upon other people to know who we are, our "self" is no longer our own.   A true sense of "self" is responsive to one's interactions and relationships with people, but defined only by one's own mind and heart, independent of others.   The road towards personal identity is long.   Several people may help us out along the way, hydrating us as needed; carrying us as needed.   But, in the end, we hopefully cross the finish line on our own. Works Cited 1.   Kubitcheck, M.D.   Toni Morrison: A Critical Companion.   London: Greenwood Press, 1998. 2.   Morrison, Toni.   Beloved.   New York: Plume, 1987. 3.   One Flew Over the Cuckoo’s Nest. 4.   Secrets and Lies.      

Debating and discussing the benefits and drawbacks

Thematic instruction is a method of learning that is going more and more outstanding within schools across the state due to the Government ‘s instruction reappraisal and their proposed new course of study for 2011. The switch to this method of instruction is intended to assist reorganize the traditional capable countries into ‘thematic ‘ countries of acquisition, easing the force per unit areas on schools to learn purely to the course of study and give their instructors the freedom they need in order to make cross-curricular thematic lessons. This study will try to specify both thematic and cross-curricular instruction and discourse their several advantages and disadvantages. Shoemaker ( 1989 ) states that a cross-curriculum instruction is one that is set up so that schoolroom topics overlap with one another, the method efforts to convey together legion facets of the course of study into assorted lessons to reflect the ‘real universe ‘ such that pupils can â€Å" utilize cognition learned in one context as a cognition base in other contexts † ( Collins, Brown, & A ; Newman, 1989 ) . Shanahan ( 1995 ) agrees with this definition, he states that â€Å" thematic instruction is a method of forming learning about subjects or subjects doing it possible to incorporate direction across nucleus countries†¦ Thematic units are designed to promote pupils to dig deep into subjects developing both an consciousness and apprehension of bing connexions across thoughts. † The above definitions suggest that thematic and cross-curricular instruction is indispensable for kids to tie in that accomplishments learnt in one category are of import to ols for finishing undertakings within other topics in school and undertakings outside. Applebee, Langer, & A ; Mullis ( 1989 ) study why the alteration to this method or instruction is necessary â€Å" while pupils are larning the basic information in nucleus capable countries, they are non larning to use their cognition efficaciously in thought and logical thinking † Marzano ( 1991 ) and Perkins ( 1991 ) construct on this ; they believe that these methods work towards turn toing some ‘recurring jobs ‘ in instruction, one in peculiar being that of stray accomplishment direction. Ofsted ‘s study ‘The Curriculum in Successful Primary Schools ‘ ( 2002 ) in which it was noted that successful schools were the 1s in which â€Å" The instructors recognised that where links are effectual they enable students to use the cognition and accomplishments learned in one topic to others. † Because cross-curricular and thematic instruction involves the linking of activities that are designed around subjects or subjects every bit good as traversing legion countries within the National Curriculum they â€Å" provide an environment that Fosters and encourages procedure acquisition and active engagement of all pupils † ( Fisher, 1991 ) , this would therefore aid instructor turn to the different acquisition manners of students within their schoolrooms. A claim that Komorowska ( 2001 ) backs up, saying that because â€Å" teaching kids is non systematic, the methods and techniques chosen by the instructor are of a higher significance than their consequences. † With respects to the diverse acquisition manners that kids have, experts have identified three ( hypertext transfer protocol: //www.time4learning.com/learning-styles.shtml ) : Auditory scholars remember by speaking out loud, like to hold things explained orally and may hold problem with written instructions. Auditory scholars may speak to themselves when larning something new. Ocular scholars easy retrieve ocular inside informations and prefer to see what they are larning. They prefer to compose down instructions and may hold problem following talks. This type of scholar enjoys art and drawing ; reads maps, charts and diagrams good ; fascinated with machines and innovations ; dramas with Lego ; likes labyrinths and mystifiers. Kinesthetic scholars prefer activities that allow them to make what they are larning about. Haptic scholars like to touch things in order to larn about them and wish to travel around when speaking or listening. Shows you instead than Tells you. Through the usage of thematic and transverse curricular instruction, schoolroom instructors are able to provide for these three distinct groups of scholars and, hence, make an ambiance in which each group remains interested in the lesson therefore battling any ennui and increasing the students ‘ potency for larning. Former Secretary of State for Education and Skills, Charles Clarke, wrote in the Excellence and Enjoyment Strategy ( 2004 ) , â€Å" What makes good primary instruction great is the merger of excellence and enjoyment. Children learn better when they are excited and engaged – but what excites them and engages them best is genuinely first-class instruction, which challenges them and shows them what they can make. † Which falls in line with Larsen-Freeman ‘s statement ( 2000 ) that larning becomes even more effectual due to it being â€Å" facilitated in a cheerful environment † , and Resnick ‘s ( 1989 ) claim that this method increases students ‘ motive for larning and their degree of battle because they can see the value of what they are being taught and become more actively engaged in the lesson as opposed to the isolated accomplishment larning that other methods offer. It is, nevertheless, of import to see general larning features every bit good as the antecedently mentioned groups of features and how these are successfully manipulated through the usage of these methods. Thaiss ( 1986 ) , Krogh ( 1990 ) and Jacobs ( 1989 ) all write that kids that are able to utilize fact-finding accomplishments to research what they are larning, and interact with other members of their acquisition community, whether that ‘s other students, instructors or schoolroom helpers, really learn more than those kids that are non encouraged to inquire inquiries and portion sentiments with other scholars. Vygotsky ( 1962 ) gives us an account as to why this technique is successful. He pointed out that kids who have different accomplishments, learn from each other. This is because through the encouragement of probe, oppugning and working together, students are given the chance to see undertakings from the point of position of others. Finally, the humanistic attack in learning emphasises the importance of single and typical features of a human being and the desire for fulfillment. In instruction it means student-oriented learning instead than teacher-oriented one Biskup ( 1990 ) . Fisher et Al says, â€Å" what promotes creativeness is a oppugning schoolroom, where instructors and students ask unusual and ambitious inquiries ; where new connexions are made ; where thoughts are represented in different ways- visually, physically and verbally ; where there are fresh attacks and solutions to jobs ; and where the effects of thoughts and actions are critically evaluated. † In a humanistic schoolroom, such as the 1 that uses thematic and cross-curricular methods, the instructor is non merely a protagonist and assistant but besides a scholar. This is because the work is based on subjects that the instructor may non be used to, it brings the instructor down to the same degree of the kid and the student about takes charge in look intoing by inquiring inquiries. The instructor ‘s chief function is to make an ambiance in which scholars feel relaxed and do non hold any suppressions therefore scholars ‘ endowments are exploited during the learning procedure. Of class, whilst there are legion benefits to utilizing these methods, there are besides a figure of drawbacks which must be considered. David Hart, former general secretary of the National Association of Head Teachers, â€Å" Theme-based instruction will disfavor students in the passage to secondary. And it will do the secondary instructor ‘s undertaking much more hard. † This is to state that even though there may be benefits to learning like this within a primary schoolroom, students heading from a mostly thematic based manner of learning could perchance happen that the generic manner of learning within secondary instruction i.e. topic-based acquisition, hard to set to. Thus disfavoring the student ‘s learning experience, compared to schoolmates who are used to this type of instruction. Further drawbacks of the methods include the demand for ongoing coaction between instructors and planning, as the subjects must be carefully and thought through in order for them to be meaningful and do sense within the course of study. Chris Woodhead, states in his study of 1992 that, â€Å" It ‘s harder for instructors to construction a consistent proviso in the topics that are deserving analyzing if they ‘re seeking to build links between these topics every bit good. † The excess work that Woodhead remarks on is necessary for the success of the methods because the intertwining of the course of study within that one subject, as stated earlier, may be hard and would necessitate a batch of planning and coaction with other members of staff, and without this excess work from the instructors it is possible that some content that could be covered may be missed. Finally, with respects to planning, the resources available to instructors within a school could besides be a possible obstruction for the two methods. For illustration a school may non hold sufficient ICT resources for all twelvemonth groups to utilize in order to develop these accomplishments during literacy or numeracy lessons. There is besides the possibility that within these Sessionss that some students get confused and lose sight of the chief constructs of the activity or lesson. This could be down to hapless planning and administration of the instructor or due to the student being over-stimulated with the many different activities in gesture within the lesson, therefore, ensuing in the student being ‘spread thinly ‘ across the lesson, go forthing attempts for larning uneffective. The cross-curricula and thematic methods of instruction can be good to instructors and pupils, as discussed antecedently they allow kids to larn in a manner that is most natural to them. As Scott and Ytreberg ( 1990 ) province: â€Å" some kids develop early, some later. Some kids develop bit by bit, others in springs and bounds. It is non possible that at the age of five all kids can make x, at the age of seven they can all make Ys, or that at the age of 10 they can all make z.. † This is to state that kids are all different human existences larning things at different rates. These methods allow all students to pick up the intended acquisition aims and ends through this fact-finding procedure, it ‘s through this procedure that the students become more responsible and engaged in their ain acquisition. In consequence this ‘levels the playing field ‘ leting the students to successfully finish the acquisition aim in their ain manner and within the intended perio d of clip. However, it would be prudent to take to these methods with cautiousness as the drawbacks discussed do look to hold footing such as

The Economic And Racial Aspects Of Slavery - 1235 Words

The Economic and Racial Aspects of Slavery Leo Kirkpatrick Baird US History I Mrs. Clark November 9, 2015 Slavery has stood the test of time; slaves were used in Mesopotamia even before they were conquered by the First Persian Empire in 539 BCE. In the Roman Empire slaves were about 10% of the total population of the Empire. The need for labor in the New World caused about 10.7 million Africans to be shipped over to become slaves. The mass usage of slaves from the 2nd millennia BCE to today where millions of slaves are still being used in countries all over the globe is an economic business. Until slavery started in the New World it was not associated with racism. In the Roman Empire slaves were multinational, as is the case with all other instances of slavery including in Greece and in Africa itself, except for in the New World. Therefore contrary to popular belief, throughout history slavery was an economic affair not a racist one. In the Roman Empire slaves were seen as a sign of wealth and were used for labor. The more slaves a household had usually showed more wealth. This labor was used to maximize profits that the owners would make from their business. If the Romans did not employ slavery they might not have been such a booming empire that they were. How the Romans treated their slaves was a lot more kind hearted than is seen in the New World; slaves became part of the family and if a slave was liked by the family the slave could be set free andShow MoreRelatedA Review of American Negro Slavery by Ulrich B. Phillips Essay1311 Words   |  6 PagesA Review of American Negro Slavery by Ulrich B. Phillips Phillips book is an attempt to provide an overview of the practice and institutions of slavery in the Americas from its beginnings to the 19th century. 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