A fool and his money - essay

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Tutorial Essay BSc Banking and International FinanceA Fool and His Money The Odyssey of an average investorJohn Rothchild is the money hungry "average investor" who stumbles from stocks to options to bonds and then ends up with this cautionary tale of the stock markets. The twenty-four tips he emphasises within this tale are based on his own experiences during his quest to become rich. The six tips discussed below show some of the different aspects of the stock trading experience. Useful Tip Number Five is "One man's cash is another man's correction". Rothchild has advised this tip especially as its implication is twofold. Firstly, it suggests that those investors who had the "courage to hold" during this rising market had their stock coming "back Strong" from the low point in 1 to earn the "cash". Those who weren't patient lost the chance to see their stock rising in value are to learn from this and make a "correction" in the future, hence the name of the chapter "The lessons of history". However, it can also mean that taking risks in such trading have two opposite outcomes and that we need to accept any either. The essence of this advice is to learn from mistakes and to be aware of risks involved.

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Barring in mind that a brokers earnings are also based on commission, it is important to remember they would be highly persuasive, hence, Useful Tip Number Eight "The first thing the broker recommends will make him the highest commission" is advised by Rothchild. Their persuasiveness is proven as Rothchild was being cautious in his trading when the broker hinted "about his new red Porsche and his decision to take more chances and live for today". The tip also hints it is important to remain independent in making trading decisions and to do personal research like Rothchild did at the "library" as the broker is mainly looking for his own good. Rothchild abides by his own advice as implied by the chapters title "Shopping for the broker". He had "several previous brokers" such as one "recommended by a friend", his "brother-in-laws" and "Mr Bermont" which emphasises his tip of persevering when trading.Useful Tip Number 14 "Don't continue losing money just to keep your broker happy" has a similar implication to the previous i.e. to be independent and not to give in to their persuasive act, but from a different perspective. This tip is issued to emphasise that any "relationship" between brokers and clients is not as important as your money. Any relation built by the broker would be, in affect, with the client's money. Generally in such trading June is a popular month to buy and October is a popular month to sell, but his first tip "Never buy the June call nor sell the October put simultaneously, unless you know what they are" advises differently. It highlights the importance of being precautious as well as being more certain about the company whose shares are to be bought. However a magazine writer also tells us, "Even if you try to say something 100 percent truthful about the stock market, it's impossible", which implies it is difficult to be certain. This tip is again derived from his unfortunate experience. On some advisors "reassurance" Rothchild "went ahead and bought the Junes and sold the Octobers" but ended up losing "$6,000 in the process". So the second suggestion from this tip is not to completely trust the brokers for the same reasons as tip number eight.Useful tip number thirteen can be interpreted as some general advice on how to handle the options. "Buy a call or sell a put you want things to go up" means to buy the right to buy the stock index or sell the right to sell the stock index so that what you have bought rises in value for you to make a profit."Sell a call or buy a put you want things to go down" means to sell the right to buy the stock index or to buy the right to sell the stock index at times when its value will decline. Like the previous tip, this one is also screaming out to be on the safe side during trading and to be more precautious.Rothchild demonstrates his strong moral values on the twenty-first tip, "The better a stock does, the more ethical you feel for not having bought it". He refers to the stock of those firms whose products are neither righteous nor honourable. Although he was tempted to buy shares of the high prospect tobacco company 'Loews', he "gave up doubling" his money, which he hopes "the victims of smoking appreciate". By giving up a huge profit making opportunity just to not support the smoking industry emphasises this tip's significance. He thought of such ethical action as a "subjunctive contribution". However this dilemma caused him to contradict his view as he bought options instead. This was however thought as " one step removed from a stock". The message in this tip was to make clear not to completely give up profitable opportunities and also not to completely ignore ethics. In conclusion we can say that lessons can be drawn from this experience, although Rothchild does not mention this in his conclusion. He has, however, mentioned during the text that "experience can be an expensive teacher" and that the readers are saved from such an "expense". The advices are on the basis of what should not be done. Also, the advice he has derived is in a general form so that it can be applicable to the reader. They are to a large extent varied from each another, which extends its helpfulness. We can evaluate that the level of their usefulness and importance is similar.The tips discussed, analysed and evaluated above puts across five different messages. Firstly, stay aware of the stock brokers main intentions. Secondly, stay less reliant on brokers when making decisions. Thirdly, be precautious of the highs and lows the stock market can get into. Fourthly, be risk averse and finally ethics are important. The advice that is not stated but can be read in between the lines is to persevere. Rothchild made loses after loses, hired broker after broker, read reports after reports and even went as far as gaining advice from astrologers. This seems to the only advice based on what should be done.

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Affirmative Action is Higher Education

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Diversity Versus Excellence There is a growing movement in all walks of life across America to promote diversity. This movement is active in college admissions, the work force, military admittance, and many other walks of life. Throughout the country universities have been reserving admission spots and using quotas for diverse students as part of affirmative action. Less qualified foreign and minority students should always be required to compete directly with equally or higher qualified white students. In fact admission standards should be totally race and gender blind. Excellence should always take priority over diversity. Affirmative action should be removed from higher educational admission policies altogether. However, liberals appear to control the agenda with respect to affirmative action.In May of 00 the University of Michigan was sued by a group of white applicants who were denied admission to the University's graduate school because they were white. The main focus behind this lawsuit was whether affirmative action should take place in college admission policies. The facts disclosed that less qualified applicants of diverse minorities with lower test scores were admitted at the expense of better-qualified white applicants. The University of Michigan did not deny the plaintiff's claim and argued that diversity is an essential element of current American society. Over 50 public corporations including Microsoft, Intel, General Motors, Exxon, and Texaco supported the University of Michigan's position by filing "friend of the court" briefs claiming corporations need a more culturally diverse work force to meet the needs of their multi-cultural clientele ( Hawkins). David Wilkins, director of global diversity at Dow Chemical Company claimed, the reason Dow and other companies support University of Michigan is because it is right, good and beneficial for the educational environment" (Parker). In another quote our customer base is extremely diverse and it is important that our workforce represent the diversity of our customers, claims Randall Mehrberg, the executive vice president for Exxon Corp" (Becker). These corporations have little motive to support the University of Michigan's affirmative action policy other than attempting to gain social status among the minorities and liberals. Bill Gates, president of Microsoft, is a believer in affirmative action in higher education systems. In 1 Gates began a twenty-year billion-dollar scholarship fund program. However he openly said that all white students are void from these scholarships (Williams 1). It is an appalling and racist act, when one of the worlds wealthiest men feels a need to intentionally discriminate against disadvantaged white children. The message Gates put out says either there are no deserving underprivileged white students in the country or that race is the most important standard for determining charity. This clearly is reverse discrimination in action. The Supreme Court ruled in favor of the University of Michigan by a six to three vote, however the University can no longer use its current admissions point system or a quota system. This quota system that the University of Michigan and many other universities used was based on a 150-point scale. Minorities were awarded an automatic 0 extra points towards the 150 just for applying. (Zeman 4). The most absurd part is that a perfect SAT and ACT score is only worth twelve points each. Therefore a genius, with a perfect score on their SAT and ACT receives 4 points while a minority student scoring a twelve on the ACT and a 0 on the SAT is awarded points. A racial quota like this should not exist anywhere in today's modern society particularly in higher education. In a public response to this issue, President George Bush said "students who accumulate 100 points are generally admitted, so those 0 points awarded solely based on race are often the decisive factor "(Bush 1). "Bush called the University of Michigans race-based admissions policies unfair, and said he was intervening in the Supreme Court case examining their constitutionality"(Flores). The United States Supreme Court basically ruled against university quotas per se, however the court manufactured a new theory of law establishing a concept of protected diversity. Realizing how corrupt affirmative action can be, the Texas Circuit Court of Appeals banned state universities from the ability to use affirmative action in their admission process in 16. With the U.S. Supreme Court being the supreme law of the land according to the U.S. Constitution, the University of Michigan court ruling unfortunately put the Texas court ruling to an end. The University of Michigan filed by the white applicants against racial quotas actually made it possible for Texas universities to once again use affirmative action in its admission process. A liberal school like the University of Texas did not hesitate at such an opportunity as they already began adding affirmative action to their admission policy (Affirmative 1).During the U.S. Supreme Court's deliberation on the University of Michigan case, the top ten percent rule in the State of Texas was notably discussed. President George Bush had an interest in the top ten percent rule because he signed the rule into law while Governor of Texas. President Bush argued that his affirmative access program is not a racial quota. The rule allows the admission of the top ten percent of each high school's students to Texas universities. The President claimed this rule is a better alternative than racial quotas or affirmative action. Regardless of the size of their high school any student whose grade point average ranks in the schools top ten percent are qualified for acceptance. Parenthetically, the discussion in the University of Michigan case was whether the top ten percent rule in Texas is considered a quota. In a large well-educated high school with hundreds if not thousands of students per class, the top ten percent rule may work well. However, a class of 15 to 150 students in a much poorly educated district the law is not fair. A likely ten percent drop off point for the large high school is a .8 grade point average while it is close to a .0 in the smaller less educated school. This is a clear disadvantage for the students in the larger school. A less educated student with a 15 on his act but a .0 in his small high school will be automatically accepted to a University whose ACT requirement is 4. It's much harder to argue this point for a student in a well-educated school with a .8 grade point average. President Bush argues that the Texas top ten percent rule provides for diversity. The reason the President feels that way is very simple because the ten percent rule is colorblind. This gets to the essence of diversity verses excellence, allowing excellence to prevail. Foreign and minority students applying for admission to any American university has a very good chance of acceptance. Many of these foreign and minority students are well qualified and deserve to be admitted. Nevertheless the recent U.S. Supreme Court decision in the University of Michigan case changes the entire playing field. By establishing the new legal principle of law saying diversity should be protected, this means that diversity takes precedent over excellence. In other words, the U.S. Supreme Court specifically said we are going to promote, advance, and protect diversity because many people in America feel that diversity is the best interest in our nation. While there may not be anything wrong with promoting diversity per se, when diversity is promoted at the expense of excellence in simply cannot be considered to be in the best interest in the United States of America. Excellence should be promoted not discouraged. In our politically correct society it appears that large universities that promote diversity appear to receive more respect from the media, the academic and liberal segments of our society. This is to be expected because these same entities are on the front battle lines of nearly every social change being advocated from abortion, homosexuality, and secular society. Today, colleges with large diversities appear to receive more respect throughout the nation for giving "others" the opportunity to succeed. Nationality, race, gender, and religion should be irrelevant. Just as no one should be discriminated against neither should anyone receive a special benefit such as a quota because of their race, gender, or religion. Acceptance and advancement in life should be primarily based on performance, qualification, and ability. Therefore ACT scores, SAT scores, high school grades, transferred college grades, and their extra curricular activities should be the only consideration granted. It is inaccurate and unfair for a university to be labeled racist or prejudiced if their students turn out to be primarily white. Universities claiming above ninety percent non-white students such as Grambling State, Hampton University and others never hear complaints about their "need" to diversify. These schools do not have many white students and yet they are not targets of the "diversity at any cost" Klan. These schools are considered historical and no one challenges their diversity or lack there of. An Internet or newspaper search relating to black colleges comes up with an advertisement of all so-called "diverse" schools such as Grambling State and Hampton University. However when using the same search procedure for white colleges emphasis is placed on the need for white colleges to diversify and much is made about minority struggles at primarily white schools. Most predominately white schools will not claim to educate only white students and will welcome qualified foreign and minority students. However most black colleges claim that pure African American education and campus life is their goal. Today it is acceptable to have Black Entertainment Television, black magazines, black sororities and fraternities, and black schools, but anything labeled white-only is considered prejudice. Bill Thomas, Hampton Universitys director of governmental relations, talked about the Michigan lawsuit saying Hampton University will… bring people home when theyre not welcome elsewhere. Black people need to come home. Weve got to do for ourselves. This comment proves how conflicted affirmative action followers can be (Gaona 1).Who is right when it comes to universities using affirmative action for admission? Easy question. The white students who challenged the University of Michigan's admissions quotas are right. These students clearly had the better qualifications to be accepted over the minority students. Nevertheless the better-qualified white applicants were denied admission. Our nation will never put race "behind us" and make it a thing of the past if actions like this and affirmative action exist. Justice Thomas, a black U.S. Supreme Court judge, was against the Supreme Court's ruling in the University of Michigan's case. "Thomas called affirmative action a cruel farce of racial discrimination and a faddish slogan of the [elite]. (Kelly ). Ruban Duran, a Hispanic student of the University of Michigan claimed, I would have wanted to see the University of Michigans policies knocked down. I would have liked to see an end to the use of racial preferences in college admissions. Period (Washington 1). Ward Connerly a black founder of the conservative American Civil Rights Institute said "it is about ending preferences on the basis of race…affirmative action hurts minorities by presuming they are inadequate" (Shine 1). These quotes prove that members of various minorities also see the fallacy of affirmative action and believe that it will lead to greater racial mistrust.The battle between diversity and excellence is in its infancy. Just as infants grow up and change throughout their lives, the conflict between diversity and excellence will also develop. We attempt to teach our infants to do their best at everything they do. Likewise we should teach our infants not to find excuses to justify their lack of success. Just as everyone should have the right to rise to the level of their competency, regardless of their race (even whites), everyone should also have the right and the probability that they will rise to the level of their incompetence.

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Shakespeare

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The Globe Theatre of 15Things done well and with a care, exempt themselves from fearThe Globe Theatre in London was where most of William Shakespeares plays were first presented. It was built in 15 by two brothers, Richard and Cuthbert Burbage, who owned its predecessor The Theatre at Shoreditch in north London. Before 15 the Lord Chamberlains Men performed in public primarily at The Theatre, which had been leased by James Burbage, father of Richard. In the winter of 158 the lease on this theatre was due to expire because of an increase in rent to a level which the Globes company could no longer afford. The landlord was Giles Allen, a puritan, and disapproved of theatrical entertainment. The Chamberlains Men were forced to move to The Curtain, another public playing house near The Theatre. In the meantime the Theatre stood empty. (At this time, while considering alternative playing houses, Burbage purchased the Blackfriars for £600, within the city but under the control of the crown, and not city officials who were almost definitely anti-players. The local residents protested however, so it would be years before the players were allowed to use the Blackfriars as a playhouse.) Negotiations to move back in to The Theatre were at an impasse, the landlord being exceedingly avaricious. In the meantime James Burbage died, leaving the struggle to his two sons. Allens intentions was to demolish the Theatre and to ...convert the wood and timber thereof to some better use... (S Schoenbaum William Shakespeare A Documentary Life, Oxford, 175).

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However, the company owned the wood from which the theatre was built. In the winter after the rent increase, members dismantled the building piece by piece, shipped it across the Thames to Southwark on the south bank and reassembled it there. Allen was powerless to do anything, reporting of the dismantling party (in Schoenbaums book, p 15) as ryotous...armed...with divers and manye unlawfull and offensive weapons...in verye ryotous outragious and forcyble manner and contrarye to the lawes of your highnes Realme...and there pulling breaking and throwing downe the sayd Theater in verye outragious violent and riotous sort to the great disturbance and terrefyeing not onlye of your subjectes [that Allen claimed were attempting to stop them]...but of divers others of your majesties loving subjectes there neere inhabitinge. The reconstructed theatre was completed in 15 and was renamed The Globe. Built by carpenter Peter Smith the building was the mostmagnificent theatre that London had ever seen. It was situated just a few hundred metres from the Rose Theatre, run by Philip Henslowe and his son in law Edward Alleyn, the famous actor of the time (famous for his portrayal of Marlowes great characters). A year later and feeling the pressure of competition, Henslowe and Alleyn moved to new quarters, building the Fortune Theatre in St. Giles without Cripplegate. Shares of the new theatre were divided between the Burbage brothers, the land owner Sir Nicholas Brend, and five members of the Lord Chamberlains men Shakespeare, John Heminges, Augustine Phillips, Thomas Pope and William Kemp. It worked so that the Burbage brothers were responsible for half the lease on the land and shared in half the profits. The five players were responsible for the other half of the lease and shared among themselves the other half of the profits. Shakespeares share, as a householder was one-fifth of fifty percent of the profits, or 10% of the total profits. Kemp later departed the Chamberlains Men so Shakespeares share increased in value, but soon two new partners - Will Slye and Henry Condell joined them, so that his share decreased again. In any event, these were the ownership provisions of the Globe and the foundation of Shakespeares prosperity. It is not possible to determine exactly how much Shakespeare earned, but the common consensus among scholars is that it was somewhere near £00 - £50 per year, a very substantial sum by Elizabethan standards. After The Globe had been reopened The Lord Chamberlains Men continued to perform there. Shakespeare created his plays with his unique venue in mind. The exact physical structure of the Globe is unknown, although scholars are fairly sure of some details because of drawings from the period. The theatre itself was a closed structure with an open courtyard where the stage stood. Tiered galleries around the open area accommodated the wealthier patrons who could afford seats, and those of the lower classes - the groundlings - stood around the platform or thrust stage during the performance of a play. The space under and behind the stage was used for special effects, storage and costume changes. Surprisingly, although the entire structure was not very big by modern standards, it is thought to have been capable of accommodating fairly large crowds - perhaps as many as 000 people - during a performance.The Globe may have been designed similarly to another of its time - The Fortune. It is said to have been shaped like a cylinder with a thatched gallery roof which was made of straw. The roof had to be coated with a special fire-protectant. In 161 the roof was accidentally set on fire by a cannon during a performance of Henry VIII. The entire theatre burned in about an hour. The Globe was rebuilt a year later but with a tilted gallery roof and more circular in shape. In 1644, 0 years after it was rebuilt the Globe was torn down. The 1614 reconstruction of The Globe In 160 Queen Elizabeth died and James VI of Scotland became James I of England. The Jacobean age was initiated. Its practical impact was that the Lord Chamberlains Men, the most popular acting company under the old queen, became the Kings Men and continued to receive royal patronage. No company performed more at court over these years. Between 1 November 1604 and 1 October 1605 the Kings Men performed 11 performances before the King. Seven of these performances were of Shakespeares own plays The Comedy of Errors, Loves Labours Lost, The Merry Wives of Windsor, Othello, Measure for Measure and two of The Merchant of Venice. In spite of the emphasis on comedy, the new reign was known for its cynicism. There was a marked shift to darkness in Shakespeares works of this period.The theatre was rebuilt in 1614 but 0 years later was demolished by Puritans. A brewery now stands on the site.

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Girl, Interrupted Review

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GIRL, INTERRUPTED.Suzanna Kaysen'Sometimes the only way to stay sane is to go a little crazy…'Susanna Kaysens memoir was originally published in 1, but it portrays events from 167 to 16. Twenty-five years later, she hired a lawyer to get access to the medical records giving her diagnosis, and some of these are actually published in the book. Help with essay on Girl, Interrupted Review

Each short chapter focuses on an aspect of her experience, though they are not always in a chronological order, but more as if she has written them just how she remembers them, explaining fully her story of the people she met and the treatment she received. She writes; it is easy to slip into a parallel universe. There are so many of them worlds of the insane, the criminal, the cripples, the dying, perhaps of the dead as well. These worlds exist alongside this world and resemble it, but are not in it..Within the two years at Mclean Susanna finds herself questioning the boundaries between confinement and freedom, friendship and betrayal, and madness and sanity at a time when it seemed the whole world was going crazy. The book itself begins in 167. Susanna Kaysen is an 18 year old; bored, neurotic, self-obsessed and given to little psycho-dramas to attract attention - in other words, a western-world teenager of privileged conditions, only perhaps a little more extreme than most. She isn't clinically insane; the only treatment she needs is some basic behavior management and some simple attention from her parents. At 18 she is living in a boarding house in Cambridge, Mass., and coping poorly with her life - in her own words Reality was getting too dense... all my integrity seemed to lie in saying No. After having her stomach pumped after a drug overdose, she has a brief interview with a doctor she has never met before and she is told she needs a rest for a few weeks. She is sent to McLean Hospital (renowned for its famous patients including Sylvia Plath, James Taylor and Ray Charles) where she voluntarily admits herself - little knowing she shall spend the next 18 months there. Susannas roommate, Georgina, was admitted after a tidal wave of darkness had broke over her head in a theater. When she realized no-one else was experiencing this sensation, she realized, to some extent, she must be crazy. Apart from Georgina, Susanna talks quite a bit about some of the other patients, among them a girl named Lisa. Lisa never sleeps and rarely eats so she is always thin and yellow. She is also very independent and often runs away, yearning for that freedom that she would taste on the outside, yet at the same time you can also see how she prefers and perhaps needs the shelter provided for by the hospital, for whenever she comes back she always says "it's a mean world out there, there's nobody to take care of you out there", her eyes showing she is, in some way, glad to be 'home'.Another girl named Polly set herself on fire using gasoline at an age when she wasnt even old enough to drive. Her neck and cheeks were scarred the most, but strangely enough her heart wasn't, as if she had burned all that hatred and misunderstanding, that most people have at her age, out of her. Kind and comforting to others, she never complained and always had time to listen to other people; well for a little while anyway. Susanna randomly mentions encounters with other patients but they never stay fixed in the storyline. One such character mentioned is Daisy. Susanna remembers Daisy being a seasonal patient who usually comes to the hospital just before Thanksgiving and stays through until Christmas every year. Her two passions are laxatives and chicken. Every morning she yells at the nurses station for her Colace or Ex-Lax and twice a week her father brings an oven-roasted chicken baked by her mother and stay for unusually long periods of time, which has many of the staff and patients alike wondering just how much he loves his little girl. Not long after Susanna arrives, Daisy boasts of the new apartment her father has bought her. When asked about her favourite part she speaks of the sign which reads, 'If you lived here you'd be home' which I believe shows how much these patients not only have this need for a home-base but also for a certain love and understanding, which usually is never found. Unfortunately Daisy is one who never finds that and she commits suicide. Lisa Cody is another brief character introduced who wants to be like the original Lisa in everyway. They start out close but eventually the old Lisa gets tired of having this person who copies her every move and so ignores her in every way possible. You see Lisa is very proud of her diagnosis as a sociopath ("We are very rare, and mostly we are men") and so when Lisa Cody is diagnosed as one to the old Lisa gets upset and starts to make trouble, proving that Lisa Cody is not a real sociopath. One day Lisa Cody just disappears; never to be heard from again. These unusual young women, among a few others, not only become her closest friends, but eventually direct Susanna back to someone she has lost - herself. Nearing the end of the novel Susanna also mentions her years after her releaseShe is discharged on January , 16. She keeps in touch with Georgina for a short period of time until she realizes she doesn't actually have anything in common with her, outside of the hospital. She also runs into Lisa in Harvard Square one day. She's still thin and yellow but now she has a three year old son and is working and going to temple. This part of the novel quite surprises me as Lisa was diagnosed as a sociopath, so I wonder how she would be successful in raising a child, I guess perhaps a sociopath might be able to bring up a child but from reading this story I don't believe Lisa ever was one. At the end Susanna speaks briefly of a relationship with a wealthy man who often attacks her character, obviously extremely insecure himself. On one occasion Susanna and her boyfriend visit the Frick museum. She is viewing a Vermeer titled Girl Interrupted at Her Music when she remembers she has seen it sixteen years ago when she went off with her English professor. Back then she made a connection with the painting all those years ago and now she realizes that the girl had been interrupted from her music just how she had been interrupted from her life.

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Child Development & Piaget

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Child Development Piaget Author Daniel Dunlevie April 001Q.1 Provide and explain three examples of the ways in which Piagets theory underpins constructivist approaches in educationEducation practice has been majorly influenced by the Piagetian constructivist approach to such a degree that is the main base to current classroom practices (Tutorial, 14/05/01). Piaget defines the teachers role as working a balance between actively guiding students in the way they think and also to provide the students with opportunities to explore the learning topics for themselves (Thomas, 16, p.6). The constructivist principle is that the childs learning process is through their own activities of exploring their environment. The child learns by discovering through exploring the differences between their prior knowledge and their exploration - action-based self-discovery (Brainerd cited in Siegel & Brainerd, 178, p.7). There are several ways in which Piagets theory underpins the constructivist approach in education, the first is by having a learning environment in the classroom that motivates mental activity (Tutorial, 14/05/01). A learning environment for children that stimulates curiosity gives the students an opportunity to explore certain fields and gets them involved in questioning and finding answers to why things are as they are. Thus an active learning environment that motivates mental activity is beneficial to the students as they can become more involved their own learning. Piaget (150) explained that children rely more on their learnt knowledge about the world and how things work, as Piaget stated evidence of its own eyes (cited in Atkinson, 18, p.5).

This leads to the second way in which Piagets theory underpins the constructivist approach with the teacher finding meaning and relevance for the students in learning activities (Tutorial, 14/05/01). The teacher must teach the students in a developmentally appropriate way through problem solving learning activities (Lecture, 0/04/01). In doing this children are able to work out problems through their own developed thinking patterns to assist them in understanding and applying what they have learnt to actual problems, and consequently being reward by finding an answer to the problem. A third way in which Piagets theory supports the constructivist approach is by the teacher being aware of the students intellectual readiness to learn (Tutorial, 14/05/01). The teacher must match their teaching practices to childrens abilities so the student is not out of their depth to what they are being taught (Lecture, 0/04/01). Piaget identified that childs cognitive development is a gradual process therefore children going through schooling will be at different levels of what they are ready to learn (Lecture, 0/04/01). Thus the teacher should recognise this and set tasks accordingly. Piagets theory underpins constructivist approaches in education through the students learning being based on their exploration and discovery to help develop their understanding. Q. Discuss the role of the teacher in scaffolding childrens learning and highlight the characteristics of effective scaffolding for primary school aged children.Vygotsky considers that children cannot always naturally learn on their own and they need someone with greater knowledge to plan and guide their learning (Dixon-Krauss, 16, p.60). The difference between the childs actual development level and their potential level of development is called the zone of proximal development (ZPD) (Lecture, 07/05/01). By working together with the teacher a child is able to carry out activities that are just beyond their own independent abilities (Thomas, 16, p.17). The teacher who considers the ZPD arranges the environment and creates a process defined by Jerome Bruner as scaffolding (Lecture, 07/05/01). The role of the teacher in scaffolding childrens learning is to guide the child through the learning task so the child can develop increasingly complex concepts. A study conducted by Wells showed that much of a childs learning occurs in the context of purposeful practical activity engaged in with an adult which shows that a child benefits from a more knowledgable other (Wells, 185, 155). In scaffolding the childs learning the teacher is making it easier for them to understand the task and learn from the knowledge of the teacher learning the correct way to do the learning task. A characteristic of effective scaffolding for primary school aged children is through using language which plays an important role in scaffolding childrens learning as by the primary school level the child has grasped language to a degree in which they can understand verbal directioning (Lecture, 07/05/01). Using language allows the child to use an already acquired skill making it easier for them to understand the learning task. Another characteristic is using repetition and going through the task at a reasonable pace which assists the child as they are able to mimic the teacher whilst not feeling rushed that would mean they would not get the full benefits of the scaffolding technique. Bruner identified that the teacher must provide a scaffold that narrows the tasks sufficiently for the learner, making it neither too easy nor too difficult. He sees the necessity for the teacher to focus on literacy instruction whilst understanding the students reading, writing and response processes to plan appropriate instruction (Dixon-Krauss, 16, p.61). Scaffolding is an effective teaching technique for primary school children and through careful planning a teacher can develop a childs knowledge allowing them to advance their own wisdom. Q. What leads to a growing sense of competence in primary school aged children and how can teachers encourage industryWhen children come from their homely sanctuary into a new, imposing schooling world some children embrace the schooling life and other find it a struggle to adapt to the learning curriculum. A growing sense of competence in primary school aged children is achieved by the way in which the teacher teaches. The teacher must make their learning tasks challenging yet attainable for the students so they feel they have to work but they can obtain their goal. The curriculum must be integrated into students existing understandings and interests so they can find relevance in the learning activities they are doing (Lecture, 14/05/01. This makes the children more interested in the learning topic and by them having background knowledge to certain things makes them feel like they are familiar with an aspect of the learning so they become more competent. Finally the teacher must be flexible in the learning activities they set (Lecture, 14/05/01). For example if a lesson is going really well and the children are getting enthusiastically involved in the activity the teacher should exploit this by making the lesson go on for a bit longer so the children can really get into the exploration of learning. For the students who enjoy their learning and can obtain a sense of achievement then the child will obtain a growing sense of competence. This competence will benefit the child for the rest of their lives. Teachers obviously play a major role in developing the competence of primary school aged children, and in improving their sense of competence in learning the teacher can develop the child into an industrious learner. In order to make the child work hard the teacher must look at their learning activities and the way they teach. As identified in a tutorial the teachers role is to make learning interesting and enjoyable for the students, making it involving and open their eyes to new experiences (05/0/01). The learning activities and the way the teacher teaches should bind all this in to create a learning environment that creates an interest for the children to enjoy what they are doing so although they are working hard, they are enjoying it. The teacher should format their lessons to match strategies to childrens abilities so they are not overwhelmed, have opportunities for active learning so they can get actively involved in the task and the teacher should encourage problem solving so the children can get a sense of achievement (Lecture, 14/05/01). If children feel like what they are doing is too much of a unenjoyable task they will lose interest in what they are learning and therefore not apply themselves fully to the topic. That is why the role of the teacher is so important in growing of primary aged childrens sense of competence. Q.4 Define the levels of the brain and the orientation of these levels in relation to childrens functioning. Use examples to discuss critical periods and the role of experience on the development and organisation of the brain in young children. In your answer explain why it is important for teachers to be aware of any signs of delayed development in young children.There are three levels of the brain which are Brainstem, Limbic and Cortical. The orientation of these levels in relation to childrens functioning is that the Brainstem controls functions vital to living such as controlling the heart rate and rate of respiration, as well as controlling some of the stages of sleep. It also controls automatic movements such as those involved in fighting and sexual behaviour whilst it decreases sensitivity to pain during these behaviours (Calson & Buskist, 17, p.110). The Limbic controls emotions and drives feelings and expressions whilst the Cortical controls conscious awareness, planning and regulation and is also the part that learns, speaks and thinks (Lecture, 1/05/01). Whilst the brain is developing there are critical period for children to optimise their learning. These are times when neural networks are developing with synapses forming and networks becoming organised for experience. Such experiences include musical exposure through learning an instrument or being around musical performers and being exposed to sporting activities which would improve motor skills. Depending on each childs experiences the size of brain regions and integration between them develops differently in each child through the varied experiences. This is because experience stabilises synapses and establishes neural networks leaving the synapses which are not used to be pruned and removed causing the brain to develop differently in each person depending on experience (Lecture, 1/05/01). For example a person who was exposed to music would be more developed in the brain regions that are stimulated by music. Similarly, if the same person had not been exposed to sporting activities they would have less developed brain region that deals with physical motor skills. Teachers need to remain aware of any signs of delayed development in young children as early intervention is the best way to improve development as functions can be permanently lost if the childs development is addressed late. Loss of function represents a loss of neural synapses and the only way to fix this is to expose the child to rich experience which retains synapses, which is why the teacher must remain aware so the child can be developed to a level which benefits the rest of their life (Lecture, 1/05/01). References Atkinson, C. (18). Making Sense of Piaget. Routledge & Kegan Paul London Carlson, N. & Buskist, W. (17). Psychology The Science of Behaviour (5th Ed.). Allyn & Bacon BostonDixon-Krauss, L. (16). Vygotsky in the Classroom Mediated Literacy Instruction and Assesment. Longman NewYork Siegel, L. & Brainerd, C. (178). Alternatives to Piaget Critical Essays on the Theory. Academic Press New YorkThomas, R.M. (16). Comparing Theories of Child Development (4th Ed.). Brooks/Cole CaliforniaWells, G. (185). Language, Learning and Education. Nelson Bershire Atkinson, C. (18). Making Sense of Piaget. Routledge & Kegan Paul London Carlson, N. & Buskist, W. (17). Psychology The Science of Behaviour (5th Ed.). Allyn & Bacon BostonDixon-Krauss, L. (16). Vygotsky in the Classroom Mediated Literacy Instruction and Assesment. Longman NewYork Siegel, L. & Brainerd, C. (178). Alternatives to Piaget Critical Essays on the Theory. Academic Press New YorkThomas, R.M. (16). Comparing Theories of Child Development (4th Ed.). Brooks/Cole CaliforniaWells, G. (185). Language, Learning and Education. Nelson Bershire

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Avalanches- maybe an avoidable danger in the mountains

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IntroductionI have chosen the topic " Avalanche" as I am interested in the outdoors and am an enthusiastic skier, who would like to do back country skiing. To do this safely I have to learn about the avalanche danger.The following questions I have chosen and researched Who is affected by avalanches? Help with essay on Avalanches- maybe an avoidable danger in the mountains

What different avalanches do we know?Where and why do avalanches occur? How do you keep safe? and How do you recognise avalanche terrain?I also watched a video produced for the NZ Mountain Safety Council, called Avalanche Awareness! A guide to snow safety in the New Zealand Mountains.As my oral component I interviewed a friend, who was actually involved in an avalanche.General factsAvalanches are one of the great hazards facing winter travellers in the mountains these are mainly skiers, snowboarders, trampers, climbers, people who are using the backcountry for recreation or passing through in cars, buses etc. (eg on the Milford Road). Every year appr 50 people are buried and the majority of the victims trigger the slide themselves. More than half (180) of all buried victims will die if they are not rescued within 0 minutes. Many are killed during or within minutes of the avalanche from suffocation, the severe trauma of being buried alive, by hitting boulders, trees during the slide, or having been crushed by massive blocks of snow. If the victims are still alive the only realistic hope for survival is a fast and organised rescue from the rest of the party. What are the different types of avalanches?There are two types of avalanches, loose snow and slab avalanches. Loose snow avalanches begin from a single point and expand as they move downhill accumulating more snow as it flows down. Slab avalanche starts when a large mass of snow breaks away, leaving an obvious fracture line at the top, the crown wall with the avalanche path ending in the run out zone.Why and when do avalanches occur? For avalanches to happen three factors are required 1. snow . sufficient slope angle. instability within the snow pack Unless all of these conditions exist, there is no risk of an avalanche. Avalanche danger is greatest during and after a storm with new snow, rain or big changes in the temperature. The stability in the snow pack weakens through surface hoar (hoar is the formation of big crystals on the snow surface) through melt- freeze Cycle (snow melts over day, then refreeze over night). When the stress within the snow layers exceeds the strength of the cohesion. The trigger for a collapse of the snow pack can be the added weight of snow, rain, wind, icefall or a person. The greatest danger from avalanches is during or immediately after the storm. "(Tony Daffern, 1).Snow can fall in many different forms, but in general it is usually some variation of the classic six-arm flake. It usually snows in fairly mild temperatures, which helps promote settlement. Snow changes over time through a process called sublimation. Sublimation is the change of a solid directly into a gas without first becoming a liquid. At mild temperatures the water vapour travels from the arms of the crystal to refreeze in the centre. This produces a rounding of the snowflake. These rounds will often begin to form necks and bond to each other. This is sometimes called destructive metamorphosis. This will generally produce a good cohesive layer of snow. The colder the temperature, the longer this process takes. In a cold shallow snow pack, like early season in the Rockies another process is a work changing the crystals. When its cold and the snow pack is thin (a change of 10 degrees Celsius or more per metre of snow) a different form of re-crystallisation occurs. Water vapour recrystallises at the bottom of the snow pack where it is warmest, into sharp angular faceted crystals. The longer and more severe the temperature gradient, the more extensive the faceting. Facets will further recrystallise into striated crystals of depth hoar. Facets and depth hoar tend to be less cohesive and more un-supportive within a snow pack. In short facets tend to weaken the strength of the snow pack from the bottom up.How to keep safe? In my opinion one of the most important facts about keeping safe in backcountry snow is the recognition and observation of avalanche terrain. As Tony Daffern points out "Only by recognising risk can you use your knowledge and experience to reduce that risk to an acceptable level."(Page 11) This allows the skier, climber to either avoid potentially dangerous areas completely or pick a route to minimise the risk by not moving near terrain traps; ie an avalanche could sweep the person over a cliff, into a crevasse or into a gully.Wind direction plays a major role, as it can transport large amounts of snow. Particularly during and after storms, loose snow is taken from the windward slopes and accumulated on the lee slopes, in gullies or corniced ridges. This adds weight to the snow pack and increases the avalanche danger on lee slopes.The snow pack profile (a vertical pit dug into the snow) gives detailed information about the stability of slope and the likelihood of an avalanche. If the surface formed a smooth sun or wind crust, it would indicate that there might be similar layers down in the snow pack and this could cause it to slide. Cracking of the snow is a sure sign, that the snow is unstable and could potentially release a slab avalanche. If the snow gives way under you with a whumpfing sound, as I have personally experienced in the Canadian Rockies. It indicates a hard layer of snow over a soft layer and an extremely unstable situation.If a person decides to travel through terrain traps or avalanche paths, they can minimise the danger by travelling in single file about 0 meters apart or one at a time through questionable slopes.It is recommended practise to remove pole and ski straps before entering the slope, and travel as quickly as safely possible from a safe spot to another safe spot. Someone in the group should be watching each person cross. Should an avalanche occur only one person is exposed, and the rest of the party can begin a rescue. The spotter watches the victim and remembers the last seen point. Before the rescue begins, a look out is established to watch for another avalanche, and the party decides if it is safe enough to proceed with the rescue. If it is safe to continue, everyone then switches his or her avalanche transceiver to receive. One person skis to the last seen point and begins the search, while another assembles the shovel and probe. When the searcher is very close to the buried skier's location, the second rescuer skis down to the site with the probe and shovel to probe and dig out the victim. All of this must occur within a matter of minutes if the victim is to have a good chance of survival. (This is a very simplified search and rescue description). Only with good training, practice, and experience is it safe to travel in avalanche terrain.A friends account of being trapped I found it very interesting and informative to talk to a friend's brother and hear his first hand observations about being in an avalanche in the Craigieburn's. Luckily my friend ended up only half submerged after the standstill of the snow slide. But he said it was very quick and an awful, scary feeling of "drowning", when submerged in the snow. Finding a safe route is easier said than done and " choosing the best route through avalanche country is best gained in the company of others, who have greater experience, and a kinder heart. "(Buck Stilton 1 page 6).Observation of the terrain you intend to travel into can tell you about the snow condition, like evidence of recent avalanches in the area. This is one of the most important signs of snow instability. Storms Recent precipitation and changes in temperature are equally crucial.Stability TestsA snow stability test is one of the most reliable tests that can be done, to give you a good idea about the avalanche danger on a slope. The test should be dug in a safe area that represents the aspect and angle of the slope in question. Snow in the area should not be disturbed, or have any rocks, or vegetation interfering with the profile. The names of different tests are compression test, shovel-shear test, rutschblock test and the loaded column test. The intention with all these tests is to locate and identify the weak bonding of layers of snow and ice within the snow pack. An easy method of collecting information about the snow pack is to dig a snow profile. Snow temperatures and crystal forms in the different snow layers will give vital information, to determine and identify the cohesion in the of the total snow pack.The pit for the profile should be dug to the bottom of the snow pack or at least metres deep, with the front wall 1/ metre wide. The front wall is in the shade, cut vertical and brushed with a glove or mitten to help define the various layers. A plastic card run vertically through the profile will help to gauge the hardness of each layer. Fist, finger or pen is used to probe the hardness too. The 'Shovel Shear Test' is used to identify potentially weak layers and their location in the snow pack. Cut an Isolate column up to 1.5 metres deep in undisturbed snow by 0.5 metres across. Remove soft and very soft snow from the top of the column (fist and four-finger snow). Cut the back of the column with a snow saw, but do not cut deeper than 0.7 metres from the top of the column. Insert the shovel at the back of the column, and with both hands pull the shovel towards you in an even, increasingly stronger pull. If the column breaks in a clean smooth manner, record the height of the failure, force required, and observe the crystals at that site. If the column fails to break, or produces an uneven shear, level the column above the height of the 0.7 metre back cut, saw to 0.7 metres from the new top and repeat. All these techniques and many more helpful tips and hints were described in the video and I enjoyed actually seeing these procedures, rather than just reading about them.You can improve your safety by having the right equipment and knowing how to use it like a transceiver, snow probe, shovel and first aid kit, as well as knowing the weather forecast and the current level of avalanche danger. Conclusion Avalanches may not be unavoidable, but your ability to survive an avalanche, if you should be so unlucky to be involved, is greatly improved by having the right equipment, the right company and by coming prepared into this potentially dangerous environment. As I pointed out before there is a lot of information to be gathered for the interested person. This includes survival facts of victims and why and when avalanches occur. Simple rules can be observed and put into practice, such as the danger being greatest after storms. Fascinating, scientific facts can be gained from studying snow, ice and crystals. Avalanche terrain also can be studied and recognised as unsuitable for skiing or traversing. Again many common practices could potentially help save lives and they include such common sense ideas as removing pole and ski straps before entering a slope or one person only to cross at a time and the others watching. To have the right equipment is vital for survival and of course one needs practice and experience to use it. Stability tests have been described as well as finding the right route and being super observant about weather and avalanche forecast. Reference to study materialBooks Erick, B. (18) The New Zealand Weather book. Nelson Craig Potton. Tilton, B. (1) The Basic Essentials of Avalanche Safety. U.S.A ICS Books, Inc. Daffen, T. (1) Avalanche Safety for Skiers & Climbers. Canada, Rocky Mountain Books. InternetAvalanchehttp//www.avalanche.org/Avalanchehttp//www.discoverjasper.com/rmhiking/avalnch.htm Eight Steps to Reducing Your Avalanche Risk http//www.cmc.org/cmc/eightstp.htmlAvalanche Awarenesshttp//www.avalanche.org/~lsafc/TUTORIAL/TUTORIAL.HTM Avalanche safetyhttp//classic.mountainzone.com/features/avalanche/VideoAvalanche Awareness! A Guide to snow safety in the Mountains Produced for NZ Mountain Safety Council (00).

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My work

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Bill Gates is the Antichrist Ever since Microsoft was founded, Bill Gates has gained power over the people of the world by winning a monopoly in the computer-software industry. From the assistance Microsoft gave in the development of the personal computer, to the virtual monopoly that Windows 5 now has on most computers all over the world; Microsoft has controlled a major portion of the computer industry. In his repeated conquests over his competitors, Gates has left an increasingly obvious amount of evidence that proves that he is the fourth and final antichrist. Most of this evidence comes from Gates computer products and is referred to in Revelations. This evidence may have been left on purpose, or was a careless mistake by the founder of Microsoft. Like the other men who have been considered antichrists, Gates has attempted to rule the world. The only difference between Gates and his predecessors is that he is trying to rule the world through computers, not through military force. ASCII(American Standard Code for Information Interchange) code is a system of keeping track of letters, numbers and characters on a computer. When Bill Gates and IBM decided to use ASCII code in the IBM Personal Computer, many people didnt know what computers were, or care what ASCII code was. Many people who did know what ASCII code was didnt think that Bill Gates was evil. Today, now that more people use computers regularly, Bill Gates evil secrets have been revealed to the public through the Internet and anti-Microsoft activists. Here is wisdom. Let him who has understanding calculate the number of the beast, for it is the number of a man His number is 666. (Revelation 118) Bill Gates full name is William Henry Gates III. If the ASCII codes of the letters in BILLGATES are added, plus three for the III in his name, then the sum is 666 (antichrist.txt). B I L L G A T E S 66 7 76 76 71 65 84 6 8 = 666 Let him who has understanding calculate the number of the beast refers to computer programmers and others who have knowledge in computers. Gates most likely did not expect for the people in his industry to divulge his secret identity to the public, but an increasing number of computer users have found and advertised the truth about him. Most computers sold today come with Windows .1 or Windows 5. Many people dont buy computer software unless it is designed specifically for Windows. If a company decides to make a program for an operating system other than Windows, then they will probably not sell as many copies of their software than if they had made a Windows version. Most companies want to make a large profit, so they are going to make Windows compatible software. He causes all, both small and great, rich and poor, free and slave, to receive a mark on their right hand or on their foreheads. And that no one may buy or sell except one who has the mark or name of the beast, or the number of his name. (Revelation 116 and 117) The Microsoft and Windows symbols are the mark or name of the beast, because they effectively prevent the sale of products for other systems. Thus he said The fourth beast shall be A fourth kingdom on Earth, which shall be different from all other kingdoms, And shall devour the whole Earth, Trample it and break it in pieces. Gates Microsoft is the fourth beast, with its significant power of money. Microsoft has devoured the Earth by gaining a monopoly on the software industry, so that it could Trample it and break it to pieces if it felt the desire. Bill Gates can raise the prices of his software at any time because there is very little competition to prevent this. In the past few years, Microsoft has bought many smaller companies who produced products which they wanted. Gates probably didnt want to spend the money to develop competing products, so he bought the competing companies and sold their products under the Microsoft label. Thou shalt not covet thy neighbors house, thou shalt not covet thy neighbors wife, nor his manservant, nor his maidservant, nor his ox, nor his ass, nor anything that is thy neighbors. (10thCommandment) He broke the Tenth Commandment by coveting his neighbors, or competing companies, products. Microsofts purchases were also foretold in Revelation 1.4. And his tail drew the third part of the stars of heaven, and did cast them to the earth and the dragon stood before the woman which was ready too delivered, for to devour her child as soon as it was born. Microsoft has devoured its smaller competitors so that they could not harm Microsofts profits and its rule over the computer industry. Another reference to Microsoft as the red dragon was in Revelation 1.. And there appeared another wonder in heaven; and behold a great red dragon, having seven heads and ten dorns, and seven crowns upon his heads. These heads were Microsofts various products Word, Excel, Internet Explorer, Publisher, Windows 5, DOS, and Encarta. These products are Microsofts main arsenal against the rest of the software industry, just as the dragons heads are its weapons. Microsoft Word has taken away many buyers for Corels WordPerfect. Windows 5 has prevented other operating systems, such as IBMs OS/ and Suns Solaris, from becoming popular among many home-computer users. Excel has defeated Lotus spreadsheet, Lotus 1--. Most of these Microsoft products come pre-packaged on computers, so consumers most likely wont feel compelled to buy their competitors products. These competing products are similar, and sometimes superior to, Microsofts products. In Revelation 1., the dragon is referred to specifically as the Devil. And the great dragon was cast out (from heaven), that old serpent, called the Devil, and Satan, which deceiveth the whole world... Bill Gates is deceiving the world with his products by including them with all new computers. These free products imply to the consumer that Microsoft products are superior to other products, when the only major benefit that the consumer gets is a free product. The prophecies in Revelations foretold the coming of Bill Gates and his evil empire named Microsoft. His demonic number 666, which was encoded inside the programs that he wrote, and his aggressive actions were also foretold in Revelations. His corporate takeovers were excellent examples of his coveting what he didnt have plus his intentions to stifle any new competition. There are too many similar references in the Bible for this to be a coincidence. Bill Gates is the fourth and final antichrist.

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