What Were Ancient Roman Apartments

In the city of ancient Rome, only the wealthy could afford to live in a domus—in this case, house, like a mansion. For most,  Rome apartments—or the back rooms of their ground floor shops—were the affordable alternative, making Rome the first urban, apartment-based society. The Rome apartments were often in buildings called insulae (sg. insula,  literally, island). Some Rome apartments may have been in buildings 7-8 stories high. Lodging houses were diversoria, where residents (hospites or diversitores) lived in cellae rooms. Also Known As:  Cenacula, Insulae, Aediculae (Frier) Roman Apartment Terminology Generally, insula is treated as a synonym for a Roman apartment building, although sometimes it can refer to the Rome apartments themselves or tabernae (shops), etc. The individual apartments in the insula were called cenacula (sg. cenaculum) at least in Imperial records known as the Regionaries. The Latin that seems closest to Rome apartments, cenacula, is formed from the Latin word for a meal, cena, making cenaculum signify a dining area, but the cenacula were for more than dining. Hermansen says the balcony and/or windows of the Rome apartments were major centers of social life in Rome. Upper-story windows (on the buildings outsides) were illegally used for dumping. The Rome apartments may have contained 3 types of rooms: cubicula (bedrooms)exedra (sitting room)medianum corridors facing the street and like the atrium of a domus. Wealth Through Property Romans, including  Cicero, could become wealthy through property. One of the ways property equated with wealth was the income property generated when it was rented out. Slumlord or otherwise, landlords of the Rome apartments could develop the capital needed to enter the Senate and live on the  Palatine Hill. Sources Regionaries-Type Insulae 2: Architectural/Residential Units at Rome, by Glenn R. Storey  American Journal of Archaeology  2002.The Medianum and the Roman Apartment, by G. Hermansen.  Phoenix, Vol. 24, No. 4 (Winter, 1970), pp. 342-347.The Rental Market in Early Imp

Stranger Things Analysis - 955 Words

Aaron Bady’s review of the hit show Stranger Things defends the show and its use of â€Å"play†. Stranger Things quite remarkably manages to encapture elements of the sci-fi, fantasy, romance, and horror genres, making it a universally liked show. However, some critics have disagreed. First, Bady restates the circulating conversations about the show. These particular conversations state that the show is not original. Bady addresses that these findings are indeed correct but â€Å"do not matter.† Then, he discusses why it â€Å"does not matter† and why there ought to be some other standard than originality when critiquing artwork. More broadly, Bady appeals to the television community as a whole and he suggests that its extreme concern with source†¦show more content†¦Stranger Things--while it might seem so with its corrupt government plot and female hero--isn’t trying to make a political statement, or for that matter, any statement. The mom ent of this article is particularly important to note for its extremely heavy influence on TV and entertainment as a whole. The most apparent binary Bady mentions in his article is the contrast between viewers who are aware of the source material of Stranger Things and those who are not. Take the monster, for instance. Bady says, â€Å"there is also another derivation of the creature, one that describes the creature’s career as a Dungeons and Dragons monster, and which is animated by the necessary ignorance of all of those previous origins, which reduces it to a name and a general feeling. The two are separated by a vast aesthetic chasm; the first requires you to know, the second not to know.† Bady says the monster in Stranger Things â€Å"belongs to the second category, because it bears no necessary relationship to any of the other Demogorgons; it just is whatever it is.† Put simply, Stranger Things only copied the 80s vibe and Dungeons and Dragons for the sake of asthestic, to look cool. Quite frankly, it wasn’t counting on its audience to be familiar with the demogorgon†™s roots nor does the audience need to know in order to appreciate the show and the show’s message. Bady used this example of the demogorgon and the binary of knowing the origins--or notShow MoreRelatedVisual Analysis : Stranger Things1094 Words   |  5 Pages Visual Analysis: Stranger Things One of the biggest television shows today is the beloved Netflix original series Stranger Things. 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Keystone Group an Australian Hospitality †Myassignmenthelp.Com

Question: Discuss About the Keystone Group an Australian Hospitality? Answer: Introducation The Keystone group is an Australian hospitality empire that went into receivership. The restaurant and bar business of the company had gone into receivership. The main reason for the failure of the company was increase in the debts and it happened due to the inappropriate management structure of the group (Cummins, 2016). The debts were raised to continue its expansion plan. The executives and the managers were in responsible for the collapse of the company. The company raised debt as it took loans from the creditors and lenders. The main issue of the company is in servicing the debts and difficult to pay the debts. The company has to sale of its major business segments and it has shown the collapse of the company (Connellan, 2016). Solution The failure of the company was due to the increase in the debts. The management team is responsible for the failure of the company. The management used the debt sources in order to invest in the new programs and projects. The increase in the use of the debt sources leads to the increase in the debt level (Sen, 2008). The management team would have controlled the use of the debt sources. The management executives did not manage the debt amounts efficiently and crossed the limits of the financing. The credit amount should be paid, and the use of the debt sources was the main reason for the collapse of the company. The management should have managed all the business operations, managed the debt amounts and utilizing the assets in an appropriate manner. References Cummins, M. (2016).Keystone collapse: Jamie Oliver and Sydney's A-list find pubs and food don't mix. [online] The Sydney Morning Herald. Available at: https://www.smh.com.au/business/keystone-collapse-jamie-oliver-and-sydneys-alist-find-pubs-and-food-dont-mix-20160630-gpvl9j [Accessed 15 May 2017]. Connellan, S. (2016).Australian Hospitality Empire Keystone Group Has Gone Into Receivership. [online] Concreteplayground.com. Available at: https://concreteplayground.com/sydney/food-drink/food-2/australian-hospitality-empire-keystone-group-has-gone-into-receivership/ [Accessed 15 May 2017]. Sen, M. (2008).Business Management. 1st ed. New Delhi: Global Media Publications.

The Different Types of Clouds free essay sample

Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. Objective: Students will create a picture that shows three different cloud types (Cirrus, stratus, and cumulus). Student Materials: 1 piece of blue construction paper per student 3-4 cotton balls per student bottle of glue per 4 students crayons Management Strategies: This lesson is intended to be an introduction to cloud types and is appropriate for large group (whole class) instruction. The complete lesson will take about 50 minutes. Cooperative group work is not required, but could be implemented at the teachers discretion. Procedure: 1. Begin the lesson by discussing the weather at the time. We will write a custom essay sample on The Different Types of Clouds or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ask probing questions like, What is the difference between the weather today and the weather yesterday? , What kind of an effect do you think clouds have on weather? or What makes one loud different from another? . 2. Show the students selected pictures from the book Spacious Skies and a series of pictures from the laser disc. Talk about what they are seeing by discussing the different characteristics of the clouds. Be sure to point out height (elevation), texture and color. 3. Introduce the four types of clouds with which the class will be working. These clouds are cirrus, stratus, cumulus, and cumulonimbus. Write the four names on the chalkboard and ask the class to describe each type (where it would be found, what it looks like, its color). While working on ach name, use the corresponding picture from the laser disc. When the class is done listing characteristics, ask them to place the four different types of clouds in the appropriate spot on the cloudscape that youve created. 4. Explain to the students that they will be responsible for making a cloudscape. They will be using construction paper, cotton balls, glue and crayons to create a scene that incorporates all four of the cloud types discussed. Their cloudscape must show the clouds in relation to ground level and the clouds should depict the attributes discussed by the class. Their scene should include buildings as well as the ground. They will have 15-20 minutes to complete this activity. 5. Bring the class back together as a whole by having the children present their cloudscapes to the class. Make sure that they explain what each cloud is and its relation to the horizon. Concept: Cloud formation results when warm, humid air rises and cools, causing the water vapor in the air to condense and form clouds. Teacher Materials: a large Jar a plastic bag of ice that will fit over the Jar opening a pitcher of warm water 1 sheet of black paper flashlight -matches Student Materials: pen and paper to record observations Optional Extension Student Materials: more Jars, bags of ice, black paper, flashlights, and warm water flour sand cedar shavings any other particulate materials white construction paper newspaper crayons Teacher Background Information: -collected dust Sunlight causes water to evaporate into the atmosphere. This air containing the water vapor is heated at the surface of the earth and rises. As it rises, it cools and the water vapor condenses on some form of particulate matter such as dust, ash, or moke to form clouds. Management Strategies: This activity would be most appropriately done with small groups so that all students can view the cloud formation in the Jar. Other class members could be working on researching the different types of clouds, drawing and labeling these clouds, researching and drawing the water cycle, working on a forecast for the rest of the day based on the clouds in the sky, etc. The activity itself should not take more than 10 to 15 minutes. For safety reasons, students should not be allowed to handle the matches. Also, students need to be careful around the glass Jars. Much of the following procedure will vary, depending on students reactions, comments, and levels of understanding. Procedure: 1 . Ask students what some of the different types of clouds are, what they are made of, and ask the focus question, how do you think clouds form?

Advantages and Disadvantages of Tourism Essays

Advantages and Disadvantages of Tourism Essays Advantages and Disadvantages of Tourism Essay Advantages and Disadvantages of Tourism Essay Advantages and disadvantages of tourism Nowadays many people travel around the world. They get new experience, emotions, relaxation†¦ But is it that good? In some cases a trip can be even dangerous. If it is, is the new experience worth going for a trip? One major disadvantage of tourism is that it is dangerous. There are many animals and deceases which are not common for our country, and we do not know about their existence and symptoms. When people get back they don’t pay attention to the strange symptoms until it becomes really bad. Culture difference can also cause getting into trouble. Sometimes peoples are so different that it can cost a person his life. Secondly, a trip can be very tiring, even more than work! All these flights, jet-lags, worries and losses of documents (God forbid! ) get the traveler fed up. Last but not the least fact is the expensiveness of trips. A family can buy something useful for the money it spends on a trip. Nevertheless, the experience a person gets from a trip is always unforgettable! To travel is a good way to put into practice language knowledge and to improve it. Besides, exploring a new culture makes people be more intelligent and broad-minded. Knowledge which is got from a trip is incomparable with watching TV or reading books. A very important advantage of tourism is that one can relax. Some people like active rest, some prefer lying on the beach, some like to communicate, some dislike. One can choose a trip which fits his taste. It helps to escape daily routine and bright impressions will be left for the whole life. All in all, everybody should choose for himself whether or not to go for a trip but one should remember about both advantages and disadvantages.

Types of Ancient Greek Medicine

Types of Ancient Greek Medicine What do these three have in common? AsclepiusChironHippocrates Have you heard of a healing god of Greece called Asclepius or Asculapius? He was Apollos son, but his divine parentage didnt keep him alive after he became too good at his craft, depriving the Underworld gods of their denizens. Alongside the mythology about demigods bringing the dead back to life and a centaur who taught generations of heroes how to tend to their future, battle or quest-incurred wounds, were Greek thinkers and observers who furthered the craft of healing to what we would probably consider scientific levels. Ancient Greece is considered the home of rational medicine and the Hippocratic Oath, but that doesnt mean they rejected all forms of religious healing. Alternative and scientific medicine co-existed in the ancient world just as they do today. Lyttkens says that healing cults took an upswing at the time of the birth of secular medicine and doctors sacrificed to the healing god Asclepius. There were, of course, magicians, charlatans, and quacks, as well as midwives. The main divisions, according to G. M. A. Grube, were temple medicine, medicine connected with physical training, and the medicine of the medical schools. Medical Schools The two most important medical schools were those of Cos (Kos) and Cnidos (Knidos). Cos and Cnidos are in Asia Minor where there was contact with Asia and Egypt, as well as Greece. Practitioners from both these schools did not believe illness was connected with the supernatural. Treatment was holistic, involving diet and exercise. Typical physicians were itinerant craftsmen, although some physicians became public doctors (archiatros poleos) or attached to a household. They practiced rational medicine rather than deducing from philosophical theory. Temple Medicine The two main healing sanctuaries were located in Cos (again; remember religious and secular medicine were not mutually exclusive) and the birthplace of Asclepius, Epidauros (dating from the end of the 6th century). Following a sacrifice, treatment included incubation by which was meant the patient went to sleep. Upon awakening he would either be cured or have received divine instruction in a dream that would be interpreted by experienced priests. Gymnasium Gymnastic treatment, based on experience, relied mainly on athletic training and hygiene (mens sana in corpore sano). Henry says that the trainers were like chemists (druggists/pharmacists) to the Aesclepian priests. Gymnasium personnel administered enemas, bled, dressed wounds and ulcers, and treated fractures. The sophist Herodicus is called the father of gymnastic medicine. He may have taught Hippocrates. Sources Greek Medicine and the Greek Genius, G. M. A. Grube, Phoenix, Vol. 8, No. 4 (Winter, 1954), pp. 123-135Health, Economics and Ancient Greek Medicine,Carl Hampus LyttkensJanuary 2011Lectures On The History Of Medicine (Concluded), Alexander Henry, The British Medical Journal, Vol. 1, No. 172 (Apr. 14, 1860), pp. 282-284

Structure and Function of Cells and their Organelles PBL Assignment

Structure and Function of Cells and their Organelles PBL - Assignment Example You may use a slides and microscope for the same purpose. Instructor needs to verbally discuss differences in the structure and in the genetic material o the two kinds of cells. Gifted: Gifted children will get a good grasp about the major divisions of cells and will be able to classify animals and microbes. They will be able to differentiate between the animal and plant cells. They will be familiar with cell functions and may even venture into cellular metabolism processes. Regular: Students will be able to understand the difference between Prokaryotes and Eukaryotes. They will be able to recognize an animal cell from a plant cells based on structural differences. They will be able to write down a few cellular functions. The student will work in twos or threes and draw the organelle assigned to them. They must also write down the different structural features and functions of each organelle. For this they will be given a mere 10 minutes. Present pictures of the differentiated body cells (blood, neural), and ask each student to write down their identification. The one to get most answers correct with the shortest span of time receives applause. Gifted- Students will develop a thorough knowledge about cell membrane models and differences between each model. They will also be able to write down cellular functions of the body and functions of the organelles. A class game will be played. Divide the learning students into 2 groups. Both groups will create a match the column game which must be solved by the other group. In one column they write the name of the about 8 organelles and in the other column write the functions in a jumbled manner. The groups will exchange the sheet and try to match the organelles with their functions in 1 minute. Gifted: Students will be well versed with organelles and their functions. They will have good knowledge about Cell theory and its applications. Some will be

International Financial Reporting Essay Example | Topics and Well Written Essays - 5500 words

International Financial Reporting - Essay Example The notion â€Å"true and fair view† has originated from British accounting. There has numerous definition of â€Å"true and fair view† as there is no exact definition available of the term either by the standard setters or in law or even through court verdicts. The notion â€Å"true and fair view† has never been defined officially and as the principle is dynamic, it is neither desirable nor possible to give an exact definition for the concept. (Evans 2003:312) However , in a French case that was decided in 1994 did mention about the phrase that termed it as a trust on adhering with accounting regulations, which does not automatically guarantee a true and fair view. IASB demands that financial reports should offer a true and fair view. US accounting regulation's demand that accounts should be presented as per generally accepted accounting principles. (Walton & Aerts 2006:69). As per IFRS, the general intention of financial reports is to offer a just and fair presentation of the modification or changes in the financial performance and position of a business organisation or a company. The Conceptual Framework of IASB advocates that fair presentation could also be mentioned as offering a â€Å"true and fair view†. However, IAS 1.15 standard specifically states that publication of financial reports, which is based on the chief hypothesis that the application of IFRS with further or additional dissemination, if needed, is supposed to present financial reports mirroring a â€Å"fair presentation.† ... needed, is supposed to present financial reports mirroring a â€Å"fair presentation.† Further, IAS 1 demands in the same tenor an unreserved and explicit of adherence with IFRS to be comprised in the notes to the accounts. (Walton & Aerts 2006:69). As per Walton, the three classes of significance of â€Å"true and fair view† are a residual, legal clause; a generally accepted accounting concept and an independent concept. Further, under the view of GAAP, the proposition for European harmonisation is that before the fourth directive, each member nation had its own â€Å"true and fair view.† Thus, to establish a synchronized â€Å"true and fair view† would need a common meaning or GAAP; and that it should be noted that actual words are just signifiers only. As regards to â€Å"true and fair view†, Walton’s general view is that it is having both a probable large political meaning and an operational meaning, when accountants are enhancing or defe nding their professional position. The notion â€Å"true and fair view† has been formulated in the UK footed on the following three fundamentals namely an independent concept; a legal residual clause and generally accepted accounting principles. (Evans 2003). A† true and fair view â€Å" is needed to accomplish â€Å" the goal of financial reports â€Å" which is to offer info about the status of the financial standing , financial performance and any modification or change in the financial status of a business or a company that is advantageous to a broader choice of stakeholders or users in arriving at financial decisions. (ISAB: IAS Framework 2001). In financial reporting, the â€Å"true and fair view† can be mirrored by four qualitative uniqueness namely undesirability; relevance; comparability and reliability. Financial reporting is the

Of Mice and Men Essay Example for Free

Of Mice and Men Essay The Great Depression took place in the United States in the 1930s. Northern California, Salinas Valley was affected by the Great Depression. Many farmers lost their properties and were forced to find other work. Banks were forced to foreclose on mortgages’ and had to collect debts. Hundreds of thousands of farmers packed up their families and few belongings, and headed for California. The Great Depression left many people in poverty and caused them to face unpleasant events. This is how life was like for the characters in Steinbeck’s novel Of Mice and Men. Mostly all the characters in this novel suffered from loneliness. Some of the men desired to come together in a way that would allow them to be like brothers to one another. Given the harsh, lonely conditions under which the men live, it is no surprise that they idealize friendship between other men in such a way. In the novel Of Mice and Men, John Steinbeck uses characterization of dialogue and actions to show that everyone is lonely in some way even if they are surrounded by others. John Steinbeck uses characterization to show that loneliness causes people to reveal their feelings through dialogue. When Curley’s wife walks into the farm, she sees Lennie and begins to talk to him. He tries to avoid her and she says â€Å"‘I never get to talk to nobody. I get awful lonely’† (86). Curley’s wife has no one to talk to, and even Lennie tries to avoid her. Her words reveal that she is very lonely and even though there are so many people around her, nobody wants to talk to her. These words are significant because it shows how lonely she really is and how everyone tries to keep away from her because they know she causes drama and that she is married to Curley. George and Lennie also experience loneliness that they show through dialogue. As George and Lennie walk to the ranch together, George says, ‘â€Å"Guys like us, that work on ranches, are the loneliness guys in the world. They got no family and they don’t belong to no place†Ã¢â‚¬â„¢ (121). In addition, George and Lennie have no real home. They work the season, and then move on. They have no family, no relatives, and no ties except to each other. George’s words reveal that the life style of migrant workers such as themselves gives the way to a lonely life. This dialogue is significant because it shows how George and Lennie are lonely and that even though they travel and meet new people they still possess some kind of loneliness. Even though George was surrounded by many of the men, he sat quietly by himself at on the table all alone. â€Å"George cut the cards and began turning them over, looking at each one and throwing it down in a pile† (27). George is occupying his time by sitting alone at the table and organizing cards. George’s actions show that he is lonely and has nothing better to do then organize a deck of cards. His actions are significant because it reveals how George is lonely and how he spends his time by himself organizing cards. Also, when Crooks experiences loneliness he occupies himself with books. Even though Crooks is surrounded by so many men, he often feels lonely, but he tries to convince himself that he is not lonely. ‘â€Å" S’pose you had to sit out here an’ read books. ’ Sure you could play horseshoes till it got dark, but then you got to read books. ’ Books ani’t no good. ’ A guy needs somebody to be near him†¦ he goes nuts if he ain’t got nobody†Ã¢â‚¬â„¢ (72). Crooks is very lonely and he wishes that he could have someone to talk to, but he tries to be busy by playing horseshoes and reading books. His actions show that he is extremely lonely, and that he occupies himself with little things to keep himself from suffering. Crook’s actions are significant because loneliness cause people to spend their time by themselves. In the novel Of Mice and Men, John Steinbeck uses characterization of dialogue and actions to reveal that one can be surrounded by a group and still be lonely. The use of dialogue proves that the characters are lonely even though they are working closely together. Also, through the characterization of actions the author reveals that most of the men are lonely and that the men occupy themselves even though they are with a group of people. John Steinbeck’s theme applies to the entire would because it proves that loneliness affects everyone at one time or another. It changes the way a person thinks and behaves. When people feel lonely their actions and way of life are affected. Nobody can run away from loneliness even if they live with a group of people. It’s a trait that no one can get rid of.

Symbols and Symbolism in A Clean Well-Lighted Place, By Hemingway Essay

Symbolism in A Clean Well-Lighted Place    Symbolism, may be defined as a non-superficial representation of an idea or belief that goes beyond what is "seen."   Earnest Hemingway's "A Clean Well-Lighted Place" uses symbolism to help convey the theme of Nihilism, the philosophy that there is nothing heavenly to believe in.   It discusses that there is no supernatural reason or explanation of how the world is today.   Three symbols: the soldier, the cafà ©, and the shadows of the leaves, found in Hemingway's short story clearly displays this Nihilistic theme.      Ã‚  Ã‚  Ã‚   The first clear display of Nihilism by the use of symbols is the brief passage description of the soldier passing the cafà © with the prostitute.   This imagery symbolizes that love and romance has been degraded to a level of "anonymous" sex.   Nihilism ties into this fact that since there is no longer any form of pure love, why should a person believe in it?   Hemingway uses an excellent form of symbolism to help convey this thought in referring that the street light shone on the brass number of the soldier's collar... Symbols and Symbolism in A Clean Well-Lighted Place, By Hemingway Essay Symbolism in A Clean Well-Lighted Place    Symbolism, may be defined as a non-superficial representation of an idea or belief that goes beyond what is "seen."   Earnest Hemingway's "A Clean Well-Lighted Place" uses symbolism to help convey the theme of Nihilism, the philosophy that there is nothing heavenly to believe in.   It discusses that there is no supernatural reason or explanation of how the world is today.   Three symbols: the soldier, the cafà ©, and the shadows of the leaves, found in Hemingway's short story clearly displays this Nihilistic theme.      Ã‚  Ã‚  Ã‚   The first clear display of Nihilism by the use of symbols is the brief passage description of the soldier passing the cafà © with the prostitute.   This imagery symbolizes that love and romance has been degraded to a level of "anonymous" sex.   Nihilism ties into this fact that since there is no longer any form of pure love, why should a person believe in it?   Hemingway uses an excellent form of symbolism to help convey this thought in referring that the street light shone on the brass number of the soldier's collar...

Ge 1 Fw Format

GE 1 Fieldwork # 2 Pacing and Compass Traverse Objectives: 1. To be able to quickly estimate distances by means of pacing method. 2. To be able to determine directions by means of the magnetic compass. Instruments: Tape, Markers, Range Poles and Pocket Magnetic Compass Procedure: 1. Consider the polygon bounded by the sidewalks around Melchor Hall engineering building. Determine the lengths of the engineering block bounding lines by casually walking at the center of the pavement starting from any of its corners, going in a clockwise direction, until you reach the starting point.Take note of the number of paces that you make for each line. Also, determine their lengths using tape. 2. Determine the magnetic direction of the lines using the magnetic compass. The forward and back bearings must be determined for each line. 3. Make a sketch of the compass traverse indicating the perimeter distances and the direction of lines. Table 2 below indicates the required observed bearings (directio ns) and taped distances. Table2.Observed and Adjusted Bearings of the Compass Traverse OBSERVED BEARINGS LINE TAPED DISTANCE FORWARD BACK 1-2 2-3 3-4 4-1 4. Compute the relative precision of the pacing method by comparing the perimeter distance estimated by pacing and the perimeter distance determined by taping. Relative Precision (RP) = [Taped Distance (TP) – Paced Distance (PD)]/Taped Distance (TP). Show all necessary computations. The table indicating discrepancy and relative precision is shown in Table 3 below. Table3.Discrepancy and Relative Precision TAPED DISCREPANCY RELATIVE LINE NO. OF PACES PACED DISTANCE DISTANCE (PD-TD) PRECISION 1-2 1 2-3 3-4 4-1 = _____ = ______ 5. Write an individual typed report of this fieldwork in A4 size bond papers. Present properly the required results of the followed procedures, brief discussion of the results and a conclusion. Do not forger to mention your pace factor. 6. Submit individual report on or before 5:00 PM of July 12, 2012. L ate submissions have corresponding penalties. 2 1K

The darkness closed in over her – Creative extended writing

The darkness closed in over her. She could feel it getting nearer. Every breath a vicious flash back of her life. â€Å"Don't hurt me,† she sobbed. â€Å"Please don't hurt me†. Still he came, closing in on her. The silence was deadly. She huddled against the cold, damp wall, paralysed with fear. She thought that if she moved he would easily find her, but it was useless, he knew where she was anyway. She tried closing her eyes and block out thoughts of what he would do, willing herself to disappear. There was no escape now. She was stuck, watching him draw nearer, if she closed her eyes, visions would appear. Horrible visions of him committing the deadly crime. Over and over in her mind, she could see herself being killed and lying dead on the dark floor of the secluded warehouse. â€Å"No!† she screamed. Eyes wide open. She couldn't believe it. She was alive. He was gone. It had changed, there was no longer the dripping pipes or piled boxes of the warehouse. Instead, she found herself in a green field, daisies and rabbits everywhere. She was stunned, suddenly the terrible death scene had transformed into something completely different. Something she liked. The sun was setting over the hills, the gentle breeze caressing her face. She sat on a soft patch of heather and sighed. Turning to see the view, everything disappeared from her line of sight and all she saw was rubble flying everywhere. An earthquake, maybe, or a bomb. She crouched down to dodge the rocks that were falling like rain. Then she felt the rocks start to disintegrate beneath her. She started to panic. What was happening? She fell and landed on something soft. It looked familiar, where was she? â€Å"I know this place,† she whispered to herself. She felt soft flooring underneath the soles of her bare feet. Reaching down with her hand, she touched a rug. Her rug. She was back in her room. But something was different. Something was missing. Light. Everything was in darkness and the atmosphere was eerie. Something wasn't quite right. She tried closing her eyes tight again, imagined she was somewhere else. Hoping that when she opened her eyes again, everything would be okay. But things don't work that way. Horror struck as she realised she couldn't open her eyes. â€Å"I can't open my eyes!† she screamed, running into the wall. She desperately clawed at her eyes but to no avail. Then ‘POP!' Her ears popped and she lost all sense of hearing. Deaf, blind, it can't get any worse! Could it? Just as she thought it was the end, the vision of her home faded into sight. Taking a deep breath, she stepped into the hallway. Smiling as she recognised each and every familiar crack in the paintwork. Her dads' handiwork. â€Å"Ahem.† She spun round to face a police officer. â€Å"And what are you doing here young lady?† he said in an immaculate British accent. â€Å"I†¦I live here† she stammered. â€Å"Preposterous!† cried the police officer. â€Å"You can't live here!† close to tears, she looked him in the eye and said. â€Å"Why not?† Just as the police officer was about to answer, her little brother stared at her in shock from behind him. His face completely drained of colour. He gulped and said â€Å"Officer, tell me you can see her too.† What was going on? Had he gone crazy? Was something going on in his warped 14 year old mind? What could he possibly mean by that? â€Å"Yes I see her. What a strange thing to ask. She obviously there, I mean†¦Ã¢â‚¬  he stopped dead in his tracks. â€Å"Oh goodness. Is that†¦?† her brother nodded slowly, hardly believing it himself. â€Å"But that's impossible!† exclaimed the police officer. â€Å"How can it be?† â€Å"How can what be?† she asked. â€Å"What's going on?† she stared at her brother, waiting for him to answer. â€Å"You're dead.† It was so simple. Amazing what two little words could do. She couldn't believe her ears. â€Å"I'm what?† she whispered. â€Å"You're dead sis. But then, how come I can see you? Are you like†¦some kind of spirit now? A ghost?† she stared blankly at him. He stared expectantly back into her eyes. Amidst the silence, the police officer crept away. â€Å"I†¦I don't know.† She said. â€Å"Am I†¦Am I dreaming?† she stammered. Confused, she held her heavy head in her hands. Her eyes rolled into her head and colours swirled in her mind. She felt as light as air. Just like a ghost! She looked at her hands and she could see her brothers' horrified face through them. â€Å"Delise?† he cried her name. She was too shocked to speak as she faded away into nothingness, or so her brother thought. She found herself in a beautiful, peaceful garden, full of tulips, her favourite. There was a sparkling pond with a weeping willow hanging over it providing some cool shade. She couldn't help but relax and it felt so good. There was a tall, young man standing in the middle of it, she wondered how she had not noticed him until just now. â€Å"Delise Patterson,† he smiled. â€Å"I've been expecting you† â€Å"I'm dead,† was all she could say. â€Å"No people never die, you are not a ghost, you are a person. That body was your ghost. Now you are free of it. Now you are nothing but yourself, like it was meant to be.† He smiled warmly at her but she didn't return it. â€Å"I have to go back! I want to go back!† she cried. â€Å"Why would you want to return to a place where you can feel pain, where you can get hurt, where you can hurt others?† he asked, â€Å"This is paradise.† â€Å"I was murdered! Please show me how to go back!† she screamed. â€Å"Why do you want to go back?† he repeated the question patiently. â€Å"I have to find the bastard who killed me!† she screamed angrily. â€Å"No!† he flared out. â€Å"I'm not letting you get away! Not again, not ever.† â€Å"Get away again?† she said to herself. What could he mean again? Have they met before? Impossible. She was sure she could recognise a face like that. Beautiful, yet twisted. Charming, yet deceptive. Cocky, yet hesitant. â€Å"Never again will I let you escape. My whole life spent searching for something, and in a matter of seconds, it's gone. She's gone. You, were gone.† He said, close to tears. Delise could sense that if she didn't do anything soon, he'd be sobbing uncontrollably and she'd never get out. She'd never go back. Back home. But she needed to get back to take her wicked revenge. â€Å"Please stop crying. I†¦I will come back.† But he still wept. Delise was starting to get irritated. â€Å"Come on don't be pathetic, what do you mean you won't let me go again?† â€Å"You don't recognise me do you?† he said through tears. â€Å"Why should I?† she asked, puzzled. â€Å"How can I recognise you if I don't know who you are?† â€Å"But you DO know me. You DO!† he cried. â€Å"How can you not recognise your own brother?† Silence. â€Å"Tim?† she whispered. â€Å"Yes,† he whispered back. â€Å"Tim.† He didn't know why he did that. Lied to her. He guessed Tim was her brother. He'd change his name to Tim now. Yes. Tim. â€Å"You look so different.† She said stunned. â€Å"Tim. If you love me, you will let me go back. Don't you want the person who murdered me to get what they deserve? She sobbed. â€Å"You're not dead.† He said. â€Å"How many times do I need to tell you? You're not dead!† he paused. How could he come up with a believable reason? â€Å"I took you here to be†¦safe.† Delise stared in disbelief. â€Å"I didn't want you to get hurt.† He said. â€Å"Hurt?† she questioned. â€Å"Yes. Hurt. Hurt by†¦me.† â€Å"What? But you're my brother! Why would you hurt me?† she cried. â€Å"I'm not your brother and you can't leave. I have to protect you from him.† â€Å"This is crazy.† She said. â€Å"I'm protecting you from him, the guy in the sky, the man upstairs, GOD.† â€Å"What? I'd rather be dead than stay here with you, you psycho.† â€Å"Oh no you don't.† he muttered. â€Å"Nobody stands up to me and gets away with it!† he screamed. â€Å"I am the most powerful being there is! Fear me mortal!† â€Å"DELISE!† she heard a man's voice. â€Å"Don't look into his eyes! It's Satan!† Satan? She knew she was in real trouble now. Clamping her eyes shut she screamed for help. Nobody came. The darkness closed in over her. She could feel it getting nearer. Every breath a vicious flash back of her life†¦ She felt dizzy. Exhausted and sick. Ill with confusion. Fatigued, she fell into a deep sleep. * * * * * Delise awoke to the sound of humming. A mellifluous tune. Calming and dreamy. She hummed along as if she knew the tune all her life. Smiling, she sat up. Beside her, a man in his early twenties aroused, dazed. Not the man she met in the garden, he was too peaceful to be evil. â€Å"Delise,† he whispered. â€Å"Is it really you?† â€Å"Yes.† She whispered back. â€Å"Who are you?† â€Å"Tim.† He smiled. Truth in his eyes. Eyes that have seen too much. Eyes like Delise's. â€Å"It's really you this time, I can tell.† She said. â€Å"Oh Tim!† she cried as she threw her arms around him. â€Å"I won't ever leave you again.† Tim's eyes started to fill with tears â€Å"That day†¦when the house was burgled and mum and dad†¦well you know†¦where did you go?† he whispered between sobs. â€Å"You just sort of†¦faded out of sight. All those years I thought you were dead.† He sobbed. â€Å"I'm sorry Tim.† She really was. â€Å"I was so alone! My friends turned on me. They called me an unwanted orphan. So long, Delise, too long.† â€Å"Do they still†¦Ã¢â‚¬  she couldn't think of what to say. â€Å"Bully me? Call me names? No.† He said. â€Å"Never again. I am forever rid of them. The world is forever rid of them.† Her eyes widened in shock. â€Å"Oh Tim you didn't did you? Oh please say it's not true!† she wept hysterically. Without waiting for his answer, she ran. She ran for what seemed like forever until she was out of breath. Panting, she rested her pounding head on the cool wall of the dimly lit corridor. By now, she was sobbing uncontrollably, she couldn't, wouldn't believe it. Her little brother? He's a†¦she couldn't bring herself to even think the word. Suddenly, she froze. Footsteps. Behind her. She waited. Still the footsteps drew nearer, ever closer, the pace matching that of her hearts'. Spinning round, she searched for the eyes of her stalker. There was no one there. â€Å"Delise.† Said a voice behind her. She gasped in horror. â€Å"Murderer.† Whispered Delise. â€Å"Delise, you need to understand, I had to do it. There was no other option.† â€Å"No other option.† Said Delise coolly. â€Å"No other option!† she turned on him, pushing and shoving, wrapping her slender but strong arms around his dark neck. â€Å"Don't give me that you little piece of shit! I'm ashamed of you Tim. You are a disgrace.† She hissed. â€Å"It was either them or me. Satan is in charge of the world now and he controls everything. There's no escape Delise. He's even watching us right now. He makes people fight for his fun, but there's no loser until someone dies. They had to die.† Still hitting him, but now more feebly, she wept. She wept for her brother, she wept for those he killed, but more than anything, she wept for herself as she saw an image play in her mind. She was standing, covered in blood. Someone else's blood. â€Å"This is it. You ready?† sneered a woman also covered in blood. Delise glared hard at her. â€Å"You look just like my mother. I'm home† she spat back. Screaming, the anonymous woman ran at her dagger at the ready. Barbarically, Delise mirrored her actions but was a split second too late. The cold metal touched her skin seductively before breaking the skin, scraping her ribcage, piercing her already broken heart. Eyes wide open; Delise didn't even have a chance to scream. The taste of fresh blood in her dry mouth, gushing out onto the sandy floor. A stinging mixture of blood, sweat and tears as she realised this was no vision. She fell forwards, pushing the dagger all the way through so that it protruded her back. The darkness closed in over her. She could feel it getting nearer. Every breath a vicious flash back of her life. Closing her eyes, she let herself drift into sleep, never to wake again.

-34290036195000Chasten H. Taala Grade 12- Goodness Essays - Health

-34290036195000Chasten H. Taala Grade 12- Goodness Essays - Health -34290036195000Chasten H. Taala Grade 12- Goodness IN THE KNOW: What's Implanon ? 07:20 AM September 04, 2017 07620000 An implanon contraceptive is inserted under the skin of a woman's arm to control her fertility for three years. JUNJIE MENDOZA/CEBU DAILY NEWS Implanon is a small, flexible, thin plastic rod that is inserted under the skin of a woman's upper arm to prevent pregnancy. The implant slowly releases etonogestrel into the body over a three-year period. Etonogestrel is similar to a natural hormone the body makes. It works mainly by preventing the release of an egg or ovulation during the menstrual cycle. ADVERTISEMENT It also makes vaginal fluid thicker to help prevent sperm from reaching an egg and changes the lining of the uterus to prevent a fertilized egg from attaching to its wall. Implanon is manufactured by NV Organon. The Supreme Court prohibited the Department of Health (DOH) on June 17, 2015, from procuring, selling, distributing, dispensing or administering, advertising and promoting the hormonal contraceptives Implanon and Implanon NXT because this prevented pregnancy for up to three years. In the same ruling, the high tribunal stopped the Food and Drug Administration (FDA) from granting pending applications for reproductive products, including contraceptives. In August 2016, the high court rejected the DOH appeal to lift the temporary restraining order (TRO) that barred it from providing Implanon and Implanon NXT contraceptives to the public due to its failure to conduct public hearings on these products' acquisition and distribution. Instead, the high court remanded the case to the FDA to check if the products have abortifacient side effects. The DOH would have to go through the certification process with the FDA from scratch. In July, President Duterte said he wanted the full implementation of the reproductive health law, noting that the Supreme Court's TRO affects the distribution of the two birth control implants. Inquirer Research Sources: Inquirer Archives, www.merck.com , webmd.com Chasten H. Taala Grade 12- Goodness The birth control implant is a tiny, thin rod about the size of a matchstick. It's also called Nexplanon and there's a slightly older version called Implanon. A doctor inserts the implant under the skin of your upper arm. It releases the hormone progestin to stop you from getting pregnant. Progestin thickens the mucus on yourcervix, which stopsspermfrom swimming through to youregg. When sperm can't meet up with an egg, pregnancy can't happen. Progestin can also stop eggs from leaving yourovaries(calledovulation), so there's no egg to fertilize. When eggs aren't released, you can't get pregnant. One of the awesome things about the implant is that it lasts for a long time, up to 4 years but it's not permanent. If you decide you want to get pregnant or you just don't want to have your implant anymore, your doctor can take it out. You're able to get pregnant quickly after the implant is removed. The implant can have negative side effects. Some people have side effects after getting Nexplanon, but many adjust to the implant with few or no problems at all. Negative side effects usually go away after a few months, once your body gets used to your implant. The most common side effect is irregular bleeding (aka spotting), especially in the first 6-12 months. Sometimes the implant causes long-term spotting, or periods get longer and heavier. But for most people, the implant makes their periods way lighte r, 1 in 3 people with the implant stop getting their periods at all after a year. It's totally safe to not get a period while you're on Nexplanon. And you don't need to worry about being pregnant even if you don't get a period, because the implant is really, really effective birth control. Other possible side effects that aren't as common include: h eadaches , b reast pain , n ausea , w eight gain , o varian cysts , p ain or b ruising where the implant was inserted , infection where the implant was inserted . I am not in favor of this because t hey work against the natural gift of fertility, treating pregnancy as if it were a disease and fertility as if it were a pathological condition. Some methods can also act to prevent

Dictionary of Old and Obsolete Occupations - A

Dictionary of Old and Obsolete Occupations - A The occupations found recorded in documents from prior centuries often appear unusual or foreign when compared to the occupations of today. The following occupations beginning with A are generally now considered old or obsolete, although some of these occupational terms are still in use today. Acater  - ships chandler, one who supplies food provisions to a ship Accipitrary  - falconer Accomptant  - accountant Accoucheur  - one who assists women in childbirth; midwife Accoutre / Accoutrement maker - one who outfitted or supplied military clothing or equipment Ackerman, Acreman  - ploughman, ox herder Actuary  - accountant Aeronaut - balloonist or trapeze artist Affeeror  - official in the manorial courts responsible for assessing the monetary penalty and collecting taxes and dues, assessor Alblastere - old Scottish term for a crossbow man Albergatore - innkeeper (Italian) Alchemist  - medieval chemist who claimed to be able to turn metal into gold Alderman - an elected member of a municipal council; a noble serving the king as chief officer of a district Ale conner  - official who tested the quality and measure of ale served in public houses Ale-draper, Ale draper  - a tapster or seller of ale Ale-tunner, Ale tunner  - one who worked with or was employed to fill tuns, great hogshead barrels or casks used to store ale in medieval times All spice  - grocer Ale-wife, Alewife  - landlady of an alehouse, or ale stand Almoner  - one who distributes alms, provides for the needy; in Britain may also refer to a hospital social worker Amanuensis  - stenographer, one who takes dictation Ambler - one who worked in a stable to help break in horses Amen man  - parish clerk Anchor smith - one who made anchors Ankle beater  - young person who helped drive cattle to market Annatto maker - one who made annatto dye for paint and printing trades, derived from the seeds of the achiote tree Annealer - one who processed metal or glass by heating it in a furnace and then slowly cooling it via chemicals or other means Antigropelos maker - one who made waterproof leg coverings meant to protect trousers from splashing and dirt Apiarian  - beekeeper Apiculteur  - beekeeper (French) Apparitor  - official who summoned witnesses for the ecclesiastical courts Apothecary  - One that prepares and sells drugs and medicines, a pharmacist Aquarius - waterman Aratore - plowman Arbalist - a crossbow man Arbiter - a person who judged disputes Archiator  - doctor, physician Archil maker - one who made a reddish-purple dye called archil for use in dying textiles; the dye was made by bruising lichens and then moistening it with urine or spirits mixed with lime Argenter - silver plater Arkwright -  A skilled craftsman who produced wooden chests or coffers (arks) Armiger  - squire who carried the armor of a knight Armourer -  one who made suits of armor, or plates of armor for ships Arpenteur  - land surveyor (French) Arrimeur  - stevedore, one who is employed in the loading and unloading of ships (French) Artificer  - a skilled craftsman or artisan; an enlisted military man responsible for upkeep of weapons and small arms; or an inventor Ashman - one who collected ashes and garbage   Aubergiste  - innkeeper (French) Augermaker -  one who made augers for boring holes in wood Aurifaber  - a goldsmith, or one who works with gold Avenator - merchant of hay and forage Avvocato - lawyer or soliciter Axel tree turner -  one who made axles for coaches and wagons

Female body obsession through the media Research Paper - 2

Female body obsession through the media - Research Paper Example Irrespective of the actual weight, most of the females are concerned about their body image of being thinner, due to which, they develop a sense of strong body obsession. Emphasizing this phenomenon, researchers have revealed that British females conceive losing their body weight will positively change their lives and help in making it better, alleviating their social status among friends and the society on the whole. Studies have also revealed that while most of the American females conceive that losing their body weight will help them achieve the desired results in life, it can be argued that cultural differences and varying ideologies have negated influence on the impact media has created on females, fuelling their body obsession. As a consequence, maintaining a good body image along with appearing thin and beautiful can be observed as an increasingly prominent trend in almost every culture around the world, especially those wherein media has had a strong penetration and worthines s. The trend of food consumption for females has significantly changed over the past few years, wherein the females have become more conscious about their dietary habits, often, directly indicating their body obsession. This particular trend has allegedly induced eating disorders among females, as the food they consume lack proper nutrition and proteins. On the whole, the trend of food consumption has adversely affected the health of females worldwide, causing the major threat to the long-run social health in the global economy.

IMG Article Example | Topics and Well Written Essays - 500 words - 1

IMG - Article Example Signing deals with various celebrity athletes like Tiger woods among others and significant expansion in terms of the firm’s structure and function explains its economy of scale. It is worth to note that IMG is currently facing challenges of its already large scale of operation in regard to its emerging competitors. The company is evidently out of control as it grapples with management challenges. This can be seen from mass exit of employees, signed athletes and the rising criticism on the issue of conflict of interest. The facts presented in this case study shows that IMG grew exponentially due to its initial competitive advantage but later ran out of managerial techniques as far as sustainable and maintenance of value creation activities are concerned (Hitt,et al. 67-9). The emergence of market dynamics with increasing competing firms that have embraced technology and strategic pricing policy is putting the IMG under significant threat of failure hence the relevance of the company â€Å"out of control†. In the contemporary turbulent market, it is advisable that McCormack or his successors need to boost the size and diversity of IMG’s portfolio of businesses. This is in line with the changing market conditions in which diversification would help it cushion losses from one aspect of their portfolio. For it to manage competitive strength in the market, it only needs to reorganize its management techniques that should be coupled with a shift towards global standard in order to survive among the several new entrants in the industry. One approach of strategic management that would revive IMG is to blend outsourcing of skilled personnel with its own employees. This would provide hybrid technique that would serve to help it deliver quality services to its diverse clients. This implies that IMG would do a better job for its clients if it contracted with

Pump Characteristics Paper Lab Report Example | Topics and Well Written Essays - 1750 words

Pump Characteristics Paper - Lab Report Example The FM50 is an example of a centrifugal pumping system. The requirements of this pumping mechanism are an area which is clean, and where the fluid being transmitted is of a consistent viscosity. The design of the FM50 centrifugal pump is intended to convert mechanical energy into kinetic energy. This kinetic energy is transmitted to an impeller. The impeller transforms the kinetic energy into potential energy. The change in potential energy translates into a change of pressure in the fluid. The change in pressure in the fluid and the energy which is input enable the FM50 to provide work. Heat is a result of work. The transformation of energy results in an increase in internal energy and heat as a resultant effect. The characteristics of the FM50 pumping mechanism will be explored. These characteristics which will be measured are the following: Head height. Power input Efficiency. The first law of thermodynamics and its implications will be reviewed in this laboratory report. Introduc tion There are two types of pumps. One type of pump is a positive displacement pump. Another type is a roto dynamic pump. This research will examine the latter. Pumps and their components compose about 20% of the global energy demand. Pumping systems are responsible for 25% to 50% of the energy consumptions in a number of plant operations. Roto dynamics have two functions. These functions are: Movement of fluid from one place to another. Movement of fluid through a system in a lubricating or refrigerating function. The parts of a pumping system consist of the following components: Pumps. Prime movers. Piping. Valves Controls and assessment equipment. Pressure flow. The pump and the prime mover consume the most energy in a pumping system (Energy Efficiency Asia.org 2006). The First law of Thermodynamics which was proposed by Sir Isaac Newton mentions that energy can neither be conceived nor destroyed. Energy can only be transformed from one state to another or from one location to an other. Electrical energy is transformed into mechanical energy and its heat components. The FM50 pumping system is an example of a centrifugal pumping mechanism. The characteristics of this type of pumping system require that the situations are free of debris (Waukesha Cherry Burrell 2009). The FM50 pumping system is a relatively non complicated machinery item. The machine converts one form of energy into another. The electrical components transform the electrical energy into mechanical energy. In an internal combustion process, electrical energy is converted from chemical energy to mechanical and heat energy. In a steam and gasoline turbine, the mechanical energy of steam pressure converts to kinetic energy as the steam is forced out of a nozzle. A high speed configuration of steam particles from the nozzle of the turbines motor impacts a set of blades and causes the blades to exercise mechanical energy by means of the blade movement. In a pumping system, the pump transforms the en ergy which is derived from a turbine. This energy is transformed from kinetic energy. In the pumping system, the kinetic energy is transformed into potential energy. This potential energy causes the fluid in the pump to gyrate. The gyration of the fluid in the pump represents work. Lit Review The energy is conceived in the roto dynamic pump by rotary movement and its output. The impeller within the pumping mechanism exerts a force on the system. This force causes the energy to transform from mechanical energy which is the impeller exerting a force upon the fluid. The fluid gains kinetic energy in this process. In pumps which are employed for domestic

Information About Auto Rickshaw Engineering Essay

Information About Auto Rickshaw Engineering Essay In many Asian countries rickshaw were used as a human powered mode of transport. The cycle rickshaw in which a cart is attached to a bicycle is operated by a driver. These kind of rickshaws can still be found in cities like Kolkata. A European missionary been to Japan invented the rickshaw in Japan at the end of nineteenth century, the name rickshaw was derive from the Japanese expression Ji Riki Shaw which literally means vehicle propelled by man Around 1880 the first rickshaw appeared in India on the avenues of Simla. Some 20 years later some Chinese traders who used the rickshaw to transport goods imported few of these rickshaws to Kolkata. The same Chinese people in 1914 applied for permission to use the rickshaw to carry people and in no time all over in many south East Asian metropolis rickshaws were found. Rickshaw offered a means of earning a living for peasants migrating to the big cities. No one knows exactly how many rickshaws are on the streets of Kolkata, over a million people look to the rickshaw for their daily bowl of rice. Economists have calculated that the economic value of rickshaws and their pulling is $6 million a quarter of the budget of the whole urban transport system of a city like Paris. In 1940s Vespasan auto rickshaw or the rickshaw made out of an iron body resting on three small wheels, two on the rear and one in the front, a seating for three at the rear and a small cabin in the front for the driver, were seen. These rickshaws were fitted with a 2-stroke engine and a handle for steering like a scooter instead of a steering wheel. As the man pulled rickshaw started to work on motor it was known as auto rickshaw instead of rickshaw. The auto rickshaw had become so popular as a vehicle for hire that it became one of the chief modes of transport in India, Srilanka, Nepal, Bangladesh, Pakistan, Egypt, Indonesia, Laos, Philippines, Thailand and many parts of Asia and Africa. But the former version of the rickshaw is still not extinct. Considering their capacity the auto rickshaw are extremely light weight , it requires only two or three person to fully lift it of the ground and it can be pushed by one person when it breaks down. The auto rickshaw has many types of models in many different countries. The older version of auto rickshaw in India had a engine designed by lambretta which consumed too much of petrol hence they were phased out and engines designed by vespa took over, the most common auto rickshaws found today in India are the Bajaj auto rickshaws. At the beginning the engine was under the seat of the driver which made the auto rickshaw very uncomfortable for the passengers as it was very noisy and it vibrated a lot. Later on the engines were modified and placed at the rear of the auto rickshaw making it less noisy, hence making the ride much more comfortable for the passengers. These auto rickshaws are mainly seen as a passenger taxi vehicle in many different cities of India having a different colour for different cities, example. In Mumbai the colours of the auto rickshaw is black for the body and yellow near the windscreen and in cities like Delhi, Chennai, Hyderabad its yellow for the whole vehicle. It also had a larger version which is a seven seater, which had a diesel engine but compared to the smaller three seater petrol engine auto rickshaws these larger version seven seater auto rickshaws were much more noisier and they vibrated a lot, in spite of this , these seven seater were a complete success in several towns and rural areas of India as it carried more passengers and the cost of running was low compared to the petrol engine. These auto rickshaws were also modified from a passenger taxi vehicle to a goods carrier vehicle to transport small amounts of goods within the city or to small distances. These goods carrier auto rickshaws came in both petrol and diesel engines and it also came in different models with different engine power. The passenger 2-stroke petrol engine was changed to a 4-stroke engine which was a very successful model, and later on it was changed to a CNG (compressed natural gas) engine. 1.2 : CURRENT SYSTEM There were three types of engine model in the auto rickshaw, the belt drive (BD), rear axle (RA) and the rear engine (RE) The belt drive: in the belt drive model two belts ran down the side of the auto rickshaw which made the rear wheel move, in this model the wheels were not connected by an axle, in which if one of the belt snapped out that wheel was no longer driven. The rear axle: in the rear axle model the auto rickshaw has a rear axle driven by a perpendicular cam-shaft extending from underneath the drivers seat which was very noisy and vibrated a lot. The rear engine: in the rear engine model the engine is located at the rear of the auto rickshaw over the rare axle, assessable from a rear hatch, these models are much quieter and less bumpy. All of these three models were 2-stroke engines and lacked in the fuel department. The fuel tank was not sealed with a gas pump nozzle as the thank was unpressurized, hence the gas would flow faster when the tank is full than when it was half full later on a small value was located on the gas tube to adjust the gas flow. The driver also had to mix oil with the fuel as the engine was a 2-stroke engine. There was no energy storage system in the belt drive and rear axle model auto rickshaw, hence the headlight, brake lights and the signals lights had to run through a generator directly off the engine, in which the bulbs fused very often. But the rear engine model had a 12V electronics system including a battery allowing steady lights. All the models of the auto rickshaw did not have an electric starter hence the driver had to kick start the vehicle. The kick was located on the left side of the driver as a hand lever. (www.conspirators.net/armadillo/autorickshaw.html) Out of the three models the RE model was the most successful one as its engine was at the rear of the auto rickshaw making the auto rickshaw much quieter and less bumpy than the other two models, and it also had a battery allowing steady lights. Later on the 2-stroke engine was modified and replaced with 4-stroke petrol engine fitted with a electric starter. This 4-stroke engine model was very successful as compared to the 2-stroke engine. By this time the auto rickshaw also had diesel engine which made the cost of running very low and it was used as both passenger as well as a good carrier vehicle. There were many models of the petrol as well as the diesel engines with different engine capacity as shown. Bajaj 4-stroke: Bajaj Autorickshaw 4 stroke Specifications Engine 4 stroke Cooling Type Forced Air Cooled Displacement 173cc No. of Cylinders 1 Compression Ratio MaxPower 8.17bhp Max Power RPM 5000rpm Max Torque 11.5Nm Max Torque RPM 4000rpm Ignition Type DC Carburettor Keihin M10 A Transmission Type 4 forward and one reverse Clutch Type Wet multidisc type Electrical System 12V DC Head Light 35/35 W Horn 12V DC Chassis Type Pressed steel sheets and sections Front Suspension Helical coil spring and hydraulic double acting shock absorber Rear Suspension Helical coil spring and hydraulic double acting shock absorber Front Tyre Size (4.00 8).4PR Rear Tyre Size (4.00 8).4PR Brakes Drum Fuel Tank Capacity 8 litres Reserve Capacity 1 litres Wheel Base 2000mm Ground Clearance 200mm Saddle Height 780mm Minimum Turning Radius 2.88m Curb Weight 295kg Maximum Payload 335kg Fuel Efficiency (Ideal) 33kmpl Fuel Efficiency (Highway) 32 to 35kmpl Fuel Efficiency (City) 28 to 32kmpl Max Speed 55kmph * (The above model is available in Petrol, Diesel, CNG and LPG version.) Bajaj GC 1000 : Bajaj Goods Carrier Specifications Type Four Stroke, Single Cylinder, IDI, Compression Ignition    Cooling Type Forced Air Cooled Displacement 416 cc Max Power 8.5 bhp( 5.9 kW) @ 3600 rpm Max Torque 20 Nm @ 2400 rpm Ignition Type Electric start Transmission Type 4 forward 1 reverse gear Clutch Type Single plate, dry friction type, foot operated Maximum Payload 775 Kgs. Electrical System System System 12V DC Chassis Chassis Type Semi Monologue Suspension Front Suspension Antidive leading link with helical compression spring shock absorber Rear Suspension Independent suspension with spring shock absorber Tyres Front Tyre Size 4.510,8PR Rear Tyre Size 4.510,8PR Brakes Front Brakes Hydraulic brakes with auto adjuster Rear Brakes Hydraulic brakes with auto adjuster Fuel Tank Fuel Tank Capacity 8 litres Dimensions Overall length 2960 mm Overall width 1375 mm Overall height 1810 mm Wheel Base 2025 mm Ground Clearance 170 mm Minimum Turning Radius 2.75 m GVW 990 kg Loading Tray Length (Pick up) 1500 mm Width (Pick up) 1325 mm Height (Pick up) 250 mm Length (HiDec) 1500 mm Width (HiDec) 1325 mm Height (HiDec) 1050 mm *Because of our ongoing efforts to make Bajaj vehicles even better, specifications are subject to change without prior notice * (The above model is available in Petrol, Diesel, CNG and LPG version.) Later on the petrol and diesel engines were replaced by CNG (compressed natural gas) engines having all the same features. And till today all the auto rickshaws in India run on CNG engine. 1.3 : PROBLEMS AND AIM. 1.3.1 : PROBLEMS CAUSE DUE TO AUTO RICKSHAW As we are aware that an  auto rickshaw  or  a three-wheeler  (tuk-tuk) is a small three-wheeled operated by a single individual. They are cheap and common means of public transport in urban India and other parts of Asian countries as well as in some parts of Egypt, Ethiopia, Sudan, Peru and Gautamela. Autos run on: CNG (Compressed Natural Gas), Petrol Diesel Though Autos are cheap and common means of transport it has its own disadvantages too: 1. Traffic issues/ overcrowding Auto rickshaws have a top-speed of around 50  km/h much slower than the automobiles they share the road with. The triangular form of the vehicle makes maneuvering easy, with the single front wheel negotiating the available gap, and the rear two wheels forcing a larger space. The MMW Tuk Tuk has a top speed of around 70  mph. (Ref: MMW Tuk Tuk). Being a cheap means of transport people prefer them to taxis and other means of transport. Traffic authorities in big cities try to implement mechanisms to reduce the resulting traffic slowing, but none have proven effective due to overcrowding of Autos. 220px-Rishshaw_stand_ A typical auto stand in Goa (Wikipedia) 2. Outlook: The modern cities and roads are designed for sleeker looking public vehicles for commuting these auto rickshaws look outdated and drab and looks inferiors in front of other modern road transport vehicles. Modern city planners are looking to phase out such vehicles or promoting them to be used only in villages /outskirts of cities ANd9GcSbTNytJUyOcggJ9NdIRpcmDfmYv3ZDobxZXMFc8gxuS_jheOn6_eS3QKcH ANd9GcSJLKenN3fLi3vbPlnvwMfaNIwdJQsxKzzYKer9OGtS2qCYKqX3fg Picture: Rickshawchalleng.com ANd9GcTkCINnKj7V2mW451StC07p2wMURq9m3UvR7DC5hZvLSXKlYo9CfsygYj37KA ANd9GcTJVF153b5V1fQ81M3SsBtQimfwGjLVVsQQ5KtlyxHq3Ux_ivxpyA Ref: Cepolina.com 3. Air / Noise Pollution: Though CNG run autos are more eco- friendlier than petrol and diesel autos. However, one fact was completely ignored that is noise pollution due to gas engine. With running of so many autos on concrete road surface, because of rigidity it creates more noise. The Noise level on the road during night is much more than the specified by the The Noise Pollution Regulation and Control) Rules, 2000 India. Carbon monoxide, hydrocarbon and nitrous oxide is emitted out is in abundance causing health issues. Besides Carbon, huge dust particles remains suspended in the air due to the constant movement of autos which is leading to breathlessness and various other health problems. (Ref: The Cityfix) To assess the impact caused by nearly 1, 00,000 auto rickshaws, the Karnataka State Pollution Control Board (KSPCB) monitored the atmospheric quality, at two areas in the City Railway Station and S G Halli, on the day of auto strike and the day before the strike. Central Bus Stand Majestic area has the most dense auto traffic, at any time of day, due to the presence of the railway station and KSRTC bus stand. Roughly between 30% to 40% of the Citys auto rickshaws ply here. This area has reported a steep reduction in oxides of Nitrogen, upto 58.8%, on the strike day. Impressive isnt it? A clear reduction in levels of Sulphur di oxide (SO2) and Respiratory Particulate Matter (RSPM) too were reported in both areas. Oxides of Carbon reduced by 33.3% at Majestic. It is known that most of the autos in City, roughly 65,000, are two-stroke ones and with incomplete combustion in them causes pollution. These autos are the ones which are 40% air polluters in Bangalore, according to KSPCB. (Ref: moneymint.in) 1.3.2 : Aim of the project The aim of the project is to run the auto rickshaw on a electrical motor with the help of solar energy. 1.4 : objective To review the current system To replace the current system Chapter 2 : START CURREENT SYSTEM OF AUTORICKSHAW JOURNALS ARTICLES RESEARCH PARAMETRIC DESIGN INTERNET DRAFT 3D MODEL CFD FEA VALIDATE CONCLUSION END Chapter 3: LITERATURE REVIEW. 3.1: journal on solar panels on vehicles Solar panels have photovoltaic cells (PVC) which are used in solar vehicles, the suns energy is converted into electricity we can use by the help of these photovoltaic cell. Solar panels can cost upto 400$ each which is a very expensive technology. The price of the solar panels varies from panel to panel depending on how fast the panel can capture and convert the energy. In 2006 the Venturi Eclectic was presented at the paris auto show. This car used solar and wind energy but could onlt travel upto 30 miles per hour. There are many benefits of a solar vehicle, there is no noise pollution as the panels panels work silently, the energy one gets is free and has zero percent emission. The Toyota prius has a new solar roof that can power the car for at least 20 miles longer. (www.aboutmyplanet.com/alternative-energy/solar/facts-solar-powered/) Working of a solar vehicle: Solar vehicle completely depends on the energy of the sun. Unlike any other solar device the solar panels on a solar vehicle has to harness the energy from the sun. These solar panels consist of hundreds or thousands of solar cell arranged neatly ultra pure mono crystalline silicon and reach efficiencies up to 20 % ie . this percentage is converted into electricity from the total solar energy falling on the panels. The electrons are charged by the photons (light particles) when sunlight hits the solar panels, this makes the electron to move one later of the solar cell to another. Thus electrical current is produced due to the energetic movements of the electrons between the layers of the solar cell. This electric current is transferred to the battery pack when the electric motor is switched off. When the conditions are not sunny the power from the battery is used. The technology of the battery pack is similar to teh cell which powers our i-pods and cell phone made up of lithium ion c ells. Using a 220V power outlet the battery pack can be fully charged in 3 hours or a day of using only solar panels. Compared to the normal vehicles the solar vehicles have a different transmission system. Power the motor is controlled by two components called Motor controllers and Power trackers. The job of the motor controller s are to convert the DC power from the batteries or solar panels to AC electricity for the motor. By simply setting the frequency of the AC output one can manipulate the speed of the motor. The job of the power trackers is to maintain a suitable level by correcting the current when the energy is used to charge the batteries, it boost the voltage. Changes in sunlight, temperature and assorted factor makes the power output in solar panels to vary, in which necessary continuous calibration and adjustment is required, this done by the power tracker. A solar vehicles body is designed to cover three benefits to maximize energy It should be lightweight. It should have good aerodynamics. And large flat surface area for maximum number of solar panels. (www.aboutmyplanet.com/environment/solar-work/) 3.2 Articles on auto rickshaws 3.2.1 Without chargers, solar rickshaws gather dust In Chandigarh the administration provided a public transport system in the form of solar rickshaws has fallen flat. These lot of first 10 eco friendly vehicles provided by the administration are now in the municipal corporation gathering dust upon them. Later on by random selection these vehicles were given to some rickshaw drivers. At various location in the city charging points were to be provided by the municipal corporation for charging these rickshaws which were not done. Disappointed by the municipal corporation these vehicles were returned back to the municipal corporation. These green rickshaws weighted about 210 kg and had a speed of 15 to 20 km per hour and had a solar battery that lasted for 6 hours or 70 km on which these rickshaws were operated. It took about 5 hours to charge these batteries with the help of charging units which had to be connected to solar panels. In order to make this scheme successful the municipal corporation has to set up charging units at different location in the city. People would also prefer these green rickshaws to some extend compared to the diesel or petrol version of the rickshaws as it addressed environment concerns. (http://timesofindia.indiatimes.com/city/chandigarh/without-chargers-solar-rickshaws-gather-dust/articleshow/6766082.cms) 3.2.2 Solar rickshaws find no takers BANGALORE: Indias Council of Scientific and Industrial Research (CSIR) launched a solar rickshaw with great fanfare two years ago had found no takers yet. While is causing concern a engineer from Pune claimed that his design was copied by CSIR. Solecksaw which is three wheeled, in principle can use electricity to drive the motor by converting sunlight with the help of solar panels. It was promoted as a green rickshaw as it did not contribute to global warming as it emits no gases, and was developed by a unit of CSIR which is know as Central Mechanical Engineering Research Institute (CMERI) which is Durgapur, West Bengal. But the solecksaw has not caught on in spite of its high voltage publicity. Till now in the markets these rickshaws have not been sold on commercial basis, said the head of the manufacturing technology group at CMERI Mr. Amit Banerjee In Delhi, Durgapur, Kolkata, Jaipur, Chandigarh, Dhanbad, and Ahmedabad, around 30 soleckshaws which were fabricated at CMERI were deployed initially for demonstration said senior adviser Mr. Himadri Maiti . He also admitted that they are not in operation currently due to various local management and administrative problems. The Central Electronics Limited did set-up some charging stations at few places but these stations are not been used to charge the soleckshaws batteries as the vehicle in those location are not operating said Mr. Himadri Maiti. At least 1000 solecksaws were to be deployed in the common wealth games village in Delhi was the plan of CSIR which was abandoned as the Games Organising Committee backed out on the proposal, on the plea of security issues, to which they had agreed initially. Mr. Himadi Maiti also said the proposal by CSIR to operate at least 10 solecksaws for delivering post under a pilot project And the CSIRs proposal to operate at least 10 soleckshaws for postal delivery under a pilot project in Rajashtans Ajmer district is still pending with the postal department, he said. 3.2.3 Web messenger drives civic campaigns for noble cause BANGALORE: Vivan Philips a post graduate student of psychology is the common mans messenger who take the common mans problems to the government by collating peoples votes on small yet crucial issues. Last year around June he launched a website www.consciousevolutionmovement.com where people can file their petitions with a big banner he was at Cubbon park for two issues ensuring wall climbers on metro rail pillars and urging manufactures to produce non-polluting auto rickshaw asking for votes. Vivian is still on the same campaign this year having some interesting observations: A majority of volunteers and voters he got for these issues are student. The wall climbers campaign got the maximum response and the introduction of non-polluting auto rickshaw or immediately even replacing them this issue was supported by many college students. Two other issues were recently added by him following the public demands, which included raising enough funds to educate every under- privileged child and mass production of solar panels by the government. http://timesofindia.indiatimes.com/city/bangalore/Web-messenger-drives-civic-campaigns-for-noble-cause/articleshow/5761342.cms . 3.3 Information on solar panels A solar panel is a device that collects photons of sunlight, which are very small packets of electromagnetic radiation energy, and converts them into electrical current that can be used to power electrical loads. The use of solar energy started more than 100 years back, at the beginning solar power was just used to produce steam to run some machinery. This was until the discovery by Henri Becquerel of photovoltaic effect allowed to convert solar energy (sunlight) into electrical energy. Becquerels discovery then led Charles Fritts to invent the first genuine solar cell in 1893 which was made by coating sheets of selenium with a thin layer of gold, from this arised the device we know today a solar panel. An American inventor named Russel Ohl patented the worlds first silicon solar cell in 1941. Ohls invention led to the production of the first solar panelin 1954. These new solar panels were first used in space satellites, but today solar panels and complete solar panel systems are used to power a wide variety of applications. How does an solar panel work?Solar Photovoltaic Power System Diagram Solar panels collect sunlight which is a clean renewable source of energy and convert it into electricity. This electricity can be use to run electrical loads. Solar panels are made up of many individual solar cell which are composed of layers of silicon, boron (which provides the positive charge) and phosphorous (which provides the negative charge). The photons are absorbed by the solar panels and in doing so an electric current is initiated. The resulting energy is produced from photons striking the solar panel surface which allow electrons to be knocked out of their atomic orbits and released into the electric field generated by the solar cell which then pull these free electrons into a directional current. This entire process is know as the photovoltaic effect. An average home can produce enough electricity using solar panels for all of its electrical load, as it has enough roof area for number of solar panels. As solar panels produce direct current (DC) it cannot be used to support electrical load, but with the help of an invertor that converts direct current into alternating current (AC), one can use the electricity to support electrical loads, different size of solar panel arrays meet different demanding electrical loads. The direct current produced by a solar panel which can converted into alternating current by the help of invertors can be used to power different loads in a commercial building or a house, it can also be used to power remote traffic controls, boat, vehicles, telecommunication equipments and many such machinery. Benefits of solar panels: Producing electricity using solar panels is a very practical way for many applications. This is very beneficial to people who live off-grid, off- grid means living in a location where there is no electrical supply from the main electric utility grid. Many homes and cabins in a remote areas benefits using a solar panel system, as compared to the huge fees for installing a electric utility poles from the main grid access point, solar power system is less expensive and if maintained properly can provide power for nearly three decades. The greatest benefits one can enjoy by using solar power is that it is a clean and renewable source of energy, as global climate change is the biggest problem we face today it is very important to reduce the pressure on the atmosphere from the emission of greenhouse gases. Solar panels require very less maintenances as it has no moving parts and if properly maintained can last for decades. Once the installation cost is been paid of a solar power system the electricity it produce is absolutely free for the rest of the systems lifespan that could be upto 15 20 years depending on the quality of the system, due to this one can eliminate the monthly electric bills and it can also be an additional income, because if one uses less power than the total power produced by the solar system the excess power can be sold to the electric utility company. (http://www.mrsolar.com/content/what-is-a-solar-panel.php)

My Philosophy of Teaching Essay -- Educational Educating Teaching Essa

Philosophy of Education As Malcom Forbes once said, â€Å"Education’s purpose is to replace an empty mind with an open one.† As a future teacher and educator, I heartily agree with the quote from Mr. Forbes, a successful businessman. Because I have been a student in school since I was five years old, I have had many opportunities to look at my education and assess what I have truly learned. Honestly, I can say that the most important part of my past and current education has been being exposed to the many ideas and concepts of our world today. Aside from learning about the all important â€Å"classic† subjects, I have been fortunate enough to be educated by individuals who truly wanted to teach me, as well as other students, to make a difference in the world. Due to the condition our world is in today, I feel it is extremely important to teach my future students about such issues as racism, gender inequality, war, legal matters and environmental issues, just to name a few. In order to be a successful person in the world today, it is imperative that all citizens are aware of the many non-educational issues surrounding them. It is vital that every person is capable of making rational decisions on his or her own. These ideas and skills are not something that parents alone can teach their children, simply because so many children do not have parents that are involved in their lives. Therefore, it is the school’s responsibility to teach the students about all areas of life. Every student, regardless of background, race, sex, and ethnicity will be educated on how the become a more worldly person. No one, thanks to a free public education, will be denied the right to learn. Because I hold these views, it is clear that I embrace a So... ...e, as well as observation hours and lessons to teach. Yet I know that deep down inside, I am making a good decision for my life. Teachers may not make the most money or have the most respected profession, but it is a job that is always needed. Teachers have helped encourage so many of the world’s brightest people; so many people have admitted that they wouldn’t be where they are today without the support from that one special teacher. I want to be that special teacher, the one who goes the extra mile for her students and pushes them to be the best they can be. But most importantly, I want to be able to teach my students to be worldly and independent. For Robert Hutchins once said, â€Å"It must be remembered that the purpose of education is not to fill the minds of students with facts†¦it is to teach them to think, if that is possible, and to always think for themselves†.

Different Perspectives in Looking at Literacy

I. IntroductionThe objective of this paper is to provide a general discussion on how literacy can be understood from different perspectives. Just the like the proverbial 5 Blind Men of Hindustan who described the elephant albeit incompletely and relative to their experience, literacy can also be understood from different perspectives. We may say that though all these perspectives are correct, they are also at the same time all inadequate to describe the whole phenomena of literacy.Yet by bringing all of these perspectives together, we can come with a fuller picture and definition of what literacy really is. It is the aim of this paper to come up with a more complete understanding of literacy. In the end, we will bring together the different perspectives and come up with a wider view. Eventually it is hoped that through this, a better understanding of literacy can be achieved. Yet in the end, the definition would still be incomplete for literacy is a process and learning never really ends.The point however is to live it at its utmost definition and contribute to its enhancement. There are four perspectives that will be dealt with in this paper with which literacy is tackled. These are: 1. Literacy as a skill; where cognitive skills in speaking, reading, writing, and functional literacy are discussed 2. Literacy as socially situated; where literacy is defined by the specific social context from which it springs. 3. Literacy as a process of learning; where literacy is seen as a lifelong and unending process4. Literacy as text where critical analysis of the social constructions are processed.II. BodyLiteracy as a skill The Cognitive science perspective on literacy looks at literacy mostly as reading and writing skills where reading must become like second nature and automatic while at the same time having a very accurate interpretation. The brain must be able to process reading as fast as it can and in the most precise comprehension as possible. This skill must be practice in order to have mastery over it (Abadzi, 2004).Writing on the other hand is another skill which is intricately connected to a particular syntax of a specific linguistic script which are meaning-based and sound-based (Barton, 1994). An example of meaning based writing is the Chinese character which is not an alphabet but a representation of what is being referred. An example of sound-based writing is our current alphabet based on the Greek system of writing assigning vowels and consonant sounds to actual letters that would signify meaning. This is considered to have technological superiority over other forms of script (Olson, 1994).There is a belief that writing is more superior to speech because it is the actual transcription of the spoken word. Thus the cognitive argument emphasizes on the significance of literacy in society’s advanced capacities and progress. However this view has been criticized. To quote from Olson: ‘The focus on literacy skills seriously underestimates the significance of both the implicit understandings that children bring to school and the importance of oral discourse in bringing those understandings into consciousness in turning them into objects of knowledge.’ (Olson, 1997 cited in Street 2004)Thus one needs to factor in oral competencies together with reading and writing skills in looking at literacy as skill (Robinson, 2003). Numeracy skills also have to be added as an important component of literacy. Literacy skills must also include those that enable access to knowledge and information such as skills in surfing the internet, technological skills, computer literacy, among others (Lankshear, 2003). This new view paved the way for the concept of functional literacy which can complement the limitations of the skills based perspective.Functional literacy is defined by the World Congress of Ministers of Education on the Eradication of Illiteracy, Tehran September 1965: â€Å"Rather than an end in itself, l iteracy should be regarded as a way of preparing man [sic] for a social, civic and economic role that goes beyond the limits of rudimentary literacy training consisting merely in [sic] the teaching of reading and writing. † (Yousif, 2003) Functional literacy is most often linked to development which not only means teaching reading, writing, ‘rithmetic and speaking, but also knowing how to go about in society such as finding a job.Literacy as Socially Situated The ethnographic perspective to literacy looks into the practices of literacy in different cultural and social contexts. This perspective has been coined NLS or New Literacy Studies (Gee, 1999). This perspective looks at ‘the everyday meanings and uses of literacy in specific cultural contexts and links directly to how we understand the work of literacy programmes, which themselves then become subject to ethnographic enquiry’ (Street, 2004). This perspective looks at literacy not only as a skill but as a social practice which is socially constructed and imbedded in the culture of society.It argues that reading and writing are not neutral skills but based on concept of ideology, identity, being and knowledge. Thus this perspective emphasizes on the social situatedness of literacy. This is a more culturally sensitive approach where there is no single and universal definition of literacy but only in the social context wherein meaning is derived from (Doronilla, 1996). Most often than not the classification of illiterates are done on traditional societies on the hunting and gathering mode of economic production.However we cannot impose this definition on their lives because the applicability of being â€Å"literate† on their culture is not going to be very significant. Thus there is a call to review the literate-illiterate dichotomy. In a study by Sylvia Scribner together with Michael Cole in (The Psychology of Literacy, 1981) on the functions of literacy in Vai of north-west L iberia, they argue that literacy will only be fully understood within the context of the people’s social practices (Barton, 1994). The argument is such that being literate means that one can navigate well in his or her social world.In traditional societies, learning to read and to write is not as compelling as learning to hunt and survive in the forest. The criticism levelled at this approach is that it emphasizes too much on local context without factoring in external forces such as colonization, religious evangelization, economic globalization and others (Brandt, 2002). Others also question this overemphasis on cultural difference when literacy should be encouraging peoples of the world to integrate and create meaningful social, economic, and political linkages (Maddox, 2001).Anthropological and ethnographic researches looking into the communicative process reveals that it is the local contexts that define literacy and that the texts can only be produced within specific cul tural and social perspectives. Thus literacy should not be imposed from the outside as a dominant discourse but should naturally development from one’s culture. Literacy as a process of learning The constructivist perspective looks at literacy as a continuing process rather than an end product. Knowledge is seen as continually evolving and being socially constructed in the process of doing.This looks into the perspective of the learner and how he or she makes meaning and sense from his own experiences. In this perspective, critical reflection is the key to individual and social transformation. This was developed by Kolb in adult education where the design is experiential and learning begins by personal reflection (Kolb, 1984). Paulo Freire is one of the main theorists propounding on this perspective. I quote from Paulo Freire, â€Å"Every reading of the word is preceded by a reading of the world.Starting from the reading of the world that the reader brings to literacy progra ms (a social- and class determined reading), the reading of the word sends the reader back to the previous reading of the world, which is, in fact, a re-reading. (Freire, 1995)† For Paulo Freire, literacy is not a matter of learning to speak, then to read then to write. These are all part of the learning process. Literacy is such that it gives meaning to our life and to our world as we continue to be part of the never ending process of social transformation.The whole process of interpretation and meaning giving should not be without conscientization and resolve to higher action. Part of Freire’s pedagogy is praxis which is a combination of theory and practice where literacy can dialogically transform the world (Freire, 1995). For Freire literacy originates first and foremost, from the social practices of man and his actual encounter with the world. Literacy as text Linguists, educationalists, and literary theorists look at literacy from the perspective of it being the à ¢â‚¬Ëœsubject matter’ (Bhola, 1994)) where the nature of the given texts are created and used by individuals.These texts may vary in terms of genre and subject, the levels of difficulty in the language being used, and in ideological content which can be explicit or hidden. This perspective looks at literacy where texts are bound together in intertextuality where people’s practices and texts intertwine. Thus the texts have the power to reproduce social practices such as social inequalities, gender relations, and racism among others. This is referred to as discourse.Others improved this perspective by also including non verbal communication, gestures, body language are part of the communication process where different cultures and contexts can change the interpretation of meaning (Kress, 2001). Thus people choose ‘representational resources’ on a case to case basis depending on what situation and what context. To illustrate, even the theories of literacy are themselves embedded in the assumptions and values of institutions and individuals. This perspective requires a critical reading of the text as social constructed and at the same time socially recreating society.Meanings are constructed according to social binaries and collusion of different values and forms of life. The criticism levelled at this perspective is determining its applicability in multi cultural settings and in a rapidly globalizing information society where the internet serves as a main medium bridging different cultures. Moreover, this perspective tends toward nihilism if we begin to look at all text being socially constructed, one may conclude that there neither defining value nor stable foothold to culture. Literacy as a Dominating IdeologyNeo Marxists levels its attack on the idea of literacy itself as a western and dominating ideology that creates social inequalities. This is being done by derogatory classification of â€Å"illiterates† without even lookin g at their specific culture and life forms from their own point of view. Literacy as an ideology is said to impose a standard created by the First World which brings with its own economic system of capitalism as already accepted. Thus the space of indigenous peoples for discourse is reduced only to a certain level of â€Å"literacy† from which they can discourse.Those who cannot speak the educated language are silenced. Technical discourse is preferred over experiential discourse. Bringing it all together If we look at the various perspectives in which we have analyzed literacy, we can see some common denominators in which all these perspectives can agree upon. These are: 1. That literacy should involve the whole range of human communication skills such as reading, writing, speaking, counting and even non verbal communication and the study of proxemics and body language as forms of representation. 2.That literacy is contingent on the needs of the learners and the needs of soc iety. 3. That literacy must be able to empower and engage the people and must thrive within a positive learning environment. Yousif gives general definition of literacy based on these 4 perspectives: â€Å"Literacy is a technical capacity and a social act whose principal focus is reading, writing and numeracy as a step in a lifelong learning process that can lead to creative expression and conceptual problem-solving skills.Its principal objective is to enable the individual to achieve his goals and to  contribute to the welfare of his community (Yousif, 10-12 June, 2003). † If we examine the definition above we will observe that at the core of literacy are cognitive skills but it does not end there. The definition of Literacy further reaches out to creative expression, the ability to navigate the social world and survive, and conceptual problem solving. This definition further affirms the social roots and origins of literacy as human beings are social beings. As individuals they have to make meaning and interpret communication. As social beings, we need to be part and contribute to the welfare of society.As literacy is integral to culture and society, it is also a lifelong process of learning for human society is never static. The Significance of this definition This definition can prove to be very significant in the conduct of literacy efforts all over the world. While literacy efforts may stress on cognitive skills at the beginning, they should also emphasize on self actualization and social transformation as a direction. Literacy is also seen not as an end in itself but a lifelong process directed at creative self expression, psychological empowerment and self actualization, critical engagement, and social transformation.Literacy efforts should also look at the applicability and practicability of literacy programs on the actual life situation and culture of the people. There is no generic formula for literacy and the point of literacy programs is t o make human communities a better place to live in. While however accepting such diversity, we also have to take note that the mass media through the information high way is literally changing the communication landscape of the world.Thus we need to be open to learning how to navigate through fast developments while being critical of dominating discourses that flood the media.III. Conclusion:Education for Freedom During the last 300 years when the industrial revolution began, dramatic advances had made it a requirement for people in the modern world to have formal education in the schools. Before that, the transmission of learning and skills happened via oral tradition and the socialization of the young. Today, educational institutions are a must and acquiring formal education is already a necessity among the young.With the study of the different perspectives on literacy, we now know that literacy does not only mean skill but also competency. However, competency is not enough if one is to reach his highest potential. One needs critical self reflection to examine the deepest roots of our society and social life in order to change it. Thus literacy means gaining knowledge to understand the world and analyze society. Yet again the process never stops. For in the end, knowledge is useless if it has no goal and direction. The only worthwhile direction of human knowledge is none other than Freedom.This is what it really means when we say that reason has finally triumphed; where the world lives on free discourses and what matter is what’s right and not who’s right. This is where literacy brings not only development but also freedom and a better world guided by wisdom and reason. As information society increases global communication and makes the world smaller, so must the free exchange of culture and knowledge proceed without discrimination but with respect so there would be a diversity which is a unity in itself guided by the highest kind of literacy w e can ever imagine.