Depression in Children and Adolescents

Depression in Children and Adolescents I.INTRODUCTION. A. Greeting. Good Afternoon, my name is Sonia Cruz. Today Iï ¿ ½m going to talk about Depression in Children and Adolescents. B. Attention Grabber. Concord McGrath, Michael According to the Centers for Disease Control The suicide rate in the U.S. is 11 per 100,000 people. This makes the national suicide rate significantly higher than the nationï ¿ ½s homicide rate, with three suicides for every two homicides. Many of 30,000 suicides reported annually in the United States result from depression. Depression accounts for two thirds of all suicides. Suicide rates amongst children are especially alarming, with untreated depression identified as the single greatest suicide risk. Suicide ranks as the third leading cause of death for 15 to 24 year olds, and the fourth leading cause of death for children aged 10 to 14 (McGrath, Michael.) C. Credibility Statement. Today I chose to talk about this topic because my best friend started to develop a very severe depression at a very young age I didnt know what was happening to her until she attempted to commit suicide, she opened herself after the incident, and began to relate me how life was so unfair with her and how she rather preferred to die than to live an empty life. D. Relevance. It is important to know what depression is because is not just the blues a child or adolescent may possible have, but it can be a serious mental illness, in addition it is a disorder that affects and causes pain for both the person with the disorder and the ones who care about these young people. E. Thesis Statement My objective today is to inform why children and teens may have depression, the different types of depression young people can experience, as well what can be done to help children and adolescents who suffer from depression. F. Preview. Children and adolescents are the future of our country, however many of these kids and teens are suffering from a mental illness that interfere with their daily life routines. One of these mental health problems is depression a mental illness that is real, painful, and furthermore serious to deal with causing young people to commit suicide. There are different types of depression and have distinctive symptoms, causes, and effects. Being able to identify what kind of depression a children or teen may have can help us to recognize the symptoms, and to be aware if this young people may have depression. G.[Transition] Know im going to talk the reason this young people may suffer from depression. II. BODY. A. Main Point#1: Depression is one of the mental and emotional behaviors that affect everyone including children and adolescents. There have been a lot of research to find out what may cause depression, however there is no a clear understanding of this mental illness at the moment, but the believe it is that is caused by a combination of biological and environmental factors. 1. Depression itï ¿ ½s caused by different factors such as genetics. Children and teenagers that have a family history of depression are more susceptible to get depression although some are not affecting by these genes and are not affected by this mental illness. Genetics can play a big role in depression, still is not the single cause of depression. 2. Life events also play an important role in depression. Infants and teens find very difficult to assimilate a tragic events such as the death of a love one, which can lead to grief and sadness. Other difficult life events are when parents divorced or remarry, or lose of a relationship; even events like moving from neighborhood or changing school can be emotionally challenging enough that can also lead to depression. 3. An additional cause that can lead to depression is the environment in which some children and teens live such as: a negative family atmosphere, or a stressful experience in school that affects their self- esteem and lead to depression. 4. When young people have depression they find difficult to fit in with everyday activities and daily responsibilities. They have difficulties getting along with others and suffer from low self-esteem; signs of depression include: sadness that will not end hopelessness, boredom, unexplained irritability or crying, loss of interest in activities that were once enjoyable, difficulty concentrating, reckless behavior, and frequent thoughts about death or suicide. 5.[Transition] Although it is important to know why children and teens can have depression, it is also important to know the different types of depression these young people can experience. B. Main Point #2 According to Schoenstadt, Arthur There are a number of different types of depression that a person can experience. Several of them start during the teenage years. The most frequently diagnosed types of depression in teens include: Major depression Dysthymia and Bipolar disorder (Schoenstadt, Arthur) 1.Major depression: Major depression is also known as clinical depression,unipolar depression, and major depressive disorder. This type of depression last at least 7 to 9 months and its symptoms are lack of pleasure in activities that were once enjoyable, persistent feel of sadness sleep problems, loss of appetite, inability to concentrate, memory problems, and aches and pains. People who suffer from this condition often feel worthless, helpless, and hopeless about their ability to fix things. Children and teens who suffer from this kind of depression relay on sleep because when they wake up they see the real world as their nightmare.Sometimes, when major depression goes untreated, it will run its course and leave by itself. Recent research has shown that genetic and stress play a role in major depression . 2.Dysthymia depression: Dysthymia depression also known as double depression. This kind of depression last at least two weeks this depression its almost the same as major depression the only difference its that has milder symptoms and last shorter. Some symptoms of dystymia depression in children and teens are: poor school or work performance, social withdrawal ,shyness ,irritable hostility ,conflicts with family and friends and sleep irregularities According to Healthy Place About three percent of the population will suffer from dysthymia at some time a rate slightly lower than the rate of major depression. Like major depression, dysthymia occurs twice as often in women as it does in men. It is also more common among the poor and the unmarried. The symptoms of dysthymia usually appear in adolescence or young adulthood but in some cases do not emerge until middle age. 3.Bipolar depression disorder: Bipolar disorder also known as Manic-depressive illness this type of depression has severe symptoms this disorder causes change in moods as an example people who experience this disorder experience unusually intense emotional state that occur in distinct period its called mood episodes or an overly joyful state is called manic episode and an extremely sad or hopeless state is called a mixed state. Another symptom is the change on energy, activity levels and the ability to do normal tasks in daily routines. Bipolar disorder symptoms can result in damaged relationships, poor school or job performance, and may even lead to suicide. Some people start to develop this disorder during childhood, but normally develops in a persons late teens 4.[Transition] Equally important is to know what can be done to help children and teens who suffer from depression. C. Main Point #3 When children and teens are depressed it doesnt affect them only, it also affect the ones who care about him. That is why relatives and friend should be aware of what can they do to help. The first and most important thing relatives and friend can do to help a young person with depression is to seek professional help. 1. A doctor or mental health professional will make an evaluation and will diagnostic if the child or teen have depression; why he or she might have depression and what type of depression she or he might have.Once diagnosed, the child or teen with depression she or he can be treated with a number of methods. The most common treatments are psychotherapy and antidepressants. 2. Psychotherapy is the treatment of mental and emotional disorders through the use of psychological techniques designed to encourage communication of conflicts and insight into problems, with the goal being personality growth and behavior modification.This process is often call talk therapy because it involves the patient and therapist sitting in a room talking. Concord Schimelpfening, Nanci Psychotherapy can be an effective treatment for depression, because it helps the patient delve into the underlying reasons for his depression and learn new coping skills. Good evidence exists that one particular type of psychotherapy, called cognitive-behavioral therapy, may be just as effective as an antidepressant in treating depression. Several studies suggest, however, that the combination of an antidepressant and psychotherapy is the best approach. While psychotherapy is useful for ferreting out the psychological factors that contribute to depression, antidepressant medication corrects the underlying chemical imbalance( Schimelpfening, Nanci).Psychotherapy treatments are usually the first choice for children and adolescents this can be an individual therapy or a family therapy or both. 3. According to the National Institute of Mental Health Depression is commonly treated with antidepressant medications. Antidepressants work to balance some of the natural chemicals in our brains. These chemicals are called neurotransmitters, and they affect our mood and emotional responses (Depression). Antidepressants are prescription drugs that help people achieve their recovery, but as all drugs it have many benefits as well side effecs that is why these antidepressants should only be taken under a doctors supervision, whether antidepressant medication is the best treatment option depends on how severe the child or teen depression is, their history of illness, and their personal preferences, most teens do best with a combination of medications for depression and therapy. 4.When children and adolescents are going through treatment is important to support them to listen to them and to tell them how important they are. III. CONCLUSION A. Signal Before concluding my talk. I hope and i make clear what is depresion on children and adolescent. B. Thesis Restatement. My purpose today was to give you information about the different types of depression young people can experience, as well what can be done to help children and adolescents who suffer from depression. C.Summary of Main Points. 1.Main Point #1 Know you know that depression is a mental and emotional illness that can have many different factors such as biological and environmental. 2.Main Point#2 Secondly and not least important we have a clear understanding of the different types of depression and how they affect children and adolescents. 3.Main Point#3 Today we also learn what can relatives and friends can do to help a child or teen who is facind depression. D.Concluding Remarks,Memorable Statement, and/or call to action Why live? Why die? to keep on living an empty life. these word were from a 14 years old who commit suicide from depression

Juvenile Crime :: essays research papers

Remember doing something mischievous or wrong when you were a kid and getting the label "delinquent" slapped on you ? Did you ever wonder what it meant ? That is what my topic for today is . . . juvenile delinquency. In this report I will: define juvenile delinquency, give the extent of juvenile delinquency, give some suggestions on what causes juvenile delinquency, and what is being done in various communities to deal with this growing problem. The legal term juvenile delinquent was established so that young lawbreakers could avoid the disgrace of being classified in legal records as criminals. Juvenile delinquency laws were designed to provide treatment, rather than punishment, for juvenile offenders. Young delinquents usually are sent to juvenile courts, where the main aim is to rehabilitate offenders, rather than to punish them. But the term juvenile delinquency itself has come to imply disgrace in today's society. A youngster can be labeled a delinquent for breaking an y one of a number of laws, ranging from robbery to running away from home. But an action for which a youth may be declared a delinquent in one community may not be against the law in another community. In some communities, the police ignore many children who are accused of minor delinquencies or refer them directly to their parents. But in other communities, the police may refer such children to a juvenile court, where they may officially be declared delinquents. Crime statistics, though they are often incomplete and may be misleading, do give an indication of the extent of the delinquency problem. The FBI reports that during the early 1980's, about two-fifths of all arrests in the United States for burglary and arson were of persons under the age of 18. Juveniles also accounted for about one-third of all arrests for larceny. During any year, about 4 % of all children between the ages of 10 and 18 appear in a juvenile court. The percentage of youngsters in this group who are sent to court at least once is much higher. A third or more of those boys living in the slum areas of large cities may appear in a juvenile court at least once. Girls are becoming increasingly involved in juvenile delinquency. Today, about one of every five youngsters appearing in juvenile court is a girl. In the early 1900's, this ratio was about 1 girl to every 50 or 60 boys.

The Universe Next Door

Purpose of book 1. outline basic worldviews underlying way we in west think about selves. 2. trace historically how worldviews have developed from breakdown in theistic worldview, moving in turn into deism, naturalism, nihilism, existentialism, eastern mysticism, new consciousness of New age and Islam recent infusion from Middle East. 3. show how postmodernism puts a twist on worldviews 4. encourage us all to think in terms of worldviews with consciousness of not only our own way of thought but also that of other people, so we can first understand and genuinely communicate with others in pluralistic society. Chapter 1Worldview or vision of life is framework or set of fundamental beliefs thru which we view world and our calling and future in it. Vision need not be fully articulated, may be so internalized that it goes largely unquestioned. May not be explicitly developed into a systematic conception of life. May not be theoretically deepened into a philosophy. may not even be codified into creedal form. May be greatly refined thru cultural historical development. Vision is a channel for ultimate beliefs which give direction and meaning to life. Integrative and interpretative framework by which order and disorder are judged.Standard by which reality is managed and pursued. Set of hinges on which all our everyday thinking and doing turns. Worldview is commitment of heart expressed as story in set of assumptions true, partially true, or false that we hold consciously and subconsciously and consistently or inconsistently about basic constitution of reality and provides foundation on which we live, move, and have our being. Commitment – Worldview involves mind and soul and heart. Bible sees as wisdom, emotion, desire, and will, and intellect. Presuppositions expression – expressed as a story of your life. Assumptions T, PT, F, etc. eality is everyone’s own perception of world. Foundation on which we lived expressed by words and actions. We all ta ke some position whether we realize it or not, Chapter 2 Clockwork Universe: Natualism How did theism get replaced with deism? Deism came about to replace chaos with unity of theological and philosophical explanations. Shift from scriptures to reason or human intuition (inner light). Started studying world form based on matter and how things were put together. Orderly, mechanized, clockwork timing with perfect mechanical precision. Science was born. Middle ages directed toward God and studying Him to become good and holy.Theology was born. Some deists Christians some not. To deist God is distant, foreign, alien, and unavailable. 1. Wv? 1 – a transcendent God as a first cause created universe then left it to run on its own. God is not immanent not triune, not fully personal, not sovereign over human affairs not providential. 2. Wf? 2 – cosmos God created is determined, because it is created as a uniformity of cause and effect in a closed system so no miracle is possible . Any tampering or interference by God would be considered as saying His creation is flawed. Locked up in cause and effect clockwork world. Humans cannot change. 3. Wv ? human beings though personal are part of clockwork of universe. Deism says we are just puppets and no free will. No one has special relationship with God. 4. Wv? 4human being may or may not have a life beyond their physical existence. Destroyed triune and led to naturalism and nihilism. Warm still believed in afterlife cold did not. 5. Wv? 5 – thru innate and autonomous human reason and the methods of science, we can not only known universe but can infer at least something of what God is like. Cosmos, this world, is understood to be in its normal state; it is not fallen or abnormal. Deism human reason is autonomous and not from God.Learn about God from universe. Theists believe God revealed Himself in nature but also with His word. Deists God no communicate with man/architect and designer only. 6. Wv? 6ethics is intuitive or limited to general revelation because universe is normal it reveals what is right. Weather disaster is natural events. Deists do not consider human reason or universe itself to be fallen. Normal state. 7. Wv? 7 history is linear for course of the cosmos was determined at creation. Still meaning of the events of history remains to be understood by the application of human reason other data unearthed and made available to historians. . Cold deists use their own autonomous reason to determine their goal in life, warm deists may reflect on their commitment to a somewhat person God and determine their goal in accordance with what they believe their God would be pleased with. MODERN DEISM Sophisticated scientific deism – cold deism God is embodiment of laws of physics. Sophisticated philosophic deism – there is something out there but is it God? Popular deism – belief in a being, force, or intelligence. Cold deism God is simply abstract force bringing world into existence. Warm deism God is clearly personal and even friendly. Monotheistic therapeutic deism – . God exists who created and orders the world and watches over human life on earth. 2. God want people to be good nice, and fair to each other, as taught in bible and by most religions, 3. Central goal of life is to be happy and to feel good about oneself. 4. God does not ;need to be particularly involved in one's life except when God is needed to resolve problem 5. Good people go to heaven when they die. UNSTABLE COMPOUND 1. Autonomous human reason replaced Bible and tradition as authority for way reality was understood. 2. Autonomous human reason replaced bib and tradition as authority for morality. . Deists rejected biblical notion of Fall and think universe is a s it should be. 4. Universe cannot be reordered, human action is determined. 5. Today find more aspects of deism to question. Chapter 4 Naturalism Deism (God is reduced) connects theism (God exalted) and n aturalism (no God at all). BASIC NATURALISM 1. WV ? 1 Prime reality is matter. Matter exists eternally and is all there is. Cosmos rules. God does not exist. Nothing comes from nothing. Something always was and was matter of cosmos itself. 2. Wv ? 2 cosmos exists as a uniformity of cause and effect in a closed system. 3. Wv ? human beings are complex machines personality is an interrelation of chemical and physical properties we do not yet fully understand. 4. Wv ? 4 death is extinction of personality and individuality. 5. Wv ? 5 thru our innate and autonomous human reason, including the methods of science, we can know the universe. The cosmos, including this world is understood to be in its normal state. 6. WV ? 6 ethics is related only to human beings. Theist God foundation of values. Naturalist human beings foundation of values. For ethics to matter has to be personality along with consciousness and self-determination.Naturalists say ethics is autonomous and situational and came from human experience, need, and interest. Also say all humans have a sense of moral values that come from culture and growing up in environment. 7. Wv ? 7 history is linear stream of events linked by cause and effect but without an overarching purpose. Natural history begins with origin of universe. 8. Wv ? 8 naturalism itself implies no particular core commitment on the part of any given naturalist. Rather core commitments are adopted unwittingly or chosen by individuals. NATURALISM IN PRACTICE: SECULAR HUMANISM Humanism says overall attitude human beings are of special value.Emphasis on value of individual person. Term used since Renaissance. NATURALISM IN PRACTICE: MARXISM Scientific socialism. Marx believed human history began with people living in family like tribes. No private property. Individuals identified with community as a whole. Technology developed and division of labor develops and controllers of tools and resources society depends on enables them to exploit others. Class struggle since primitive tribes with classes dominated by those controlling means of production. Classless society will result with less competitive individuals working for good of all.

The Schulich School of Business †Example Admission Essay

The Schulich School of Business – Example Admission Essay Free Online Research Papers The Schulich School of Business Example Admission Essay The Schulich School of Business is global and widely recognized for its diversity. Each applicant has a set of unique experiences and perspectives which contribute to the program. How will your background enhance and broaden your learning and that of your classmates in Schulich’s dynamic environment? I am an Asian-American woman living and working in the global city of New York. Growing up in an international city allowed me to become a multicultural individual and develop into a young woman different from my counterparts in Asia and here in the United States as well. I was taught by my parents not only the values of a Chinese culture but also to strive to enhance my strengths and to go forth and establish a successful career in business while always relating back to my Chinese roots. These values of diligence, perseverance and selflessness influence my everyday work and personal life. During my childhood and adolescence, I maintained a Chinese identity at home and an American one at school. In the presence of family, I attended Chinese language school, learned Chinese calligraphy and Chinese folk dancing. My parents were treated with the extreme respect due to our elders as taught by Chinese culture. At school, my grades were always near perfect due to the pressure of my parents. My Confucian influences led me to always think of my family’s needs above my own. While at elementary school, I conformed to American culture at school, happily chatting with my friends about American pop culture. In high school, my school was no longer majority Caucasian. It was extremely minority-based and thus I began to merge the two culturally different sides of myself into a â€Å"Chinese-American.† When I started college, I chose a top business program with a large Asian population. In doing so, I felt that I could relate better to my fellow classmates. As a child and an adolescent I tried to separate the two parts of my identity. It was during my years as an undergraduate that I became fully Chinese-American, merging the strengths of each individual culture and developing my own sense of self. I value the ideals of diligence and perseverance taken from my Chinese culture. These principles allow me to lay a foundation for my ability in my career; to always improve myself by learning new things and to always accomplish any goal I set for myself. However, I also take in the American beliefs of ambition and individuality. When I began my post-undergraduate career, I experienced what I can only describe as â€Å"culture shock.† Up until that point in time, my entire world revolved around the Asian-American society and there was no one in my new office that could relate. However, as time progressed, I began to once again merge my two worlds bringing a bit of the Chinese in me to the office and taking home a bit of the American in me home. Now, being an Asian American woman in the world of business, I feel that merging both of my cultural backgrounds can only make me a stronger and more successful person in business- especially the realm of international business. With Asia rising as a new economic powerhouse, my ability to relate to both cultures will enable me to cultivate a career in either Asia or North America while maintaining my multicultural identity. The challenges faced as an Asian-American woman is usually that I am expected to conform to either one culture or another. As the world has not completely developed in this newly begun internationalization trend, the pressure to be either fully American or fully Asian is something I that I face on a day to day basis. Beyond just the cultural differences, my gender also affects my daily life as women hold different expectations than men – especially in Chinese culture. As an Asian American woman in business, the general stereotype is for me to work diligently and not understand nor embrace the concept of relationship management. Cited in a New York Newsday article published in 2001, the value of selflessness is often reflected in the work of someone from an Asian descent. Attending one of the top business undergraduate programs in the United States taught me that this school of thought could only lead to my demise; a future that did not include moving up in the business world. In order to differentiate myself from this stereotype, I have always tried to be outspoken although it can be difficult and intimidating for me. I’ve learned that relationship management and networking are extremely important in the business world and in order to achieve my goals, I cannot be quiet and reserved but rather outgoing and assertive. What I bring to the table at my current job and what I would bring to Schulich is a multi-cultural mindset from a female perspective. In the world of marketing, the focus is always on selling to your target market. As someone who can relate to numerous target markets, I can offer numerous perspectives as opposed to my counterparts elsewhere. The strengths I’ve taken from all aspects of my background – from being Chinese, being American, and being a woman- are all reflected in my work ethic and are deeply embedded in my sense of self. In all aspects of my life, I always offer a different perspective than those of my friends and colleagues. It is this that makes me unique in the way that I approach business. I believe that it is my background and cultural differences that allows me to think differently than others. It also allows me to develop my own distinctive combination of strengths that are not found elsewhere. Research Papers on The Schulich School of Business Admission EssayHip-Hop is ArtAnalysis of Ebay Expanding into AsiaBook Review on The Autobiography of Malcolm XTrailblazing by Eric AndersonWhere Wild and West MeetStandardized TestingTwilight of the UAWEffects of Television Violence on Children19 Century Society: A Deeply Divided EraPersonal Experience with Teen Pregnancy

How does the viscosity of a liquid affect the flow of a sphere through it Essays

How does the viscosity of a liquid affect the flow of a sphere through it Essays How does the viscosity of a liquid affect the flow of a sphere through it Essay How does the viscosity of a liquid affect the flow of a sphere through it Essay The resistance offered by a liquid/fluid (gases and liquids) on a moving object inside it is called viscosity. The flow of liquid occurs as the movement of layers at different speeds which in turn lead to a gradient of speeds and friction among them respectively.Stokes LawThe viscous force offered by a fluid on a ball is directly proportional to the radius of the ball and its speed at a given instant.F is proportional to rF is proportional to vF is proportional to rvK=6= coefficient of viscosityF= 6 ? ? r vF=Frictional Force?= coefficient of viscosityR=Radius of the SphereV=Velocity of the Sphere? =F/6?rv = N/mms-1 =Nm-2s =Pa sI believe that the density of the liquid will be directly proportional to the time taken for the sphere to drop.Viscosity of various fluidsFluidViscosity (Pa s)Hydrogen8.410-6Air17.410-6Xenon2.1210-5(Room temperature)Blood3x10-3Castor oil0.985Glycerol1.5Mercury1.510-3Water8.9410-4Up thrust (U)When an object is fully or partially immersed in a fluid, the fluid exerts a force on the object upwards.Archimedes PrincipleThe up thrust acting on an object that is partially or fully immersed in a fluid, is equal to the weight of the displaced liquid.Up thrust= the upward force on the object.According to Archimedes Principle,Up thrust= Weight of the displaced liquid.= Mass of the displaced liquid x g= Volume of the displaced liquid x density of liquid x gU= v p gU= Up thrustV= VolumeP=DensityG=Gravity on kgm3-1The motion of a sphere inside a viscous liquidWhen a sphere is moving inside a liquid, three forces are acting on it:Weight downwards,Up thrust and Viscous Force upwards.Since F= 6 ? ? r v, the viscous force is increasing with the speed.Since F is increasing, at some point the sum of U and F is going to be equal to W.At this point the resultant force on the sphere is zero, therefore, according to F=MA, a=0, that means the sphere moves at constant speed. This is called the Terminal Velocity.When the sphere is moving at terminal velocity, W= U+F.?= 2r2 g (d-p)/9vtD=density of the sphereP=density of the liquidThe density of the sphere and pulp must be calculated separately using the formula:Density=Mass /VolumeTo find vt, the speed of the sphere must be measured during few intervals to make sure it has reached the terminal velocity.Then the experiment can be repeated to study the change in viscosity with the concentration of the pulp.AimTo find the time taken for a sphere to fall through several viscous liquids and liquids with different concentrations of viscosity.Diagram/EquipmentMethodI filled up the cylinder container with the viscous liquid, which is wallpaper paste (mixed together beforehand).I then placed the sphere on the surface of the liquid.When I let go of the sphere I started the timer.When the sphere reached the bottom, I stopped the timer.Using a ruler I measured the distance travelled.Using Distance / Time I got the speed of the sphere, and the terminal velocity at each 10cm interva l.I then repeated the experiment.PreliminaryIn my preliminary experiment, I tested out different sphere sizes and also the maximum and minimum concentrations of the viscous solutions, so I would know which quantities would be best to use.The diameter of the sphere I chose was 1.3cm, as it was small enough to travel at a constant rate through the liquid.The minimum concentration contained 8g of wallpaper paste in 600ml of water, as it was just viscous enough to take a reading. The maximum was 26g of paste, because after that the sphere doesnt move at all.Results = First ExperimentInterval (cm)Water (ml)Density (kgml-1)Time 1 (Sec)Time 2 (Sec)Time 3 (Sec)Average Time (Sec)1020Total5000.9744s104s146s44s105s145s45s102s146s145.6s1020Total5100.9518396618406717386666.3s1020Total5200.9413355812351.0014335858.6s1020Total5300.9361624717248162424.0s1020Total5400.914101551115491414.6s1020Total5500.9038133713481313.0s1020Total5600.8937103710461110.3s1020Total5700.882572583677.3s1020Total5800.872 462562445.3s1020Total5900.861241241233.7s17g PasteChanging Water from 500ml upwardsResults = Second ExperimentPaste (g)Density (kgml-1)Time 1 (Sec)Time 2 (Sec)Time 3 (Sec)Average Time (Sec)80.970.410.370.380.38100.960.370.340.430.38120.960.440.500.500.48140.950.630.680.650.65160.951.281.501.281.35180.944.185.416.535.37600ml WaterChanging Paste from 8g upwardsThe graph for the first experiment shows that as Density increases, so does time, though they are not directly proportional because they dont go up in equal amounts. There is also an anomaly, which could have been caused by human or systematic error.For the second experiment the graph is quite different. This shows that as Density increases, time actually decreases. So the two quantities are inversely related. There is a constant pattern at first, but then due to human and systematic error there are a few anomalies.Evaluation/ConclusionYou can see from the first graph that density and time are directly proportional, so as one go es up so does the other. This shows that the relationship between density and time is valid.For the second graph, the two quantities are inversely related. This is because for that one the liquid is getting more viscous, so slowing down the sphere.To improve the experiment I could take better precautions to reduce the errors, especially the human errors as they can be prevented more easily.I could have tried to find out my reaction time and eliminate that from the time to make it more accurate.Some of the limitations are that you cant use very big objects, because they wont fit through the cylinder, and also different shapes, because they have sides of different areas.

The New Testament and its influence on Homosexuality Term Paper

The New Testament and its influence on Homosexuality - Term Paper Example The Bible is a religious scripture and is the foundation of Christianity around the world. Bible ‘s new testament has laid down certain principles regarding the human lifestyle, ethical and moral standards one need to follow to prove to be god – loving person. Considering homosexuality, one can see that Bible points it to be a most abominable sin. Homosexuality is in no way regarded as a favorable sexual activity by Jesus or other prophets. Primarily, it is Moses who did condemn homosexuality and categorized it as a capital crime. Apart from him, Apostle Paul considered homosexuals worthy of death penalty. Even though homosexual behavior was seen among people of Bible era, these were practiced secretly,Homosexuality was seen as a social taboo and people looked at them as sinners and atrocious personalities.The New Testament specifically accepts a marriage between a man and a woman as a perfect sexual union. It is detestable to engage in sexual activity with same sex peop le as it is against God and nature. Bible recommends that by natural selection men are supposed to unite with women and anything against it is sin and unspiritual behavior. There are of evil nature and does not fit into the category of law – abiding citizens.Homosexual acts are considered to be extremely shameful according to Bible and these individuals are observed as immoral and sinners. The homosexuals were seen as indulgers of sin and were given death penalty or other punishments which were heinous. Homosexual acts are seen as ritual transgression and their blood is interpreted as guilty. Not only Bible, even Hebrew scripture view homosexuality as abomination. Both the parties involved in this unnatural act are given punishment without excuse. As prisons were absent in those days, capital punishment was the answer to all despicable crimes. It is described how Gods hate homosexuals and it is classified as a practice completely against natural law of God. 2â€Å"Whether or not a person accepts what the Bible says concerning this subject, he will have to

Teaching Materials for Secondary School Teachers Essay

Teaching Materials for Secondary School Teachers - Essay Example To be able to help students to achieve a productive future that ultimately can help the nation, schools should not provide mediocre learning. This can be attributed to the fact that educational system should aim for high quality in the education methods and techniques that are used and utilized. Quality education can be considered as a necessity since the search for employment to be able to survive in the present society can be considered as one of the most competitive process. It is then important primarily to define quality education. Specifically, quality education is a term that is based on the four principles of education. Quality can be equivalent to the standard that makes students more than capable to be able to present themselves in the real world. The basic foundation principles include the concepts of learning to know, learning to do, learning to live together with others, and learning to be. The provision of quality education can be considered as one of the basic rights of a person falling next to the basic needs (Sims and Sims, 1995). Quality education is culturally appropriate and locally relevant where the economic, environmental and social contexts of a particular area are taken into consideration in the formulation of the curriculum. It develops knowledge, perspectives, values, attitudes and life skills. Quality education provides the means to transform existing societies to more sustainable societies (Lee, 1963; Sims and Sims, 1995). Based on the definition of quality education it can be considered that there is a great need to be able to have an in depth study on the factors that can contribute to the achievement of quality education. ... In relation to the said issues regarding education, the main focus of the study is the presentation of the importance of one of the essential factors of educational process which is the educators and the capabilities to facilitate the process of learning. II. Essential Notions in Education In the aim to achieve quality education in the secondary level, there are different notions that are needed to be considered. One is the teaching methods and principles which can be considered as the main content in teaching. The said component can commonly be observed through the analysis of the composition of the curriculum in an educational institution (Lee, 1963). Another important component is the educators that can be considered as the main personalities that serve as keys to the attainment of the type of education that is aspired for. The ability of the educators extends from the capacity to present and achieve a learning process on the different aspects of a learner's personality. To be able to achieve the objectives of learning the learning techniques and styles of an educator is essential. This can be attributed to the fact that the educator facilitates the leaning process (Sims and Sims, 1995). One important factor of the learning process also is the learner. Basically, the abilities, attitudes and predispositions of learner also make the facilitation of the learning process possible. Abilities can be considered as the natural capabilities of the learners and students that are needed to be enhanced and developed in the process of learning. Determination of such abilities is essential although the said measure vary for every student. Another is the