How to Remain Calm and Avoid Power Struggles

How to Remain Calm and Avoid Power Struggles You know the circumstance all too well, a child disrupts you or the class or doesnt want to adhere to rules, routines or your instructions. You reprimand the child who then becomes defiant and refuses your request outright. Before you know it, youre engaged in a power struggle. In no time you send the student to the office or have somebody from the office come to collect the student. What have you gained? The term for this is Short term relief but long term grief. There are no winners in a power struggle. Do what the great teachers do - avoid power struggles. Unfortunately, the classroom is the place where power struggles can occur on a frequent basis because teachers are always wanting our students to comply with things they would prefer not to do. However, think of your strategy as getting commitment rather than compliance. Here are some of the tricks that will help you to avoid power struggles: Remain Calm, Do Not Become Defiant Dont over-react. You are always modeling appropriate behaviors in all that you do. Do not show your anger or frustration, believe me, I know this can be difficult but it is a must. A power struggle requires 2 people, so you cannot engage. You do not want to escalate the students behavior. Remain calm and composed. Save Face Dont center the student out in front of their peers, this is very important to the child. It is never good to humiliate the child in front of their peers and you wont build positive relationships if you do. When you respond with an Ive had enough of you speaking out, off to the office with you or If you dont stop that, Ill.......... youll gain nothing. These kinds of statements often escalate a situation in a negative way. You need to think of the end result and statements like this in front of the childs peers will make him more confrontational and a power struggle is more likely to occur. Instead, get the rest of the class working to enable you to have a one to one conversation with the disruptive student just outside the classroom door or quietly at the childs desk. Do not engage with anger, frustration, power or anything that may intimidate the student, it is more likely to escalate the disruptive behavior. Try to validate the students need, I can see why you are angry about....b ut if you work with me, well talk about his later...... After all, your goal is to calm the student, so model the calmness. Dis-engage Do not engage the student. When you model confrontation you will naturally end up in a power struggle. Regardless of how stressed you are - dont let it show. Dont engage, after all, the disruptive student is usually seeking attention and if you give the attention, youve given the student a reward for acting negatively. Ignore minor behaviors, if the student is acting in such a way that a response is required, simply use a matter of fact comment (Jade, your comment isnt appropriate, lets talk about it later and carry on. If its more severe: Jade those comments you made surprise me, youre a capable student and can do better. Do you need me to call the office? At least this way, they make the choice. Deflect the Student's Attention Sometimes you can re-focus the student by ignoring what was said and ask if the specific assignment is done or if the student has something that needs finishing. A little later you might have a one to one with the student suggesting that you didnt appreciate the interruption earlier that disrupted the rest of the class but that youre happy to see him/her working productively again. Always re-focus on what matters. Ask the student how the problem can be resolved, make the student part of the solution. Chillax Time Sometimes it is important to allow the child a chilling out time. Quietly ask the child if a quiet time elsewhere is needed. A buddy classroom or study carrel might just be enough. You may wish to tell him to take some chillaxing time and remind him/her that youll talk when theyre feeling up to it. Wait Time Allow some time for the child to calm down before determining what the consequence will be. This helps to de-escalate the anger the child may be feeling. If you can use humor in the de-escalation process, all the better and it will help you out of a power struggle. Remember the golden rule: Up, down and up again. For instance Jade, youve had such a terrific day, Ive been so proud of you. I dont understand why you are choosing not to follow instructions now. Perhaps Ill give you 5 minutes to think about it and youll be that terrific person I know you to be. Up, down, up. Use common sense and know when to be flexible enough to compromise.

Introduction to Gross Domestic Product

Introduction to Gross Domestic Product In order to analyze the health of an economy or examine economic growth, its necessary to have a way to measure the size of an economy. Economists usually measure the size of an economy by the amount of stuff it produces. This makes sense in a lot of ways, mainly because an economys output in a given period of time is equal to the economys income, and the economys level of income is one of the main determinants of its standard of living and societal welfare. It may seem strange that output, income, and expenditure (on domestic goods) in an economy are all the same quantity, but this observation is simply the result of the fact that there is both a buying and a selling side to every economic transaction. For example, if an individual bakes a loaf of bread and sells it for $3, he has created $3 of output and made $3 in income. Similarly, the buyer of the loaf of bread spent $3, which counts in the expenditure column. The equivalence between overall output, income and expenditure is simply a result of this principle aggregated over all of the goods and services in an economy. Economists measure these quantities using the concept of Gross Domestic Product. Gross domestic product, commonly referred to as GDP, is the market value of all final goods and services produced within a country in a given period of time. Its important to understand precisely what this means, so its worth giving some thought to each of the definitions components: GDP Uses Market Value Its pretty easy to see that it doesnt make sense to count an orange the same in GDP as a television, nor does it make sense to count the television the same as a car. The GDP calculation accounts for this by adding up the market value of each good or service rather than adding up the quantities of the goods and services directly. Although adding up market values solves an important problem, it can also create other calculation problems. One problem arises when prices change over time since the basic GDP measure doesnt make it clear whether changes are due to actual changes in output or just changes in prices. (The concept of real GDP is an attempt to account for this, however.) Other problems can arise when new goods enter the market or when technology developments make goods both higher quality and less expensive. GDP Counts Market Transactions Only In order to have a market value for a good or service, that good or service has to be bought and sold in a legitimate market. Therefore, only goods and services that are bought and sold in markets count in GDP, even though there may be a lot of other work being done and output being created. For example, goods and services produced and consumed within a household dont count in GDP, even though they would count if the goods and services were brought to the marketplace. In addition, goods and services transacted in illegal or otherwise illegitimate markets dont count in GDP. GDP Only Counts Final Goods There are many steps that go into the production of virtually any good or service. Even with an item as simple as a $3 loaf of bread, for example, the price of the wheat used for the bread is perhaps 10 cents, the wholesale price of the bread is maybe $1.50, and so on. Since all of these steps were used to create something that was sold to the consumer for $3, there would be a lot of double counting if the prices of all of the intermediate goods were added into GDP. Therefore, goods and services are only added into GDP when they have reached their final point of sale, whether that point is a business or a consumer. An alternate method of calculating GDP is to add up the value added at each stage in the production process. In the simplified bread example above, the wheat grower would add 10 cents to GDP, the baker would add the difference between the 10 cents of the value of his input and the $1.50 value of his output, and the retailer would add the difference between the $1.50 wholesale price and the $3 price to the end consumer. Its probably not surprising that the sum of these amounts equals the $3 price of the final bread. GDP Counts Goods at the Time They Are Produced GDP counts the value of goods and services at the time they are produced, not necessarily when they are officially sold or resold. This has two implications. First, the value of used goods that are resold doesnt count in GDP, though a value-added service associated with reselling the good would be counted in GDP. Second, goods that are produced but not sold are viewed as being purchased by the producer as inventory and thus counted in GDP when they are produced. GDP Counts Production Within an Economy's Borders The most notable recent change in measuring an economys income is the switch from using gross national product to using Gross Domestic Product. In contrast to gross national product, which counts the output of all of an economys citizens, Gross Domestic Product counts all output that is created within the borders of the economy regardless of who produced it. GDP Is Measured Over a Specific Period of Time Gross Domestic Product is defined over a specific period of time, whether it be a month, a quarter, or a year. Its important to keep in mind that, while the level of income is certainly important to the health of an economy, its not the only thing that matters. Wealth and assets, for example, also have a significant effect on the standard of living, since people not only buy new goods and services but also get enjoyment from using the goods that they already own.

Gender Equity in the Classroom Essay Example | Topics and Well Written Essays - 500 words

Gender Equity in the Classroom - Essay Example The role of an educator in an intercultural classroom is to ensure the each and every student in the classroom is able to communicate and amicably work with people from other cultures with tolerance, understanding and respect. The educator has to not only impart information about his / her subject to the student, but they must do so in such a way that every student, irrespective of cultural background can understand what is being taught and does not feel left out or belittled. One aspect that is often left unnoticed in education is gender inequality, which can definitely leave certain students feeling left out or neglected. Whether they are aware of it or not, there is always some discrimination based on gender in every school and by every teacher. Each person has a stereotypical idea of the behavior that should be exhibited by boys and girls and this idea influences their interaction with their students. Numerous studies have revealed that boys are encouraged to be straightforward a nd unreserved and are praised more often for academic performance than girls. A girl is expected to be good at studies while boys do not have the same level of expectations from their teachers. This assumption of a non-physical distinction in their abilities is exactly the bias that needs to be rooted out of educational institutions. A girl is criticized for speaking loudly, while a boy is excused for doing so.

Capstone - Non-Compliance Essay Example | Topics and Well Written Essays - 2500 words

Capstone - Non-Compliance - Essay Example the outcomes include; full compliance or adherence to treatment and change in life that promotes good health depending on the treatment recommendations. Non-compliance is a complex problem that can affect and is also affected by economic status, change in lifestyle, and group approach interventions among other factors. Nursing interventions are successful and can yield tangible outcomes. However, effective interventions require identification and counteraction of factors that lead to non-compliance. Telling examples of these factors are unsatisfactory discharge instructions, economic difficulties, a language barrier, and cultural believes. Proactive attitude by nursing staff to counteract these factors yields desirable outcomes. Noncompliance is the opposite of compliance (the degree to which patients follow medical advice) plagues patients with a diagnosis such as diabetes, renal failure, and hypertension (Fischer, Stedman, Lii, Vogeli, & Shrank, et al, 2010). Noncompliant patients inhibit appropriate treatment of their general health care and thus pose a medical hazard at a wide scale (Fischer, et al, 2010). Noncompliance does not imply to therapeutic medications, but also general medical advice such as self-supervised physical exercises and therapy sessions. Dealing with noncompliant patients is a challenge that nurses face on a daily basis while carrying out their duties. However, addressing these challenges proactively (by the nurse) can bring about positive outcomes among affected patients. This capstone project covers the approaches of identifying and dealing with noncompliant patterns in patients affected by various health issues on a nursing perspective. Emerging literature on this subject suggests an increasing interest by researchers to delineate the problem. Noncompliant patients are difficult to research owing to their negative attitude towards healthcare givers (who are also the researchers). Consequently, this area is still gray and only limited

How Shakespeare Presents Helena Essay Example for Free

How Shakespeare Presents Helena Essay Helena is clearly longing for something to make her like Hermia in hope that Demetrius would see some of Hermia in her. She is also jealous of Hermia’s beauty. It also shows us that she is insecure about her own appearance. The audience would’ve felt sorry towards her at this point as she is clearly devastated about Demetrius. A bit more into the play Helena expresses her confusion and betrayal towards Demetrius. â€Å"For ere Demetrius looked on Hermia’s eyne, / He hail’d down oaths that he was only mine. / And when this hail some heat from Hermia felt,/ So he dissolv’d, and showers of oaths did melt. In this metaphor Helena is saying that Demetrius had made so many promises to her like balls of ice (hail stones) but when Hermia came along he made broke them causing Demetrius’s promises to have melted. We feel sympathetic towards Hermia as Demetrius led Helena on, making all of these promises when only later he would break all of them. Desperation is shown when Helena tells Demetrius about Hermia and Lysander’s plan to run away, betraying Hermia in the process. She is so desperate that she betrayed her best friend, Hermia. It was a bit hypocritical of her to betray Hermia and endangering their friendship like that when later on she accuses Hermia of throwing away their friendship when actually Hermia was stating the truth. â€Å"But herein mean I enrich my pain, / To have his slight thither, and back again. † In this quote it shows that Helena has come to the conclusion that Demetrius would never love her. So she would betray her best friend to just be pleased with by Demetrius but this doesn’t seem the case when you read later on in the play that Demetrius gets even more irritated with Helena. Helena is basically saying that even though it would pain her to see Demetrius chasing after Hermia she would still do it. At this moment the audience would’ve felt annoyed and sympathetic. The audience annoyed at Helena because she had ruined her best friend’s plan just to help her in her love life. This would be considered as selfish. However we would be sympathetic towards her as she has completely given up on being loved by Demetrius. However when her wishes are finally granted she doesn’t believe it creating a huge argument: â€Å"Wherefore was I to this keen mockery born? When at your hands did I deserve this scorn? † At this point Helena lets out all the insecurities, anger and sadness she’s ever been feeling. Her life for the last couple of months has been an emotional rollercoaster. â€Å"Is’t not enough, is’t enough, young man, / That I did never, no, nor never can/ Deserve a sweet look from Demetrius’ eye/ But you mu st flout my insufficiency? † The repetition that she uses suggests that she is so angry at Demetrius that she repeats her words; she’s so angry that she cannot think straight. The whole reason she’s angry is that she thinks that they are mocking her as Helena cannot believe anyone could possibly love her as she is so used to being rejected. If Demetrius couldn’t love her, who would? Her low self esteem also appears into her passage and her words. Helena feels confused at how anyone could ever like her and most of all outraged that her friends would mock and make fun of her. The audience feel humoured at this situation as Helena is claiming that Lysander and Demetrius don’t love her when actually they are in love with her to the point of madness. We also feel sorry towards her as she sees herself as a reject. At the end, when the confusion is solved and Helena finally has Demetrius she says some final words. â€Å"So methinks; / And I have found Demetrius, like a jewel, / Mine own, and not mine own. † In this metaphor she compares Demetrius to a jewel like she had been digging for a diamond and had finally found it. It shows how much Helena values Demetrius. At this point she finally realises that Demetrius actually does love her. At this point the udience would be feeling happy for Helena as she’s finally cheerful. However they might think that Demetrius doesn’t actually deserve Helena. In conclusion, Helena is showed as a heartbroken and desperate girl at the beginning then at the end she seems happy. The audience experience a range of emotions towards her, including sympathy, irritation and happiness. At the end of the play, we are likely to feel happy and satisfied because she finally has what she wan ts. Also throughout the whole play she is always depressed, sad or scolding herself.

The KMT lose the war more than the CCP winning it :: essays research papers

The question asks if the CCP really won the war because of tactics and skill or if the KMT lost the war not because the CCP beat them but if they brought their loss upon themselves. As the CCP and KMT were preparing to fight, the majority of people perceived that the KMT would win the war easily. After all, America was prepared to pour billions of dollars into funding the KMT in order for them to win the war. With America on their side the KMT had a powerful American-trained and American-equipped army of three million men. They held all the big cities, all the main railway lines, and some of the richest provinces. Money was abundant and they had large stocks of weapons. In comparison, the CCP were nothing. They held only countryside areas, no air force, no navy and an army of only one million men. They did not have the backing of a single foreign country. I think that the KMT could easily have won the war but instead lost it. The KMT had always been very cowardly. Their cowardice was shown during the Japanese Invasion, when they moved west to Chongqing. This isolated themselves from main cities and could be seen as them isolating their people. The relocation showed that they were unwilling to fight against Japan for their country and therefore unprepared to fight any war. However, America made sure that the KMT were airlifted out of Chongqing and into key cities to stop the CCP from gaining more land. The KMT were did not plan well in advance and could not handle the money that was meant to benefit them properly. The rapid inflation of the currency was causing great hardship for many civilians in the KMT-held cities. As money lost its value, many workers went on strike, hungry crowds stormed shops, riots broke out and public order collapsed. This was very bad for the KMT as people stopped supporting the KMT and went over to the communist party’s side. Another example of the KMT not thinking ahead can be seen during the Japanese invasion. During this time, they never gained support from the peasants which made up most of China. Instead, they bullied them by imposing high taxes on them which made them even more unpopular with them. So instead of gaining supporters they lost what were potential supporters.

Beyond Romantic Ecocriticism: Toward Urbanatural Roosting Essay

One of S. T. Coleridge’s many passions was â€Å"the Science of Words, their use and abuse and the incalculable advantages attached to the habit of using them appropriately†¦ † (Aids to Reflection 7). This passion drove Coleridge to coin over 600 words, including â€Å"psychosomatic,† â€Å"romanticize,† â€Å"supersensuous,† and memorable phrases like â€Å"the willing suspension of disbelief. † (In fact, the new electronic edition of the Oxford English Dictionary lists Coleridge as #59 in the â€Å"Top 1000 sources for quotations,† only a few slots behind the Bible). He also coined the word â€Å"desynonymize† in the belief that clarity in language went hand in hand with clarity in thinking. The importance of words, and coining new ones where necessary, is precisely where Ashton Nichols begins his intriguing book. Nichols invents a word — â€Å"Urbanature† — in order forge a new understanding of our relationship to the natural world. This term (which, as Nichols helpfully points out, rhymes with â€Å"furniture†) â€Å"suggests that nature and urban life are not as distinct as human beings have long supposed †¦ ll human and nonhuman lives, as well as all animate and inanimate objects around those lives, are linked in a complex web of interdependent interrelatedness† (xiii). Likewise, Nichols refashions the term â€Å"roosting† to describe â€Å"a new way of living more self-consciously on the earth† by creating more temporary, environmentally sensitive homes in the surrounding environment (3). By engaging these terms, and examining their eighteenth and nineteenth century antecedents, Nichols hopes to renew our views of nature at a time of increasing peril for our urban, suburban, rural, and wild environments. Nichols interweaves several types of sources and methodologies in this project: Romantic and Victorian poetry and prose, the history of science, ecocriticism, and personal memoir. In taking an ecocritical approach to Romanticism, Nichols aligns his work with Jonathan Bate’s The Song of the Earth (2000); Kate Rigby’s Topographies of the Sacred: The Poetics of Place in European Romanticism (2004); and James McKusick’s Green Writing: Romanticism and Ecology (2003). But besides conversing with these earlier studies, Nichols’ book features something unusual for a scholarly monograph: personal memoir -not just in the preface and afterword, which is more common — but interleaved in the chapters themselves, where–bit by bit–Nichols reconstructs a full year spent roosting in a rustic stone cabin and select urban spots. In both idea and text this interfusion (to use a Coleridgean coinage) levels the barriers between nature and culture, city and country, academic and personal. While Robert Macfarlane’s wonderful book Mountains of the Mind (2003) also alternates between an intellectual history and personal narrative, Nichols pushes even further by fusing these genres with a manifesto for environmental action. At the heart of this book is a reevaluation of the concept of nature, a project that began, according to Nichols, â€Å"not with the environmental revolution of the 1960s and 1970s, but with a new definition of ‘Nature’ first offered by Romantic writers in the late-eighteenth and early-nineteenth centuries† (xvi). In Romantic Natural Histories: William Wordsworth, Charles Darwin and Others (2004) and a fascinating website called Romantic Natural History, Nichols has already displayed his admirable command of the period’s literature and science. In this new, deeply interdisciplinary book, he examines conceptions of nature in the poetry of Wordsworth, Shelley, Erasmus Darwin, Keats, and Tennyson; in the prose of Thoreau and Hardy; and in the science of wonder cabinets, natural history museums, and zoos. Nichols finds a precedent for â€Å"urbanature† in the science and poetry of the eighteenth and nineteenth century, which both relied upon metaphors. In science and poetry alike, he shows, â€Å"the mind makes metaphors from the nonhuman (‘natural’) world as often as it does from human (‘urban’) world† at a time when â€Å"poetry (in fact all art) and natural philosophy (in fact all science) were more closely linked than they often seem today† (10). He reminds us that when Coleridge was asked why he attended so many lectures of human physiology in London, he replied, â€Å"I attend Davy’s lectures to increase my stock of metaphors. For Nichols, â€Å"the poetic-scientist needs imagination buttressed by facts, or facts fired by imagination, to make new metaphors† (142). Nichols cites Stephen Hawking’s visualization of a black hole as a contemporary example of the poetic-scientist, and the double-helix shape of DNA arriving in a dream came to my mind as well. Nichols examines the legacy of Romantic poetry through an ecocritical lens, exploring the ways in which the Romantics represent the natural world. Ultimately, however, he aims to go â€Å"beyond Romantic Ecocriticism† because â€Å"one element of Romanticism has contributed to the problems that urbanature seeks to resolve† — namely, a view that â€Å"nature is somehow opposed to urbanity, the wild is what the city gets rid of, human culture is the enemy of nature† (xxi). The goal of urbanature is to remove these harmful divisions: A look at the legacy of Romantic natural history will move beyond the word â€Å"nature† as it has been employed since the Enlightenment — and beyond the nature versus culture split — toward the more inclusive idea of â€Å"urbanatural roosting. Finally, I will argue that Romantic ecocriticism should now give way to a more socially aware version of environmentalism, one less tightly linked to narrowly Western ideas about the self, the â€Å"Other,† and the relationship between human beings and the natural world. Urbanatural roosting says that, if all humans are linked to each other and to their surroundings, then those same humans have clear obligations to each other and to the world they share. (xvii) Moving beyond Romantic ecocriticism, Nichols seeks to dissolve entirely the opposition between â€Å"nature versus culture, the natural versus the artificial, man versus nature †¦ ne of the last great Western dualisms that needs to be bridged or dissolved† (203). For Nichols, these dualistic categories are â€Å"old lines of arbitrary separation† that prevent us from seeing both city and country as â€Å"locations equally worthy of human care and concern, all equally serving of the attention needed to sustain them† (200). Despite their anthropomorphism and anthropocentrism, the Romantics did succeed in envisioning a dynamic, vital force at work in both the human and natural worlds. In certain poems by Keats and Coleridge, Nichols posits that â€Å"one unified power causes all of these natural effects [of the wind, the bird, or the frost], but this power is nothing more than a series of physical processes contained in nature, what John Locke and others had called a ‘natural law'† (27). In Shelley’s â€Å"Ode to the West Wind† Nichols finds a similar merging of the human and natural in an â€Å"autumnal and naturalistic paradise† (124-5). But rather than finding transcendence in the oem, he writes: â€Å"I want to forget about Shelley’s sentimentality (â€Å"As thus with thee in prayer in my sore need†) and set aside his characteristic overstatement (â€Å"I fall upon the thorns of life! I bleed! â€Å") and think instead about precisely what he achieves in these justly famous lines of poetry. The wind here is not merely moving air; it represents the life force itself; the elan vital, the chi, a vital energy that pervades the universe† (125). For Nichols, this world is purely material: â€Å"the prophecy itself is nothing more complex that a simple truth of material nature: spring always follows winter†¦ Shelley produces a resurrection poem without any link to the supernatural. He offers a promise of natural power and organic efficacy without any reference to a world beyond the physical world, beyond the world I can see and hear and feel outside my window every day†¦. † (127). But can this naturalistic reading of the poem account for its wealth of secularized biblical imagery? For its references to prayer, the thorns of life, apocalyptic showers of black rain, fire, and hail, and most especially the prophetic stance in the concluding lines? These are, I think, spiritual and supernatural motifs that possibly engage a transcendent third category beyond nature and culture. Nevertheless, abandoning this idea of the transcendent may be the very first step necessary for realizing â€Å"urbanature. † Nichols highlights the inherent cultural bias that shapes our conceptions of nature: â€Å"what we observe when we observe nature,† he writes, â€Å"is not some Platonically pure nature in itself, but a nature that is always changing, always determined by specific circumstances, by my consciousness, and by precise conditions in each contextual instance† (188) . Our cultural context today is more variegated and includes a greater familiarity with atheistic, agnostic, and non-Christian spiritual traditions as well as wider gaps between science, literature and religion. Nichols is consistently forthright in his desire to refashion the term â€Å"nature† for our times. Towards the end of the book especially, the manifesto-like rhetoric gains strength: â€Å"Like ecocentrism, urbanatural roosting will not be so difficult. All it will require is that every one of us should think about, care about, and do something good about every place, every person, every creature, and everything that each of us can effect on planet earth† (206-7). Nichols calls for nothing less than a new ethic, an â€Å"ecoethic† that recognizes the intrinsic value of both animate and inanimate nature. Nichols has a gift for writing about the history of science: the best chapters in this book elucidate emotional responses to science in the eighteenth and nineteenth century. He sees pleasure â€Å"as a concept that links Romantic poetry to Romantic science in significant ways. Pleasure located in the nonhuman world, and pleasure taken by humans in the natural world, are concepts that comingle in a whole range of Romantic metaphors and writings: anthropocentric, ecocentric, and otherwise† (88). Nichols salutes the galvanizing force of wonder in Romantic science, a topic also brilliantly explored by Richard Holmes in The Age of Wonder (2008). â€Å"Zoos and other forms of live or dead animal displays,† writes, Nichols, â€Å"-as I have already suggested in my reflections on natural history museums — emerged out of precisely the combination of scientific curiosity and fascination with spectacle †¦ To see something new and amazing is often to learn something new, but the experience is also about being excited, titillated or amazed†¦ (153). But he also charts darker terrain. For colonizing scientists, he notes, â€Å"it was ethically acceptable to cage other creatures, even human creatures, as long as the knowledge thus gained could be codified or organized as part of the great encyclopedic project† (154). He gauges too the sheer volume of death implicit in Darwinian natural selection and the horror of deep time, necessitated by new geological and fossil evidence, that demonstrated â€Å"how insignificant human life — and all of human civilization -seemed in the face of the timeline required for these incremental biological changes to occur† (61). These are riveting pages. There is no question that Nichols has written a wondrous book, innovative in its merging of genres, richly veined with intellectual history, literary criticism, and a passionate vision for the future of environmentalism. I read it with great pleasure and wonder, and wrestled with the questions it presented for many days. Indeed, taken as a whole, the book resembles two metaphors Nichols draws from the history of science: Darwin’s famous â€Å"entangled bank, clothed with many plants of many kinds, with birds singing on the bushes, with various insects flitting about† and all of its â€Å"endless forms most beautiful and most wonderful† (16) and wonder cabinets, a subject dear to my heart. In both the entangled bank and the curiosity cabinet, a sense of wonder leads to a deeper engagement with nature. Nichols’ best nature writing — including chronicles of intense I-thou encounters with a bobcat and dolphins — also resonate with wonder. Perhaps cultivating this sense of wonder is the Romantics’ greatest legacy for modern environmentalism, one that could help heal the divisions that imperil our world today.

Relating Pairs of Non-Zero Simple Zeros of Analytic Functions

Relating Pairs of Non-Zero Simple Zeros of Analytic Functions Edwin G. Chasten June 9, 2008 Abstract We prove a theorem that relates non-zero simple zeros sol and z of two arbitrary analytic functions f and g, respectively. Preliminaries Let C denote the set of Complex numbers, and let R denote the set of real numbers. We will be begin by describing some fundamental results from complex analysis that will be used in proving our main lemmas and theorems.For a description of the basics of complex analysis, we refer the reader to the complex analysis text Complex Variables for Mathematics and Engineering Second Edition by John H. Mathews. The following theorems have particular relevance to the theorems we will be proving later in this paper, and will be stated with out proof, but proofs can be found in [1]. Theorem 1 (Deformation of Contour)(Mathews) If CLC and ca are simple positively oriented contours with CLC interior to ca , then for any analytic function f defined in a domain conta ining both contours, the following equation holds true [1]. F (z)adz -? CLC f (z)adz Proof of Theorem 1 : See pages 129-130 of [1]. The Deformation Theorem basically tells us that if we have an analytic function f defined on an open region D of the complex plane, then the contour integral off long a closed contour c about any point z in D is equivalent to the contour integral of f along any other closed contour co enclosing that same point z. The Deformation Theorem allows us to shrink a contour about a point z arbitrarily close to that point, and still be guaranteed that the value of the contour integral about that point will be unchanged.This property will be instrumental in the proof of a lemma we will be using in proving our main result that relates all ordered pairs (zoo , sol ) of non-zero simple zeros, zoo and sol , of any two arbitrary analytic functions, f and g, each having one of those points as a simple zero. This powerful result is both non-trivial, and counter-intuitiv e: there is no reason to think right owe that all pairs of non-zero simple zeros of analytic functions are related.The result is non-trivial because our result only works for pairs of non-zero simple zeros and does not in general carry over to more than two non-zero simple zeros. All of the statements above will be proven rigorously The author wishes to proper special thanks to Sean Apple, DRP. Edwin Ford, Ryan Mitchell, and Larry Washman for all of their insights and contributions to making this paper possible. Without each one of them, none of what is in this paper, however useful or not, would have been possible. In this paper.But before this, we wish to describe briefly one case where a more general result does hold; namely, that if the non-zero simple zeros of an analytic function g are closed under multiplication, then the non-zero simple zeros of any other arbitrary analytic function, say h, that is defined on a union of open regions in the complex plane containing all of the non-zero simple zeros of said function g, can be related using a slight modification of our main theorem to be proven. All but the last of these statements, too, will be proven rigorously in this paper, as the proof of he last statement is trivial.One particular application of this special case of our main theorem to be proved, is the reduction of the prime factorization problem down to evaluating contour integrals of any number of possible analytic functions over a closed contour. More specifically, the integral is taken over a closed contour containing information about the prime factors of a product of prime numbers. The product to be factored is contained in the argument of a product of analytic functions, f and g, each of whose only zeros in the complex plane occur at the integers, and the result is a factor of the product of prime numbers.This particular result was the main conclusion obtained via our two year research project consisting of the following researchers: Sean App le, DRP. Edwin Ford, Ryan Mitchell, and Larry Washman, math instructor at Pierce Community College. Our collaborative research on the integer prime factorization problem was of great inspiration to the author in the formation of the generalization that is the main theorem of this paper.This main theorem, itself, is a generalization of some machinery we had together developed to reduce the prime factorization problem to evaluating contour integrals of the product f two specially chosen functions in the complex plane during the two year research project. The author wishes to thank Sean Apple, DRP. Edwin Ford, Ryan Mitchell, and Larry Washman, for their inspiration and help in making this generalization possible, for without them, none of this, however useful or not, would have been discovered at this time.For the following discussion, see page 113 of [1] for a formal definition of a contour. Now we shall discuss some more theorems that will be instrumental in proving our main results. The following theorem is called Cauchy Integral Formula. It provides us a way to represent arbitrary analytic functions evaluated at a point z in the domain of definition of the function in terms of a contour integral. This highly famous result is extremely powerful, and has many applications in both physics and engineering [1].It is also instrumental in proving a most counter-intuitive result: that if a function f is determinable on an open subset of the complex plane (I. E. If f is analytic on an open subset of the complex plane), then f has derivatives of all orders on that set [1]. In other words, if a function f has a first derivative on an open subset f complex numbers, then it has a second derivative defined on the same open subset of complex numbers, and it has a third derivative defined on the same open subset of complex numbers and so on ad infinitum [1].Theorem 2 (Cauchy Integral Formula)(Mathews) Let f be analytic in the simply connected domain D, and let c be a simple closed positively oriented contour that lies in D. If zoo is a point that lies interior to c, then the following holds true [1]. adz Proof of Theorem 2: see page 141 of [1]. The following theorem is called Leibniz Rule and along with Cauchy Integral Formula is instrumental in proving what is known as Cauchy Integral Formula for Derivatives, which has as a corollary, that functions that are analytic on a simply connected domain D, have derivatives of all orders on that same set [1].Without this theorem, we would need much stronger assumptions in the premise of our theorem relating pairs of non-zero simple zeros of analytic functions. Although we shall not use Leibniz rule directly in any of our proofs, Leibniz rule together with Cauchy Integral Formula form the back-bone of the machinery in the proof of Cauchy Integral Formula for Derivatives given in [1] on page 144, which we shall only outline. 2 Theorem 3 (Leibniz Rule)(Mathews) Let D be a simply connected domain, and let I : a t 0 b be an interval of real numbers.Let f (z, t) and its partial derivative fez (z, t) with respect to z be continuous functions for all z in D, and all t 2 1. Then the following holds true [1]. B f (z, t)dot fez (z, t)dot is analytic for z 2 D, and Proof of Theorem 3: The proof is given in [2]. The following Theorem is called Cauchy Integral Formula for derivatives and allows one to express the derivative of a function f at a point z in the domain off by a onto integral formula about a contour c containing the point z in its interior.The formula shows up in the remainder term in the proof of Tailor's Theorem. The remainder term mentioned above is used in the proof of Theorem (10), our main result. Theorem 4 [1](Mathews) Let f : D ! C be an analytic function in the simply connected domain D. Let be a simple closed positively oriented contour that is contained in D. If z is a point interior to c, then n! Ads z)n+l Proof of Theorem 4: We give here a sketch of the proof appearing in [1] . The proof is inductive and starts with the parameterization C : s = s(t) ND Ads = s (t)dot for a 0 t 0 b.Then Cauchy Integral formula is used to rewrite f in the form O f (s(t))so (t) dot s(t) z The proof then notes that the integrands in (B) are functions of z and t and the f and the partial derivative off with respect to z, fez , are derived and then Leibniz rule is applied to establish the base case for n = 1. Then induction is applied to prove the general formula. The main point of this is Corollary (5. 1) in [1] on page 144, which states that if a function f is analytic in a domain D, then the function has derivatives 3 of all orders in D, and these derivatives are analytic in D.Without this corollary, we could not relate the non-zero simple zeros of analytic functions as stated in Theorem (10); instead, the best we could do is to relate the non-zero simple zeros of functions whose second derivative exists on the intersection of the domains of the functions that contain the p air of non-zero simple zeros of the pair of given functions. But with Corollary (5. 1), we need only assume analyticity of the functions in question at the non-zero simple zeros, which significantly strengthens the results of our paper.Below we will give the definition of what is known in complex and real analysis as a ere of an analytic function f of a given order k, where k is a non-negative integer. What the order of a zero z tells us is how many of the derivatives of the function f are zero at z in addition to f itself. What is known is that if two functions, f and g, have a zero of order k and m, respectively, at some point zoo in the complex numbers, then the product of the two function f and g, denoted f g, will have a zero of order k + m at the point zoo [1].

Mixture Definition and Examples in Science

Mixture Definition and Examples in Science In chemistry, a mixture forms when  two or more substances are combined such that each substance retains its own chemical identity. Chemical bonds between the components are neither broken nor formed. Note that even though the chemical properties of the components havent changed, a mixture may exhibit new physical properties, like boiling point and melting point. For example, mixing together water and alcohol produces a mixture that has a higher boiling point and lower melting point than alcohol (lower boiling point and higher boiling point than water). Key Takeaways: Mixtures A mixture is defined as the result of combining two or more substances, such that each maintains its chemical identity. In other words, a chemical reaction does not occur between components of a mixture.Examples include combinations of salt and sand, sugar and water, and blood.Mixtures are classified based on how uniform they are and on the particle size of components relative to each other.Homogeneous mixtures have a uniform composition and phase throughout their volume, while heterogeneous mixtures do not appear uniform and may consist of different phases (e.g., liquid and gas).Examples of types of mixtures defined by particle size include colloids, solutions, and suspensions. Examples of Mixtures Flour and sugar may be combined to form a mixture.Sugar and water form a mixture.Marbles and salt may be combined to form a mixture.Smoke is a mixture of solid particles and gases. Types of Mixtures Two broad categories of mixtures are heterogeneous and homogeneous mixtures. Heterogeneous mixtures are not uniform throughout the composition (e.g. gravel), while homogeneous mixtures have the same phase and composition, no matter where you sample them (e.g., air). The distinction between heterogeneous and homogeneous mixtures is a matter of magnification or scale. For example, even air can appear to be heterogeneous if your sample only contains a few molecules, while a bag of mixed vegetables may appear homogeneous if your sample is an entire truckload full of them. Also note, even if a sample consists of a single element, it may form a heterogeneous mixture. One example would be a mixture of pencil lead and diamonds (both carbon). Another example could be a mixture of gold powder and nuggets. Besides being classified as heterogeneous or homogeneous, mixtures may also be described according to the particle size of the components: Solution: A chemical solution contains very small particle sizes (less than 1 nanometer in diameter). A solution is physically stable and the components cannot be separated by decanting or centrifuging the sample. Examples of solutions include air (gas), dissolved oxygen in water (liquid), and mercury in gold amalgam (solid), opal (solid), and gelatin (solid). Colloid: A colloidal solution appears homogeneous to the naked eye, but particles are apparent under microscope magnification. Particle sizes range from 1 nanometer to 1 micrometer. Like solutions, colloids are physically stable. They exhibit the Tyndall effect. Colloid components cant be separated using decantation, but may be isolated by centrifugation. Examples of colloids include hair spray (gas), smoke (gas), whipped cream (liquid foam), blood (liquid),   Suspension: Particles in a suspension are often large enough that the mixture appears heterogeneous. Stabilizing agents are required to keep the particles from separating. Like colloids, suspensions exhibit the Tyndall effect. Suspensions may be separated using either decantation or centrifugation. Examples of suspensions include dust in air (solid in gas), vinaigrette (liquid in liquid), mud (solid in liquid), sand (solids blended together), and granite (blended solids). Examples That Are Not Mixtures Just because you mix two chemicals together, dont expect youll always get a mixture! If a chemical reaction occurs, the identity of a reactant changes. This is not a mixture. Combining vinegar and baking soda results in a reaction to produce carbon dioxide and water. So, you dont have a mixture. Combining an acid and a base also does not produce a mixture. Sources De Paula, Julio; Atkins, P. W.  Atkins Physical Chemistry  (7th ed.).Petrucci R. H., Harwood W. S., Herring F. G. (2002).  General Chemistry, 8th Ed. New York: Prentice-Hall.Weast R. C., Ed. (1990).  CRC Handbook of chemistry and physics. Boca Raton: Chemical Rubber Publishing Company.Whitten K.W., Gailey K. D. and Davis R. E. (1992).  General chemistry, 4th Ed. Philadelphia: Saunders College Publishing.

William Henry Harrison Fast Facts

William Henry Harrison Fast Facts William Henry Harrison (1773 - 1841) served as Americas ninth president. He was the son of a signer of the Declaration of Independence. Before getting into politics, he made a name for himself during the Northwest Territory Indian Wars. In fact, he was known for his victory at the Battle of Fallen Timbers in 1794. His actions were noticed and allowed him to be present at the signing of the Treaty of Grenville which ended the wars. After the treaty was completed, Harrison left the military to become involved in politics. He was named the Governor of the Indiana Territory from 1800 to 1812. Even though he was the governor, he led forces against Native Americans to win the Battle of Tippecanoe in 1811. This fight was against a confederacy of Indians led by Tecumseh along with his brother, the prophet. The Native Americans attacked Harrison and his forces while they slept. In retaliation, they burned Prophetstown. From this, Harrison received the nickname, Old Tippecanoe. When he ran for election in 1840, he campaigned under the slogan, Tippecanoe and Tyler Too.  He easily won the 1840 election with 80% of the electoral vote.   Here is a quick list of fast facts for William Henry Harrison. For more in depth information, you can also read the  William Henry Harrison Biography. Birth: February 9, 1773 Death: April 4, 1841 Term of Office: March 4, 1841-April 4, 1841 Number of Terms Elected: 1 Term - Died in office. First Lady: Anna Tuthill Symmes Nickname: Tippecanoe William Henry Harrison Quote: The people are the best guardians of their own rights and it is the duty of their executive to abstain from interfering in or thwarting the sacred exercise of the lawmaking functions of their government. Additional William Henry Harrison Quotes Major Events While in Office: Died after only 1 month of pneumonia most likely contracted while giving his inaugural speech. Some people believe that his death was the result of Tecumsehs Curse. Presidents after Harrison who were elected in years that ended in a 0 died while in office. This curse ended when President Ronald Reagan survived the assassination attempt that occurred on March 30, 1981.   Related William Henry Harrison Resources: These additional resources on William Henry Harrison can provide you with further information about the president and his times. William Henry Harrison BiographyTake a more in depth look at the ninth president of the United States through this biography. Youll learn about his childhood, family, early career, and the major events of his administration. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the Presidents, Vice-Presidents, their terms of office, and their political parties. Other Presidential Fast Facts: Martin Van BurenJohn TylerList of American Presidents

The evolution of strategic intelligence analysis beginning in WWII Essay

The evolution of strategic intelligence analysis beginning in WWII trhough the Korean war - Essay Example Strategic intelligence involves acquiring information pertaining to military strategy and operation plans at the national level. In strategy intelligence, more focus is shifted on factors such as geography of foreign countries, long-term future planning trends and tactics. According to the DIA, strategic intelligence is a crucial implement in anticipation of future threats globally (Andrew 45). The World War II made America to realize the need for military intelligence in particular in terms of strategy. According to the Defense Intelligence Strategy (DIA), the Pearl Harbor attack by the Japans came as a huge surprise to the U.S presumably as result of inability or total failure by the government to predict the attack (Defense intelligence Agency). This is considered as one of the most noteworthy intelligence letdowns that subsequently led to the evolution of strategic intelligence. In the awakening of the Second World War, Andrew points out that the U.S. faced what he termed as a re volution in intelligence. In his opinion, both former presidents Truman and Roosevelt were incapable of grasping the full repercussions of the revolution. Roosevelt was, however, interested in human intelligence that was more spy-based instead of signal intelligence such as radio transmitter (Defense intelligence Agency). ... to an American and British Treaty that saw to the authorization and subsequent commencement of the development of the covert operations that were to gather relevant military information (Andrew). This also set up the foundation for the formation of government intelligence units such as the Central Intelligence Agency (CIA) as well as National Intelligence Agency (NSA). This was further augmented by Eisenhower who greatly contributed towards the development of strategic intelligence especially imagery satellites in an era where space explorations had not been launched. To do this, through the CIA Eisenhower deployed U-2 panes that surveyed the U.S. borders as well as some parts of the enemies’ territories (Prouty and Ventura 42). According to Prouty and Ventura, these steps marked a significant evolution of intelligence as the CIA started to invade areas that it was familiar with and in which it could establish its operations without being seen or observed by other parties with in the U.S. government as well as other enemies. Prouty and Ventura describes the CIA’s activities as a water spillage that spread quite fast. By the late fortes, the U.S. Air Intelligence Force was established by General Vandenberg that consisted of a number of units that was well equipped with military weaponry ranging from flight machineries to printing correspondents and leaflets distribution units. Upon their establishment, they were taken through a rigorous during training exercise, before being deployed to various parts of the world such as Japan. Some aspects of these units were greatly incorporated in the Korean War with some of the specialized sections made to work with the CIA in Asia, the Middle East and Europe as well (Johnson 163). Strategic intelligence was further boosted by

Harriet Jacobs Essay Example | Topics and Well Written Essays - 500 words

Harriet Jacobs - Essay Example Norcom. Dr. Norcom (given the pseudonym Dr. Flint in her Jacobs’ novel) would play an influential role in the life of Jacobs, sexually abusing her for most of her early life as a slave girl and threatening her should she refuse him. All of these factors led to Harriet Jacobs leading a difficult early life, which she recorded in her memoir Incidents in the Life of a Slave Girl. Life for Harriet Jacobs as a slave girl in the south was not easy. Although her parents were considered to be relatively high status for slaves, her mother’s early death meant that she was alone and under the full control of slave masters for the entirety of her early life. Dr. Norcom (Flint) began to sexually harass Jacobs just a few years after she was entrusted to his care. Jacobs was still very young at this point, and this sexual harassment would be one of the major influences on her life and her later writing. Cleverly, Harriet consented to the sexual advances of another white man (Mr. Sands ), which she thought would prevent Dr. Flint from sexually harassing her. Although Jacobs has said that she did not love this man and did not find it to be a Christian relationship, it was still preferably to being abused at the hands of Flint. Dr.