Biology for Christians essays

Biology for Christians essays The Plantae includes all land plants: mosses, ferns, conifers, flowering plants, and so on-an amazing range of diverse forms. With more than 250,000 species, they are second in size only to the arthropoda. The most striking, and important, feature of plants is their green color, the result of a pigment called chlorophyll. Plants use chlorophyll to capture light energy, which fuels the manufacture of food-sugar, starch, and other carbohydrates. Without these food sources, most life on earth would be impossible. There would still be mushrooms and algae, but there would be no fruits, vegetables, grains, or any animals (which ultimately rely on plants for their food too!) Another important contribution of plants is their shaping of the environment. Think of a place without plants. The only such places on earth are the arctic wastelands, really arid deserts, and the deep ocean. Everywhere else, from the tundra to the rainforest to the desert, is populated by plants. In fact, when we think of a particular landscape, it is the plants which first come to mind. Try to picture a forest without trees, or a prairie without grasses. It is the plants which produce and maintain the terrestrial environment as we know it. The ferns are an ancient lineage of plants, dating back to at least the Devonian. They include three living groups Marattiales, Ophioglossales, and leptosporangiate ferns as well as a couple of extinct groups. An additional group, the Psilotales, is tentatively included in the ferns, though the group is so vastly different from living ferns that no one is really certain of its relationships. If you have ever stopped to smell the roses, then you are familiar with the largest group of plants, the Anthophyta. The distinctive feature of this group is the flower, a cluster of highly-specialized leaves which participate in reproduction. Not all flowers are as conspicuous as the Magnolia blosso ...

10 Fascinating Facts About Grasshoppers

10 Fascinating Facts About Grasshoppers Famed fable writer Aesop portrayed the grasshopper as a neer do well who fiddled away his summer days without a thought to the future but in the real world, the destruction wreaked by grasshoppers on farming and ranching is far from a harmless parable. Although grasshoppers are extremely common, theres more to these summertime critters than meets the eye. Heres a list of 10 fascinating grasshopper-related facts. 1. Grasshoppers and Locusts Are One and the Same When we think of grasshoppers, most people recall pleasant childhood memories of trying to catch the jumping insects in meadows or backyards. Say the word locusts, however, and it brings to mind images of historic plagues raining down destruction on crops and devouring every plant in sight. Truth be told, grasshoppers and locusts are members of the same insect order. While certain species are commonly referred to grasshoppers and others as locusts, both creatures are short-horned members of the order Orthoptera. Jumping herbivores with shorter antennae are grouped into the suborder Caelifera, while their longer-horned brethren (crickets and katydids) belong to the suborder Ensifera. 2. Grasshoppers Have Ears on Their Bellies The grasshoppers auditory organs are found not on the head, but rather, on the abdomen. A pair of membranes that vibrate in response to sound waves are located one on either side of the first abdominal segment, tucked under the wings. This simple eardrum, called a tympanal organ, allows the grasshopper to hear the songs of its fellow grasshoppers. 3. Although Grasshoppers Can Hear, They Cant Distinguish Pitch  Very Well As with most insects, the grasshoppers auditory organs are simple structures. They can detect differences in intensity and rhythm, but not pitch. The male grasshoppers song isnt particularly melodic which is a good thing since females dont care whether or not a fellow can carry a tune. Each species of grasshopper produces a characteristic rhythm that distinguishes its song from others and enables courting males and females of a given species to find one another. 4. Grasshoppers Make Music by Stridulating or Crepitating If youre not familiar with those terms, dont worry. Its not all that complicated. Most grasshoppers stridulate, which simply means that they rub their hind legs against their forewings to produce their trademark tunes. Special pegs on the inside of the hind leg act like a percussion instrument of sorts when they come in contact with the thickened edge of the wing. The band-winged grasshoppers crepitate or loudly snap their wings as they fly. 5. Grasshoppers Catapult Themselves Into the Air If youve ever tried to catch a grasshopper, you know how far they can jump to flee danger. If humans could jump the way grasshoppers do, we would be able to easily leap the length of a football field. How do these insects jump so far? Its all in those big, back legs. A grasshoppers hind legs function like miniature catapults. In preparation for a jump, the grasshopper contracts its large flexor muscles slowly, bending its hind legs at the knee joint. A special piece of cuticle within the knee acts as a spring, storing up all the potential energy. The grasshopper then relaxes its leg muscles, allowing the spring to release its energy and fling the insect into the air. 6. Grasshoppers Can Fly Because grasshoppers have such powerful jumping legs, people sometimes dont realize that they also have wings. Grasshoppers use their jumping ability to give them a boost into the air but most are pretty strong fliers and make good use of their wings to escape predators. 7. Grasshoppers Cause Billions of Dollars in Damage to Food Crops Annually One lone grasshopper cant do too much harm, although it eats about half its body weight in plants each day- but when locusts swarm, their combined feeding habits can completely defoliate a landscape, leaving farmers without crops and people without food. In the U.S. alone, grasshoppers cause about $1.5 billion in damage to grazing lands each year. In 1954, a swarm of Desert locusts (Schistocerca gregaria) consumed over 75 square miles of wild and cultivated plants in Kenya. 8. Grasshoppers Are an Important Source of Protein People have been consuming locusts and grasshoppers for centuries. According to the Bible, John the Baptist ate locusts and honey in the wilderness. Locusts and grasshoppers are a regular dietary component in local diets in many areas of Africa, Asia, and the Americas- and since theyre packed with protein, theyre an important nutritional staple as well. 9. Grasshoppers Existed Long Before Dinosaurs Modern-day grasshoppers descend from ancient ancestors that lived long before dinosaurs roamed the Earth. The fossil record shows that primitive grasshoppers first appeared during the Carboniferous period, more than 300 million years ago. Most ancient grasshoppers are preserved as fossils, although grasshopper nymphs (the second stage in the grasshopper lifestyle after the initial egg phase) are occasionally found in amber. 10. Grasshoppers  May Spit Liquid to Defend Themselves If youve ever handled grasshoppers, youve probably had a few of them spit brown liquid on you in protest. Scientists believe this behavior is a means of self-defense, and the liquid helps the insects repel predators. Some people say grasshoppers spit tobacco juice, probably because historically, grasshoppers have been associated with tobacco crops. Rest assured, however, the grasshoppers arent using you as a spittoon.

Project as an Intern at a Design Film Essay Example | Topics and Well Written Essays - 2500 words

Project as an Intern at a Design Film - Essay Example This all depended on appropriate time scale, enough budget allocation and good client communication, since the work of a designer is turning a concept into reality. In the long run the design processes included experimental, routine and fashion designs. Another key is the assembly of the client team which gave an outline of factors to be considered when hiring personnel in the business, which resulted in overcoming the cultural and operational differences experienced. The last key is the briefing process, which defined the project objectives, specific business opportunities to be realized and the scope for creating opportunities for the firm. Shortlisting of qualified design consultants was paramount as their main function in the business was to provide professional design solutions so that the client needs are met. Appointed design consultants were to specifically give shape to responses made by the clients. They provided polished design criteria for projects which comprised of gene ral overview of the project, intellectual, functional, technical and accommodation design criteria’s. ... Introduction to Finance Every business is formed on a strong financial base for it to properly carry out its operations of making profits. Most of the spheres affected by the financial principles of the design firm were contract management, administration of contracts, resourcing, budget and cost planning. The module, introduction to finance introduced the basic corporate and personal finance concepts, the time value for money, financial markets, shares and bonds, financial risk and return, ways of raising money and elements of investment. In addition the major components of finance included institutions and markets under which there were banks and other financial institutions, and the Federal Reserve System fell (Melicher and Norton 115). Finally, financial management comprised of business organization, financial analysis and long term financial planning, managing working capital and capital budgeting analysis. These principles served as the foundation of finance relating to the des ign business during my internship. Through financial analysis: the differences between manager and stakeholders are identified, time value of money, and higher returns were realized by taking more risks as the diversification of interests reduced risks. The design business had a financial system where the financial capital flowed with the aid of markets, intermediaries and regulation from savings to investments in the economy (Melicher and Norton 328). Melicher and Norton (251) argue that money markets are where the debt securities maturing within one year or less are traded while the capital markets are debt securities that mature longer than one year are traded. The major types of financial

Slavery between 1800 and 1865 and the the development of the American Essay

Slavery between 1800 and 1865 and the the development of the American South - Essay Example Slavery is interesting because there are many economic, political, social and cultural implications, which will be covered during the course of this essay. Social and Cultural Slavery The main social implication of slavery is that there will always be one ruling class and one formed of slaves. In the case of the United States, people were born into slavery and it was very difficult to escape, unless you could escape to the Union states and begin a new life, something which was not always easy. This led to black slaves being seen as inferior and finding it very difficult to move up the hierarchy into becoming landowners. This led to the culture that the United States has only recently (debatably) escaped, which is thinking that black people are somehow inferior. After the abolition of slavery, black people still found it very difficult to be treated equally to the white European settlers, simply because the cultural and social stereotype of slavery was left behind. Slavery in Economic s Economically, slavery was more positive. There were many available sources of labor which could be bought for a one-off price and then used until the slave was no longer fit for work. This was particularly important in cotton agriculture, because a large number of field hands were required for every harvest. The economics of the situation are impressive because actually, cheap or free labor is something that still occurs in the modern age and has been very useful to many companies over the years. This facet of slavery is interesting because if you take it apart from the other problems, it seems to make the situation seem almost positive, something which cannot be said of how slavery affected people themselves politically, morally and socially. Slavery in Politics Political interests in slavery have been wide-ranging and varied over the years. The Civil War occurred between 1861 and 1865 and was essentially a war waged between two sides (Union and Confederate) that could not bring themselves to agree politically about the topic of slavery. The Union side favored abolition, and was the side that eventually won. Politically, most people today would agree with the Union side, perhaps because of this victory and perhaps because of the burgening social interest in equality between races. The Confederate side believed that slavery was an essential part of the lifestyle, and necessary to keep the cotton (and other) crops being grown and harvested successfully. Slavery was part of the way of life, with slaves being incorporated into nearly every family, with the number of slaves a household possessed being a generally accepted measure of wealth. This ties in well with the social and cultural implications of slavery, which essentially suggested that the American South required slavery to continue being the prosperous land that it was. Slavery and the Development of the American South Slavery is something that affected the development of the American South greatly. As previously mentioned, slavery was a great part of the culture in the South prior to the Confederate states losing the American Civil War. Every respected household had black slaves up until (and past) the point at which it was illegal. The American South is still famous for having a higher level of racial inequality than the North, and this may be something of a hangover from

Clayton College Of Natural Health Essay Example for Free

Clayton College Of Natural Health Essay This thesis is an exploratory study which investigates the phenomena of holistic healing through a phenomenological approach and the potential of this process to reveal the importance of relying on the client as the most important information resource. Using qualitative design, this research chronicles the experiences of people for their impressions regarding their healing experiences and their search for wellness through traditional medical and complementary therapies. Objective data will be collected to validate the nature of this research through the completion of self-assessment forms, in addition to a subjective inquiry into the energetic process of each client through the art and narratives of this researcher. The discoveries that will be produced during the course of this research is expected to reflect the numerous implications of the holistic healing process. 3. Statement of Purpose and Background Holistic healing is on the edge of mainstream scientific thought. It is contrary to the accepted view that we will always be able to find a specific cause for any given disease. Holistic healing was described by Pelletier (1997). For him, all states of health were psychosomatic, each person representing a unique interaction of body, mind, and spirit. Illness was a disturbance in the dynamic balance of these relationships. The client and the practitioner shared the responsibility for the healing and both creatively learned about themselves during the healing process. This study seeks to add valuable information about the growing phenomena of holistic health. It strives to explore the process of holistic healing. In the process of investigating the studies hypotheses, this study hopes to discover novel, unanticipated themes that help further our understanding of holistic healing. In spite of its importance as a central phenomenon in medicine, the word holistic healing is rarely used in nursing or medical literature unless the authors are describing some form of indigenous healing ritual or in the context of purely physiological healing. A holistic healing perspective would imply that healing is much more than physiological change. In spite of a thorough search of the literature, no studies have been found that relate directly to the focus to this study, the experience of holistic healing. The literature review is not the theoretical foundation on which the study is based, but it is represented in order to illustrate the current state of the relevant literature. The initial review established the appropriateness of this study. The majority of the review will be accomplished after the data will be analyzed and will be guided by the findings. Literature from both the initial review and the later review will be combined and the connections between the literature and the results of this study will be explored in the later chapters. Topics will also be discussed that might relate to the experience of healing, such as health status, recovery, and survival. In this related literature the independent variables such as social support, optimism, and hardiness are often well defined with reliable and valid measures. The dependent variables such as â€Å"being healthy, having minor health problems, suffering from chronic disease, being disabled, and being dead are treated as equally-spaced points on a continuum† (Hobroyd Coyne, 1987, p. 364), and are not often well-defined or measured. Other measures sometimes defined as â€Å"healthy† are help seeking behaviours and compliance with medical recommendations. This research investigates these questions: 1. What does it mean to be holistically healthy? 2. What is the mechanism of the health creation process? Hence, this study hypothesized that: 1. Personal experiences will be a key contributing factor to participants` developing a holistic healing approach. 2. Participants will report healing experience with holistic health as key to developing their interests. This study assumes that holistic healing have an integrative theory that guides its process. Additionally, it assumes that holistic healing adhere to a theoretical orientation that promotes universal spiritual ideals as opposed to specific religious ones. The researcher believes that human existence is multidimensional. In addition, this study assumes that illness, whether physical, psychological or spiritual effect our all the levels of existence, body, mind, and spirit. Furthermore, the researcher believes those treatment regimens, regardless of the discipline of origin, increase their efficacy by addressing more of the levels-of-being thorough utilizing a holistic approach. Hence, involving human subjects in this research will be justified. 4. Subjects a. Subject Characteristics In this study a target number of ten participants will be chosen. Their ages range from 28-65. The participants are expected to come from a variety of occupations. Moreover, these participants are expected to demonstrate unique behaviors prior to surgery that appeared as if they might add important insight to the study. The researcher would like to have equal number of male and female participants (5 males and 5 females) to have an equal perspective from both genders. Further, in phenomenology it is important to choose participants who are able to speak with ease, express their feelings, and describe physical experiences (van Kaam, 1966). All the participants are expected to be verbal and expressive and should have little trouble discussing their healing experiences. b. Selection Criteria Participants to be chosen are those who: 1. had had recent surgery (first interviews will be conducted one week after hospital discharge); 2. were expected to return to their presurgical level of functioning. To insure that the participants would have a significant enough surgery to focus their attention on healing, they: 1. were in the hospital for at least three days; 2. were not expected to return to presurgical functioning for at least three weeks. Certain situations related to the surgery could have distracted the participants from focusing on healing. It was not assumed that these situations could not be healing experiences, but individuals with the following characteristics were not included: 1. external disfigurement from the surgery, beyond the incision; 2. an illness that was expected to be fatal. c. Special Populations No special group will be used in this study. d. Recruitment Source There are three surgeons known to the researcher that are the sources and they will be contacted by telephone and then by letter (see Appendix A). Nurses in surgical practice will also be contacted for help. Through the researcher’s own private practice she had many contacts with lawyers, personnel departments and other referring sources. The need for participants was expressed to many of them. Participants referred by professional friends are also good recruitment source. e. Recruitment Method All the participants will be given the researcher’s telephone number and a brief description of the study (see Appendix B). It will be up to the potential participants whether they would make the first contact. Their participation in the study will not be discussed with referring person. The researcher will assume that access to participants would be much easier this way. The resources who were able to provide participants all knew and trusted the researcher. This knowledge could have made it easier to believe that patients would not be harmed by participation in the study. More personal contact beyond telephone and written contact may help to build the necessary trust with potential providers of participants who have never met the researcher. f. Informed Consent Process Because of concern for protection of human subjects, potential participants will be the one responsible for contacting the researcher, not visa versa. This may add to the difficulty of finding participants. Perhaps more potential participants could have been contacted sooner to insure a less prolonged interview schedule. Phenomenological research is a relatively unknown methodology in the medical community and potential providers of participants may have been concerned about the validity of the research. After the potential participants called the researcher, a short interview will be conducted on the telephone to ascertain whether they met the requirements for the study. They will be told what would be expected of them and asked whether they will be willing to participate. Participants will be informed about the nature of the study verbally and through a written consent form (see Appendix C). The nature of the study will also be discussed over the telephone and at the start of the first interview. Questions about the study will be answered at this time, as well as later. As stated in the consent form interviews will be tape-recorded. The tapes will be transcribed by the typist. Pseudonyms will be substituted whenever the participant’s name is used on the tape. The tapes, transcriptions of the tapes, information sheets, and any other materials written by or about the participants’ actual names will not appear in any written reports, nor will they be used in any other way. A list of participants wishing information about the results will be kept separate and will be in no way connected with the data. Participants will be assured that they could withdraw from the study at any time, and that this would not affect their treatment in any way. g. Study Location Attempt will be made to interview all participants in their homes as it will be likely the place where they will feel comfortable and will be sufficiently relax to be able to talk about their experiences. The home is a more appropriate setting than the hospital. Although healing probably will not occur in the hospital, many factors are present which may influence the ability to focus on the process. Pain, recovery from anesthesia, lack of privacy, and immersion in the patient role are notable destructors which are expected to be less pronounces at home. Most of the interviews will be conducted in the home but if the participant will find it more convenient to be interviewed in their office or in other comfortable place (i. e. restaurant) then that will be granted. h. Potential Problems It is anticipated that some questions may cause emotional trauma, thus the participants’ emotional state will be assessed throughout the interview and time will be allotted to discuss any difficulty they will have. 5. Research Design and Methods a. Research Design A suitable design for exploring holistic healing from the perspective of the person in the mechanism of the health creation process is phenomenology. In phenomenology, the essence of human experience (Solomon, 1980) will be studied. It is based on careful consideration of rich complex data, using logic and insight (Cohen, 2001). Then careful interpretation will clarify this reality of human experiences. In the process of interpretation, data will not created, but they will be analysed with an attempt to discover their essence. So, in order to address the research questions posed in this study, select individuals will be asked to discuss their experience of holistic healing and the mechanism of their health creation process. Asking people directly seemed an effective way to study meaning, experience, beliefs, expectations, and perceptions of holistic healing. Benner (2002) pointed out that physiological aspects of healing can be studied readily with traditional quantitative research. Much of the research available on psychological, interpersonal, and personality dimensions of health has also been done using quantitative methods. But there is now a current interest in exploring holistic healing using qualitative means, but no qualitative studies have explored healing. As healing is a lived experience it seems appropriate to use a qualitative method to ask individuals who are in the process of healing to attempt to articulate what they believe is happening. The following is a list of the steps proposed by Colaizzi (1998) that will be followed in this study: 1. carefully interrogate presuppositions; 2. conduct pilot interviews; 3. integrate personal presuppositions and the thoughts about the pilot data, to generated a series of interview questions; 4. gather the data; 5. read all the transcriptions of the data and acquire a feeling for the whole; 6. underlie significant statements in the data; 7. try to formulate the meaning of the combined significant statements. Creative insights can be used to go from what the subjects say to what the researcher believes they might have meant; 8. organize formulated meanings from all the interviews into groups of themes. Validate these themes by asking whether there is anything in the original data that is not included in the themes, or whether the themes imply anything not in the original data; 9. write an exhaustive description of the results so far, including any discrepancies or themes that do not fit into a cohesive framework; 10. reduce the description to the fundamental structure of the phenomenon; 11. validate findings with selected participants. In a phenomenological study, oral interview is indispensable. The purpose of the interview is to elicit information about the participants’ experience in their own words, order of priority, and depth of emphasis. Hence, interviews will usually lasts from 60 to 90 minutes or even longer. Then, it is expected that there will be two interviews (first and a follow-up). The first interview is intended to be conducted approximately one week after hospital discharge. After the first interview with each participant, the data will be analyzed to discover whether any of this information needed clarification or expansion or whether any of these data pointed to the need for another area of questioning. A list of specific questions will be drawn from each participant to explore during the second interview. The second interview for each participant is planned to occur three weeks after the first interview to allow enough time to pass to have some additional thoughts on healing, yet to be early enough in the process that the participant will still focused on healing. The second will start with general questions before the more specific questions will be asked. Again, he purpose was to elicit the participants’ experience in the most uncontaminated way possible. The participants’ thoughts about the healing is expected to be stimulated during the first interview so that they will add new ideas to express during the second interviews and it will be validated as the emerging themes and interpretations of the researcher.

Renaisssance versus Baroque Periods Essay -- Comparison Contrast essay

The baroque and renaissance periods are two different periods. The renaissance period rolled into the baroque era. There were changes made over the years from the baroque to the renaissance period. Differences in style accumulated along with views of art and music. Baroque era covers the period between 1600 and 1750 beginning with Monte Verdi (birth of opera) and ended with deaths of Bach and Handel. The term baroque music is borrowed from the art history. It follows the Renaissance era (1400-1600). It was initially considered to be a corrupt way of Renaissance by conservatives. The dominant trends in Baroque music correspond to those in Baroque art and literature. Some features of Baroque art included a sense of movement, energy, and tension (whether real or implied). Strong contrasts of light and shadow enhance the effects of paintings and sculptures. Opera is one of the types of music in the Baroque era. It represented melodic freedom. Baroque era was usually referred to as the thorough-bass period. In early Baroque era no tonal direction existed, but experiments in pre-tonal harmony led to the creation of tonality. [1] Baroque genre included instrumental suite, ritornello, Concerto grosso and chant. There were important composers of the Bar oque period such as Johann Sebastian Bach, George Frideric Handel, Antonio Vivaldi William Byrd Henry Purcell and George Phillip Telemann. Starting in northern Italy, the hierarchical state -- led by either the urban bourgeoisie or despotic nobles -- replaced the fluid and chaotic feudal system of the middle Ages. [2] For this reason, some historians refer to the Renaissance as the Early Modern Era. Sculptors, building on the techniques of artists such as Giovanni Bernini (1598-1680), found ways to create the illusion of energetic and even violent movement in their works. Painters created larger and more crowded canvases. Virtuosity was used in all the arts. The arts became an important measure of learning and culture. Music moved from the science of number to an expressive art viewed as an equal to rhetoric. The Renaissance means the rebirth of ancient learning. The renaissance can be divided into two parts Early Renaissance (1420-1500) and High Renaissance (1500-1520). The Renaissance era was one of the most productive time periods in history as far as the advancement of music goes. At first it was rigid, structu... ...ike today. The period between the baroque and renaissance paved a new way for not only music, but for art. The change that took place was gorgeous causing art to become so vivid and images are portrayed to be so real. I never was a fan of art nor music, but if one actually pays attention to the evolvement of it throughout time one would have great appreciation. References 1) Carter, Tim. Music in late Renaissance & early baroque Italy. Amadeus Press. 1992. 2) Bailey, Gauvin A. Between Renaissance and Baroque: Jesuit art in Rome 1565-1610. University of Toronto Press. 2003. 3) Huyghe, Rene. Larousse encyclopedia of Renaissance and Baroque Art. London, Hamlyen. 1967. 4) Mundy, James. Renaissance into Baroque. University Press. 1989. 5) Jaffe, Michael. Renaissance & Baroque drawings. Abrams Press.1995. Bibliographies Atlas, A.W. Renaissance Music: Music in Western Europe, 1400-1600. 1st ed. New York: Norton, 1998. Corrick, J.A. The Renaissance. San Diego: Lucent Brooks, 1998. Getzinger, Donna. Johnann Sebastian Bach and the art of baroque music. 1st ed. Greensboro: Morgan Reynolds, 2004 Lorenz, Hellmut. Baroque Art. New York: Plague, 1994. Renaisssance versus Baroque Periods Essay -- Comparison Contrast essay The baroque and renaissance periods are two different periods. The renaissance period rolled into the baroque era. There were changes made over the years from the baroque to the renaissance period. Differences in style accumulated along with views of art and music. Baroque era covers the period between 1600 and 1750 beginning with Monte Verdi (birth of opera) and ended with deaths of Bach and Handel. The term baroque music is borrowed from the art history. It follows the Renaissance era (1400-1600). It was initially considered to be a corrupt way of Renaissance by conservatives. The dominant trends in Baroque music correspond to those in Baroque art and literature. Some features of Baroque art included a sense of movement, energy, and tension (whether real or implied). Strong contrasts of light and shadow enhance the effects of paintings and sculptures. Opera is one of the types of music in the Baroque era. It represented melodic freedom. Baroque era was usually referred to as the thorough-bass period. In early Baroque era no tonal direction existed, but experiments in pre-tonal harmony led to the creation of tonality. [1] Baroque genre included instrumental suite, ritornello, Concerto grosso and chant. There were important composers of the Bar oque period such as Johann Sebastian Bach, George Frideric Handel, Antonio Vivaldi William Byrd Henry Purcell and George Phillip Telemann. Starting in northern Italy, the hierarchical state -- led by either the urban bourgeoisie or despotic nobles -- replaced the fluid and chaotic feudal system of the middle Ages. [2] For this reason, some historians refer to the Renaissance as the Early Modern Era. Sculptors, building on the techniques of artists such as Giovanni Bernini (1598-1680), found ways to create the illusion of energetic and even violent movement in their works. Painters created larger and more crowded canvases. Virtuosity was used in all the arts. The arts became an important measure of learning and culture. Music moved from the science of number to an expressive art viewed as an equal to rhetoric. The Renaissance means the rebirth of ancient learning. The renaissance can be divided into two parts Early Renaissance (1420-1500) and High Renaissance (1500-1520). The Renaissance era was one of the most productive time periods in history as far as the advancement of music goes. At first it was rigid, structu... ...ike today. The period between the baroque and renaissance paved a new way for not only music, but for art. The change that took place was gorgeous causing art to become so vivid and images are portrayed to be so real. I never was a fan of art nor music, but if one actually pays attention to the evolvement of it throughout time one would have great appreciation. References 1) Carter, Tim. Music in late Renaissance & early baroque Italy. Amadeus Press. 1992. 2) Bailey, Gauvin A. Between Renaissance and Baroque: Jesuit art in Rome 1565-1610. University of Toronto Press. 2003. 3) Huyghe, Rene. Larousse encyclopedia of Renaissance and Baroque Art. London, Hamlyen. 1967. 4) Mundy, James. Renaissance into Baroque. University Press. 1989. 5) Jaffe, Michael. Renaissance & Baroque drawings. Abrams Press.1995. Bibliographies Atlas, A.W. Renaissance Music: Music in Western Europe, 1400-1600. 1st ed. New York: Norton, 1998. Corrick, J.A. The Renaissance. San Diego: Lucent Brooks, 1998. Getzinger, Donna. Johnann Sebastian Bach and the art of baroque music. 1st ed. Greensboro: Morgan Reynolds, 2004 Lorenz, Hellmut. Baroque Art. New York: Plague, 1994.

The Lost Generation

Both Remarque’s â€Å"All Quiet on the Western Front† and Hemingway’s â€Å"The Sun Also Rises† relate to the theme of hopelessness during the lost generation. Remarque’s story is set during the war from a younger German soldier, Paul, through him the suffering and difficulties are presented as fruitless and with out a main goal to look forward to when they return home. Throughout the military travels of the younger soldiers like Paul, Remarque’s view on wars disadvantages on people are clearly stated through the eyes of Paul. Towards the end of his life, he grows happy to die and is glad to pass away from all the pain emotionally and physically he and his comrades had to endure during the battle. Carrying on through the book is the sense of empty hopelessness that nothing will become good and there is nothing to look forward to after their arrival home. On the other side, Hemingway’s older veteran characters, Jake and Brett, play the role of two empty people who are looking for direction in life after the devastating war. Jake however becomes a redeemable character through his journey to overcome his psychological and physical damage from the war and gains sympathy. However Brett does not earn any more respect or accomplishes any growth in overcoming her war wounds. This takes its own path in the end when Jake moves on from Brett’s taunting attitudes and starts to gain his balance in life again. Hemingway’s hopelessness is conveyed more positively than Remarque’s critical outlook on war. Throughout both book the characters struggle with their emotional difficulties to stay attuned to their prewar lives and struggle with hope for the future. However Hemingway takes the path of a more positive ending while Remarque creates a happy doom for his brave, suffering characters. There are many parallels between the characters in each book enough though the themes and perspectives are entirely different. The main point serves the same purpose, whereas the lost generation was hopeless unless they rarely saw a glimpse of the future after recovery. The tone of the overall book has an almost empty and predictable attitude about it, the men have no hope for themselves, and they do not convey a sense of need to get home or to survive but merely to continue to take orders until the end. The hopelessness conveyed by the characters in â€Å"All Quiet on the Western Front† is the kind of hopelessness when you know you cannot personally change the outcome of your fate knowing the future results in death. Most of the reality of the brutal war is exposed through battles or bluntly stated by another distraught soldier. A sense of urgency is not present when knowing that at any moment a comrade could be returning with â€Å"screams of intolerable pain. [Knowing] every day that he can live will be howling [with] torture† (72). The lack of urgency communicates that death is a causal event during war and the witnesses are used to the terrible sight of mangled or dead bodies. Some even accept that they will one day become like those they see in pain and fear life over death. â€Å"Every face can be read† on the appearance of each soldier who knows they are subject to the â€Å"embrace† of â€Å"the front† (53). Faces can easily be read because the same fate awaits all the soldiers, death and no hope. The characters see no future and are trudging along in an empty cycle. The circle is completed with unfilled desires to keep living when the discovery of Paul with â€Å"his face [of calm expression] as though almost glad the end had come† establishes that he was happy to leave pain, suffering and damaged forthcoming opportunities to a peaceful afterlife (296). The lost generation shared a â€Å"common fate [which] ruined [them] for everything† upcoming in the future to better their lives such as a family or a job offer as mentioned by various characters but created disappointment at the realization their dreams would not come true. This contributed to the plummeting feelings the lost generation carried with them. Hemingway disguises his characters want for redemption and amount of hopelessness they feel. The book has a more up beat consistency than â€Å"All Quiet on the Western Front† and more is said in what the Jake is not saying than what he and Brett bluntly state. Brett cannot be with Jake because she would â€Å"tromper† or commit adultery since Jake cannot satisfy her needs sexually (62). Instead Jake secretively takes a prostitute out to dinner but ends up dumping her on his friends while he leaves with Brett. Jake did not sleep with the prostitute, Georgette, because he felt ashamed and helpless about his physical injury from the war. He does not feel man enough to sleep with a prostitute, he feels discouraged about his future plans and ability to gain happiness as part of the lost generation. To fill the void opened from war, Jake, Brett and their comrades drink to escape their persisting troubles and pains. Jake has a miserable life and to make it better he finds it easier to get drunk and not fix his problems. â€Å" ‘Don’t get drunk, Jake,’ she [Brett] said. ‘You don’t have to. ’†¦ ‘Don’t,’ she said. You’ll be alright. ’† Brett reassures Jake (245). The pain and emptiness ceases with alcohol and distracts from the wars wounds. Contrasting to Paul and the other lost generation soldiers in â€Å"All Quiet on the Western Front†, Jake proves he is able to redeem himself and looks to the future. Ja ke uses religion as a parallel to his emotional stability. When starting out Jake was not religious and just went through the movements of going to church and â€Å"being a good Catholic†, however as he progresses he finds that he should care more about religion and has a want to be more involved. The parallel of him wanting to be more involved is when he breaks away from Brett and starts off new; and for the first time believes in his future after he returned from the war. Jake’s break through occurred when he â€Å"stoop up, gripped with [his] toes on the edge of the raft as it tipped with [his] weight, and dove cleanly and deeply, to come up through the lightening water, blew the salt water out of [his] head, and swam slowly and steadily to shore† (242). As Jake comes out of the water, he symbolizes a baptism and the rebirth of himself into a more understanding and less negative man. Along with becoming less frightened of the future Jake was able to let go of Brett and her ability to draw men in. He finally cleansed himself of her and his past troubles and looks to days ahead. Rarely does Jake interact with a genuine character, more often does he associates with deceptive, greedy, manipulative or mean people of the lost generation. The main character that is sympathetic is Jake, he battles the most with his physical injury and because of that, Brett puts him through emotional misery. Even as Brett â€Å"kissed [Jake he] could tell she was thinking of something else† and finally understood that she just used him for her own personal benefit (245). After his â€Å"baptism† Jake was close to moving on from Brett and almost did until she pulled him back in again. The fact that Brett is thinking about someone else is the last straw for Jake and he is done with her. From this kiss on, Jake is cold and a little immature towards Brett. This signifies his final connection with her emotionally and he takes steps to begin a new life. Brett consciously talks bout her other men with Jake while she knows how he feels about her. She almost flaunts them in front of Jake by complimenting them saying â€Å"he’s my sort of thing† (247). Brett is attracted to the bad boys who show her attention but aren’t controlling. She disregards Jake as a candidate for her commitment and love since he cannot satisfy her sexually; she only uses him emotionally t hen ditches him when a better offer comes along. She is aware she cannot be with him and it hurts him to see her go off with men, however she does nothing to change this. She even goes as far as to bring the men over to Jake’s place to have a drink. Because of her blatant disrespect for anyone but herself she is not a redeemable character and no sympathy is given to her. Jake is the only character that deserves sympathy while Brett does not even deserve respect from Jake. Similar to sympathy, Jake becomes a redeemable character towards the end of his journey with Brett after the war. He clearly stands opposed to Brett who is neither sympathetic nor redeemable. During Jake’s baptism and revelation, he proves to want to redeem himself, if not to others at least to himself. He is aware that he is not the most religious man but tries to convince himself otherwise to morally feel better. Jake is Catholic and by the end of the book becomes more religious and understands the meaning of religion rather than just going through the motions at church. He values the importance of God when Brett states she does not really care for him or religion since it’s a waste of her time. Jake at least holds on to that the whole book and increases his religious activities and symbolism towards the end. Not only does Jake morally and mentally redeem himself but he also redeems his time wasted on Brett. One of their last interactions Jake unmistakably communicates his annoyance and irritation with Brett, â€Å" ‘You like to eat, don’t you? ’ she said. ‘Yes,’ I said. ‘I like to do a lot of things. ’ â€Å" (250). Jake becomes fed up with Brett’s constant lack of acknowledgement that he is always there for her and not some one to use when her love life is not thriving. He grows tired of constant games and realizes there is nothing left for them together. After more small talk is exchanged between the two, Jake is ready to let her go for good and finally gains enough confidence that everything will be okay with out Brett. Brett tries to make herself sound more appealing to Jake by explaining, â€Å"it makes one feel rather good deciding not to be a bitch† (249). Other than making the decision to not be a bitch, Brett makes no other attempt to redeem herself or acknowledge that she played with Jake’s feelings and ruined part of his life for holding on to him for such a long time. She cannot get over her self absorption to realize she messes with men for her own benefit whether it be money or sex, and doesn’t care who she hurts along the way, mainly Jake. There is no evidence that she is a redeemable, sympathetic or a caring character. Although she has issues because she, too, is considered the lost generation, that does not give her the right to act above everyone else and hurt Jake. Jake also traumatized by the war does not use women to make Brett jealous or ever hurts her. He is always there when he is needed to support her dramatic lifestyle. Brett has no compassion for anyone but herself therefore making her unredeemable and Jake redeemable. Although each stories have their differences in almost all aspects there is one overall main point: the lost generation was hopeless and it was a difficult time for those people. Each book expresses the same bigger picture but is differently executed. Jake’s tone which represents the overall feel of the book communicates the idea of a ghostly and missing man looking for a happier path in life to escape his sadness and pain. He rarely finds little pleasures and mostly describes scenes as dark or dark imagery, only a few times is light mentioned when redemption or renewal of a character is occurring. Paul’s description of the war gives off a more pessimistic tone as he always comes back to the idea that the lost generation has nothing to return to at home. However he finds simple pleasures more enjoyable and tries to make the most of them. Both characters portray a sense of despair and loss of direction in life but differently executed. Hemingway chooses to exhibit his characters as striving to change their lives while Remarque’s turns negatively towards death and meaninglessness. Hemingway does not refer to the war but instead barely mentions it or Jake will see military like actions between people symbolizing the war and the lost generation. The fact that Hemingway does not mention the war, yet the book is about war, further proves that in Hemingway’s writing, what is not being said is more important. The tone is important to both novels to relay the same message but entirely different outcomes and themes. The lost generation was a sad hopeless group of veterans who, if not killed, had to aimlessly go through life feeling like there was no purpose or they didn’t belong. Hemingway and Remarque’s classic novels illustrate the hard times during and after the war and the many similarities that are present.

Montessori Math

Montessori is an approach which many have adopted these days as a teaching method for children in preschool. The materials which they use create an environment that is developmentally appropriate for the children. Montessori believes that with the helped of trained teachers and the proper environment which the children are placed in, intelligence and different skills will be developed in the child (Casa Montessori, 1997-2009). In addition, one of the main aims of Montessori is develop children to become life long , independent learners. Instead of following the tradition teaching methods whereby teachers would present the students with all the facts and information that they need to know, the teachers trained in Montessori teaching would ask questions and direct the children in a way where they have to look for the answers themselves. In the learning process, the teachers would basically motivate the children to be actively engaged in their learning and to think independently (Seldin, 2010). The basis of the Montessori approach is that learning through experience and going through the process of investigating and discovery is one of the most effective ways for a child to learn. Montessori also believes that children do not learn by memorising information given to them but from concrete experiences that interests them. This is why Montessori focus on different creating different developmentally appropriate concrete learning tools and materials that stimulates the child into logical thinking and discovery for subjects such as mathematics, sensory development, language and so on (Seldin, 2010). With regards to mathematics, the Montessori approach sees sensorial training as a very important platform which aids in the learning of basic arithmetic. The wide variation of materials Montessori has to cater to mathematics allows children to familiarize themselves with numbers at an early age (Modern Montessori International, 2006). They focus on using sensorial materials because they are precise and exact. They believe that it is important for the children to work with materials that are exact and so that they can be exposed to isolated concepts, learn through repetition and rom there draw the main principle of each and have a clear abstraction. All these concepts would help the child to order his mind and enable him to classify different experiences. This is because having a clear perception and the ability to classify things help the child to learn how to be precise in their conclusions. Working with sensorial materials prepares the children for the study of progression and sequ encing as it builds up spatial representations of quantities and form imagines of magnitudes (Montessori Primary Guide). Montessori believes that before a child can start learning mathematics, he or she must explore and accept the notions of idealized things with isolated qualities and to practice the requisite intellectual skills (Modern Montessori International, 2006). First of all, exposing the child to early sensorial activities is used to introduce the idealization of things and isolation of qualities to them. This is because allowing the child to work with sensorial materials gives them the opportunity to deal with isolated qualities physically and hence acquire the sensibility of what mathematics is all about. Secondly, the child must be introduced to the intellectual skills needed for mathematics such as exactness, calculation and repetition. Practical activities such as pouring beans into a jug or sweeping the floor can help children acquire such skills. It is believed that when children reach age four, they are ready to start learning mathematics. However, prior to that, the children have to establish certain things such as internal order, precise movement, work habits, the child must be able to complete a work cycle, follow a process and are able to work with symbols (Modern Montessori Guide). That is why there are developmentally appropriate ways for the children to explore arithmetic. The material first begins with concrete experiences such as the number rods and cards where the children are able to work with such materials to learn the different concepts of numbers. This would also help the child as they work towards the abstract stage of solving mathematical sums. The mathematics in Montessori is organized into six groups. Group 1 is Introduction to Numbers, group 2 is the Introduction to the Decimal System, group 3 is the Introduction to Teen Board, group 4 is the Operation of Decimal System, group 5 is the Introduction to Recording and Arithmetic Tables and group 6 is Abstraction. Firstly, group 1 which is the Introduction to Numbers introduces the units of quantity up to 10. The focus group for this group is for children age 3 and a half onwards and the main aim of this group is to help children learn the names of numbers, understand the value of each number and to memorise the number sequence. Secondly, for the in group 2, The Introduction to the Decimal System, the children are given concrete experiences with units with tens, hundreds and thousands as tools to introduce them to the decimal system. As for the third group which covers the Introduction to Teen Board, it helps the children to understand the different numbers within a hundred. Fourthly, group 4 which covers the Operation of Decimal System gets children to work with beans when doing the operation and is usually done at a sensorial and group level. The fifth group is the Introduction to Recording and Arithmetic Tables. Children at this level work individually with the materials and area also introduced to recording at the same time. The children will use strips, boards and beads that help in giving them material demonstration of addition, subtraction, multiplication and division. In addition, these board games do help them children to memorise tables. And lastly group 6 is covers Abstraction. This level is a transition to abstraction which helps the children to internalize the different functions of arithmetic. The materials used by Montessori are of progressing difficulty. The child would first be introduced to a quantity in isolation and then a name would be given for it. After which, the child would be given the opportunity to associate the quantity and the symbol. Using an example for the number rod exercise, we can see that the children are first introduced to the numbers by itself when they are asked to count the rods. Subsequently, the teachers would go on and teach the children how to match the numerals to its values by matching the number cards to the rods. The focus group for this group is for children age 3 and a half onwards and the main aim of this group is to help children learn the names of numbers, understand the value of each number and to memorise the number sequence. With regards to Montessori, sequence is always given in all of the work and the children are taught to establish a sequence in everything they do. I believe that is how the children learn how the numbers go in sequence (Modern Montessori Guide). The advantage of this exercise is that the units of each number rod are fixed. Therefore, this reduces any possibility of confusion that might arise. Moreover, the children will be able to absorb the concept into the unconscious easily and hence teach them the names of the numbers before the child grasp the abstract conception (Montessori Mom, 2009). The materials by Montessori give the children the experience that they need to arrive and progress to begin working independently. Some of the activities are directed by teachers but all these activities would have to be followed up with activities which allow the children to work on their own. The children are only allowed to progress to the next level when they have fully understood the previous stage (Modern Montessori Guide). Thus, the children will only be able to progress to the decimal stage when they have finished the first level. As mentioned above, the children will start to learn about the decimal system in group 2. This teacher directed exercise is done for children age 4 years and above. What the teacher will do first is that she will put beads on a tray and place it on a table with the unit on the right and the thousand on the left. After which, the teacher will bring the unit of bead from the tray and put it on the mat and say â€Å"this is a unit†, and put the bead back on the tray. Subsequently, the teacher will bring out the tens bars and indicate to the children that â€Å"this is a ten†. And the teacher will do likewise for the hundreds and thousands. After all these have been taught, the teacher will follow up with the second period where she will place all four materials (unit/ tens/ hundreds/ thousands) at random and get the child to show her the unit she wants. In the last period, the teacher will take a random unit out and ask the child what it is. So for example, the teacher will take a cube and get the child to name what it is. The main aims of this exercise is firstly, that the children will learn the terms â€Å"thousands, ten and unit†, that they can understand the decimal system and that the child will be able to understand the relative values of one, ten, hundred and thousand. Following that, in order to teach the children how to associate the quantities with the numerals from 11 to 10 and to teach the children how to count from 11 – 19, the teachers would use materials such as a sequin board, 9 ten bead bars and a set of short bead stair. The different boards would be arranged on the floor and teacher would arrange the 9 ten bars to the right of the board. She would then ask the child to lay the out the short bead stair to the right of the ten bars. After which, the teacher would stack the numeral cards n order going from 1 to 9 and place the stack to the right of the board. With that the teacher will ask the child what the first number on the board is. When the child says 10, she will ask him to place a 1 ten bead bar to the left of the board and when she asks the child what comes after ten, the child will have to make 11 by adding 1 to the 10 bead bar. After that, she will get the child to place the numeral card with the number. She will continue to do this until the number 19. In order to teach the children numbers up till 99, the steps that the teachers do will also be similar to what they do with teaching the children from 11 to 19. As we can see, just like what was mentioned above, the procedures that Montessori adopts is one that has sequence. The children would progress step by step slowing adding on to what they know. Many have criticized Montessori’s method of using strings of beads to teach numbers as being clumsy or materialistic. However, they believe that it is necessary for the children to understand numbers because it would be easier for a child to work with concrete materials patiently if he or she is unable to get a clear idea of abstraction (Montessori Mom, 2009). The beads chain is used to give the child an understanding of the relative value of 1, 10 and 100. The teacher would place the chain and the 100 square next to each other, telling the child that the bead chain and the 100 square are the same. She will then start the exercise by asking the child to pull the chain into a straight vertical line and ask the child to count every single bead in the first bar. When the child comes to the 10th bead, the child would be asked to place the first number label 10, next to the ten beada. He will continue for the rest of the tens (20, 30, 40) until 100. In the next level, the children would progress to the stage where the teacher will develop their understanding of working of addition, subtraction, multiplication and division. For example, in the exercise for addition, the teacher will show the children how to lay the materials out. A large number card is laid out in column and the 2 sets of small number cards are laid side by side. The teacher tells the children that they are going to work with addition problems. After that, the teacher makes addends in small number cards and puts one in each tray. She will then get the children to go to the bank and get the appropriate beads. After the children have done so, she has to show the children how to put the beads and the different quantities on the mat. The teacher will then explain to the children how she is going to add the different quantities and units that are there. She will get one child to place the large number card and show him where to place the card. A second child will be asked to bring down the 10s, count them and bring the large number card. She will repeat all the steps with the 100s and 1000s. Following that, children will start to learn composition and de-composition of numbers 1 to 10. This is for children age 5 onwards. The teacher will ask the child to build the stairs with the number rods on the mat. She will bring down the rod number 10 and get the child to count it. After which she would bring down the rod number 9 and get the child to count it as well. She will then ask the child â€Å"how many more do we need to make the number 10? † and the child will be required to go and take down the appropriate number rod. The teacher will continue this exercise using different combinations given to the child. The main aims of this exercise are to show the child the working of addition and to provide further practice in addition. In addition, this would also give the idea that two quantities added together make one large quantity. At the last level, the children will learn individual sums using different materials. For example, in the addition without changing exercise, the children will be introduced to individual addition sums using the golden beads and work cards, they will learn how tor record answers as further practice, it serves as an intermediate stage in the progression from concrete to abstract and to practice changing whenever it’s necessary. For this case, the teacher will remind the children that the colored lines corresponds to the numbers of large numeral cards and get them to read the first number (e. 4675). The child will then have to look for the corresponding beads and place them on the mat. After which, the child will read the next sum and have to bring the corresponding beads out as well. The child will then be asked to add all the units and record his answer. The teacher will repeat this with the tens, hundreds and thousands. Once the child has down all 4 sums, he will have to chec k his answer at the back of the cards. It has been said that children will soon grow out of using manipulatives such as blocks and beads to learn mathematics. Once they have reached the stage where they are familiar and are confident in using that method, they will want to go on to something of a higher difficulty level. This is when the teachers can start teaching them numbers with concrete objects (Montessori Mom, 2009). As the materials used for the different groups are developmentally appropriate, the children are able to learn the different concepts at a progressively level. At each stage they would learn something new which adds on to their prior knowledge. This is how the Montessori curriculum works. We can see that it all starts with the children learning the concept of numbers with the number rods and number cards and soon start progressing to learn decimals, addition, subtraction and learning how to group numbers together into tens, hundreds and thousands (Montessori Mom, 2009). Therefore it is important to introduce the fundamentals of mathematics in the early years during preschool where it would be easier for the child to grasp the concepts easily using concrete materials. The foundation of mathematics would have impact the children’s academic growth in years to come (Montessori Mom, 2009).

Aldrin essays

Aldrin essays A pollutant is a very harmful substance. For example chemicals or waste products that contaminate the air, soil, or water. The pollutant of my choice is Aldrin. Its a pure white powder with a mild chemical odor. The less pure commercial powders have a tan colour. Aldrin is used as a pesticide for crops in field such as corn and cotton. The Aldrin pollutes the land by binding tightly to soil ad slowly evaporates into the air. The Aldrin also seeps into the water and pollutes it and gets into the systems of the underwater creatures. Aldrin turns to Dieldrin. Therefore Dieldrin is everywhere in the environment but in small amounts because it was banned. It contaminates water and soil and animals such as fish seafood, dairy products, fatty meats The accidental or intentional ingestion of high levels of Aldrin affect the central nervous system. It causes convulsions. The build up of Aldrin in body may cause death. There are tests available that measure the amount of Dieldrin in blood, fat, breast milk s most often used. The amount of Dieldrin in the body indicates how much Dieldrin you have been exposed to, but not when, since Dieldrin stays in the body a long time. Tests are not routinely performed at the doctors office. Some studies predict that levels above 0.2 milligrams of Dieldrin in a liter of blood may result in harmful affects such as convulsions or uncontrollable muscle movements. Aldrin is an extremely hazardous pollutant that not only affects the world around us but us as well and for all the above stated reasons Aldrin, one of the Dirty Dozen, has been banner and rightfully so. ...

PRICE Surname Meaning and Family History

PRICE Surname Meaning and Family History Price is a patronymic surname derived from the Welsh ap Rhys, meaning son of Rhys. The given name Rhys means enthusiasm in Welsh. Price is the 84th most popular surname in the United States. Price is also popular in England, coming in as the 47th most common surname. Surname Origin:  Welsh Alternate Surname Spellings:  PRYCE, PRIS, PRYS, PREECE, PREES, PRICE, PREIS, PREUSS   Famous People with the PRICESurname Leontyne Price  - African-American professional soprano opera singerVincent Price  -  American actorBruce Price  - architect of many of the Canadian Pacific Railways Chà ¢teau-type stations and hotelsCarey Price -  Canadian hockey goaltender for the NHL Montreal CanadiensRichard Price - Welsh philosopherWilliam Price - 19th-century Welsh physician and eccentricFlorence Beatrice Price (born Smith)  -  award-winning African-American  pianist and composer Where is the PRICE Surname Most Common? According to surname distribution from  Forebears, Price is the 1,357th most common surname in the world- found most prevalently in the United States, but most common in Wales based on percentage of the population bearing the name. The Price surname ranks as the 19th most common last name in Wales, 71st most common in England and 82nd most common in the United States. In  1881 the Price surname was most common in southern Wales, especially in Glamorganshire, Brecknockshire, Radnorshire and Monmouthshire. Surname maps from  WorldNames PublicProfiler  also show the Price surname as especially common in Wales, as well as in the West Midlands region of England. Within the United States, Price is most common in the state of North Carolina, followed by South Carolina and West Virginia.   Genealogy Resources for the Surname PRICE 100 Most Common U.S. Surnames Their MeaningsSmith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census? Price, Priest, Pryce Surname DNA ProjectThis DNA project is connecting individuals with the Price surname and Welsh derivatives such as  Breece, Breeze, Brice, Bryce, Preece, Preecs, Prees, Priest, Pris, Prys, Reece, Rees, Reese, Rhys, Rice and the German variants Preis and Preuss, who are interested in using both Y-DNA and mtDNA testing to help discover common Price or Pryce ancestors. Price Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Price family crest or coat of arms for the Price surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. Price Family Genealogy ForumThis free message board is focused on descendants of Price ancestors around the world. Search or browse the archives for your Price ancestors, or join the group and post your own Price family query. FamilySearch - PRICE GenealogyExplore over 5.4  million results from digitized  historical records and lineage-linked family trees related to the Price surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. DistantCousin.com - PRICE Genealogy Family HistoryExplore free databases and genealogy links for the last name Price. GeneaNet - Price  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Price  surname, with a concentration on records and families from France and other European countries. The Price  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Price surname from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back toGlossary of Surname Meanings Origins

Leadership in Healthcare Essay Example | Topics and Well Written Essays - 3000 words

Leadership in Healthcare - Essay Example By applying this method to my beliefs and values, and leadership experience in various situations both in working and social environments I have concluded that I exhibit mostly the Adair’s Action-Centred leadership (Adair, 1988), Situational leadership (Hersey, Blanchard and Johnson, 1966), and Charismatic leadership (Bass, 1990). The Action Centered leadership model (Adair, 1988) is based on three overlapping circles: task, individual and group. Thus, the leader, applying this approach is enabled to make the task to be performed and goals to be achieved through fostering the work group and being attentive and reactive to the individual’s needs (Remme, Jones, Heiden, and Bono, 2008). Situational leadership style, developed by Paul and Ken Blanchard (1966) implies that leader’s behavior depends mainly on the readiness of the followers to perform certain task or achieve a goal (McShane and Glinow, 2000). While this leadership style is different from the previous one, I do apply both in my working and social environment. The third leadership style that I have discovered through my behavior is the Charismatic leadership. According to Bass (1990), charismatic leaders exude confidence, inspiration, a sense of purpose, and dominance (Chizoba, 2010). These features can be often observed in my behavior when I am excited about my future plans. While working as a Senior Support Worker I was responsible for providing direct supervision to support staff. Once I was given a task to conduct a marketing research survey on the preferences and needs of current and newly referred individuals. In our research study we had to analyze whether all the needs were satisfied and whether people got enough support. For performing this task I decided to form a group of 5 people in order to conduct a primary research on a given topic. The next day I have circulated by e-mail