Analysis Of The Article The Color Of Families Ties ...

Have you suffered and feel disappointment in your life? Who is willing to support to you without any reason when you fail in doing something? The answer is your family. Usually, family members can tolerate our mistakes and help us to solve our personal problems. Many people believe that having a family is happiness and they don’t need to be alone and support with each other. The family life is a very important to discuss because our attitude on the family value may effect to our views toward the world. In the article â€Å" The Color of Families Ties: Race, Class, Gender, and Extended Family Involvement†, Gerstel and Sarkisian argued that that the social class did not make the poor family had weaker ties and the relationship between the extended family members was more fragment. Actually, Gerstel and Natalia Sarkisian claimed that financial problems create weak ties among the color family. Naomi Gerstel and Natalia Sarkisian, the authors, did a research on Americans’ life and wrote the article to describe the relationship of family between the different races. In the introduction of the article, Naomi and Natalia mentioned that political people focused on the ties between married couples and their children. In the society, people often hear that poor families were chaotic and their family tie was weaker because rates of non-marriage and single parenthood were very high. There were there two bar graphs at the top of pages to show Gerstel and Sarkisian’s examination onShow MoreRelatedEssay Paper84499 Words   |  338 Pageschief within the proponent agency or its direct reporting unit or field operating agency, in the grade of colonel or the civilian equivalent. Activities may request a waiver to this regulation by providing justification that includes a full analysis of the expected benefits and must include formal review by the activity’s senior legal officer. All waiver requests will be endorsed by the commander or senior leader of the requesting activity and forwarded through their higher headquarters Read MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagespreeminence only to see it eclipsed by the emergence of the Soviet and U.S. superpowers on their periphery and a second round of even more devastating global conflict. The bifurcated international system that resulted from the cold war standoff extended the retreat of globalization, but nurtured the liberation of most of humanity from colonial rule. The collapse of the Soviet empire, and the freeing of its satellite states across Eastern Europe beginning in the late 1980s, marked another majorRead MoreGlobalization and It Effects on Cultural Integration: the Case of the Czech Republic.27217 Words   |  109 PagesLabor Youths and Sports and Eurostat. Most of the research was mostly on secondary sources were mostly consulted. Several textbooks, journals, unpublished dissertations and other related publications on the subject were also consulted. VI.II. Data Analysis The descriptive techniques were used in analyzing the data collected from sources such as the Czech statistical Office, and Eurostat website. These techniques included the use of tables and graphs with the calculations of percentages, and averagesRead MoreStatement of Purpose23848 Words   |  96 Pagesliterature but the 19th century American novel with an emphasis in American Realism and Naturalism. Learn about the professors in the program and familiarize yourself with their research; in other words, read some of their scholarly works—reviews, articles, monographs, and books. Learn about campus and program resources, such as research facilities. Familiarize yourself with the disciplinary culture by identifying the ethos—the values, beliefs, discourse practices, and epistemological assumptions—ofRead MoreFundamentals of Hrm263904 Words   |  1056 PagesHRM 28 PART 2 Chapter 3 Chapter 4 THE LEGAL AND ETHICAL CONTEXT OF HRM Equal Employment Opportunity 56 Employee Rights and Discipline 84 PART 3 Chapter 5 Chapter 6 Chapter 7 STAFFING THE ORGANIZATION Human Resource Planning and Job Analysis 110 Recruiting 132 Foundations of Selection 154 PART 4 Chapter 8 Chapter 9 TRAINING AND DEVELOPMENT Socializing, Orienting, and Developing Employees 182 Managing Careers 208 PART 5 Chapter 10 Chapter 11 Chapter 12 Chapter 13 MAINTAININGRead MoreRastafarian79520 Words   |  319 Pagesgrew up in Jamaica at a time when Rastas were still regarded as useless, lazy, half-insane, ganja-smoking illiterates who were of no value to society. Teachers, students, ofï ¬ ce workers, and anyone of social importance could not grow locks, and families would go into mourning when their sons would start sprouting them. I heard the term â€Å"black heart man† used again and again as a means of expressing fear or ridicule of the Rastafarian. And this was in the early 1970s—after Bob Marleys emergenceRead MoreThe Walt Disney Company and Disney Management25371 Words   |  102 Pagesgoofy† over Mickey, unlike their Japanese counterparts. Between 1990 and early 1992, some 14 million people had visited Tokyo Disneyland, with three-quarters being repeat visitors. A family of four staying overnight at a nearby hotel would easily spend $600 on a visit to the park. In contrast, at EuroDisney, families were reluctant to spend the $280 a day needed to enjoy the attractions of the park, including les hamburgers and les milkshakes. Staying overnight was out of the question for many becauseRead MoreHuman Resources Management150900 Words   |  604 Pagesmost of the fastest-growing occupations percentagewise are related to information technology or health care. The increase in the technology jobs is due to the rapid increase in the use of information technology, such as databases, system design and analysis, and desktop publishing. The health ca re jobs are growing as a result of the aging of the U.S. population and workforce, a factor discussed later. Chapter 1 Changing Nature of Human Resource Management 5 FIGURE 1—1 The 10 Occupations withRead MoreIntercultural Communication21031 Words   |  85 Pagesdifferent cultures, beliefs and religions come together to work and communicate with each other. However, the basic skills of intercultural communication are fundamentally general communication skills that can be used universally by all cultures and races. These skills are simply tweaked in a direction that takes the cultural limitation into consideration. An example of such communication skills in the intercultural environment is to listen without judging, repeat what you understand, confirm meaningsRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesDiversity in Organizations 39 Diversity 40 Demographic Characteristics of the U.S. Workforce 41 †¢ Levels of Diversity 42 †¢ Discrimination 42 Biographical Characteristics 44 Age 44 †¢ Sex 46 †¢ Race and Ethnicity 48 †¢ Disability 48 †¢ Other Biographical Characteristics: Tenure, Religion, Sexual Orientation, and Gender Identity 50 Ability 52 Intellectual Abilities 52 †¢ Physical Abilities 55 †¢ The Role of Disabilities 56 Implementing Diversity Management Strategies 56 Attracting, Selecting, Developing, and

Educational Reform in the Philippines Free Essays

The Giant planets Lesson 8. 8 Introduction: Gas giants fall into different categories. So-called â€Å"traditional† gas giants include Jupiter. We will write a custom essay sample on Educational Reform in the Philippines or any similar topic only for you Order Now Jupiter is such a classic example of a gas giant that gas giants are often referred to as Jovian planets despite the fact that some gas giants ,ice giants for instance are very different from Jupiter. Traditional gas giants have high levels of hydrogen and helium. Another category of gas giants is ice giants. Ice giants are also composed of small amounts of hydrogen and helium; however, they have high levels of what are called â€Å"ices. These ices include methane, water, and ammonia. I. Objectives: A. Identify the different kinds of giants planet B. Explain the structure of the giants planets II. Learning Content: There are four gas giants in our Solar System: Jupiter, Saturn, Uranus, and Neptune. As noted, Jupiter is a traditional gas giant. Saturn is also a traditional gas giant. However, Uranus and Neptune are ice giants. Their blue color is due to the large amounts of methane in the planets. All of the gas giants in our Solar System have planetary ring system, and they are al l much larger than the terrestrial planets in the Solar System. All of the gas giants in our Solar System also have many moons. Again, Jupiter holds the record with 63   moons discovered so far. Outer Planets For the outer planets, the division is more distinct, with the inner two gas giants, Jupiter and Saturn being quite different in many ways from the outer two gas giants, Uranus and Neptune. In terms of size, Saturn, with a diameter of 120,000km is not a world away from Jupiter, with a 142,000km diameter. However the other two planets, Uranus and Neptune have diameters of ‘only’ 51,800km and 50,000km respectively – roughly the size of the core of Saturn or Jupiter. This large size difference is responsible for many other differences between the two groups, for instance Jupiter and Saturn both have sufficiently high internal pressures to ‘squeeze’ large quantities of Hydrogen into a metallic state in their cores, whilst Uranus and Neptune can produce only a tiny fraction of this amount. As a consequence, their magnetic fields are much smaller than those of Saturn and Jupiter, whose magnetic fields are generated in large part thanks to electrical currents moving through this material. JUPITER| SATURN| URANUS| Diameter| 142,600 km| Average Distance from Sun| 778,412,010 km| Mass| 1. 90 x 1027 kg| Size compared to Earth| 11x| Gravity compared to Earth| 2. 34x| Surface Temperature| 165 K| Length of day| 9 hours 50 minutes| Length of year| 11. 84 years| Eccentricity of Orbit| 0. 048| Density| 1. 33 gm/cm3| Moons| 63| Atmosphere| Hydrogen – 90% Helium – 10% Traces of Methane Ammonia| | Diameter| 120,200 km| Average Distance from Sun| 1,427 million km| Mass| 5. 68 x 1026 kg| Size Compared to Earth (Diameter)| 9x| Gravity compared to Earth| 0. 93x| Cloud-Top Temperature| -180 °C| Length of Day| 10 hours 14 mins| Length of Year| 29. 46 Earth years| Eccentricity of Orbit| 0. 056| Moons| 30+| Density| 0. 70gm/cm3| Atmosphere| Hydrogen – 94% Helium – 6% Traces of Methane, Ammonia Water Vapour| | Diameter| 51,800 km| Average Distance from Sun| 2,871 million km 19. 2AU| Mass| 8. 68 x 1025 kg| Size compared to Earth (Diameter)| 4x| Gravity compared to Earth| 0. 79x| Surface temperature| -210 °C| Length of Day| 17 hours 14 mins(Retrograde)| Length of Year| 84. 01 Earth years| Eccentricity of Orbit| 0. 046| Moons| 21| Density| 1. 30gm/cm3| Atmosphere| Hydrogen – 85% Helium – 13% Methane – 2%| | Diameter| 49,528 km| Average Distance from Sun| 4,501 million km| Mass| 1. 02 x 1026kg| Size compared to Earth| 3. 8x| Gravity compared to Earth| 1. 2x| Cloud-Top Temperature| -220 °C| Length of Day| 16. 11 hours| Length of Year| 164. 8 Earth years| Eccentricity of Orbit| 0. 009| Moons| 8| Density| 1. 76 gm/cm3| Atmosphere| Hydrogen – 85% Helium – 13% Methane – 2%| Test yourself A. Write the word/s describe in each number. ______________1. Planets had 63 moons ______________2. It is a large planet in a solar system _____________ 3. Planets had eight moons ______________4. Roman God of Agriculture ______________5. A Dwarf among Giants planet B. Write true if the statement is correct and if it is false write the correct word above the underlined concept. _______________1. Jovian planet refers to the Roman god Jupiter _______________2. Jupiter, Saturn, Uranus, and Neptune are often called â€Å"Gas Giants _______________3. Giant planets had a coldness atmosphere _______________4. Uranus has an extreme tilt that causes its seasons to be severely marked. _______________5. Hot Jupiter also called roaster planets. Written report In Astronomy Submitted by: Marilyn G. Habla Rodel Hererra BEED CC3A How to cite Educational Reform in the Philippines, Papers

Employee Satisfaction and High Performance-Samples for Students

Question: If you were the manager of this plant, what would you do to achieve both high employee satisfaction and high performance? Answer: Employee satisfaction and increase level of production both these factors are significant for any organization. The leader is the only person who takes the initiative to provide employee satisfaction as well as extract the quality work from them. In most of the case, if one factor is predominant then dormant factor raise some question over the existence of the organization (Forbes.com 2013). So, both these factors need to make a progress in a parallel way. As mentioned in the case study, employees names, employees family problems or help an injured employee is a kind of affection that hampers the production as well. So a tricky way-out need to be implemented, that production level never decreases with the presence of affection. Motivation needs to be delivered and train employees to sharpen their effective skills. If they sharpen their skill then it is easier for the organization to make gain more production in a quick time. As mentioned in the case study, computer monitoring system may be an effective measure but monitoring them is not the way to trust them, and that effect on employees satisfaction (Heath et al. 2013). However, weekly skill assessment program or development of skill test will be introduced in the organization. Reward, recognition, and promotional facility will be assessed through this result. Employees have this need to get promotion or reward and earn recognition from seniors, thus they deliver their best performances on that test and that will highlight the effective employee for the organization (Lindgren and Abdullah 2013). In other words, their evaluation process has treated in that way to gain the productiveness and intact the employees satisfaction through the process. These are the best-recommended way to balance both the aspects in an organization. References Forbes.com 2013 Good Leaders Are Invaluable To A Company. Bad Leaders Will Destroy It retrieved from: https://www.forbes.com/sites/amyanderson/2013/01/14/good-leaders-are-invaluable-to-a-company-bad-leaders-will-destroy-it/#4211cbaa1138 [Accessed on 25th February, 2018] Heath, D., Singh, R., Ganesh, J. and Taube, L., 2013. Building thought leadership through business-to-business social media engagement at infosys.MIS Quarterly Executive,12(2). Lindgren, P. and Abdullah, M.A., 2013. Conceptualizing strategic business model innovation leadership for business survival and business model innovation excellence.Journal of Multi Business Model Innovation and Technology,1(2), pp.113-131.

Nuclear Energy Essays (1847 words) - Radioactivity,

Nuclear Energy Nuclear Energy Radioactive wastes, must for the protection of mankind be stored or disposed in such a manner that isolation from the biosphere is assured until they have decayed to innocuous levels. If this is not done, the world could face severe physical problems to living species living on this planet. Some atoms can disintegrate spontaneously. As they do, they emit ionizing radiation. Atoms having this property are called radioactive. By far the greatest number of uses for radioactivity in Canada relate not to the fission, but to the decay of radioactive materials - radioisotopes. These are unstable atoms that emit energy for a period of time that varies with the isotope. During this active period, while the atoms are 'decaying' to a stable state their energies can be used according to the kind of energy they emit. Since the mid 1900's radioactive wastes have been stored in different manners, but since several years new ways of disposing and storing these wastes have been developed so they may no longer be harmful. A very advantageous way of storing radioactive wastes is by a process called 'vitrification'. Vitrification is a semi-continuous process that enables the following operations to be carried out with the same equipment: evaporation of the waste solution mixed with the borosilicate: any of several salts derived from both boric acid and silicic acid and found in certain minerals such as tourmaline. additives necesary for the production of borosilicate glass, calcination and elaboration of the glass. These operations are carried out in a metallic pot that is heated in an induction furnace. The vitrification of one load of wastes comprises of the following stages. The first step is 'Feeding'. In this step the vitrification receives a constant flow of mixture of wastes and of additives until it is 80% full of calcine. The feeding rate and heating power are adjusted so that an aqueous phase of several litres is permanently maintained at the surface of the pot. The seco nd step is the 'Calcination and glass evaporation'. In this step when the pot is practically full of calcine, the temperature is progressively increased up to 1100 to 1500 C and then is maintained for several hours so to allow the glass to elaborate. The third step is 'Glass casting'. The glass is cast in a special container. The heating of the output of the vitrification pot causes the glass plug to melt, thus allowing the glass to flow into containers which are then transferred into the storage. Although part of the waste is transformed into a solid product there is still treatment of gaseous and liquid wastes. The gases that escape from the pot during feeding and calcination are collected and sent to ruthenium filters, condensers and scrubbing columns. The ruthenium filters consist of a bed of condensacate: product of condensation. glass pellets coated with ferrous oxide and maintained at a temperature of 500 C. In the treatment of liquid wastes, the condensates collected contain about 15% ruthenium. This is then concentrated in an evaporator where nitric acid is destroyed by formaldehyde so as to maintain low acidity. The concentration is then neutralized and enters the vitrification pot. Once the vitrification process is finished, the containers are stored in a storage pit. This pit has been designed so that the number of containers that may be stored is equivalent to nine years of production. Powerful ventilators provide air circulation to cool down glass. The glass produced has the advantage of being stored as solid rather than liquid. The advantages of the solids are that they have almost complete insolubility, chemical inertias, absence of volatile products and good radiation resistance. The ruthenium that escapes is absorbed by a filter. The amount of ruthenium likely to be released into the environment is minimal. Another method that is being used today to get rid of radioactive waste is the 'placement and self processing radioactive wastes in deep underground cavities'. This is the disposing of toxic wastes by incorporating them into molten silicate rock, with low permeability. By this method, liquid wastes are injected into a deep underground cavity with mineral treatment and allowed to self-boil. The resulting steam is processed at ground level and

The Bell X-1 and Breaking the Sound Barrier

The Bell X-1 and Breaking the Sound Barrier Bell X-1E Specifications: General Length: 31 ft. Wingspan: 22 ft. 10 in. Height: 10 ft. 10 in. Wing Area: 115 sq. ft. Empty Weight: 6,850 lbs. Loaded Weight: 14,750 lbs. Crew: 1 Performance Power Plant: 1 Ãâ€" Reaction Motors RMI LR-8-RM-5 rocket, 6,000 lbf Range: 4 minutes, 45 seconds Max Speed: 1,450 mph Ceiling: 90,000 ft. Bell X-1 Design Development: Development of the Bell X-1 began in the waning days of World War II as the interest in transonic flight increased. Initially contacted by the US Army Air Force and the National Advisory Committee for Aeronautics (NACA - now NASA) on March 16, 1945, Bell Aircraft began designing an experimental aircraft dubbed the XS-1 (Experimental, Supersonic). In seeking inspiration for their new aircraft, the engineers at Bell elected use a shape similar to a Browning .50-caliber bullet. This was done as it was known that this round was stable in supersonic flight. Pressing forward, they added short, highly-reinforced wings as well as a movable horizontal tailplane. This latter feature was included to give the pilot increased control at high speeds and later became a standard feature on American aircraft capable of transonic speeds. In the interest of retaining the sleek, bullet shape, Bells designers elected to use a sloped windscreen in lieu of a more traditional canopy. As a result, the pilot entered and exited the aircraft through a hatch in the side. To power the aircraft, Bell selected an XLR-11 rocket engine capable of around 4-5 minutes of powered flight. Bell X-1 Program: Never intended for production, Bell constructed three X-1s for the USAAF and NACA. The first began glide flights over Pinecastle Army Airfield on January 25, 1946. Flown by Bells chief test pilot, Jack Woolams, the aircraft made nine glide flights before being returned to Bell for modifications. Following Woolams death during practice for the National Air Races, the X-1 moved to Muroc Army Air Field (Edwards Air Force Base) to begin powered test flights. As the X-1 was not capable of taking off on its own, it was carried aloft by a modified B-29 Superfortress. With Bell test pilot Chalmers Slick Goodlin at the controls, the X-1 made 26 flights between September 1946 and June 1947. During these tests, Bell took a very conservative approach, only increasing speed by 0.02 Mach per flight. Dismayed by Bells slow progress towards breaking the sound barrier, the USAAF took over the program on June 24, 1947, after Goodlin demanded a $150,000 bonus for achieving Mach 1 and hazard pay for every second spent over 0.85 Mach. Removing Goodlin, the Army Air Force Flight Test Division assigned Captain Charles Chuck Yeager to the project. Familiarizing himself with the aircraft Yeager made several test flights in the X-1 and steadily pushed the aircraft towards the sound barrier. On October 14, 1947, less than a month after the US Air Force became a separate service, Yeager broke the sound barrier while flying X-1-1 (serial #46-062). Dubbing his plane Glamorous Glennis in honor of his wife, Yeager achieved a speed of Mach 1.06 (807.2 mph) at 43,000 feet. A publicity boon for the new service, Yeager, Larry Bell (Bell Aircraft), and John Stack (NACA) were awarded with the 1947 Collier Trophy by the National Aeronautics Association. Yeager continued with the program and made 28 more flights in Glamorous Glennis. The most notable of these was on March 26, 1948, when he reached a speed of Mach 1.45 (957 mph). With the success of the X-1 program, the USAF worked with Bell to build modified versions of the aircraft. The first of these, the X-1A, was intended to test aerodynamic phenomena at speeds above Mach 2. First flying in 1953, Yeager piloted one to a new record speed of Mach 2.44 (1,620 mph) on December 12 of that year. This flight broke the mark (Mach 2.005) set by Scott Crossfield in the Douglas Skyrocket on November 20. In 1954, the X-1B began flight testing. Similar to the X-1A, the B variant possessed a modified wing and was used for high speed testing until it was turned over to NACA. In this new role, it was used until 1958. Among the technology tested on the X-1B was a directional rocket system that was later incorporated into the X-15. Designs were created for the X-1C and X-1D, however the former was never built and the latter, meant for use in heat transfer research, only made one flight. The first radical change to the X-1 design came with the creation of the X-1E. Constructed from one of the original X-1s, the X-1E featured a knife-edge windscreen, new fuel system, a re-profiled wing, and enhanced data collection equipment. First flying in 1955, with USAF test pilot Joe Walker at the controls, the aircraft flew until 1958. During its final five flights it was piloted by NACA research pilot John B. McKay who was attempting to break Mach 3. The grounding of the X-1E in November 1958, brought the X-1 program to a close. In its thirteen-year history, the X-1 program developed the procedures that would be used in subsequent X-craft projects as well as the new US space program. Selected Sources NASA: Bell X-1 National Air Space Museum: Bell X-1

11 Pros and Cons of Using Movies in Class

11 Pros and Cons of Using Movies in Class Showing a film in class may engage students, but engagement cannot be the only reason for showing movies in the classroom. Teachers must understand that the planning for viewing a film is what makes it an  effective learning experience for any grade level. Before planning, however, a teacher must first review the schools policy on the use of film in class. School Policies There are film ratings that schools may adopt for movies shown in class. Here are a general set of guidelines that could be used: G-rated films: No signed permission form is necessary.PG-rated films: A signed parental permission form is required for students under age 13. At the elementary school level, the principal will ask a committee to review the use of the film prior to granting permission.PG-13-rated films: A signed parental permission form is required for students under age 14. No use of PG-13 films is typically allowed at an elementary school level. In a middle school, the principal will ask a committee to review the use of the film prior to granting permission.  R-rated: A signed parental permission form is required for all students. The principal will ask a committee to review the film before granting permission. Film clips are preferred for R-rated films. No use of R-rated films is typically allowed in middle or elementary schools. After checking on the film policy, teachers design the resources for the film to determine how it fits in a unit with other lesson plans. There may be a worksheet to be completed as the movie is being watched that also provides the students with specific information. There may be a plan to stop the film and discuss specific moments. Film as Text The Common Core State Standards for English Language Arts (CCSS) identify a  film as a text, and there are standards specific to the use of film in order to compare and contrast texts. For example, one ELA standard for Grade 8 states: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.   There is a similar ELA standard for grades 11-12 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist). The CCSS encourage the use of film for higher levels of Blooms Taxonomy including analysis or synthesis. Resources There are websites dedicated to helping teachers create effective lesson plans for use with film. One major consideration is the use of film clips as opposed to an entire film. A well-chosen 10-minute clip from a film should be more than adequate to launch a meaningful discussion. Pros of Using Movies in Class Movies can extend the learning beyond the textbook. Sometimes, a movie can really help students get a feel for an era or an event. For example, if you are  a STEM teacher,  you might want to show a clip from the movie ​Hidden Figures  that  highlights the contributions of black women to the space program of the 1960s.Movies can be used as a pre-teaching or interest-building exercise. Adding a movie can build interest in a topic that is being learned while providing a small break from normal classroom activities.Movies can be used to address additional learning styles.  Presenting information in numerous ways can be the key to helping students understand topics. For example, having students watch the movie Separate But Equal can help them understand the reason behind the court case Brown v. Board of Education beyond what they can read in a textbook or hear in a lecture.Movies can provide teachable moments. Sometimes, a movie can include moments that go beyond what you are teaching in a lesson and allow you to highlight other important topics. For example, the movie Gandhi provides information that can help students to discuss world religions, imperialism, non-violent protest, personal freedoms, rights and responsibilities, gender relations, India as a country, and so much more. Movies can be scheduled on days when students could be unfocused.  In day-to-day teaching, there will be days when students will be focused more on their homecoming dance and the big game that night, or on the holiday that starts the next day, rather than on the topic of the day. While there is no excuse to show a non-educational movie, this could be a good time to watch something that complements the topic you are teaching. Cons of Using Movies in the Classroom   Movies can sometimes be very long. A showing of a film such as  Ã¢â‚¬â€¹Schindlers List  with every 10th grade class (with their parents permission, of course) will take an entire week of classroom time. Even a short movie can take up two to three days of classroom time. Further, it can be difficult if different classes have to start and stop at different points in a movie.The educational part of the film may only be a small portion of the overall movie. There may be only a few parts of the movie that would be appropriate for the classroom setting and truly provide an educational benefit. In these cases, it is best to just show the clips if you feel that they truly add to the lesson you are teaching.The movie may not be completely historically accurate.  Movies often play with historical facts to make a better story. Therefore, it is important to point out the historical inaccuracies or students will believe that they are true. If done properly, pointing out the issues with a movie can provide good teachable moments for students. Films do not teach themselves. Showing a movie such as Glory, without putting it in the  historical context  of African-Americans and their role in the Civil War or providing feedback throughout the movie is little better than using the television as a babysitter for your children.There is a perception that watching movies is a bad method of teaching. That is why it is key that if movies are part of a curriculum units resources that they are selected purposefully and that there are properly-created lessons that highlight the information the students are learning. You do not want to get a reputation as the teacher who shows full-length movies which serve little to no purpose, other than as a reward within the classroom setting.Parents might object to specific content within a movie. Be upfront and list the films you will show during the school year. If there are any concerns at all about a movie, send home permission slips for students to return. Include the parents to talk about any concerns they might have before the showing. If a student is not allowed to watch the movie, there should be work to complete in the library while you are showing it to the rest of the class. Movies can be an effective tool for teachers to use with students. The key to success is to choose wisely and create lesson plans that are effective in making the film a learning experience.   Source English Language Arts Standards  » Reading: Literature  » Grade 11-12  » 7. Common Core State Standards Initiative, 2019. English Language Arts Standards  » Reading: Literature  » Grade 8. Common Core State Standards Initiative, 2019. Hidden Figures – Curriculum Discussion Guides. Journeys in Film, April 10, 2017.

CELLULAR PATHOLOGY- Staining protocols Essay Example | Topics and Well Written Essays - 1000 words

CELLULAR PATHOLOGY- Staining protocols - Essay Example Several tissue components can be demonstrated by this stain. It is an important diagnostic tool in most clinical settings. Substances that consist of glycol groups or alkylamino and amino derivatives are normally oxidized to form. An insoluble pink/magenta chromogen is later formed after these dialdehydes Periodic acid combines with the Schiff’s reagent. In tissue sections PAS positive substances include: Amyloid, cartilage, collagen, mucins, glycogen, and basement membranes among others, together with some organisms such as fungi. Method: As per the hand-out Results: Figure 1: shows Glycogen detection in the liver with PAS Figure 2: Shows PAS stain with diastase in the Hepatocytes Detection of the liver with glycogen storage disease. Figure 3: Represents mucins PAS stain (Intestine Alcain Blue). Figure 4: Shows Kidney tissue section, with Bowman’s capsule. Discussion i) Glycogen Most carbohydrates are broken down by the body from the foods we eat; it is further convert ed to a sugar type referred to as glucose. The main fuel source for the cells is glucose. When glucose is no longer needed by the body for energy, it is stored in the muscles and liver. The glucose stored consists of many connected glucose molecules referred to as glycogen. When a quick energy boost is required by the body in cases where the body is not receiving any glucose from food, there is break down of glycogen that results to glucose release into the bloodstream to generate fuel for the cells.( Knebelmann et al,1996) Glycogen demonstration in tissue sections, for example for the liver section tissues, it can be used to differentiate between normal liver tissue and the abnormal liver tissue by looking at the morphology. The liver is the main organ that stores glycogen. Any observation made after staining of the liver tissue that is different from typical liver tissue staining will indicate that the tissue is not normal hence diseased. For example, liver and fatty liver cells, scar tissue (fibroblasts) can be used to differentiate between normal and abnormal liver tissues( hepatocytes) after staining because of the absence of glycogen in normal cells. The diastase use in enzymes digestion of glycogen acts as a control. Hence, two slides comparison can show an area occupied by glycogen. PAS Stains glycogen but there can be pre-digestion of tissue with diastase in order to remove glycogen. Clinical Implication of PAS Stain of Glycogen We have various GSD types.   Individuals with GSD are born with it.   In GSD, there is storage of abnormal glycogen amount in the liver. For an individual with GSD: The liver is not able to regulate the use of glucose and glycogen. Certain enzymes involved in the regulation of the conversion of glucose into glycogen or glucose release from glycogen are not present.  Ã‚   At least 10 different GSDs types do exist. These types are placed in categories based on the missing enzyme. The GSD forms that are most common includes : types I, III and IV. One in every 20,000 individuals can have a type of GSD. GSD I, also referred to as von Gierke condition: Is caused by enzyme Glucose-6-Phosphatase deficiency.   GSD III, also referred to as Cori disease:  Is caused by debrancher enzyme deficiency. This leads to the body forming molecules of glycogen with abnormal structure. This unusual structure prevents the breakdown of glycogen into free glucose as well.   GSD IV also referred to as amylopectinosis:   increased glycogen amount in the tissues is not experienced. Instead, the building up