How Can A Students Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? :: Teaching Education

In what capacity Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? Anne, a multi year old Vietnamese American understudy gazed out the window while the instructor rambled on out of sight. Her musings focused on lunch and her companions, and family. On a more profound level, her considerations were about kinship, dependability, connection, and how kids gain status and acknowledgment in the social structure of the school. Anne's consideration was brought once more into the study hall when the instructor declared that this data will be on the test. Precisely, Anne started to compose as the educator directed notes. At the point when the educator had wrapped up the notes, Anne's considerations meandered back to her own interests. This genuine story is about me as a little youngster attempting to relate to the encounters of school information and genuine information. A large portion of us as understudies have been from my point of view can promptly distinguish the incidental minutes of weariness and wandering off in fantasy land in an in any case intriguing and drawing in school experience, and in different events, this is the fundamental truth of the homeroom life. Generally, the instructive network has tended to see socially various understudies as originating from a shortfall model, that some way or another these understudies did not have the secret sauce, the instructive encounters for achievement in school. Once in a while have schools and instructive foundations seen socially various understudies as being society rich and not in danger. At the point when kids are not permitted to consolidate their earlier information with new encounters gave in the homeroom, learning is eased back and the kid develops a disconnected perspective on the world. This paper investigates the multicultural and broadened universe of the understudies and compares it along the information the understudies are experiencing in the homeroom. It investigates information in regards to the customary ideas of realistic information of school, and information that fixates on the interests and points of the student. Multicultural adapting needs to expand on understudy's regenerative (earlier information) alongside their reified (school knowledge)knowledges, the information must be according to the understudy's home and network, the data must be actually natural to the youngster, the comprehension must get through an association with socially natural stories and materials, information needs to make a significant linkage to give youngsters authority over their learning, and multicultural information needs to address the chronicles and encounters of individuals who have been kept separate from the educational plan (Dewey, 125). What I encountered as a young lady was a contention between two extraordinary sorts of information, which R.B Everhart has recognized as reified and regenerative information. Regenerative information is made, kept up, furthermore, reproduced through the nonstop collaboration of individuals in a network By what means Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? :: Teaching Education In what capacity Can A Student's Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? Anne, a multi year old Vietnamese American understudy gazed out the window while the instructor rambled on out of sight. Her contemplations fixated on lunch and her companions, and family. On a more profound level, her considerations were about kinship, steadfastness, family relationship, and how youngsters gain status and acknowledgment in the social structure of the school. Anne's consideration was brought once again into the study hall when the instructor reported that this data will be on the test. Precisely, Anne started to compose as the instructor directed notes. At the point when the educator had wrapped up the notes, Anne's musings meandered back to her own interests. This genuine story is about me as a little youngster attempting to relate to the encounters of school information and genuine information. A large portion of us as understudies have been from my point of view can promptly distinguish the intermittent minutes of weariness and wandering off in fantasy land in an in any case fascinating and connecting with school experience, and in different events, this is the principle truth of the study hall life. Generally, the instructive network has tended to see socially assorted understudies as originating from a shortfall model, that by one way or another these understudies came up short on the secret sauce, the instructive encounters for accomplishment in school. Once in a while have schools and instructive establishments seen socially assorted understudies as being society rich and not in danger. At the point when kids are not permitted to join their earlier information with new encounters gave in the study hall, learning is eased back and the kid develops a disconnected perspective on the world. This paper investigates the multicultural and expanded universe of the understudies and compares it along the information the understudies are experiencing in the study hall. It investigates information in regards to the customary ideas of conventional information of school, and information that fixates on the interests and points of the student. Multicultural adapting needs to expand on understudy's regenerative (earlier information) alongside their reified (school knowledge)knowledges, the information must be corresponding to the understudy's home and network, the data must be by and by natural to the kid, the comprehension must get through an association with socially recognizable stories and materials, information needs to make an important linkage to give kids authority over their learning, and multicultural information needs to address the accounts and encounters of individuals who have been kept separate from the educational program (Dewey, 125). What I encountered as a young lady was a contention between two extraordinary sorts of information, which R.B Everhart has recognized as reified and regenerative information. Regenerative information is made, kept up, what's more, reproduced through the nonstop cooperation of individuals in a network

The Social History Of Maycomb Essay Research free essay sample

The Social History Of Maycomb Essay, Research Paper The Social History Of Maycomb Maycomb is said to hold an extremely carinate cultural development. A few people would portray it as a cultural trigon. In this bit of work I will try to explain that development using comments made by Jem. At the highest point of the cultural pyramid are the individuals that Jem portrays as the ordinary everyday citizens, such as themselves and the neighbors. These individuals would incorporate Miss Stephanie, Mrs Dubose, The Radleys and Miss Maudie. Notwithstanding, we have discovered that the Radleys are viewed as outsiders from the network since they wear t will in general mingle. Jem and Scout had neer seen any of the Radleys outside their home until he saw Boo Radley, or Arthur Radley, one dim when Miss Maudie s house tricks ablaze. The accompanying individuals down on the cultural graduated table are the individuals who are Like the Cunninghams, out in the timberlands. We will compose a custom exposition test on The Social History Of Maycomb Essay Research or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page These individuals are fairly hapless, yet at the same time hold self respect and certain guidelines. For case, on Jem s preeminent d ay at school, Walter Cunningham has no tiffin, so his educator offers to confer him some cash to get down to the stores for supplement. Notwithstanding, he does non acknowledge the cash since he realize he cannot wage her dorsum. Beneath the Cunnighams are the individuals, for example, the Ewells. These are individuals who live down in the mopess and have specific guidelines that they live by. Rules, for example, they can run all twelvemonth unit of ammo and keep up what they kill. In addition, Burris Ewell and the other Ewell kids, only need to make a trip to class for one twenty-four hours every twelvemonth. They wear t consideration what individuals consider them and they live their lives by the by they need. At the underside of the stepping stool are the inkinesss. In the story we wear t here much about the inkinesss, then again, actually Atticus is supporting one in council. Along these lines, Atticus is known as a nigga darling by certain individuals from the network. In straightforward footings, and in the expressions of Jem ; Our kind of ordinary citizens Don T like the Cunninghams, the Cunninghams wear T like the Ewells and the Ewells scorn and disdain the hued average citizens.

My Physician Assistant School Interview

It seems like just yesterday. Like Gene Kelly in the 1952 classic "Singing in the Rain," there I stood, rain-drenched, under an iconic cast-iron streetlight, holding a soggy white letter in my hand. The letter that said: "You have been accepted for a PA School Interview." I was living in Seattle at the time, two years removed from my undergraduate degree in Biology from the University of Washington. I was working long, hard hours for the Puget Sound Blood Center and taking night courses to become certified as an EMT. I had already received two letters of denial: One from Oregon Health Sciences University PA Programand the other from Stony Brook University PA Programin NY. It was late and a typical Seattle night: raining cats and dogs. Rarely in life do things play out like a true storybook ending, but there I found myself shedding for the first time real tears of joy. It is weird to think that acceptance into a graduate school program can evoke such emotion. But I knew as I held that letter that I would someday sit here, as I do today, writing about how I get to practice medicine. The Journey of a Lifetime I am on a plane to New Jersey and I feel sick to my stomach. Just about a month earlier I had received notice from the University of Medicine and Dentistry of New Jersey that I had been accepted for an interview. Being from California and living in Seattle for six years I had spent little time on the East Coast. I had traveled to NJ once as a teenager with my parents as part of a three month around the country RV trip. There are trees in New Jersey? Jersey? I said to myself, they have trees in New Jersey? At the time, I did not knowit was the Garden State. I arrived at 2 PM in Albany, New York. I chose Albany because I was able to score an incredibly cheap ticket and I had very little money. I didn't know how far away Albany, NY was from New Jersey, but I had heard that I could take a train to NY and from there to NJ, and that sounded like an adventure. It was 22 degrees the day I arrived. That first night I walked to a small bar about 2 blocks from my hotel room and had a beer to unwind. I kept to myself and thought about the upcoming 3 days. The following day I boarded a train to NY City, it was spectacular. In a window seat, my cold red nose pushed up to the glass, holding a cup of coffee and a good book. I put the book aside to stare out the window. The trees were white and the tips were clear like glass. The repetitive clock like click of the train car on the tracks slowly faded as we passed into dark endless tunnels and then into Grand Central Station. Where the normal now gave way to the surreal: The beauty and the sharp cold edges of NY City. I walked all day, non-stop. I took a free ferry ride to Staten Island and back, then walked from the very tip of the Manhattan to the end of Central Park and halfway back again to Times Square. In Times Square I passed a young intern on the street who asked me if I wanted to attend Late Night with David Letterman. I thought I have an interview tomorrow in NJ I cant be on the David Letterman Show. But I couldnt pass this up. So I returned at 5 pm and attended the show. Again it was surreal; I was already falling deeply in love. How I got to Piscataway NJ (the home to UMDNJ), into my hotel room and ready for the next morning perplexes me to this day. First of all because I remember that no-one in the train station knew where Piscataway was and because I cant imagine that I decided to wait till that night so late to try to get to the location of my interview. But I guess it was a different time in my life. The wonderful thing was that by the time of the interview I was in love. Not just with the idea of PA school but the idea of PA school here. And the journey here lit a fire in my soul and changed my focus: From one of worry to one of great hope and optimism. The Interview It's 6 am and I am holding bagels and cream cheese, I met another young applicant in the hotel lobby. We took a cab together to the school where we were ushered into a room with about 30 other applicants. There were students there at the time volunteering as part of the meet and greet. We were in that room for a long time, we had nametags, we introduced ourselves, talked about our goals and why we were there, we then spoke one on one with several of the students and each other I remember thinking how amazing it was to be here all the way across the country. I was one of only a handful of applicants from out-of-state. From the meet and greet our name was called, we were given a small packet (I cant remember what was in there at the time) probably just some general info about the program and we were taken to one of the small classrooms where I was placed in a chair sitting directly in front of three instructors and a student who would be asking me questions. Boy was I nervous, but somehow at the same time, I felt this sense of calm. The night before I had told myself this, and this is something that I have used every time I have an interview or am in a new situation: Be yourself, be humble, be extremely honest, you have skills that this organization/school needs. Let them see who you are. The first thing they asked me was an icebreaker: How has your trip here been Did you have any trouble getting here? What a great first question, because I couldnt wait to tell them about the beautiful train ride, the lights of NY City, my ferry ride to Staten Island culminated by my stint on the Letterman Show. I could see how their eyes lit up as I talked about it. It was bringing something back for them; I was like a baby who had found a new toy. And it was my enthusiasm that shined through. Then they asked me about my work experience: I was a phlebotomist now; I traveled all over the city of Seattle and the outskirts on a mobile bus. I had worked during the summers at a Special needs youth summer camp with kids with disabilities, I had finished an internship at the University of Washington Laboratory, I had finished my training as and EMT, I held a bachelors degree in Zoology. I was engaged to be married. They asked me about my 2.9 GPA. I explained how my first two years in college had been a part of how I got there that day. How my last 2 years I made deans list, how I challenged myself by taking harder classes that interested me. I explained how this gave me a broad base of experience. How this taught me about hard work and the meaning of perseverance. They asked me about patient care experience. I told them how I hold the hands and arms of patients often when they are the most vulnerable The job of a phlebotomist seems trivial but I explained to them that it is not. It is about comforting people when they are afraid, easing their worries, taking the time to listen to their story. It is what I want to do as a PA. And last, that asked me why I wanted to be a PA, not a Doctor. For me this was simple. I had known a physician assistant who was changing the world one patient at a time. That is who I wanted to be. The Letter Back to the rain-soaked night standing on my porch in Seattle, holding that acceptance letter, writing this today. Life is such a beautiful journey. Your Journey! Wherever this finds you on your path to becoming a Physician Assistant I will say this: It is not just clich to say that if you want anything bad enough you can get it. And what I learned during my interview process for PA school was that I had to overcome a fear of failure and many deep-rooted feelings of inadequacy that I held onto. I tell you of my journey because it was the trip around my interview that was the most important part. It reminded me at an extremely crucial time just how wonderfully amazing life can be. The beauty of simple things and the reason I was there. Otherwise, had I not had this experience I may have just become another fly on the wall. Lost to my insecurities, stifled by a lack of creativity in a moment of intense stress and distraction. View all posts in this seriesMy PA School Interview: The Journey of a LifetimeThe Top 46 Physician Assistant Applicant Interview QuestionsUse this Interview Hack to Get The Physician Assistant Job of Your Dreams!The Physician Assistant Job or PA School Interview Email EtiquetteThe Physician Assistant Interview: Thank You and Follow-up (With Sample)A Look Inside Two PA School Interviews5 Things Ive Learned Going Into My Fourth Physician Assistant Application Cycle300 PA School Interview Questions You Should Be Ready to AnswerPA School Mock Interviews: Prepare With a Live, Recorded Video InterviewMock Physician Assistant School Interview With Taylor Hill Pre-PAMock PA School Interview With Pre-PA Lily BoyleThe Interview That Got This Pre-PA Into 5 PA Schools101 PA School Applicants Answer: Whats Your Greatest Strength?Mastering Your PA School Interview: Tone Matters You may also like -How to (Really) Get Into the PA School of Your Choice! verybody's journey to becoming a PA is a bit different. We all have different lives, differentupbringings, different barriers to overcome to reach our goals. We have different paths that have led us to want to become a physician []Overcoming Obstacles on Your Path to Becoming a Physician AssistantLife is full of obstacles. They can be as simple as getting out of the bed in the morning, or as arduous as writing the perfect physician assistant application essay. Most of the time the biggest obstacle is ourselves. The excuses []Who is the Ideal PA School Candidate? Lessons From Olympic Ice Skating I love Olympic ice skating. It is the ultimate test of human grit. Here are people who have spent four years and countless hours practicing for what comes down to a life changing 2-minute event. This is a lesson on life, it is a []

The Root Causes of the American Revolution

The American Revolution began in 1775 as an open conflict between the United Thirteen Colonies  and Great Britain. Many factors played a role in the colonists desires to fight for their independence. Not only did these issues lead to war, but they also shaped the foundation of the United States of America. The Cause of the American Revolution No single  event caused the revolution. It was, instead, a series of events that led to the war. Essentially, it began as a disagreement over the way Great Britain governed the colonies and the way the colonies thought they should be treated. Americans felt they deserved all the rights of Englishmen. The British, on the other hand, thought that the colonies were created to be used in ways that best suited the Crown and Parliament. This conflict is embodied in one of the rallying cries of the ​American Revolution: No Taxation Without Representation. Americas Independent Way of Thinking In order to understand what led to the rebellion, its important to look at the mindset of the founding fathers. It should also be noted that this mindset was not that of the majority of colonists: Only about one-third of the colonists supported the rebellion. One-third of the population supported Great Britain, and the other third were neutral. The 18th century is known historically as the age of Enlightenment. It was a period when thinkers, philosophers, statesman, and artists began to question the politics of government, the role of the church, and other fundamental and ethical questions of society as a whole. The period was also known as the Age of Reason, and many colonists followed this new way of thinking. A number of the revolutionary leaders had studied major writings of the Enlightenment, including those of Thomas Hobbes, John Locke, Jean-Jacques Rousseau, and the Baron de Montesquieu. From these thinkers, the founders gleaned such new political concepts as the social contract, limited government, the consent of the governed, and the  separation of powers. Lockes writings, in particular, struck a chord. His books helped to raise questions about the rights of the governed and the overreach of the British government. They spurred the republican ideology that stood up in opposition to those viewed as tyrants. Men such as Benjamin Franklin and John Adams were also influenced by the teachings of the Puritans and Presbyterians. These teachings included such new radical ideas as the principle that all men are created equal and the belief that a king has no divine rights. Together, these innovative ways of thinking led many in this era to consider it their duty to rebel against laws they viewed as unjust. The Freedoms and Restrictions of Location The geography of the colonies also contributed to the revolution. Their distance from Great Britain naturally created a sense of independence that was hard to overcome. Those willing to colonize the new world generally had a strong independent streak with a profound desire for new opportunities and more freedom. The Proclamation of 1763 played its own role. After the French and Indian War, King George III issued the royal decree that prevented further colonization west of the Appalachian Mountains. The intent was to normalize relations with the Native Americans, many of whom fought with the French. A number of settlers had purchased land in the now forbidden area or had received land grants. The crowns proclamation was largely ignored as settlers moved anyway and the Proclamation Line eventually moved after much lobbying. Despite this concession, the affair left another stain on the relationship between the colonies and Britain. The Control of Government The existence of colonial legislatures meant that the colonies were in many ways independent of the crown. The legislatures were allowed to levy taxes, muster troops, and pass laws. Over time, these powers became rights in the eyes of many colonists. The British government had different ideas and attempted to curtail the powers of these newly elected bodies. There were numerous measures designed to ensure the colonial legislatures did not achieve autonomy, although many had nothing to do with the larger British Empire. In the minds of colonists, they were a matter of local concern. From these small, rebellious legislative bodies that represented the colonists, the future leaders of the United States were born. The Economic Troubles Even though the British believed in mercantilism, Prime Minister Robert Walpole espoused a view of salutary neglect. This system was in place from 1607 through 1763, during which the British were lax on enforcement of external trade relations. Walpole believed this enhanced freedom would stimulate commerce. The French and Indian War led to considerable economic trouble for the British government. Its cost was significant, and the British were determined to make up for the lack of funds. They levied new taxes on the colonists and increased trade regulations. These actions were not well received by the colonists. New taxes were enforced, including the Sugar Act and the Currency Act, both in 1764. The Sugar Act increased already considerable taxes on molasses and restricted certain export goods to Britain alone. The Currency Act prohibited the printing of money in the colonies, making businesses rely more on the crippled British economy.   Feeling underrepresented, overtaxed, and unable to engage in free trade, the colonists rallied to the slogan, No Taxation Without Representation. This discontent became very apparent in 1773 with the events that later became known as the Boston Tea Party. The Corruption and Control The British governments presence became increasingly more visible in the years leading to the revolution. British officials and soldiers were given more control over the colonists and this led to widespread corruption. Among the most glaring of these issues were the Writs of Assistance. These were general search warrants that gave British soldiers the right to search and seize any property they deemed to be smuggled or illegal goods. Designed to assist the British in enforcing trade laws, these documents allowed British soldiers to enter, search, and seize warehouses, private homes, and ships whenever necessary. However, many abused this power. In 1761, Boston lawyer James Otis fought for the constitutional rights of the colonists in this matter but lost. The defeat only inflamed the level of defiance and ultimately led to the Fourth Amendment in the U.S. Constitution. The Third Amendment was also inspired by the overreach of the British government. Forcing colonists to house British soldiers in their homes infuriated the population. It was inconvenient and costly to the colonists, and many also found it a traumatic experience after events like the  Boston Massacre in 1770. The Criminal Justice System Trade and commerce were overly controlled, the British Army made its presence known, and the local colonial government was limited by a power far across the Atlantic Ocean. If these affronts to the colonists dignity were not enough to ignite the fires of rebellion, American colonists also had to endure a corrupt justice system. Political protests became a regular occurrence as these realities set in. In 1769, Alexander McDougall was imprisoned for libel when his work To the Betrayed Inhabitants of the City and Colony of New York was published. His imprisonment and the Boston Massacre were just two infamous examples of the measures the British took to crack down on protesters.   After six British soldiers were acquitted and two dishonorably discharged for the Boston Massacre—ironically enough, they were defended by John Adams—the British government changed the rules. From then on, officers accused of any offense in the colonies would be sent to England for trial. This meant that fewer witnesses would be on hand to give their accounts of events and it led to even fewer convictions. To make matters even worse, jury trials were replaced with verdicts and punishments handed down directly by colonial judges. Over time, the colonial authorities lost power over this as well because the judges were known to be chosen, paid, and supervised by the British government. The right to a fair trial by a jury of their peers was no longer possible for many colonists. Grievances That Led to Revolution and the Constitution All of these grievances that colonists had with the British government led to the events of the American Revolution. And many of these grievances directly affected what the founding fathers wrote into the U.S. Constitution. These constitutional rights and principles reflect the hopes of the framers that the new American government would not subject their citizens to the same loss of freedoms that the colonists had experienced under Britains rule.

Judaism, Christianity, And Islam - 1670 Words

Judaism, Christianity, and Islam are the three major monotheistic religions in the world, not only do these religions differ in spirituality, but the gender roles between males and females are quite different as well. In Islam, women are allowed to take on professions, in Christianity women were healed by Jesus and followers of Christ and in Judaism, women were looked to as spiritual leaders and housewives that made an extreme impact on their children. All roles were different among these women in these three religions, and they differ in so many more ways. To begin with, Islam is the second largest of the three major monotheistic religions. Muslims believe that the Quran is God’s word as revealed to the prophet Muhammad through the angel Gabriel. According to iupui.edu women, make up, half of society and they are responsible for the nurturing, guidance and reformation of the subsequent generations of men and women. It is the female who imbues principles and faith into the so uls of the nation. The women have a full financial status that is no less than that of the man. She has the right, in the same way that a man does to possess all types of wealth, whether it be in the form of assets, real estate or cash. She has the right to use her wealth in any manner she wishes. According to the Quran, men and women have the same spirit, there is no superiority in the spiritual sense among men and women. Subsequently, there is no restriction in Islamic law that says a woman cannotShow MoreRelatedJudaism, Christianity, And Islam992 Words   |  4 PagesJudaism, Christianity and Islam are three of the most recognized monotheistic religions worldwide. These religions are often referred to as the Abrahamic religions because of their history to the founding father, Abraham. Judaism, Christianity and Islam are closely related with varying differences. Christianity was born from within the Jewish tradition, and Islam developed from both Christianity and Judaism. We take a look at some of the major similarities and major differences of these widely practicedRead MoreJudaism, Christianity, and Islam1538 Words   |  6 PagesJudaism, Christianity and Islam Christianity and Islam are the most influential religions in the world. Judaism has only fourteen million followers across the continents which makes Judaism the 12th largest religion. Although Judaism is not as large as Christianity and Islam, It still has an impact on the world. Prophet Abraham is the called in Islam the father of all prophets and because of that, sometimes Christianity, Islam and Judaism are called Abrahamic Religions. There are many known differencesRead MoreJudaism, Christianity, And Islam1052 Words   |  5 PagesAubrey Fletcher 3/9/15 Humanities Professor Michaud 417868 Judaism, Christianity, and Islam There are roughly 4,200 different religions in the world today, among them the largest are Judaism, Christianity, and Islam. These three religions are more similar then one would think. Christianity is the largest religion in the world with 2 billion followers and are called Christians. Islam is the second largest religion in the world with 1.3 billion followers. They are called Muslims, which means â€Å"oneRead MoreJudaism, Christianity, And Islam875 Words   |  4 Pageshave believed in a higher power or powers. Christianity, Islam and Judaism, the three most dominant religions are no different. They are all Monotheistic meaning they believe in one sole higher power or God. Though they share this common idea and many other similarity, they have many distinct features of their own that make them different as a whole. Many past religions have believed in the idea of multiple gods, Polytheism. Judaism, Christianity and Islam believe in one Supreme creator, MonotheismRead MoreChristianity, Islam, And Judaism1636 Words   |  7 PagesChristianity, Islam, and Judaism All three religions believe and worship the same God but they do it in different ways. Judaism happens to be the oldest religion today but they don’t have an official creed. They aim to teach you about God, the Messiah, human beings, and the universe which makes Jewish beliefs very important to them. But it is important to understand that being Jewish is more of a race and culture than it is a religion. Some Jewish people may have no interest in Judaism. Judaism hasRead MoreJudaism, Christianity, And Islam1679 Words   |  7 Pages Completely Different but Surprisingly Similar Judaism, Christianity, and Islam are all three different religions that many may not think can even be compared. At a glance, the religions are derived from different locations, the members of the religions look and act different, and some of the widely known practices are what make the religions so distinct. However, they are more similar than most people think. In the core of the three religions, many of their beliefs and practices show to be extremelyRead MoreChristianity, Islam, And Judaism Essay1967 Words   |  8 PagesChristianity, Islam, and Judaism represent the three most influential religions in the world throughout history. Judaism is, however, not as widespread as both Islam and Christianity, but it still has a profound impact in the world. Judaism, Islam, and Christianity are also known as the Abrahamic religions because their history is traced to the ancient individual, Abraham who is first referred to in the Hebrew Bible. There are many similarities as well as some differences between these religionsRead MoreJudaism, Christianity, And Islam902 Words   |  4 Pagesmost famous three religions -People of the book- are Judaism, Christianity, and Islam. Judaism is the oldest organized religion in the world; however, it only has 14 million followers around the world most of them centered in North America and Israel. Christianity, came after Judaism and have two billion believers around the world, and that’s about one third of the world population. Finally, Islam came after Judaism and Christianity. Even though Islam came afterwards, it spread quickly around the worldRead MoreJudaism, Christianity, And Islam1016 Words   |  5 Pagesthat keeps many people going in life but at the same time, the same reason our world has so many problems and has been torn apart. Through studying the main tenets in call, Judaism, Christianity and Islam were analyzed for weeks. Christianity and Islam take the cake for the two biggest religions in today’ s population however, Judaism plays the smallest role. These three religions, although different, are easily able to be compared and contrasted because of all of the history and information we have attainedRead MoreJudaism, Christianity, And Islam1087 Words   |  5 PagesJudaism, Christianity, and Islam are among the best known and most widely practiced religions today, and have had enormous cultural, ideological, and historical impact on the peoples of every continent. Arguably more so than any other ideological systems, Abrahamic religion has been among the most influential forces in human history. The shared elements of their traditions have allowed them to develop in part through a multi-faceted dialogue with each other. These faiths, despite sharing a common

The Structural Lightweight Concrete For Thermal Energy Storage

Question: Discuss about the Structural Lightweight Concrete For Thermal Energy Storage. Answer: Compressive strengths of concrete The necessity to get the compressive strength of concrete is that one gets to know the characteristics of concrete and whether concrete has been properly done. The compressive strength of concrete varies depending on the type of structures for which the concrete is intended. The compressive strength of concrete varies. It varies from 15 MPa (2200 psi) to 30 MPa (4400 psi). These depend on a number of factors like quality of concrete material, the strength of cement, water-cement ration as well as quality control when producing concrete. The testing of the compressive strength of concrete gets done on cylinder or cube (Hsu, 2017). Mix design for structural lightweight concrete The building industry is going higher and higher making the span of concrete to be longer and longer. It paves way for the growth of lightweight structural concrete. Lightweight concrete is a concrete with 2,000 psi for 28 days, with less than 115 pounds per cubic foot of air dry unit. In lightweight concrete mix design, keeping workability at the same time minimizing unit water content and getting the availability of mix water for hydration is a challenge. This is because there are high absorption rates as well as rough texture prohibiting the determination specific gravity of lightweight combinations. The application of specific gravity factor solves the problem. This method uses total water requirement and the amount needed to fulfill aggregate absorption characteristics it is established with the use of trial mixes (Hwang and Hung, 2005). The volumetric method is another method employed particularly when dealing with same materials. The initial design gets derived with the use of known volumes of moisture-free aggregates. The amount of water get determined with use of trial mixes and then added to secure the needed slump. On get the desired design, batch weights are converted with use of previous unit weight obtained from separate aggregate sizes. Batch weights are then balanced in the field for any dampness contained in the totals at the point of clustering. Even though the trial blends require some feeling with respect to the blend architect, combined with data that can be given by the producer, a few general standards ought to be remembered. On separate consideration of fine and coarse aggregate, the entire weight of one cubic yard of aggregate ranges from 30 to 32 cubic feet (Clarke, 2014). Porous materials for thermal energy storage in buildings The only storage concept in building is the use of porous materials with the chemical and physical sorption properties of gases that are reversible. It is a long-term solution for thermal energy storage in building because of its long-term, seasonal and low-temperature storage. These materials are capable of holding up to an approximate of 140oC of temperatures. The use of micro and meso-porous materials is essential. These micro and meso-porous materials entails a bigger aspect of solids that fall under micro-porous (0-2 nm) and meso-porous (2-50 nm) where the permeability must have a particular effect on the properties of the material as well as use (Zhou, Zhao, and Tian, 2012). The zeolites materials, zeolite-like materials, carbon molecular sieves, pillared materials, clathrasils, as well as clathrates, meso-porous materials, organic and/or inorganic porous hybrid materials (Schth and Schmidt, 2002) among others are examples of porous materials produced that can be utilized for b uildings. These PCM with the capability to store passive heat gains as latent heat in a given temperature range reducing energy usage, enhancing thermal comfort by adjusting the fluctuations in temperature and reducing peak loads (Jiang et al., 2010). References Clarke, J.L., 2014. Structural lightweight aggregate concrete. CRC Press. Hsu, T.T., 2017. Unified theory of reinforced concrete. Routledge. Hwang, C.L. and Hung, M.F., 2005. Durability design and performance of self-consolidating lightweight concrete. Construction and building materials, 19(8), pp.619-626. Jiang, H.L., Tatsu, Y., Lu, Z.H. and Xu, Q., 2010. Non-, micro-, and mesoporous metal organic framework isomers: reversible transformation, fluorescence sensing, and large molecule separation. Journal of the American Chemical Society, 132(16), pp.5586-5587. Schth, F. and Schmidt, W., 2002. Microporous and mesoporous materials. Advanced Materials, 14(9), pp.629-638. https://www.journals.elsevier.com/microporous-and-mesoporous-materials Zhou, D., Zhao, C.Y. and Tian, Y., 2012. Review on thermal energy storage with phase change materials (PCMs) in building applications. Applied energy, 92, pp.593-605.

Skin and Hair Follicle free essay sample

Chemicaally joining two or more atoms forms a Molecule 2. A fuluncle is a localized bacterial infection that produces constant pain of hair Hair follicle 3. Two halves of a styles form a mirror image of one another Symmetical balance 4. Coarse, medium, or fine is classified as Hair texture 5. Hair and nails are an appendage of the skin and are part of what body system Integumenaty system 6. Round shaped pathogenic bacteria that appear singly Cocci 7. The skin that lies beneath the free edge of the nail plate Hyponychium 8. What is the study of small living things, microorganisms Microbiology 9. In basic massage, practitioner should avoid Drain lymph technique 10. Which muscle do you use the most to move hand and fingers Forearms 11. A 90 degree angle haircut will give client Layer 12. To offset a long neck in hair shapping it advisable Leave the hair full at the neck 13. To have a complete full curl, need to roll the rod at least 2 and half rounds 14. We will write a custom essay sample on Skin and Hair Follicle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To minimize wide set eyes and make them look closer Extend the eyebrow line inside the corner of the eyes 15. What is the ingredient in permanent wave Ammonium thioglycolate 16. Practitioner should wear what type of shoes to avoid hurting Low heels shoes 7. It is best to give treatment before Shampoo 18. Lipstick should applied with Cotton pledged 19. Temporarily hair removing Depilatories 20. When tweezing eyebrow, it should be Fast and follow it grown direction 21. There is a dark area on hair that has been prelighten Lighten the dark area only 22. The guidelines and controls for infection published by the cemter for disease Universal precaution 23. What color neutralize red Green 24. Which pattern should use in pin curl to avoid split facial hairline Triangle 25. Which skin layer has blood vessels Dermis 26. Which bacteria is known as non-pathogenic Saprophytes 27. All disinfectant must be approved by EPA 28. To avoid overlapping in a tin retouch color the new growth of hair 1/16 inches 29. What subsection for lighter 1/8 30. What guideline is for Establish length 31. Slithering is Cutting hair with thinning shear 32. What is the characteristic of metal brush Transfer and retain heat 33. In permanent wave avoid excessive Ringing 34. To offset a square jaw Direction hair straight to jaw line 35. Chemical relaxer is also called Sodium hydroxide 36. When there is a red boil with redness on the skin it is considered Bacterial infection 37. Which part of the hair follicle help generate hair growth Papilla 8. Combination of finger waving and pin curl is Skip wave 39. The chemical that seal the cuticle to provide lubrication and protection to hair is Sillicones 40. Bacteria are not harmed by disinfectant is Spore-forming stage 41. Draping cape should be coverd over the shampoo chair to prevent Water dripping down to the neck 42. The pin curl that has the least mobility No stem 43. What is the protective covering the body surface Epithelial tissue 44. A wig for men used to coverd the top and crown of the head is Toupee 45. How do you mix the nail polish Roll the bottle between the palm 46. What is the cool primary color Blue 47. Ability of body to destroy invasive agents to enter the body Immunity 48. Moist heat is used for Sterilization 49. The process which cells is produced Mitosis 50. The method of hair extensions required heat from a special tool The fusion bonding 51. Fungus on artificial nail is caused by Water gets in artificial nail 52. Hangnails maybe treated by softening the cuticle with Hot oil 53. What water is allowed shampoo to lather freely on hair Soft water 54. Skill in finger waving is important because The foundation of styling 55. PH in acid-balanced shampoo is Between 4. 5 and 5. 5 56. What is the benefit of scalp massage Increase blood circulation 57. What are substances used to neutralize acids or raised the pH Alkanolamines 58. When doing a facial practitioner should drape the client from Chest down 59. Through light what type of hair is most transparent Straight hair fine hair thining hair 60. When cutting hair if the client chair is too low, practitioner will get Shoulder pain 61. Best thing to do if practitioner noticed an infectious disease on client Prefer to a physician 62. How many nerves are in the arms and wrist?