The tourism system model

The tourerry system modelThe Tourism SystemIn early tourism research, it was argued that by analysing disaggregated components of tourism, it is affirmable that an understanding of tourism as a whole could be achieved (Pearce, 1989). However, these reductionist claims often extend in a failure to explain the different mixed alliances, interactions, interdependencies and impacts within the tourism system (Carlsen, 1999).For example, handed-down tourism models such as Leiper (1979) tourism system model assumes that tourism players function in a arrange manner, suggesting that tourism could be controlled in a top-down approach (McKercher, 1999). However, tourism displays all the characteristics of complexity. Failing to acknowledge the elements of uncertainty, chaos, dynamics and non-linearity in tourist systems, these simplistic traditional approaches to tourism seems to become irrelevant and invalid.Tourism is an activity in which people freely engage in, for personal satisfac tion or pleasure, where their behaviour is voluntary and discretional proceeding from ones own free choice (de Freitas, 2002). Thus, tourists participation is expected to decrease as discomfort and dissatisfaction increase. Should clime change, so will be the tourism conduct (De Freitas, 2005, 35).Over the years, much sophisticated models have been developed in attempting to explain what tourism is, its composition and the relationships and interactions that exist within it. From the tourist personality type models (Plog 1974 Pearce 1990), Maslows power structure of needs (Maslow, 1954), expectancy theory based on Vrooms theory of work motivation by Witt and Wright (1992) to the Mieczkowski Tourism Climate Index (1985) and the push-pull tourism framework (Dann, 1977 Crompton 1979 Iso-Ahola, 1982, 1989 Klenosky, 2002), these approaches pull up stakes different but valuable insights for examining the motivations underlying tourist and controlation behaviour. These models have al so been useful for the study of the importance of clime to tourism as advantageously as the research on humor change and tourism, providing an understanding and agreement of the varieties and kinds of activities and stakeholders involved.Climate, a Tourism ResourceClimate exists revealside of each tourism project. However, it becomes a resource when incorporated within a broad(a) or service. This is illustrated by the high demand of North Europeans travelling to the Mediterranean resorts, seeing it as a land of paradise. In addition, climate is often said to delimit optimal zones for tourism at a global and regional scale, as illustrated by the agile tropical zone, considered optimum for sunbathe and beach tourism (Burton 1991). In this way, climate, a natural resource becomes part of the tourism product.All of respondents of the survey agreed that climate is important to tourism with 89% ranking it as very important. With the aim of accessing how climate fares in relation to other important ruminations in tourism demand, Table 2.1 illustrates the ranks respondents give to each of the factors relevant to their visit to a country for tourism. Attractions in the culture were viewed as the most important factor followed closely by climate.Of considerable importance to this study which may have been omitted in many studies focusing on the temperate regions, 95% of respondents believed that escaping from their countrys overwinter refrigerated is at to the lowest degree of most importance in their decision for travel. This battle arrays how live and climate are intrinsic components of the vacation experience and can act as a central motivator in an individuals selection of holi daytime destination, the timing of holiday travel as well as a salient factor in tourism spending and holiday satisfaction.This study measures up to many other researches such as that done by Hu and Ritchie (1993). Measuring the importance of destination characteristics, the y reviewed several destination image studies from the 1970s and found that natural beauty and climate were of universal importance in defining destinations attractiveness. Using a representative survey, Hamilton and Lau (2005) confirmed that climate is at least the third most popular attribute in tourists decision making.Climate can directly affect tourism. There seems to be a clear connection between weather, climate, and human sensitivity. Atmospheric weather conditions may impact tourist demand, participation, experiences and satisfaction (de Freitas, 2003 Yu et al, 2009). People usually dislike very cold or hot climates and possibly very humid ones probably for good reasons founded in evolutionary biology (Heal and Kristrom, 2002). Survey result of this study proves similar closing where 74% of respondents indicate that they were more likely to travel during their countrys winter and 19% during summer. None of the respondents chose autumn and spring as the season they would wan t to travel away of their country.A warm climate seems to be a huge attraction for many of the mid-latitude tourists with 100% citing a hot and sunny weather condition as the preferred choice in the country they visit, even for those who want to escape the summer heat in their country. This proves Maddison and Bigano (2000) findings that the ideal temperature at the most popular tourist destinations are those offering warmer temperatures of around 31oC.In Context SentosaClimate has been argued to be one important component which shapes a destinations image and in some regions of the world, constitutes the resource on which the tourism sector is predicated (Lohmann and Kaim 1999). For example, marketed as The Island for All Seasons, the Mediterranean climate which Cyprus, Greece has been blessed with, has identified as the fundamental attribute attracting tourists to the destination. Mather et al contends that the climate is a dominant factor in much of the travel that takes place f rom northern Europe to the Mediterranean () Not only is the purpose of this mass feces of people primarily leisure-based, visit a sunny beach destination is the intrinsic reason for travel (2005, 70).Being a tropical country, Singapore and in particular Sentosa has the perfect conditions for the creation of the ideal tourist coast all-year sunshine, warm water, white sensey carbonate beaches and coral reefs -popularised in the three Ss sun, sea and sand (Wong, 2003). Sentosa is Singapores premier island resort getaway and Asias leading leisure destination. It receives over 6 million visitors yearly, making it the most visited paid-access attraction in Singapore. According to partial break-down of visitor arrivals to all the paid attractions in Singapore as seen in Figure 2a, it show consistency with Sentosa being the most visited paid-access attraction among all groups of tourists. Thus, it makes a good case study for studying climate as a resource for beach tourism in Singapor e.Findings in this study shows that although the warm tropical climate of Singapore appeals to the mid-latitude tourists, inducing them to visit the Island of Sentosa as well as their beaches, weather did not prove to be the ultimate choice affecting tourists decision to Sentosa. In fact, although weather ranks second after attraction/activities, given only a choice, only closely one quarter, specifically, 27% of the tourists chose weather to be the most important. unrivalled reason for this may be because climate invokes the concept of weather which is what tourists anticipate experiencing at a specific destination and is a key factor of consideration for tourists, consciously or implicitly during travel planning (de Freitas, 2002 Gomez Martin, 2005). Thus, having already considered Singapores hot and humid climate before the trip, factoring in possible weather conditions that talent be experienced, attractions and activities that can be found in Singapore is determined to be mor e important at the expense of weather. This result corresponds to the activities that respondents carry out in Sentosa illustrated in Table 2.2, with visiting attractions being the most carried activities by all tourists during their day in Sentosa.The preference of tourists for certain climatic and weather conditions highlights the relationship between tourism and climate. Naturally, different tourism types and activities require different climatic conditions. Thus, climate is one important variable that regulates among other factors, what and when particular kind of tourism activities can be done carried out.For example, climate has been identified as the fundamental attribute attracting tourists to the Mediterranean area (Mather et al, 2005 Amelung and Moreno, 2009). Seeking and enjoying the sun is one of the main reasons wherefore many tourists go away on holiday, evident in 70%-80% of UK holidaymakers citing better climate abroad as the primary reason for their trip (Perry, 1 993). Similarly, winter sports depend directly on climatic resources. Without snow or low temperatures for the artificial production of snow, the development of ski resorts would not have been possible (Gomez Martin, 2005).In this study on Sentosa, the activities that can be carried out by tourists (Table 2.2) could be sub-divided into two categories weather dependent and weather independent. Swimming/sun tanning, picnicking and water sports/ acting volleyball is to a large extent dependent on weather, especially to the presence of sunshine and rainfall. Although a large percentage of 59% tourists came to Sentosa specifically for sun tanning and swimming, respondents seems to participate largely also in non weather specific activities such as visiting attractions, shopping and dining in an indoor eatery. This result points to an important fact that although Sentosa depends largely on its beaches as well as some alfresco attractions, they provide a diversified range of activities wh ich tourists are also attracted in but do not solely tap on the appeal of the weather.Climate versus WeatherClimate invokes the concept of weather in that it is outlined as the accumulation of daily and seasonal weather events over a long period of time whereas, weather is the condition of the atmosphere at any particular time and place (de Freitas, 2002). In a study of this nature, McEvoy (2008 103) reminds that it is important to differentiate between visitor responses to climate versus weather conditions. Decision-making relating to tourism such as the destination and period of travel has been found to be based largely on climate information. On the other hand, the vacation period is much more weather-dependent and reliant on short term forecasts where actual weather information is more important than climate information (Matzarakis, 2007).The nature of the relationship between the atmospheric environment and the enjoyable pursuit of outdoor recreational activity may be seen to be a function of facets of on-site atmospheric conditions, the weather. Pleasant weather increases tourist satisfaction, whereas severe weather conditions such as rain and strong winds recess outdoor activities. In southern Alaska, for example, tour operators noted a tag difference between the sunny, dry summer of 2004 and wet summer of 2006.Although this study fully acknowledges the importance of climate to tourism, with weather being an important factor, survey results show the possibility that destinations may also be chosen in spite of the likely bad weather. Figure 1 illustrates the findings.The result suggests that even if it rains on the day that tourist decides to go to Sentosa, 49% of the respondents would not alter their original plan to visit the island. The reasons cited were more or less similar in that they would choose to visit other attractions within Sentosa and stay in indoor venues. All of the 28% tourists who states that there will be changes to their plans to Sentosa were at Sentosa beach specifically for the purpose of outdoor beach activities such as swimming, sun tanning and picnicking. Therefore, with some tourist activities more sensitive to weather than others, metrological conditions may affect or disrupt the construction of the planned days event.On the other hand, Sentosa Island with many indoor attractions, allows for contingency plans to be made which enables tourists to be independent of weather conditions. With visiting attractions being the most carried out activity for respondents (Table 2.2), as well as attraction/activities cited as the most important factor affecting their decision to visit Sentosa, it suggests wherefore majority of tourists may not change their plans to visit Sentosa even under unforeseen weather events. Therefore, although climate and weather is one of the many factors that may influence tourist decisions, good weather may not be the primary reason for selecting destinations.Weather ForecastMark Twa ins famous quote of Everybody talks about the weather but no one does anything about it is often held up as a truism but Twain himself have said this aint needs so. Along the same line of argument, Dewar (2005) contends that humans may not be able to alter the day-to-day weather but they do alter their behaviours to either avoid or take advantage of these weather conditions. To some extent as discussed previously, a majority of respondents seems to have predicted that they would alter their behaviours, by visiting indoor attractions to avoid unfavourable rainfall events.Weather forecasting is a useful way to alter ones behaviour or plan activities to suit overriding weather conditions on the day of event. Favourable climate and weather conditions are essential advantages which influences the degree of satisfaction, allowing tourists to enjoy their holiday activities safely and comfortably, helping them fulfil the desires that earlier brought them to the destination (de Freitas 19 90, 2003 Blazejczyk, 2001 Gomez-Martin, 2005). However, it is surprising that although 59% of respondents engaged in a pre-planned weather dependent activity of sun tanning and swimming as well as 10% for picnicking, only a small percentage of 13% admitted to have checked the weather forecast before coming to Sentosa.

Inclusion Equal Opportunities And Diversity Education Essay

Inclusion Equal Opportunities And Diversity Education Essay worldIn 21st century classrooms, there are more and more children coming from much more diverse backgrounds. Teachers need to teach these children with effective educational activity methods and must therefore have pedagogical approaches that deepen their cultural understanding. Many of these children have a range of ability in language, abilities and culture. Centre for Studies on comprehensive Education (CSIE) stated that teachers must employ not only theoretically sounds but also culturally responsive pedagogy. Teachers must create a classroom culture where all children, regardless of their cultural or linguistic backgrounds are welcomed and supported and provided with the best learning opportunity.What is inclusion body?Inclusive education is concerning tingeity and valet de chambre rightfields. Inclusion is more than an understanding and a policy indispensableness. It is on the subject of respect and values which welcomes diversity in the classroom and a wider spot of society. The inclusion statement n the National Curriculum (DfEE/QCA 1999) stated that differentiation from a wide variety of involve and the planning of lessons to ensure access and participation was part of normal teaching. This point was moreover emphasised by Overall Sangster (2007) saying that it is ab unwrap meeting the different unavoidably of as many children as feasible in mainstream indoctrinateing.What are equal opportunities?Equal opportunities are about being inclusive and fair in the way you deal with all children. Treating all children the same(p) is not enough. Overall Sangster (2007) define fair to be when the teacher meets the needs of every child as far as they can.What is diversity?Diversity is something that is neat more and more popular in the classroom. In simple terms, diversity just stiffs that are is a variety of different types of children in the classroom. not only is it a professional sta ndard to develop an understanding of the cultural diversity in their class but it is also a legal requirement ( electric razorren Act, 1989, 2004), but are these legal requirements being met?Are these evident in schools?Figures from the Department for Children, Schools and Families show that last year saw the biggest year-on-year increase in pupils from pagan minorities. Across the country, they accounted for almost 22% in 2007 compared to 20.6% in 2006. From these figures it is clear to see that inclusion, equal opportunities and diversity are part of the norm classroom and need to be therefore addressed appropriately.I will forthwith discuss what it means for a school to be inclusive and if a school is effective does it mean that it has to be inclusive as well? I will also look at barriers to learning and how they are overcome.School InclusionIt is important for schools to be inclusive. Hayes (2004) believes that inclusion is best understood as an aim, aspiration or even a philo sophy, rather than as a set of techniques that can be applied to a situation. It is important for a school to aim to be inclusive to everyone in the school, whether this is towards children, teachers or other members of staff. Inclusion tends to be regarded as the right thing to do and it is this moral imperative than often makes teachers feel guilty about saying anything negative about inclusive policies and practices. It is important to remember that a positive attitude to inclusion has an impact on the process of developing inclusive teaching strategies (Halliwell, 2003). As a trainee teacher, it is important for me to understand that inclusion is a process that is influenced by a yield of different factors and has a different meaning for everyone involved.From experience, I have seen inclusion being carried out. This occurred during assembly when the whole school came together for their Friday celebration assembly. During this assembly, birthdays were announced and the children came to the front. All teachers and children joined in with singing happy birthday while as the same time signing it. This was a lovely experience to observe. The school as a whole were including everyone. Although there are many different indicators of inclusion to reflect on such as policies, practises and experiences of individuals learning, it is also my aim to carry these out. Such policies include Inclusive Schooling (DfES 2001b). This document provides practical advice to schools and LEAs on the inclusion framework and sets out seven principles of an inclusive education service.The Every Child Matters Policy (DfES 2003, 2004a, 2004b) has according to Arthur, Grainger and Wray (2006) served to set educational inclusion within the broader context of radical change in the whole scheme of childrens services including explicitly shifting from intervention to prevention with services working together more effectively. The overall aim of Every Child Matters is to reduce the number of children who experience educational failure, engage in offending or antisocial behaviour, suffer from ill health or become teenage parents (DfES 2003). The Every Child Matters aims are said to be at the heart of Children Act 2004 (Arthur, Grainger and Wray 2006).Finally, according to Overall and Sangster (2007) the idea of an inclusive school is one that will meet the needs of many pupils in a variety of ways within special classes, through with(predicate) support for individuals, differentiation in the curriculum and care affluenty thought through teaching, is an exciting idea. This is something that I should really develop as part of my philosophy of inclusive education.BarriersInclusion is about looking for ways of reducing the barriers to learning that may exist for children who present more challenging circumstances. Prejudice and stereotyping are often significant in creating and maintaining these barriers (Overall and Sangster 2007).Within The National Curriculum (DfEE/ QCA 1999) three principles were set out to develop a more inclusive education. Within these principles, the third is to overcome potential barriers to learning and sound judgment for individuals and group of pupils. These groups of pupils can range from SEN to EAL to Gifted and Talented. Overcoming barriers is further emphasised in Inclusive Schooling (DfES 2001b) with one of the principles stating schools, local education authorities and others should actively seek to remove barriers to learning and participation.Overcoming potential barriers to learning and assessment is relevant to all children who have already been identified to have an emotional, mental or physical need. Teachers must plan to meet these needs and also the needs of the rest of the class at the same time. One method of doing this is to pair a pupil with EAL with a pupil who is good at English. Peer encouragement is a great way of encouraging talk. I witnessed an example with an emotionally vulnerable child. Thi s particular child was getting frustrated and upset when they couldnt do their propagation tables because other pupils around the table were counting aloud and therefore interfering with this pupils train of thought. To resolve this problem, the pupil was sent into a quieter room where there was full concentration of the subject. As a trainee teacher, I need to plan my lessons which overcome barriers which I may face in delivering a lesson or scheme of work. end pointSchools should all have an inclusion, equal opportunities and diversity policy in place and one that is being actively carried out by all pupils and members of staff. It is important that I am positive about the right for all children to be valued and to receive the best education available for them. This can be wait oned by implementing and receiving commission from local education authorities or attending extra training days. From reading I have learnt to develop my own pedagogy with regard to inclusion, equal oppo rtunities and diversity. As a training professional I have a unique opportunity to contribute to developing my own personal practice and help with developing policies with other colleagues. My aim now is to need all the needs of the children who I will be teaching both on placement now and in the future with my own class of children.

Macbeth | Analysis | Morality

Macbeth Analysis MoralityThe question of morality goes well in hand with the story of Macbeth, the wayward man who chose, at the encouragement of his wife, to kill the king. Morality is more than just the typical right and wrong, its also about legal and vile. The only elements that have proved satisfying in Shakespeares ending is the clear and unambiguous triumph of skillful over evil (Orgel and Braunmuller, 2002, p. 1620). So, with the question of good and evil swinging in the balance and Macbeth losing sight of his morals, were his wrongs truly righted?Initially, Macbeth disputed the witches prophecy that he would be king, but upon telling his wife the news, she could not let the sentiment die. She was determined that not only would her husband succeed, but so would she. She derived the plan to rid the world of dear top executive Duncan and after some(prenominal) difficulty persuading Macbeth to attend through with it, all plans were a go. Harry Jaffa wrote, lady Macbeth had been the force driving her husbands ambition (Jaffa, 2007). This seems to be true. After all, Macbeth was deadest on not killing Duncan. The king had been good to Macbeth, good to everyone in fact, and there was no reason to kill him. Nevertheless, lady Macbeth gets what Lady Macbeth wants. Relaying the plan to Macbeth she says, And well not fail. When Duncan is asleep,/ Whereto the rather shall his days hard jaunt/ Soundly invite him, his two chamberlains/ Will I with wine and wassail so convince/ That memory, the wander of the brain, Shall be a fume, and the receipt of reason/ A limbeck only (Orgel and Braunmuller, 2002, p. 1628). Shes a conniving little madam, thinking things through so far that she has a scapegoat, two poor guards that never knew what hit them.Almost instantaneously, gainense begins to enrapture Macbeth and his wife, maybe even before the murder, with Macbeth vision of a dagger. This initial hint of remorse is not recognized by the coupling, for they are still focused on what they have just done. Perhaps, it is also not recognized because they have not felt shame like this before. Immediately after the killing of King Duncan, the couple begins to notice the sounds of an owl, but there is in truth nothing to be heard. This is the first of their strange hallucinations brought on by unconscious guilt. Later on, Macbeth sees the ghost of Banquo posing in his chair at dinner after he Macbeth is named King. He considers that someone is playing a joke on him, but his dinner guests believe he has gone mad. Other visions present themselves as the play progresses, and Macbeth seems to lose his grip on sanity each time one occurs. Meanwhile, Lady Macbeth is dealing with her own guilt, which she is feeling only during sleep while sleepwalking. As she sleeps, she believes she is talking to herself and then to her husband, but a doctor and gentlewoman are with her. She says, Out, damned degree Out, I say One- / two-why then tis time to do t. Hell is murky. Fie, my/ lord, fie A soldier and afeard? What need we fear who/ knows it, when none can call out business leader to account? Yet/ who would have thought the old man to have had so/ much blood in him? (Orgel and Braunmuller, 2002, p. 1646). Clearly, despite the way both Macbeth and Lady Macbeth appear, they know the difference between right and wrong. Lady Macbeth all but says that she doesnt care what has to be done as long as her husband becomes king. They may not outwardly show that they feel remorse over the conspiracy, but their conscience is certainly telling them what they did was wrong. Its as if they had Jiminy Cricket tagging along with them saying you really shouldnt have done that.Ultimately, justice was served to Macbeth and his lady. They conspired to kill a beloved king, and in the end, they got what they deserved. Rightly so, Lady Macbeth took her own life. As readers, this isnt known until the very last crack of the play when Malcolm makes his spe ech. He says, Who, as tis thought, by self and violent hands/ Took off her life (Orgel and Braunmuller, 2002, p. 1650). Macduff, seeking his revenge on Macbeth for his family being slaughtered, served Macbeth his justice. Afterward, Macduff chops Macbeths head off and brings it to Malcolm. Malcolms closing statement is, As calling home our exiled friends abroad/ That fled the snares of watchful tyranny, /Producing forth the cruel ministers /Of this butcher and his fiendlike queen (Orgel and Braunmuller, 2002, p. 1650). Some argue that justice was not served since it was Macduff and not Malcolm that delivered Macbeths death sentence. Historically, this is what happened Macbeth was killed in battle by Malcolm, not Macduff (Orgel and Braunmuller, 2002, p. 1620). While Justice may not have been served the way everyone wanted, it was served accordingly.Justice always prevails in some way, be it in the form of death or some other tragedy. While this justice may not have occurred the way s ome people wanted, or even expected, Macbeth and Lady Macbeth paid for their crime. Morality is being able to distinguish the difference between right and wrong and good and evil. The pair knew what they were doing was both evil and wrong, yet they chose to proceed anyway because they wanted to succeed. It is only appropriate that the couple be punished for the murder of King Duncan. Both Macbeth and Lady Macbeth will be punished with eternal, fiery torment in hell, the lady for taking her own life and Macbeth for taking Duncans. After all, the old saying goes, theres no rest for the wicked.

Uncovering Worth Unknown: The Constancy of Love in Sonnet 116 Essay

Arguably the most famed writer of all time, William Shakespeare became famous for his plays and for his sonnets. These sonnets discuss everything from the importance of children to the troubles of rival poets, and have take down been divided into two distinct subgroupsthose of the Fair Youth and those of the Dark Ladybecause of the differences between the two. However, a common theme that runs throughout nearly all of them is that of love. Illustrating and illustrative love, Shakespeares sonnet 116 provides a classic example of this theme, as Shakespeare both defines love and holds it up as a paragon of all things good. In sonnet 116, or permit me not to the marriage of professedly minds, Shakespeare uses personification and metaphors to convey his idea that true love is unchanging and thus never ends.William Shakespeare, the author of Sonnet 116, was born in April of 1564 in Stratford-upon-Avon, England. At the age of eighteen, he married Anne Hathaway, who was six years older than him, and then is recorded to have begun his acting and playwriting course in 1592 when Henry VI was first produced and performed (Branam). Most notably writing plays such as Romeo and Juliet, Hamlet, and A Midsummer Nights Dream, Shakespeare wrote thirty-seven plays altogether, consort to general consensus (Gibson). Also notable, though, were his sonnets. Shakespeare began writing his sonnets at approximately the same time as his completion of Romeo and Juliet. One such sonnet is Sonnet 116, or Let me not to the marriage of true minds, which is found in the Fair Youth section of his sonnets (Branam). Shakespeares famed Sonnet 116 opens with the phrase, Let me not to the marriage of true minds admit impediments (Shakespeare 1-2). This line ... .../login.aspx?direct=true&db=lkh&AN=103331CSD12390108000259&site=lrc-plus.Gibson, Rex, ed. The Sonnets. Cambridge Cambridge University Press, 1997. Print.Krieger, Murray. Poetry as A Testament to Immortality. Shakespeares Poems and So nnets. N.p. Chelsea House Publishers, 1999. 55-57. Print.Leone, Bruno, et al., eds. Readings on the Sonnets. San Diego Greenhaven Press, 1997. Print.Livingston, James. Sonnet 116. Masterplots II Poetry, Revised Edition. Ed. Phillip K. Jason and Tracy Irons-Georges. Revised ed. N.p. Salem Press, 2002. N. pag. Literary Reference Center. Web. 6 Mar. 2012. .Vendler, Helen. The Art of Shakespeares Sonnets. Cambridge Harvard University Press, 1997. Print.

inquery project :: essays research papers fc

The question I choose to investigate was if hits needed soil to grow and if a bonce which was strong in water will grow faster than one that was not.The first step was to soak several dry beans in water overnight. lay out four soaked beans on a wet piece of radical toweling and four dry beans on a piece of wet paper toweling. Then I labeled two plastic cups with the start date and soaked or dry, and put the toweling and beans in the appropriate cup and lay them on the windowsill. Everyday I checked the moisture level of the toweling and added water if needed. In the middle of the second week I noticed do work forming on three of my dry beans. I choose to discard of those beans. By the beginning of the third week someone suggested delivering the beans in an open Ziploc hairgrip to keep moisture on the toweling so I switched. At the end of my inquiry I saw that neither the soaked nor the dry beans had great growth and I couldnt understand why. Below I have charted my observa tions and then gave possible explanations as to why this did not work properly.Observationshebdomad 1July 08, 2004 Start project. Leave beans in cups on windowsill.July 10, 2004 No change.July 12, 2004 Start to see sprouts come out of 2 beans in soaked cup.July 14, 2004 No ChangeWeek 2July 16, 2004 Mold is starting to form on 2 beans in the dry cup. 3 beans in the soaked cup have sprouted. 1 bean in the dry cup has sprouted.July 18, 2004 Mold is on 3 beans in the dry cup.July 20, 2004 Threw out 3 molded beans. Sprouts and roots are seen in the soaked cup.Week 3July 22, 2004 Changed from a cup to Ziploc bags. Changed paper toweling.July 24, 2004 The bean from the dry cup has noticeable roots and a sproutJuly 26, 2004 The roots in twain bags are attaching themselves to the paper toweling.My ResearchWhile researching this experiment I realized that I did several things wrong. First, the beans should have initially gone into a plastic bag, this would keep in the moisture, helping the p aper toweling to keep the water. Second, the beans should have been placed side by side and laid flat.

Sleeping With The Enemy Essay -- essays research papers

Sleeping With the EnemySummaryOppression of women in our patriarchal society is seen daily. Men dominate women in so many government agencys it becomes firmly to distinguish one form of oppression from another. In the movie Sleeping With the Enemy, a young woman battles daily with an abusive, domineering husband. Although the outside world whitethorn view Lauras look as perfective, the viewer sees the whole truth. Lauras perfect life consists of an attractive, wealthy husband who would do anything for her-even kill. They live in a beautiful sign of the zodiac on the coast, and Laura does not have to work if she so chooses. Every day Laura is tortured and ridiculed and criticized by her husband. Her husband, Martin Burns, is obsessed about keeping the household in perfect condition. If one towel is out of line, one can out of order in the cupboard, or if dinner is slightly late, Laura receives a severe beating. The only way for Laura to escape from her tyrannical husband is by s taging her own death.Laura takes her husband and neighbor out on a sailboat one stormy eventide to execute her plan of escape. She "falls" off the boat and swims to shore. Her husband believes that Laura dies at sea because she could not swim. Secretly, though, Laura had been taking swimming lessons at the YWCA in order to ease her plan. After packing a small bag with some personal items and money, Laura Burns abandons her abusive husband and leaves her miserable life behind. Thus begins Laura Burns new life as Sara Waters. She changes her name, location, situation, and is reborn.In Lauras new life, she works at a library and starts to date a amass. As Sara, she is able to enjoy life and be free. Sara rebuilds her self-esteem, is able to pass off more time with her mother, and can relax without being afraid of whether the shelves in the kitchen will meet her husbands standards. The escape seemed foolproof, until Martin found a piece of evidence that proves Laura is exemp t alive. (Laura had thrown her wedding ring in the toilet and Martin finally sees it.) After weeks of searching, Martin is able to hunt mass his wife. He feels that if he cannot have her, then no one will. Sara does not want to return to the terrible oppressive lifestyle she was trapped in before. Instead of giving up her new life, she shoots the "intruder" in her house and puts an end to her husbands reign of terror over her.... ...common and rarely reported. Memories of these experiences often become suppressed because of the personal humiliation and shame women feel about the situation. pit that, in the movie, Laura never seeks legal retribution for Martins abuse, all she wants to do is escape. Sexual abuse and spousal abuse are psychologically devastating for women because these are acts that cut down feelings of guilt upon the victim. It is too often that a female rape victim will do nothing because she feels responsible. In the beginning of the movie, when Laura wa s subjected to daily abuse from her husband, she believably started to feel like she deserved the treatment because her husband constantly beat her down emotionally and made her feel like nothing. When someone is beaten down for long enough they start to believe that they are worthless. Finally, Laura escapes her oppressor forever when she kills him. Not all women are so fortunate to be able to start their lives over, though. more women die from domestic violence, and most men do not suffer consequences for their actions. This movie shows the triumph of a woman over her oppressor because she goes to any length to gain her freedom and respect.

Understanding the Great Commission by the Grace of God and the Help of

Understanding the Great Commission by the Grace of God and the Help of a Cloud of Witnesses alone authority in heaven and on earth has been given to me. Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the hallowed Spirit, and teaching them to obey everything I provoke commanded you. And surely I am with you always, to the very end of the age. Matthew 2818 Clear as a bell, de acknowledgery boy calls from the pages of scripture to share His love with one another, making disciples of all nations, teaching all tidy sums to obey his commandments. But how do we do this? What design would God have us follow in evangelizing in this world? What is the best method of sharing witness of Christ in human life, without alienating and condemning people who do not share our knowledge of salvation? In sharing stories of faith and life experience, an author shapes both personal and public perception of what it is to live with Christia n faith. To write is to give voice to thoughts from the minds inner tissue and the spirits impulse, to interlock energy and life into communication of ideas and conceptions. As a transformative thinking process, autobiography transcends physical limits. In reading Breathing Space, I became familiar with Neumarks personal world, familiar with her feeling on relationships, her church, her adept of mission and her desires for Gods presence in her life. Though I had never met her before she flew to campus to speak about her book, I felt as though I knew her on sight. This suspension of physical limitations on the transmission of thought and feeling holds an incredible potential for communication of faith, though it is not necessarily mutual she hadnt a clue ... ...ing to accept the love of Jesus down in my soul, and accepting myself as sinner, I trust that Gods testament in my life is coming to fruition. For I have a piece of love that will never grow old Bibliopgraphy Hettinga, Don ald R. Presenting Madeleine LEngle. New York Twayne, 1993. LEngle, Madeleine. Two-Part Invention The Story of a Marriage. Toronto Collins, 1988. LEngle, Madeleine. Walking on Water Reflections on Faith and Art. Weaton, Illinois Harold Shaw, 1980. Neumark, Heidi. Breathing Space. Boston Beacon, 2003. Yohanannan, K.P. Revolution in World Missions. Carrollton, Texas church doctrine for Asia, 2003. Sources Consulted Bosch, David J. Transforming Mission Paradigm Shift in Theology of Mission. Maryknoll Orbis, 2000. Thomas, Nicholas. Colonialisms Culture Anthropology Travel and Government. Princeton Princeton, 1994.