The Pilot Program Essay Example | Topics and Well Written Essays - 500 words

The Pilot Program - Essay Example Which I did. The next chapter on Reproduction was suspect and I decided to refer it to the Board of Education. After careful and deliberate review they determined that the terminology, especially with respect to cell division, was too explicit for a 13-year-old. Chapter 7: 43 pages were removed. Parents were outraged that I had gutted the textbook. They had no clue as to what was missing. I told them I had removed the pages as the direct result of a request by the publisher. That seemed to placate them until they became curious about what had been removed. I demonstrated the conflicting views of the frog. I told them I was not a legal scholar, just the textbook coordinator, but was legally compelled to remove certain sections on constitutional grounds. The parents grew louder. I produced the missing pages from Chapter 6. They asked me what followed Evolution. I said "Reproduction and Primates." I showed them the picture of the friendly monkey. The monkey was smiling. This brought about a pleasant quiet across the wild and unruly crowd. There is just something about a smiling monkey. Now we were on common ground. I had to burn all 28 pilot textbooks. They were deemed unusable and the pilot program never got off the ground. The new pilot program in biology is a field trip.

Low risk 1 Essay Example | Topics and Well Written Essays - 250 words

Low risk 1 - Essay Example If his right to grant remission in such cases were despised, the guilt would remain entirely unforgiven.   This means the Pope has no power to remit sins. Only God can remit sins. What the Pope can do here is only to declare to a person that God has remitted their sins. Therefore, when the pope offers the sacrament of penance, he does not effect the penance himself, but lets the penitent know that God has remitted their guilt. This shows it is only God, who has the power to remove a person’s sins. The Pope has no power to remove sin. What the Pope can do in this case, is only offer the sacrament of penance, after a person humbles and accepts their sins before the pope. However, the real penance comes from God. Canon law, including the penitential laws only applies to the living and not the dead. Therefore, the dead souls in the purgatory are not under the judgement of penitential canons. This means the Pope has no power to remit the penalties owed by the souls in the purgatory, since the penitential laws do not apply to them. Either way, in case the souls in the purgatory have any remorse, this is outside the power of the pope, and there is nothing he can do. This means when a person dies, they are released from penalties. The canon law then no longer holds them. The dead, by virtue of being dead are entitled to freedom from all penalties, and this release from penalties is owed to God, and not to the Pope. Therefore, the Pope has no power to free the dead from their penalties, as God is responsible for

The Things that Make a House a Home :: Personal Narrative Writing

The Things that Make a House a Home There are many wonderful places in the world to explore and live. Some travelers and adventurers have even said that they can feel the soul of the place that they go to visit or explore. Although many people disagree with these ideas, I know that they are true. Every place has a soul, but sometimes it is just harder to find in certain areas than others. One such area is the place where I was born and raised. That very special place is the Phoenix metro area. Being more specific, the area in which I am talking about is the lovely house that I grew up in. This house has been my residence for the last eleven years and represents the heart of my childhood because of the events that I was a part of and the memories that I received while living there. Many things have happened while I have been living at the house. I’ve watched myself grow grade by grade in school until finally I graduated and moved on to college. There have also been many changes to the house itself over the course of time. But though the years my family and I have all gotten used to living at this house and the things that go with it. The country music artist John Denver said in one of his most famous songs, â€Å" There are many things that make a house a home†. That statement is true, a house isn’t a home without the people that live and exist inside if it. When I moved into the house on 58th street and Mountain View, I was in the second grade. My twin sister and I were moving schools and it was a big point in my life. Until then, I had only known one house, one neighborhood, and one set of friends at school. And although we were only moving about three miles, the move placed us in a different school district. So, scared and uncertain, we started out at a new school. Like it usually was, it was very hard for a kid like me to find friends. But I had my sister as a companion and it was alright. Many afternoons I spent playing in the backyard with my sister and dog, and I had a great time.

Mesopotamia and Egypt Essay

The early civilizations of Mesopotamia and Egypt were very similar, but they were also different in some ways. Both Mesopotamia and Egypt developed their civilizations centered on rivers, but these rivers were polar opposites. Mesopotamia was between two rivers called the Tigris and Euphrates rivers. Egypt’s civilization developed around the Nile River. The Tigris and Euphrates rivers differed from the Nile River. The Nile River was calm, and the Tigris and Euphrates Rivers were wild and very unpredictable. Since these rivers had opposite behaviors, Mesopotamia’s specialty was in irrigation, while Egypt was a more agricultural society. Mesopotamia and Egypt were very similar in their roots, but they also had distinctive forms of social organization and religious observance that developed because of the rivers that surrounded them. Mesopotamia’s social organization was a way to differentiate between rulers and those who were commoners. Each city-state in Mesopotam ia had elders and young men that made decisions for the community. Rulers protected their access to both political and economic resources by creating systems of bureaucracies, priesthoods, and laws. Priests and bureaucrats served their leaders well, defending and advocating rules and norms that validated the political leadership. Lists of professions were passed around so each person could know his or her place in the social order. The king and priest were at the top of the social structure followed by bureaucrats who were scribes, supervisors, and craft workers. The craft workers were jewelers, gardeners, potters, metal smiths, and traders; this was the largest group of the social structure. The craft workers were not slaves but they depended on their employer’s households. People rarely moved from one social level to another. Not only was there organization between society in general, but there was also specific organization between families. In families, the senior male became the patriarch. A family was made up of a husband and a wife who was bound by a contract that stated that the wife would provide children, preferably male, and the husband would provide support an d protection. If there was no male child, a second wife or slave could bear children to serve as the couple’s offspring. In families, sons would inherit the family’s property and the daughters would receive dowries. Priests were at the top of the social organization with the king because they lived in temples, which represented  the cities’ power. Bureaucrats were at the top of the social structure underneath the main people of power because they were scribes. Mesopotamia was the world’s first city to keep records and read, developing a writing system. Writing became important to the development of cities and enabled people to share information across greater distances and over longer periods of time. Scribes played a significant role in developing a writing system that people anywhere and in the future could decipherer. The Tigris and Euphrates Rivers served as major communication and transportation routes for Mesopotamia. The need for a system of record keeping developed because farmers and officials needed a way to keep track of the distribution of goods and services. It was important to keep track of goods and services because long-distance trade was very important to Mesopot amia since it lacked many raw materials that were crucial to developing the city. On the other hand, in Egypt, the social organization was similar to Mesopotamia, but differed just slightly. At the top was a Pharaoh or also called a king was the center of Egyptian life followed by priests, scribes, craftsmen, and lastly farmers and slaves. The Pharaoh was at the center of life and had the responsibility to ensure that flooding of the Nile River continued without interruption and had the responsibility to develop a vibrant economy. Egyptians believed that the Pharaoh was a descendant from the gods. Egypt had one advantage that Mesopotamia did not have, the Nile River. The Nile River was navigable and provided annual floods. These annual floods allowed for regular moisture. Even though the Nile River did not fertilize the fields as wells as the Tigris and Euphrates Rivers in Mesopotamia, the yearly floods meant that the topsoil was renewed every year, making the soil easy to plant in. Egypt also had the sun that allowed a bountiful agriculture. Egypt, similarly to Mesopotamia, was a scribe nation. Since little people were literate in both Mesopotamia and Egypt, a scribesâ €™ social status was increased automatically. However, even though both Mesopotamia and Egypt were scribal cultures, Egypt appeared to be more literate. This could be because Egypt developed later than Mesopotamia, and they may have used it more since Egypt had the Nile River. The Nile provided for good harvest allowing Egypt’s economy to flourish. Since Egypt had good harvest, they may have needed to keep better track of goods and services because they had more goods to keep track of since they had better harvest than  Mesopotamia. Social structure in Egypt and Mesopotamia was not the only thing that was affected by the rivers. Another aspect of early civilization that was affected by the Tigris and Euphrates rivers in Mesopotamia was religion. Mesopotamians had beliefs in gods that molded their political organizations and controlled everything. They believed the gods controlled weather, fertility, harvests, and the underworld. They had to respect their gods, but they also feared them because they were powerful. A major way for Mesopotamians to worship their gods was through the temples. Temples were gods’ homes and were the cities’ identity. To demonstrate cities’ power, rulers would elaborately decorate temples. The priests and other officials lived in the temples and worked to serve gods, the most pow erful immortal beings to the Mesopotamians. Temples ran productive and commercial activities and those that were close to the river would hire workers to hunt, fish, and collect. The temples were a way for people to worship their gods and show their faithfulness to them. Therefore, since the Mesopotamians believed that the gods controlled everything including weather and harvest, two important aspects in Mesopotamia civilization, it was important that they stay faithful to their gods since they did not have the best rivers. The Tigris and Euphrates Rivers would flood if there was heavy rainfall during the height of the agricultural season. Thus, if they worshiped their gods frequently, the Mesopotamians may believe that the gods will bestow good weather eliminating floods more often, creating a better year of harvest. Like Mesopotamia, each region in Egypt had its own god. In addition, Egypt also had temples to worship their gods. In Egypt, gods were inactive and the kings, or pharaohs, were active. The pharaoh had responsibility to uphold cults while the priests were to uphold regular rituals. The pharaoh acted as a mediator between the gods and the people o f the city. He supported the gods through rituals held in temples, which the Egyptians contributed many resources to. Since trade from the Nile River allowed the city of Egypt to prosper economically, they had more resources to build more elaborate temples and later on pyramids. Pyramids were unique to Egyptian culture. The pyramids became a place for state rituals and were very important to Egyptian culture. Since Egypt prospered because of its location next to the Nile, they had an abundance of resources that was necessary to build the intricate temples. Both Mesopotamia and Egypt were  riverine cultures. Each city had its own unique social organization and religious beliefs, but they had similar roots. Both civilizations were scribal cultures, but since Egypt had the Nile River, the two civilizations differed. Since both civilizations were scribal, scribes attained great social status under the king and priests. Egypt prospered greatly from the resources that the predictable Nile River offered. Mesopotamia had the Tigris and Euphrates rivers that were unpredictable, but still provided for irrigation and allowed the city to advance in irrigation technology and opened the city up to the surrounding cities. Mesopotamia and Egypt both had polytheism and worshiped their gods in temples. Instead of referring to the king like in Mesopotamia, Egypt refers to the pharaoh. Egypt believed that the pharaoh communicated with the gods. The rivers in both Mesopotamia and Egypt opened these areas up to the rest of the world and allowed for great economic growth.

How to Use Extra Credit Effectively

The use of extra credit can be an effective teaching and learning tool in any content area classroom, but only if the extra credit is used in the correct manner. Generally, extra credit is offered to those students who want to bring up a GPA. Poor performance on a heavily weighted test or a paper or a project may have dropped a students overall grade. The opportunity for extra credit may be a motivational tool or a way to correct a misjudgment or miscommunication.  However,  if used incorrectly or inequitably, extra credit can also be a point of contention and a headache for the teacher.  Therefore, a teacher should take time to look at an offer for extra credit critically and consider the implications it may have for grading and assessment.   Pros of Using Extra Credit An extra credit assignment may provide students with an incentive to go above and beyond the class material. If it is used to enhance lessons, the offer for extra credit can help deepen the learning for students. It can also help struggling students by providing them with additional learning opportunities while allowing them a means to increase their grade. The extra credit may mirror the original assignment, be an alternative test, paper or project. There may be a section of an assessment that can be taken again or the student may suggest an alternative assignment.   Extra credit may also be in the form of revision. The process of revision, especially in writing assignments, can be used as a way to teach students to reflect on their progress and abilities in writing and take steps to strengthen it. Revision may serve to establish conferences to receive highly beneficial one-on-one attention. Rather than design new extra credit opportunities, a teacher should consider how he or she can reinforce the skills to improve student performance on a previously graded assignment.   Another method for extra credit is to give students a bonus question(s) on a quiz or test. There may be an option to answer an additional essay question or solve an additional word problem.   If extra credit is allowed, teachers may adopt the kinds of the assignments that are voluntary extra credit must still be assessed just as rigorously as the assessments for regular coursework. Perhaps there are extra credit opportunities that allow students to try extended activities such as inquiry projects based on  questions, problems, or scenarios. Students may choose to volunteer in the school community or in the community at large. By allowing the student the opportunity to choose how they will earn extra credit points could be a way to give them control over their academic achievement. After checking school policy, if you wish to offer extra credit in your class, you will need to make sure of the following: Do connect your extra credit to other lessons in class or to classroom pertinent current events.Do provide the same extra credit opportunities to all students.Do consider your grading time when assigning extra credit.Do make extra credit assignments interesting and pertinent for students.Do tell your students when you assign extra credit how much it will be worth and how you will grade it.Do make sure that you are not outweighing your required assignments with points for extra credit.Do set a clear deadline for when extra credit is due. Cons of Using Extra Credit On the other hand, too many opportunities for extra credit in a course could result in an  imbalance in grading. Extra credit assignments could outweigh the required assignments, and the result could mean that a student would pass a course without meeting all the standards.  Extra credit that is graded for a â€Å"completion† grade can skew an overall grade. In the same vein, some educators believe that extra credit reduces the importance of curriculum assessments by providing students with a way to circumvent the curriculum. These students could avoid  requirements by still have the ability to increase their grade. Moreover, an extra credit assignment could boost a GPA, but obscure a students actual academic ability. There are also some schools that have a no extra credit rule in their policy handbook. There are some districts that want to eliminate the extra work a teacher has to do after assigning extra credit. Some general rules to consider are: Do not create extra credit assignments that are unconnected to your curriculum or standards.Do not grade each students extra credit using different standards.Do not create so much extra credit that students are able to pass without completing the required work.Do not make spur of the moment extra credit opportunities that are not equally available to all students.Do not allow busy work like copying from a book to be extra creditDo not allow students to turn in late extra credit as this is just an accounting nightmare.Do not create extra credit assignments that the educational value is not equivalent to the student or teacher effort involved.

Fun Facts About the Channel Tunnel

The  Channel Tunnel  is an underwater rail tunnel that runs beneath the English Channel, connecting Folkestone, Kent in the United Kingdom to Coquelles, Pas-de-Calais in France. It is more colloquially known as the Chunnel.   The Channel Tunnel officially opened on May 6, 1994. An engineering feat, the Channel Tunnel is an impressive piece of infrastructure. Over 13,000 skilled and unskilled workers were hired to build the Channel Tunnel. Do you know how much a ticket through the tunnel costs? How long are the tunnels? And what does rabies have to do with the history of the Channel Tunnel? Learn how to answer these questions with this list of interesting and fun facts about the tunnel. How Many Tunnels The Channel Tunnel consists of three tunnels: two running tunnels carry the trains and a smaller, middle tunnel is used as a service tunnel. Cost of Fare The cost of tickets to use the Channel Tunnel varies depending on what time of day you go, the day and the size of your vehicle. In 2010, prices for a standard car ranged from  £49 to  £75 (about $78 to $120). You can book travel online. Channel Tunnel Dimensions The Channel Tunnel is 31.35 miles long, with 24 of those miles located under water. However, since there are three tunnels that travel from Great Britain to France, with many small tunnels that connect the three main ones, the total tunnel length is about 95 miles worth of tunnel. It takes a total of 35 minutes to travel across the Channel Tunnel, from  terminal  to terminal. The running tunnels, the two tunnels on which the trains run, are 24-feet in diameter. The northern running tunnel carries passengers from England to France. The southern running tunnel carries passengers from France to England. Cost of Construction Although at first estimated at $3.6 billion, the Channel Tunnel project came in way over budget at over $15 billion when finished. Rabies One of the biggest fears about the Channel Tunnel was the potential spread of rabies. In addition to worrying about invasions from the European mainland, the British were worried about rabies. Since Great Britain had been rabies-free since 1902, they worried that infected animals could come through the tunnel and reintroduce the disease to the island. A lot of design elements were added to the Channel Tunnel to make sure this could not happen. The Drills Each TBM, or tunnel boring machine, used during construction of the Channel Tunnel was 750 feet long and weighed over 15,000 tons. They could cut through the chalk at a rate of about 15 feet per hour. In total, 11 TBMs were needed to build the Channel Tunnel. The Spoil Spoil was the name used for the chunks of chalk removed by the TBMs while digging the Channel Tunnel. Since millions of cubic feet of chalk would be removed during the project, a place had to be found to deposit all this debris. The British Solution to Spoil After much discussion, the British decided to dump their portion of the spoil into the sea. However, so as not to pollute the English Channel with chalk sediment, a gigantic sea wall made of sheet metal and concrete had to be built to keep the chalk debris contained. Since the chunks of chalk were piled higher than sea level, the resulting land that was created totaled about 73 acres and was eventually called Samphire Hoe. Samphire Hoe was seeded with wildflowers and is now a recreation site. The French Solution to Spoil Unlike the British who were concerned about ruining the nearby Shakespeare Cliff, the French were able to take their portion of the spoil and dump it nearby, creating a new hill that was later landscaped. Fire On November 18, 1996, many peoples fears about the Channel Tunnel came true--a fire raged in one of the Channel Tunnels. As a train raced through the southern tunnel, a fire had started on board. The train was forced to stop in the middle of the tunnel, not close to either Britain or France. Smoke filled the corridor and many of the passengers were overwhelmed by the smoke. After 20 minutes, all the passengers were rescued, but the fire continued to rage. The fire managed to do considerable damage to both the train and the tunnel before it was put out. Illegal Immigrants The British were afraid of both invasions and of rabies, but no one had considered that thousands of illegal immigrants would try to use the Channel Tunnel to enter into the United Kingdom. Many additional security devices have had to be installed to try to inhibit and stop this large influx of illegal immigrants.

The After Effects Of War - 1623 Words

The After Effects of War Dating to the beginning of civilization, war continues to be a repeating occurrence in the world whether it be with oneself, society, or the outside influences in the world. In terms of war between countries, there is the growing controversy over its utilization and purpose when a country is predisposed to a situation foreboding unavoidable conflict. War is the only solution to certain situations but cannot be considered a panacea to all the issues prevalent in the world. The reasoning behind this is that war produces consequences some of which that are permanent. War has always spawn more conflict, gives disfigurement to human bodies, death and occasionally affects the state of one’s mind in areas such as mentality, emotions, rationality and morality. Notably, Elie Wiesel testifies to the consequences of war in his memoir, Night. It details his experience enduring the Holocaust during World War II. Wiesel describes his early childhood being centered around his religion, Judai sm, and a strong believer experiencing no waver in his faith. However, during the Holocaust, as Wiesel grows older and sees the cruelty of mankind, he proclaims, â€Å"As for me, I had ceased to pray. I concurred with Job! I was not denying his existence but I doubted his absolute justice (45).† As a young adult, he came to a conclusion of doubt, influenced by his time spent in the internment camps, towards his God’s justice. Elie Wiesel is a prime example of how war can consequentlyShow MoreRelatedWhat Is The After-Effects Of The Syrian Civil War?819 Words   |  4 PagesOne of the deadliest civil wars of the twenty-first century would hands down have to be the Syrian Civil War. Since it started in March 2011 due to the lack of freedom and a demand for democracy within a corrupt government it consequently became this atrocious war that has been extremely hurtful not only to the government of Syria but also the people. In the photograph, we can see a glimpse of the tr agedies currently happening due to the conflict with the people or â€Å"rebels† fighting for democracyRead MoreInnocence Is Lost As An Effect Of War And Causes Trauma After1732 Words   |  7 PagesThe theme states that innocence is lost as an effect of war and causes trauma after, which is emphasized through the theme’s application towards the different characters. For instance, Rahela in the beginning of the book is brought in as a baby, but develops a sickness as well during the war. The war causes the family of Rahela to have less and less resources to take care of Rahela. 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One noteworthy effect of the Second World Wars was the developmentRead MoreThe Impact of Memory on Voting Behaviors809 Words   |  3 PagesImpact of Memory on Voting Behaviors In The Determinants and Consequences of Recall Error about Gulf War Preferences, Mark Joslyn examines the effects of outside influences on the opinions of voters. Specifically, Joslyn explores errors in autobiographical memories of opinions of the governments involvement in the Gulf War and studies the change of opinions of individuals pre and post war. Memories are an important factor when making political decisions. It is necessary to study these memoriesRead MoreThe Effects Of World War II On The United Nations863 Words   |  4 PagesThe Second World War has many global effects that some can be seen until now. This war started after the invasion of Poland by Hitler in 1939 and lasted for 6 years. This paper argues that World War II resulted in the creation of the United Nations, the Cold War, decolonization of Europe, famine crises and baby boom. The first effect of the Second World War is that it led to the formation of the United Nations. The United Nations was established to replace the League of Nations which failed to maintainRead MoreThe Effects Of War On The Environment1223 Words   |  5 Pagesresearch. What is war? What are the different types of conflicts that can be classified as war? What is your country or origin? Has your country experienced or engaged in war since 1960s? What are the general effects of war on the environment? What do think are the effects of modern war and military activities on biodiversity? How does war affect the ecosystem? What are the effects of war on human beings and other animals? Do you think the nuclear bombs and other chemicals used during war affect the environmentRead MoreReview Of Grave Of The Fireflies And The Picture Of Accidental Napalm 1443 Words   |  6 Pagesstarvation deaths by the World War II. In the photo of Napalm Girl which released on the June 9, 1972 about the image of nine-year-old South Vietnamese girl who running naked on the road way to get away from an American napalm strike with her body got on fire, arms outstretched and face contorted in pain. Both of the texts are captured international attention, and they have the effect the world not only by physical way but as well as psychological and emotional effects when the texts was released atRead MoreImpact of Vietnam War on American Culture1421 Words   |  6 PagesThe Vietnam War began in the year 1954, after the ascension to power of Ho Chi Minh, who was a communist leader in North Vietnam. The leader was spreading communism, and because the United States wanted to stop the spre ad, it sent military troops to aid South Vietnamese to stop this vice. The war saw about 3million people die with the inclusion of 58,000 American soldiers. About 150,000 people were wounded during the war. In 1975, South Vietnamese government surrendered the war after the communist