5 Dangerous Things You Should Let Your Kids so

GEVER TULLY: 5 DANGEROUS THINGS YOU SHOULD LET YOUR KIDS DO Welcome to â€Å"Five Dangerous Things You Should Let Your Children Do. †Ã‚  I don't have children. I borrow my friends' children, so  (Laughter)  take all this advice with a grain of salt. I'm Gever Tulley. I'm a contract computer scientist by trade,  but I'm the founder of something called the Tinkering School. It's a summer program which aims to help kids to learn  how to build the things that they think of. So we build a lot of things. And I do put power tools into the hands of second-graders.So if you're thinking about sending your kid to Tinkering School,  they do come back bruised, scraped and bloody. So, you know, we live in a worldthat's subjected to ever more stringent child safety regulations. There doesn't seem to be any limit on how crazy  child safety regulations can get. We put suffocation warnings on all the — on every piece of plastic film  manufactured in the United States or for sale  with an item in the United States. We put warnings on coffee cups to tell us  that the contents may be hot.And we seem to think that any item  sharper than a golf ball is too sharp  for children under the age of 10. So where does this trend stop? When we round every corner and eliminate every sharp object,  every pokey bit in the world,  then the first time that kids come in contact with anything sharp  or not made out of round plastic,  they'll hurt themselves with it. So, as the boundaries of what we determine as the safety zone  grow ever smaller, we cut off our children from valuable opportunities  to learn how to interact with the world around them.And despite all of our best efforts and intentions,  kids are always going to figure out  how to do the most dangerous thing they can,  in whatever environment they can. So despite the provocative title, this presentation is really about safety  and about some simple things that we can do  to rais e our kids to be creative, confident  and in control of the environment around them. And what I now present to you is an excerpt from a book in progress. The book is called â€Å"50 Dangerous Things. †Ã‚  This is five dangerous things.Thing number one — play with fire. Learning to control one of the most elemental forces in nature  is a pivotal moment in any child's personal history. Whether we remember it or not,it's a — it's the first time we really get  control of one of these mysterious things. These mysteries are only revealed  to those who get the opportunity to play with it. So, playing with fire. This is like one of the great things we ever discovered, fire. From playing with it, they learn some basic principles about fire,  about intake, about combustion, about exhaust.These are the three working elements of fire  that you have to have to have a good controlled fire. And you can think of the open-pit fire as a laboratory. You don't know what they're going to learn from playing with it. You know, let them fool around with it on their own terms and trust me,  they're going to learn things  that you can't get out of playing with Dora the Explorer toys. Number two — own a pocketknife. Pocketknives are kind of drifting out of our cultural consciousness,  which I think is a terrible thing. Laughter)  Your first — your first pocketknife is like the first universal tool that you're given. You know, it's a spatula, it's a pry bar,  it's a screwdriver and it's a blade. And it's a — it's a powerful and empowering tool. And in a lot of cultures they give knives —  like, as soon as they're toddlers they have knives. These are Inuit children cutting whale blubber. I first saw this in a Canadian Film Board film when I was 10,  and it left a lasting impression, to see babies playing with knives. And it shows that kids can develop an extended sense of self  through a tool at a very young age. You lay down a couple of very simple rules —  always cut away from your body, keep the blade sharp, never force it  Ã¢â‚¬â€ and these are things kids can understand and practice with. And yeah, they're going to cut themselves. I have some terrible scars on my legs from where I stabbed myself. But you know, they're young. They heal fast. (Laughter) Number three — throw a spear. It turns out that our brains are actually wired for throwing things  and, like muscles, if you don't use parts of your brain,  they tend to atrophy over time.But when you exercise them,  any given muscle adds strength to the whole system  and that applies to your brain too. So practicing throwing things has been shown to  stimulate the frontal and parietal lobes,  which have to do with visual acuity, 3D understanding,  and structural problem solving, so it gives a sense —  it helps develop their visualization skills and their predictive ability. And throwing is a combi nation of analytical and physical skill,  so it's very good for that kind of whole-body training. These kinds of target-based practice alsohelps kids develop attention and concentration skills.So those are great. Number four — deconstruct appliances. There is a world of interesting things inside your dishwasher. Next time you're about to throw out an appliance, don't throw it out. Take it apart with your kid, or send him to my school  and we'll take it apart with them. Even if you don't know what the parts are,  puzzling out what they might be for  is a really good practice for the kids  to get sort of the sense that they can take things apart,  and no matter how complex they are,  they can understand parts of them and that means that eventually,  they can understand all of them.It's a sense of knowability, that something is knowable. So these black boxes that we live with and take for granted  are actually complex things made by other people  and you can understand them. Number five — two-parter. Break the Digital Millennium Copyright Act. There are laws beyond safety regulations  that attempt to limit how we can interact with the things  that we own — in this case, digital media. It's a very simple exercise — buy a song on ITunes, write it to a CD,  then rip the CD to an MP3 and play it on your very same computer. You've just broken a law. Technically the RIAA can come and persecute you.It's an important lesson for kids to understand —  that some of these laws get broken by accident  and that laws have to be interpreted. And it's something we often talk about with the kids  when we're fooling around with things and breaking them open  and taking them apart and using them for other things —  and also when we go out and drive a car. Driving a car is a — is a really empowering act for a young child,  so this is the ultimate. For those of you who aren't comfortable actually br eaking the law,  you can drive a car with your child. This is — this is a great stage for a kid.This happens about the same time  that they get latched onto things like dinosaurs,  these big things in the outside world  that they're trying to get a grip on. A car is a similar object, and they can get in a car and drive it. And  that's a really, like — it gives them a handle on a world  in a way that they wouldn't — that they don't often have access to. So — and it's perfectly legal. Find a big empty lot, make sure there's nothing in it  and it's on private property, and let them drive your car. It's very safe actually. And it's fun for the whole family. So, let's see. I think that's it. That's number five and a half. OK.

Part Five Chapter X

X Gavin was wearing sunglasses against the glare of the morning sun, but that was no disguise: Samantha Mollison was sure to recognize his car. When he caught sight of her, striding along the pavement alone with her hands in her pockets and her head down, Gavin made a sharp left turn, and instead of continuing along the road to Mary's, crossed the old stone bridge, and parked up a side lane on the other side of the river. He did not want Samantha to see him parking outside Mary's house. It did not matter on work days, when he wore a suit and carried a briefcase; it had not mattered before he had admitted to himself what he felt about Mary, but it mattered now. In any case, the morning was glorious and a walk bought him time. Still keeping my options open, he thought, as he crossed the bridge on foot. There was a small boy sitting by himself on a bench, eating sweets, below him. I don't have to say anything †¦ I'll play it by ear †¦ But his palms were wet. The thought of Gaia telling the Fairbrother twins that he was in love with their mother had haunted him all through a restless night. Mary seemed pleased to see him. ‘Where's your car?' she asked, peering over his shoulder. ‘Parked it down by the river,' he said. ‘Lovely morning. I fancied a walk, and then it occurred to me that I could mow the lawn if you – ‘ ‘Oh, Graham did it for me,' she said, ‘but that's so sweet of you. Come in and have a coffee.' She chatted as she moved around the kitchen. She was wearing old cut-off jeans and a T-shirt; they showed how thin she was, but her hair was shiny again, the way he usually thought of it. He could see the twin girls, lying out on the freshly mown lawn on a blanket, both with headphones in, listening to their iPods. ‘How are you?' Mary asked, sitting down beside him. He could not think why she sounded so concerned; then he remembered that he had found time to tell her, yesterday, during his brief visit, that he and Kay had split up. ‘I'm OK,' he said. ‘Probably for the best.' She smiled and patted his arm. ‘I heard last night,' he said, his mouth a little dry, ‘that you might be moving.' ‘News travels fast in Pagford,' she said. ‘It's just an idea. Theresa wants me to move back to Liverpool.' ‘And how do the kids feel about that?' ‘Well, I'd wait for the girls and Fergus to do their exams in June. Declan's not so much of a problem. I mean, none of us wants to leave †¦' She melted into tears in front of him, but he was so happy that he reached out to touch her delicate wrist. ‘Of course you don't †¦' ‘†¦ Barry's grave.' ‘Ah,' said Gavin, his happiness snuffed out like a candle. Mary wiped her streaming eyes on the back of her hand. Gavin found her a little morbid. His family cremated their dead. Barry's burial had only been the second he had ever attended, and he had hated everything about it. Gavin saw a grave purely as a marker for the place where a corpse was decomposing; a nasty thought, yet people took it into their heads to visit and bring flowers, as though it might yet recover. She had got up to get tissues. Outside on the lawn, the twins had switched to sharing a set of headphones, their heads bobbing up and down in time to the same song. ‘So Miles got Barry's seat,' she said. ‘I could hear the celebrations all the way up here last night.' ‘Well, it was Howard's †¦ yeah, that's right,' said Gavin. ‘And Pagford's nearly rid of the Fields,' she said. ‘Yeah, looks like it.' ‘And now Miles is on the council, it'll be easier to close Bellchapel,' she said. Gavin always had to remind himself what Bellchapel was; he had no interest in these issues at all. ‘Yeah, I suppose so.' ‘So everything Barry wanted is finished,' she said. Her tears had dried up, and the patches of high angry colour had returned to her cheeks. ‘I know,' he said. ‘It's really sad.' ‘I don't know,' she said, still flushed and angry. ‘Why should Pagford pick up the bills for the Fields? Barry only ever saw one side of it. He thought everyone in the Fields was like him. He thought Krystal Weedon was like him, but she wasn't. It never occurred to him that people in the Fields might be happy where they are.' ‘Yeah,' said Gavin, overjoyed that she disagreed with Barry, and feeling as if the shadow of his grave had lifted from between them, ‘I know what you mean. From all I've heard about Krystal Weedon – ‘ ‘She got more of his time and his attention than his own daughters,' said Mary. ‘And she never even gave a penny for his wreath. The girls told me. The whole rowing team chipped in, except Krystal. And she didn't come to his funeral, even, after all he'd done for her.' ‘Yeah, well, that shows – ‘ ‘I'm sorry, but I can't stop thinking about it all,' she said frenetically. ‘I can't stop thinking that he'd still want me to worry about bloody Krystal Weedon. I can't get past it. All the last day of his life, and he had a headache and he didn't do anything about it, writing that bloody article!' ‘I know,' said Gavin. ‘I know. I think,' he said, with a sense of putting his foot tentatively on an old rope bridge, ‘it's a bloke thing. Miles is the same. Samantha didn't want him to stand for the council, but he went ahead anyway. You know, some men really like a bit of power – ‘ ‘Barry wasn't in it for power,' said Mary, and Gavin hastily retreated. ‘No, no, Barry wasn't. He was in it for – ‘ ‘He couldn't help himself,' she said. ‘He thought everyone was like him, that if you gave them a hand they'd start bettering themselves.' ‘Yeah,' said Gavin, ‘but the point is, there are other people who could use a hand – people at home †¦' ‘Well, exactly!' said Mary, dissolving yet again into tears. ‘Mary,' said Gavin, leaving his chair, moving to her side (on the rope bridge now, with a sense of mingled panic and anticipation), ‘look †¦ it's really early †¦ I mean, it's far too soon †¦ but you'll meet someone else.' ‘At forty,' sobbed Mary, ‘with four children †¦' ‘Plenty of men,' he began, but that was no good; he would rather she did not think she had too many options. ‘The right man,' he corrected himself, ‘won't care that you've got kids. Anyway, they're such nice kids †¦ anyone would be glad to take them on.' ‘Oh, Gavin, you're so sweet,' she said, dabbing her eyes again. He put his arm around her, and she did not shrug it off. They stood without speaking while she blew her nose, and then he felt her tense to move away, and he said, ‘Mary †¦' ‘What?' ‘I've got to – Mary, I think I'm in love with you.' He knew for a few seconds the glorious pride of the skydiver who pushes off firm floor into limitless space. Then she pulled away. ‘Gavin. I – ‘ ‘I'm sorry,' he said, observing with alarm her repulsed expression. ‘I wanted you to hear it from me. I told Kay that's why I wanted to split up, and I was scared you'd hear it from someone else. I wouldn't have said anything for months. Years,' he added, trying to bring back her smile and the mood in which she found him sweet. But Mary was shaking her head, arms folded over her thin chest. ‘Gavin, I never, ever – ‘ ‘Forget I said anything,' he said foolishly. ‘Let's just forget it.' ‘I thought you understood,' she said. He gathered that he should have known that she was encased in the invisible armour of grief, and that it ought to have protected her. ‘I do understand,' he lied. ‘I wouldn't have told you, only – ‘ ‘Barry always said you fancied me,' said Mary. ‘I didn't,' he said frantically. ‘Gavin, I think you're such a nice man,' she said breathlessly. ‘But I don't – I mean, even if – ‘ ‘No,' he said loudly, trying to drown her out. ‘I understand. Listen, I'm going to go.' ‘There's no need †¦' But he almost hated her now. He had heard what she was trying to say: even if I weren't grieving for my husband, I wouldn't want you. His visit had been so brief that when Mary, slightly shaky, poured away his coffee it was still hot.

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What are the main factors contributing to low expectancy in the developing world Investigate possible solutions to these problems - Essay Example re (2011), â€Å"life expectancy is an indicator of how long a person can expect to live on average given prevailing mortality rates.† Different countries have different life expectancy rates because of differences in prevailing mortality factors. Existing research shows that there is generally low expectancy in developing countries as compared to developed world (Dalkhat, 2007). In this essay, the various factors that accounts for the low expectancy in developing world are critically analysed. The table above gives a very glaring proof of the fact that poverty is a factor that accounts for low expectancy in developing countries. This is because all least scoring countries on the expectancy have very low low per capita income as compared to the first ten highest scoring countries. Poverty leads to malnutrition, ill-health and other life threatening health and social issues that affect the chances of people living for long. Highly related to the first factor, poverty causes most developing countries not to have very comprehensive and well managed healthcare system in place. Undeniably, quality healthcare is responsible for improved and increased quality healthcare of the citizenry. The Insurance Risk Guide (2009) outlines three major components of quality healthcare system. These include â€Å"adequate scientiï ¬ c knowledge for supporting high quality health care† (Insurance Risk Guide, 2009). This point trumpets the need for comprehensive scientific research into finding new and most workable discoveries that need to be put in place in the health sector. Without any doubt, this cannot be done in the absence of personnel, financing sourcing and scientific techniques. Sadly, these cannot be done in the midst of poverty. The second component is adequate access to Health Care. In developing countries, it is sad to note that access to healthcare is only available to the privileged few. The final component is Medical Persons and Medical Institutions. The meaning of this

Police Corruption Research Paper Example | Topics and Well Written Essays - 1750 words - 1

Police Corruption - Research Paper Example ainly due to what is known as the â€Å"blue code of silence.† This code of silence is the unwritten code by which police believe that it is better to not report unethical and criminal conduct by ones’ police brethren for a variety of reasons. Some of the reasons are that the police feel a sense of solidarity with one another, a sense of kinship and brotherhood, and this makes it difficult to report a fellow officer. Other reasons are that the culture of individual police forces encourages this silence by tacitly instilling, from the first day of training, the importance of developing this code of silence. Another reason is that police see one another as all dealing with the same level of corrupt citizenry, with breeds sympathy with one another and distrust of the citizens, which also makes it less likely to report misbehavior – the citizen probably â€Å"had it coming.† Still another reason is that there is a sense of fear that is instilled into the offic ers, as officers see whistle-blowers suffering social, psychological and career consequences from their willingness to report, and these officers do not want the same to happen to them. Consequently, it is difficult to measure the level of corruption, because police are not likely to report each other. It is further difficult to measure the level of corruption, due to the fact that individual police forces are reluctant to report corruption within their ranks, because the citizens put pressure on corrupt forces, which makes it more difficult to do their jobs. That said, corruption has been investigated and there has been successful policing of the police by independent agencies that gather knowledge about the forces and are able to use this knowledge to obtain convictions against police who engage in criminal behavior. Police corruption can run the gamut, from accepting gifts and gratuities, to using excessive force or drinking on the job. Wright (2010) has classified the types of corruptions that can

Role of Play in Enhancing Development

Role of Play in Enhancing Development Play is almost universally recognized as an integral factor in childrens learning and development. For example, Macintyre (2001, 4) quotes Isaacs 1933 description of play: Play is the crucial component in childrens development, and adds that everyone concerned with young children should recognise and value the different kinds of understanding developed through play (Macintyre 2001, 3-4). Although different play activities promote childrens in different ways, Keenan (2002) identifies a number of areas of development that are impacted or enhanced by play, including cognition, language and communication, social, and emotional. The recent Curriculum guidance for children from three through the reception year (Foundation Stage) ephasizes learning opportunities and experiences ; for example, the area of language and literacy was broadened to include communication and emphasized the importance of developing literacy through play and advocates play and exploration as a basis for literacy learning in the early years (Miller and Smith 2004, 122). Within the Early Years curriculum, role play is an excellent example of a play activity that promotes many areas of development. Before examining the ways role play promotes development in children, it is helpful to define both play and role play. Macintyre (2001, 3) defines play as activity that is enjoyable, gives pleasure, and undertaken by the player freely, that is, it can be abandoned at any time without blame. Play further has no preconceived outcome; the agenda can develop as play goes on (Macintyre 2001, 3). Additionally, play allows the player to develop skills which are important in non-play situations, such as development of social skills (Macintyre 2001, 3). Children around age three and four begin to enjoy imaginative role play in twos or small groups (OHagan and Smith 2004, 36). As a particular play activity, role play is a type of imaginative play, where children assume roles outside their real world place. Role play allows children to construct proximities between themselves and others in their lives. Piagets theory of development contends infants first engage in pretend play around eighteen months, acting out imaginary activities and using real objects to represent imagined objects, such as pretending a television remote is a telephone (Keenan 2002, 123). Children may participate in limited role play at this point if directed by an older person. However, cooperative role play, where children instigate their own roles and story line, are rarely undertaken by children before three years of age (Keenan 2002, 200). According to Vygotsky, children engage in pretend play roles beyond their current stage in life, such as taking on adult roles, such as a parent, teacher or doctor, or roles as adolescents or older children(Keenan 2002, 135). Through pretend play, children place themselves in a zone of proximal development, where they play at a level which is in advance of their real capabilities (Keenan 2002, 135) Cognitively, role play promotes development in several ways. First, it allows children practice in ordering their thoughts and develop understanding. Piaget believed that children were active agents of their own learning and that the major task for them was to develop an ability to organize experiences and learn from them in a way which enables them to make sense of the world (OHagan and Smith 2004, 10). Role play activities are the highest form of symbolic play, encompassing two types of cognitive operation which are necessary for conservation, namely reversibility and decentration (Umek and Musek 2001, 56). Children are able to freely leave the roles they take on, as indicated in the free participation concept introduced in the definition of play above. This reversibility indicates cognitively children are awareness that they can abandon their assumed role and return to reality at any time (Umek and Musek 2001, 56). The cognitive ability of decentration involves childrens understanding that the person in the role play scenario is really them, yet is also simultaneously the role undertaken (Umek and Musek 2001, 56). Cognitively, this means children must preserve the imaginary identity of toys or play materials despite the fact that they are perceptually and/or functionally inadequate (the issue being the conservation of identity) (Umek and Musek 2001, 56). In such pretend play, children learn that the objects they use can be separated from their normal referents, and that they can stand for other things (Keenan 2002, 135). This object will typically be similar in some way, such as size or shape, to the pretend object in the role play, causing the children to practice analogous thinking skills where they related an item not available to them to another available object (Keenan 2002, 135). The development of language and communication skills are recognized as closely linked to childrens thinking and conceptual development (OHagan and Smith 2004, 18). In addition to cognitive development, role play offers important development opportunities in the areas of language and communication. This can be intentional, such as when parents or other older players in the role play intentionally support vocabulary development by introducing names of things during the context of play (Keenan 2002, 154). However, the opportunity to talk and verbally interact with others in the role play further presents a powerful way of learning even when no intentional instruction occurs (OHagan and Smith 2004, 18). In role play, children learn to use language as a form of symbolic representation, and also communicate symbolically through dramatic play (OHagan and Smith 2004, 25). Such symbolic play encourages the development of language comprehension (Umek and Musek 2001, 56). Fantasy role play encourages explicit and expressive speech due to its symbolic nature. Role enactment and the use of various objects have different functions in play and in real life, therefore the child-player-must define these symbolic transformations verbally, so that they have a clear (recognisable) meaning and are comprehensible to his or her playmates (Umek and Musek 2001, 56). In this way role play promotes the communicative skills of its players. The symbolic elements of fantasy play, like role and object transformations, enable the child to use lexicographic meanings and explicit speech (Umek and Musek 2001, 56). Socially, role play typically involves several other children and/or adults. Keenan (2002) discusses Partens theory that such cooperative play is the most complex form of play, as it includes behaviours such as social pretend play where children take on pretend roles (Keenan 2002, 200). The children involved in the role play talk to one another as part of the play, developing their imaginative situations in a co-operative manner. Umek and Musek (2001, 56) report Smilanskys (1968) contention that role play activities promote the childs social development. When children use role enactment, they have to reach a consensus about the play theme, the course of events and the transformation of roles and play materials. This can only be achieved when individuals transcend their egocentrism and develop the ability to empathise (Umek and Musek 2001, 56). Children further build relationships with the other children or adults with whom they play. Although such relationships are often temporary, such play causes children to express a preference for certain friends and play regularly with them; during the Early Years period there is usually, but always, some preference for play with children of the same sex, but there is still a good deal of mixed play (OHagan and Smith 2004, 36). Role players share symbolic meanings with each other and assign imaginary roles in their pretend play, both providing opportunities for social development (Keenan 2002, 203). Co-operative pretend play also is usually based on the childrens understanding of the social rules of their culture (Keenan 2002, 135). Therefore, a child behaving badly in the role play will be punished by the child in the parent role. Vygotsky held that as such role play was an important context in which children learned about the social world (Keenan 2002, 135). Childrens play is constrained by the rules which guide behaviour in these roles, and, because of this, they learn about the social norms that are expected of people (Keenan 2002, 135). Role play can be an important component in childrens emotional development. Around eighteen months, the increase in language and symbolic thought allows some feelings to be expressed through imaginative play (OHagan and Smith 2004, 27). Prior to this childrens options were limited to physical displays such as crying, hitting, or facial expressions. This can promote childrens emotional development, as it allows them to learn to express their wants and needs, and become emotionally aware of the wants and needs of others. For example, role play can allow children to act out their fears, such as going to the doctor or being punished (OHagan and Smith 2004, 36). These fears might develop from an experience the child has had, such as having a painful injection at the doctors office, or a perceived fear, such as concern over anticipated punishment. Role play can also help chilren develop self-efficacy. Even young children have a strong desire to be right or successful, and will avoid areas where they expect to fail (Macintyre 2001, 4). However, if children can try things with no fear of failure they are more likely to stretch out and tackle things they might otherwise avoid (Macintyre 2001, 4). Since there is no defined end product, there is no fear or experience of failure. Children are empowered through the communication skills developed in role play, as they can express their feelings freely, can negotiate their wishes and needs and develop self-confidence and self-esteem (OHagan and Smith 2004, 18) This self-efficacy can both be encouraged in actions and in emotional expression; role play teaches children healthy and appropriate expressions of emotion. OHagan and Smith (2004, 38) studied groups of young children who viewed adults handling a situation, with each group seeing a different emotional response. One group viewed the adults as dealing with the issue by becoming angry and physically aggressive, and were later observed to emotionally deal with a similar situation in a similar manner, i.e. with anger and physical aggression. OHagan and Smith (2004, 36) contend this reinforces Banduras claim that children learn from models in their lives, particularly those they view as similar to themselves, who have a nurturing relationship with them, or who they perceive as powerful and competent (OHagan and Smith 2004, 39). Symbolic play, such as role play, should certainly form an important part of the preschool curriculum but preschool teachers should bear in mind that the quality of a childs play will be determined by general characteristics of development as well as by the play context (Umek and Musek 2001, 63). In the classroom, role play can be encouraged through the use of story and related play objects. For example, reading stories that include a kitchen and having a play kitchen available encourages children to first repeat the story through role play, then diverge and develop their own story lines. OHagan and Smith (2004, 58) present a typical classroom element, a home corner complete with dressing-up clothes and various objects for domestic play. Role play can be used for many learning purposes, such as to reinforce desired behaviour or assess childrens understanding of material. A teacher is trying to encourage sharing amongst her pupils. In this scenario, the teacher could role play with the children, demonstrating and reinforcing that sharing is a desireable activity. The activity could then be extended, with children being allowed to continue the play without teacher involvement, by later drawing pictures, and/or talking about the role play in a circle time or similar sharing opportunity. Finally, role play can also enhance a teachers evaluation of childrens attainments, as the children will demonstrate their abilities in a number of areas during a typical role play activity. In practice, children can achieve higher levels of individual cognitive functions (conservation, one-to-one correspondence, decentration) in their symbolic play than they demonstrate when the same mental operations are tested and measured in formal, non-play, situations (Umek and Musek 2001, 64). As such, observations and assessment based on role play can be highly valuable in the classroom environment.

Relationship Between Molecular Size and Rate of Diffusion

Relationship Between Molecular Size and Rate of Diffusion DIFFUSION AND OSMOSIS Minh Thu Vo INTRODUCTION The center of this lab states around the diffusion across a cellular membrane, how exactly materials move and diffuse in concentrations. Both diffusion and osmosis are forms of movement that are part of passive transport dealing with cell membranes. Diffusion is where the solutes move from an area of high concentration to a low concentration. Water goes through the cell membranes by diffusion. Osmosis is specifically the movement of water through membranes. Since osmosis and diffusion are both part of passive transport, this means that they do not require energy or pumps. There are different environments created due to diffusion. There are hypotonic, hypertonic, and isotonic environments. Hypotonic is when the solution has a lower solute concentration compared to the water potential. The hypertonic solution has a higher solute concentration and lower water potential. In an isotonic solution, there is no net movement and there is an equal concentration of solutes and water (Veno). In our lab, we modeled diffusion and osmosis with a hospital scenario. It is important for a solution to have sugar sucrose in it so the water and solute can be equal to create an isotonic environment. If there wasn’t, there would either be a hypotonic causing the cell to burst, or there would be hypertonic causing the cell to shrink. Purpose of this experience states the relationship between molecular size and the rate of diffusion across a semi-permeable membrane. The osmotis behavior in plant cells and the relationship between the osmolarity of the surrounding solution and this behavior. Each cell type have a unique osmolarity and be able to quantitatively estimate the osmolarity of plant cells experimentally with the use of solution of varying solute concentrations (Lab manual). We created models of living cells by using dialysis tubing. The dialysis tube represented the cell membrane to act as selectively permeable to water and some solutes. Osmosis is a particular kind of diffusion, because the diffusion happens with water molecules moving from an area of greater concentration to an area of lesser concentration, passing through a selectively permeable membrane. By taking into consideration the movement of two liquids (the iodine and the starch) through a semi-permeable membrane (the dialysis tubing), and bearing in mind the definition of osmosis, we should expect the two substances to mix with each other until the entire content of the test tube appears a homogeneous mix of starch and iodine. However, we know from the background information that starch molecules are very large carbohydrate molecules, and we also know that selectively permeable membranes only guarantee the passage to small or medium molecules; by knowing this additional information, we can state the following hypotheses. If the starch molecules are too large to pass through the selectively permeable membrane (the dialysis tubing), then the iodine (which has small molecules) will expand from the space around the dialysis tubing (point of high concentration), and move through it, going to the inside of the tubing (point of low concentration) until equilibrium is gained; while the starch will not manage to diffuse throughout the test tube, and so will remain inside the tubing and never achieve equilibrium. Instead, if the starch molecules are small enough to pass through the selectively permeable membrane (the dialysis tubing), then the iodine will expand from the space around the dialysis tubing (point of high concentration), and move through it, going to the inside the tubing (point of low concentration) until equilibrium is gained; while the starch will diffuse from inside the tubing (point of high concentration), move through it and diffuse out the test tube (point of low concentration), and so will also achieve equilibrium. MATERIALS AND METHODS Part A: Diffusion of molecules through a selectively permeable membrane Prepare the dialysis bag with the initial solutions of starch and glucose, then tight the bad by rubber band. Pour water into a baker then add several drop of I2KI to have the color light brown. Place the bag of mix solution in the beaker and wait about 30 minutes to remove this bag into another dry beaker. Pour the solution of beaker into a clean tube, add some drop Benedict’s reagent to tube then heat it. 1) iodine entered the bag, because the solution within the dialysis bag changed from a clear color to a blue/black color. We know because the solution within the bag contains starch that the blue/black color is caused by the diffusion of iodine into the bag, which then reacted with the starch present. Glucose diffused out of the bag, an area of high glucose concentration, into the beaker solution, an area of low glucose concentration. We know this because after the experiment was conducted we tested the beaker solution for glucose using Benedict’s solution. This indicates that glucose molecules are small enough to diffuse through the membrane. 2) The movement of iodine resulted from the relative high concentration of it outside the bag compared the solution within the bag. It also occurred because it is small enough to diffuse through the pores in the membrane. The glucose was in higher concentration in the bag compared to outside the bag resulting in it to diffuse through the bag. Glucose was able to diffuse through the bag because it is small enough, but we know the starch didn’t diffuse, even though there was a concentration gradient, because the outside solution after the experiment was conducted didn’t react to iodine. This means the starch was too large for the membrane 3) I would expect the glucose and IKI molecules the diffuse out of the bag as a result of the higher concentration of the two of them inside the bag in relation to the outside of the bag. When the I2KI diffuses out of the bag I would expect it to react with the starch present outside of the bag and turn the solution blue/black. I would also expect the solution outside the bag to react positively to Benedict’s solution at the end of the experiment due to the glucose that diffused into it. The starch is too large to diffuse, so I would expect it not diffuse at all. Part B: Osmotic behavior in cells Prapare a slide of Elodea in sucrose O.5M solution and another slide of Elodea in distilled water. Part C: Estimating the osmolarity of plant cells Add 100mL of each solution in to 7 beakers as following order: DI water, sucrose 0.1M, 0.2M, 0.3M, 0.4M, 0.5M, 0.6M. Use sharp blade the get 7 sample of potato, weight each sample then transfer to each beaker solution. Incubate them about 1 hour then remove all sample out of beaker, blot them onto paper to dry then weight each sample. The experiment we conducted gave the result that when a potato has contact with a sucrose solution, the cells will start to shrink. We did this by cutting up slices of potato and weighed them and recorded their initial weights. We used deionized water and different concentrations of sucrose. We than placed each potato slice in beakers with their designated solutions. We let them soak and incubate for an hour then we removed them from the beakers. Next we measured their new weights and recorded them. The objective of this experiment is to detect diffusion and osmosis in potato cells in sucrose solutions. Diffusion is the spontaneous spread of molecules from an area of high concentration to an area of low concentration. Osmosis is a type of diffusion involving water. The results will either be hypertonic or hypotonic. Hypertonic means that the solution is more salute than water. Hypotonic means less salute and more water. For this lab, we can apply these principles to plant cells. The plant cells have a semi permeable membrane so they can experience osmosis and diffusion as discussed earlier. When it comes to the potato cells, added with sucrose it will experience a reaction changing the form of the cells. The hypothesis of this experiment goes as follows, if we place potato cells in a sucrose solution, then the cells will shrink. They will shrink because when the sucrose is added the water in the potato, where there is high concentration, will move to the outside of the potato where there is low concentration. RESULTS Part A Table 1: Iodine and Benedict’s test Part C Graph molarity of sucrose solution vs % change weight potato DISCUSSION Part A The clolor of beaker change to orange after Benedict’s test that indicate glucose molecule are small enogh to disuse through the membrane. Glucose diffused out of the bag, an are of high glucose concentration into the beaker solution where area of low glucose concentration. 1) iodine entered the bag, because the solution within the dialysis bag changed from a clear color to a blue/black color. We know because the solution within the bag contains starch that the blue/black color is caused by the diffusion of iodine into the bag, which then reacted with the starch present. Glucose diffused out of the bag, an area of high glucose concentration, into the beaker solution, an area of low glucose concentration. We know this because after the experiment was conducted we tested the beaker solution for glucose using Benedict’s solution. This indicates that glucose molecules are small enough to diffuse through the membrane. 2) The movement of iodine resulted from the relative high concentration of it outside the bag compared the solution within the bag. It also occurred because it is small enough to diffuse through the pores in the membrane. The glucose was in higher concentration in the bag compared to outside the bag resulting in it to diffuse through the bag. Glucose was able to diffuse through the bag because it is small enough, but we know the starch didn’t diffuse, even though there was a concentration gradient, because the outside solution after the experiment was conducted didn’t react to iodine. This means the starch was too large for the membrane 3) I would expect the glucose and IKI molecules the diffuse out of the bag as a result of the higher concentration of the two of them inside the bag in relation to the outside of the bag. When the I2KI diffuses out of the bag I would expect it to react with the starch present outside of the bag and turn the solution blue/black. I would also expect the solution outside the bag to react positively to Benedict’s solution at the end of the experiment due to the glucose that diffused into it. The starch is too large to diffuse, so I would expect it not diffuse at all. Part B Base on predictions and observation, 0.5M sucrose is hypertonic solution and distilled water is hypotonic solution. Sucrose has the greatest osmolarity. I expect pond water would be hypertonic because it contains compound that make expand to the cell wall (dangerous for cell), in fact pond water is a hypotonic. Part C Base on graph, at sucrose molarity 0.2M is the curve cross the zero change line. This information can be used to determine the osmolarity of the potato tissue. Sucrose 0.2M make no change weight potato that means the natural potato sucrose molarity at 0.2M. If solution has higher molarity than potato, it loses weight because water move out of cell. In contast, the solution is lower molarity then it gains weight and water move into the cell. Thus I can estimate the osmolarity of the potato tuber tissue is sucrose 0.2M. From the results taken, the more concentrated solutions of sugar seemed to draw the water towards it. This supports my hypothesis and also shows that sugar is also a hypertonic solution since it is were there was more water brought into the solution than outside of it. This could be applied in the real world with people who suffer from dehydration. By raising the sugar level in their body, they are more likely to take in more water into their cells. One thing that could be tried in future experiments could be to add additional types of solutions to the experiment that would simulate more of the human internal cell system. By adding more substances, the chances of seeing how osmosis truly works in the body can be seen that could prove useful for medical purposes (Towle). REFERENCES CSULA, lab manual Biol 100b, 2015 â€Å"Plasma Membrane† Wikipedia, the Free Encyclopedia. 2009. 8th Nov. 2009. Towle, Albert, Modern Biology, Holt, Rinehart and Winston Inc., Orlando, Fl, 1993. Veno, Barbara, slides and take notes biol 100b

Gay Marriage Essay -- Same-Sex Marriage Essays

Gay Marriage There seem to be Specific time in history where certain issues define the culture tension in a society. They become representative of large worldview and clearly emphasize the battle between divergent moral and spiritual perspectives. Homosexual marriage in the United States is one of these issues. In the past five years, there have been various threats and debates about the possibility of legalizing homosexual union. The issue took centre stage in February largely. The U.S Senate quashes a proposed constitutional amendment to ban gays from marrying. President Bush and other same-sex marriage opponents say they will try again. Most of Americans are against same-sex marriage because how the nation would change if gay were allowed to marry. Gay marriage could affects on American society in many different ways. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Polygamy. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Federal spending. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Religious speech. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Children. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Civil Rights. First, it is more likely to lead to polygamy. For instance, says legalizing same-sex marriage will open the floodgates to polygamy. The more government moves towards sanctioning homosexual relationships, the less right it has to prevent plural marriage. The idea that same-sex marriage could lead to polygamy is â€Å"Not beyond the bounds of reality, although incredibly unlikely,† said Michael Allen who teaches constitutional law at Stetson university college of law in Gulf port. We do not see that is as a realistic view. For instance, it is highly doubtful that solemnizing the union of accepting adults, equal in power in their relationships, would lead to acceptance of polygamous unions, which have, throughout most of history in those societies that have accepted them. â€Å"If one man can marry anther man, you need to ask then, what is it that you doing by prohibiting one man from marrying two women?† â€Å"What’s the evil that you are tying to prevent?† â€Å"If same sex marriage is legalized there is no natural stopping point in redefining what is or is not acceptable.† It would take much longer to legalize polygamy then gay marriage because it is more socially taboo.† That is the reason that polygamists would get away with trying to take credit on same sex marriage (Attorney John Bucher). Second, gay marriage will affect on t... ...arched alongside Martin Luther King Jr, said the proposed Marriage protection Act was a step backward in civil rights. â€Å"Those of us who came through the civil rights movement saw the federal courts as a sympathetic referee. If it had not been for the federal courts, where would we be? If it had not been for the supreme court of 1954, there would still be legalized segregation in America to vote for this legislation would be like members of congress trying to stand in the courthouse door, just like Government. Wallace stood in the schoolhouse door to stop the integration of Alabama schools today it is gay marriage, tomorrow it will be something else†. In conclusion, it seems that the basic problem facing the problem is the limits between a right and privilege. The problem with an issue like marriage is that it is neither a right nor a privilege. In its simplest form a marriage is a union between consenting souls to share assets, responsibility, and form a â€Å"Unit†. We have the right to life, liberty, and a pursuit of happiness, we do not; but it is a system that not only works well but has also been established as our system of laws. So the idea about gay marriage should be banned.

The Reproduction of Rabbits :: essays research papers fc

Rabbits are one of the oldest known animals to exist. Rabbits appear in so many places in our history. In fact, these animals are so old that geologists have proved them to date back 30 or 40 million years. Perhaps, the most well known on appearance in history is the legend of the Easter Bunny. This legend is so well known and so well loved by children everywhere, that it is safe to say that the rabbit is a considerably important part of our history. This fact alone proves that the rabbit deserves our attention.   Ã‚  Ã‚  Ã‚  Ã‚  The rabbit is well known throughout the history of mankind. The Romans, at one time, thought that rabbit meat contributed to the beauty of Roman women. Fortunately they were correct. French monks of the middle ages also raised rabbits as meat for food and their fur for their robes. Both of these cultures enjoyed eating the unborn rabbit. Early Norman raiders introduced rabbits to England. Here, they were first caught with rabbits, and then, as rabbit hunting became a sport, they were hunted by ladies with bows and arrows and dogs.   Ã‚  Ã‚  Ã‚  Ã‚  There are also many artifacts in history that include the rabbit. For example, a sphinx in Turkey, built in 1500 B.C., has been standing on the figures of two rabbits for about 3500 years. There are numerous superstitions and legends pertaining to rabbits. The Emperor of the Balearic Islands, Hadarian, appears on coins of that era along with the rabbit. There is no doubt that rabbits are important to our history and deserve our attention.   Ã‚  Ã‚  Ã‚  Ã‚  It is hard to say where the rabbit was originally domesticated because there are so many accounts of this occurrence in so many countries, but it is generally accepted that the Phoenicians (traders from Spain) must receive credit for spreading the domestic rabbit throughout the world. There has also been much debate as to what order the rabbit should belong to. It seems that rabbits have cause much confusion for mankind throughout history.   Ã‚  Ã‚  Ã‚  Ã‚  Rabbits were once placed in the order of Rodentia. However, scientists soon noted that rabbits had many anatomical differences from rodents. The largest and most significant one being tooth structure. Rabbits were then given their own order. This is the order of Lagomorpha. This order is further divided into two smaller groups. They are Leporidae, which is made up of rabbits and hares, and Ochotonidae, containing only the small rock rabbit, the pika.

The Host Chapter 10: Turned

The electric bell rang, announcing another visitor to the convenience store. I started guiltily and ducked my head behind the shelf of goods we were examining. Stop acting like a criminal, Melanie advised. I'm not acting, I replied tersely. The palms of my hands felt cold under a thin sheen of sweat, though the small room was quite hot. The wide windows let in too much sun for the loud and laboring air-conditioning unit to keep up. Which one? I demanded. The bigger one, she told me. I grabbed the larger pack of the two available, a canvas sling that looked well able to hold more than I could carry. Then I walked around the corner to where the bottled water was shelved. We can carry three gallons, she decided. That gives us three days to find them. I took a deep breath, trying to tell myself that I wasn't going along with this. I was simply trying to get more coordinates from her, that was all. When I had the whole story, I would find someone-a different Seeker, maybe, one less repulsive than the one assigned to me-and pass the information along. I was just being thorough, I promised myself. My awkward attempt to lie to myself was so pathetic that Melanie didn't pay any attention to it, felt no worry at all. It must be too late for me, as the Seeker had warned. Maybe I should have taken the shuttle. Too late? I wish! Melanie grumbled. I can't make you do anything you don't want to do. I can't even raise my hand! Her thought was a moan of frustration. I looked down at my hand, resting against my thigh rather than reaching for the water as she wanted to do so badly. I could feel her impatience, her almost desperate desire to be on the move. On the run again, just as if my existence were no more than a short interruption, a wasted season now behind her. She gave the mental equivalent of a snort at that, and then she was back to business. C'mon, she urged me. Let's get going! It will be dark soon. With a sigh, I pulled the largest shrink-wrapped flat of water bottles from the shelf. It nearly hit the floor before I caught it against a lower shelf edge. My arms felt as though they'd popped halfway out of their sockets. â€Å"You're kidding me!† I exclaimed aloud. Shut up! â€Å"Excuse me?† a short, stooped man, the other customer, asked from the end of the aisle. â€Å"Uh-nothing,† I mumbled, not meeting his gaze. â€Å"This is heavier than I expected.† â€Å"Would you like some help?† he offered. â€Å"No, no,† I answered hastily. â€Å"I'll just take a smaller one.† He turned back to the selection of potato chips. No, you will not, Melanie assured me. I've carried heavier loads than this. You've let us get all soft, Wanderer, she added in irritation. Sorry, I responded absently, bemused by the fact that she had used my name for the first time. Lift with your legs. I struggled with the flat of water, wondering how far I could possibly be expected to carry it. I managed to get it to the front register, at least. With great relief, I edged its weight onto the counter. I put the bag on top of the water, and then added a box of granola bars, a roll of doughnuts, and a bag of chips from the closest display. Water is way more important than food in the desert, and we can only carry so much – I'm hungry, I interrupted. And these are light. It's your back, I guess, she said grudgingly, and then she ordered, Get a map. I placed the one she wanted, a topographical map of the county, on the counter with the rest. It was no more than a prop in her charade. The cashier, a white-haired man with a ready smile, scanned the bar codes. â€Å"Doing some hiking?† he asked pleasantly. â€Å"The mountain is very beautiful.† â€Å"The trailhead is just up that -† he said, starting to gesture. â€Å"I'll find it,† I promised quickly, pulling the heavy, badly balanced load back off the counter. â€Å"Head down before it gets dark, sweetie. You don't want to get lost.† â€Å"I will.† Melanie was thinking sulfurous thoughts about the kind old man. He was being nice. He's sincerely concerned about my welfare, I reminded her. You're all very creepy, she told me acidly. Didn't anyone ever tell you not to talk to strangers? I felt a deep tug of guilt as I answered. There are no strangers among my kind. I can't get used to not paying for things, she said, changing the subject. What's the point of scanning them? Inventory, of course. Is he supposed to remember everything we took when he needs to order more? Besides, what's the point of money when everyone is perfectly honest? I paused, feeling the guilt again so strongly that it was an actual pain. Everyone but me, of course. Melanie shied away from my feelings, worried by the depth of them, worried that I might change my mind. Instead she focused on her raging desire to be away from here, to be moving toward her objective. Her anxiety leaked through to me, and I walked faster. I carried the stack to the car and set it on the ground beside the passenger door. â€Å"Let me help you with that.† I jerked up to see the other man from the store, a plastic bag in his hand, standing beside me. â€Å"Ah†¦ thank you,† I finally managed, my pulse thudding behind my ears. We waited, Melanie tensed as if to run, while he lifted our acquisitions into the car. There's nothing to fear. He's being kind, too. She continued to watch him distrustfully. â€Å"Thank you,† I said again as he shut the door. â€Å"My pleasure.† He walked off to his own vehicle without a backward glance at us. I climbed into my seat and grabbed the bag of potato chips. Look at the map, she said. Wait till he's out of sight. No one is watching us, I promised her. But, with a sigh, I unfolded the map and ate with one hand. It was probably a good idea to have some sense of where we were headed. Where are we headed? I asked her. We've found the starting point, so what now? Look around, she commanded. If we can't see it here, we'll try the south side of the peak. See what? She placed the memorized image before me: a ragged zigzagging line, four tight switchbacks, the fifth point strangely blunt, like it was broken. Now I saw it as I should, a jagged range of four pointed mountain peaks with the broken-looking fifth†¦ I scanned the skyline, east to west across the northern horizon. It was so easy it felt false, as though I'd made the image up only after seeing the mountain silhouette that created the northeast line of the horizon. That's it, Melanie almost sang in her excitement. Let's go! She wanted me to be out of the car, on my feet, moving. I shook my head, bending over the map again. The mountain ridge was so far in the distance I couldn't guess at the miles between us and it. There was no way I was walking out of this parking lot and into the empty desert unless I had no other option. Let's be rational, I suggested, tracing my finger along a thin ribbon on the map, an unnamed road that connected to the freeway a few miles east and then continued in the general direction of the range. Sure, she agreed complacently. The faster the better. We found the unpaved road easily. It was just a pale scar of flat dirt through the sparse shrubbery, barely wide enough for one vehicle. I had a feeling that the road would be overgrown with lack of use in a different region-some place with more vital vegetation, unlike the desert plants that needed decades to recover from such a violation. There was a rusted chain stretched across the entrance, screwed into a wooden post on one end, looped loosely around another post at the other. I moved quickly, pulling the chain free and piling it at the base of the first post, hurrying back to my running car, hoping no one would pass and stop to offer me help. The highway stayed clear as I drove onto the dirt and then rushed back to refasten the chain. We both relaxed when the pavement disappeared behind us. I was glad that there was apparently no one left I would have to lie to, whether with words or silence. Alone, I felt less of a renegade. Melanie was perfectly at home here in the middle of nothing. She knew the names of all the spiny plants around us. She hummed their names to herself, greeting them like old friends. Creosote, ocotillo, cholla, prickly pear, mesquite†¦ Away from the highway, the trappings of civilization, the desert seemed to take on a new life for Melanie. Though she appreciated the speed of the jolting car-our vehicle didn't have the ground clearance necessary for this off-road trip, as the shocks reminded me with every pit in the dirt-she itched to be on her feet, loping through the safety of the baking desert. We would probably have to walk, and all too soon for my taste, but when that time came, I doubted it would satisfy her. I could feel the real desire beneath the surface. Freedom. To move her body to the familiar rhythm of her long stride with only her will for guidance. For a moment, I allowed myself to see the prison that was life without a body. To be carried inside but unable to influence the shape around you. To be trapped. To have no choices. I shuddered and refocused on the rough road, trying to stave off the mingled pity and horror. No other host had made me feel such guilt for what I was. Of course, none of the others had stuck around to complain about the situation. The sun was close to the tips of the western hills when we had our first disagreement. The long shadows created strange patterns across the road, making it hard to avoid the rocks and craters. There it is! Melanie crowed as we caught sight of another formation farther east: a smooth wave of rock, interrupted by a sudden spur that swung a thin, long finger out against the sky. She was all for turning immediately into the brush, no matter what that did to the car. Maybe we're supposed to go all the way to the first landmark, I pointed out. The little dirt road continued to wind in more or less the right direction, and I was terrified to leave it. How else would I find my way back to civilization? Wasn't I going back? I imagined the Seeker right at this moment, as the sun touched the dark, zigzagging line of the western horizon. What would she think when I didn't arrive in Tucson? A spasm of glee made me laugh out loud. Melanie also enjoyed the picture of the Seeker's furious irritation. How long would it take her to go back to San Diego to see if this had all been a ploy to get rid of her? And then what steps would she take when I wasn't there? When I wasn't anywhere? I just couldn't picture very clearly where I would be at that point. Look, a dry wash. It's wide enough for the car-let's follow it, Melanie insisted. I'm not sure we're supposed to go that way yet. It will be dark soon and we'll have to stop. You're wasting time! She was silently shouting in her frustration. Or saving time, if I'm right. Besides, it's my time, isn't it? She didn't answer in words. She seemed to stretch inside my mind, reaching back toward the convenient wash. I'm the one doing this, so I'm doing it my way. Melanie fumed wordlessly in response. Why don't you show me the rest of the lines? I suggested. We could see if anything is visible before night falls. No, she snapped. I'll do that part my way. You're being childish. Again she refused to answer. I continued toward the four sharp peaks, and she sulked. When the sun disappeared behind the hills, night washed across the landscape abruptly; one minute the desert was sunset orange, and then it was black. I slowed, my hand fumbling around the dashboard, searching for the switch for the headlights. Have you lost your mind? Melanie hissed. Do you have any idea how visible headlights would be out here? Someone is sure to see us. So what do we do now? Hope the seat reclines. I let the engine idle as I tried to think of options besides sleeping in the car, surrounded by the black emptiness of the desert night. Melanie waited patiently, knowing I would find none. This is crazy, you know, I told her, throwing the car into park and twisting the keys out of the ignition. The whole thing. There can't really be anyone out here. We won't find anything. And we're going to get hopelessly lost trying. I had an abstract sense of the physical danger in what we were planning-wandering out into the heat with no backup plan, no way to return. I knew Melanie understood the danger far more clearly, but she held the specifics back. She didn't respond to my accusations. None of these problems bothered her. I could see that she'd rather wander alone in the desert for the rest of her life than go back to the life I'd had before. Even without the threat of the Seeker, this was preferable to her. I leaned the seat back as far as it would go. It wasn't close to far enough for comfort. I doubted that I would be able to sleep, but there were so many things I wasn't allowing myself to think about that my mind was vacant and uninteresting. Melanie was silent, too. I closed my eyes, finding little difference between my lids and the moonless night, and drifted into unconsciousness with unexpected ease.

Power-Influence Approach

The power-influence approach in studying leadership examines the influences leaders exert over others, whether these individuals are subordinates, colleagues, or even the leader’s manager. Yuki (2010) writes, â€Å"This research seeks to explain leadership effectiveness in terms of the amount and type of power possessed by a leader and how power is exercised† (p. 14). Power-influence leadership assumes the cause and effect relationship between leaders and followers only flows from management to subordinate (Yuki, 2010, p. 14).For example, a manager instructs his employee to pay an invoice, and the employee does as told, or employees attend an ethics seminar because the executives mandate it. Exercising power-influence can ensure adherence to internal policies like safety, dress codes, and hours of employment. It can also ensure adherence to federal laws like the provisions in the Sarbanes-Oxley Act. The power-influence leadership approach enables a leader to influence t he behaviors and attitudes of followers (Yuki, 2010, p. 14). It is effective in managing and accomplishing tasks as a leader gives instructions that other follow.Power-influence can sway people’s thoughts and opinions, which can be beneficial in terms of innovative ideas and more efficient methods of operations. It is especially effective for those who resist change even if it will lead to progress. The power-influence method of leadership has its drawbacks as well. Some individuals use force and intimidation to accomplish certain objectives. They may use their title or position to pressure others to comply, and even though employees may obey at first, such coercion eventually leads to resistance and the undermining of authority (Alyn, 2009).For example, a manager may tell a direct report that if he does not complete a given stack of work, his quarterly review will reflect it. This is a drastic example of the negative effect of power-influence, but it does well to demonstrate how a manager can use coercion as a source of â€Å"motivation. † Using power to accomplish activities in an organization is a common practice among managers and executives. In fact, prior to 2011, management at Jack in the Box, Inc. depended on the power-influence approach to complete objectives.The organization believed employees required specific instruction, so management influenced subordinates and coworkers through the use of power. It is important to note that few individuals abused this power, but as the nature of the business changed, so did its leadership approach.In 2011, the executives of Jack in the Box worked to change the company’s culture from one of power to one that focused on individual roles, achievements, and support. Management encouraged employees to share ideas, to question and challenge methods of operation, and to take initiative and responsibility for one’s work.The â€Å"you do what I say† mentality was not the attitude the ex ecutives wanted management to express or employees to feel. Instead, the company wanted to nurture leaders to make the organization stronger and more cohesive.Power and one-directional instruction from management to subordinates prevented innovative opportunities and fresher ways of thinking, which ultimately inhibited the company’s possibilities. The new culture placed management and direct reports on more level ground, and the open communication instilled trust and a sense of unity among employees of all levels.The power-influence approach in studying leadership examines the role that power plays in influencing others’ actions, attitudes, and beliefs. Its use can have both positive and negative effects in the workplace, depending on the leader’s intentions.â€Å"Power is viewed as important not only for influencing subordinates, but also for influencing peers, superiors, and people outside the organization, such as clients and suppliers† (Yuki, 2010, p. 14). It is important for leaders to remember that others look to them for instruction, inspiration, and direction. With such power come certain responsibilities and expectations not to abuse it.

A Piece of Peace Essay

The terrorist attacks on September 11th affected more than just the lives of those in people who were the direct victims of the attacks. An entire nation was victimized and the whole nation grieved for those who suffered in New York City. As the attacks occurred I sat in my high school English class and while the teacher taught I day dreamed. It was a typical Tuesday morning and to be truthful I did not ever hear her the first time she explained the tragic events that had taken place just moments ago. I heard the word â€Å"terrorists† and the fragments of statements like â€Å"hundreds died this morning when†. Then, I could only hear my heart beat in my ears. I watched my teacher turn on the TV. She flipped through several stations. I don’t remember what I saw but I can remember what I heard. It was the sound of people crying. Over the next few months, as a nation, we followed the story as did the world. I can remember President Bush attempting to comfort the United States and telling us America would be going to war for reasons that weren’t clear to me then and certainly aren’t clear to me now. Somewhere between the night of September 10th, when I was plotting how I was going to avoid school the next morning and the night of September 11th, I grew up. When I look back on that time in my life I am left with a single haunting thought – It is the pursuit of peace which leads to destruction. Even today, years after the terrorist attacks, people still talk about how that day changed everything. I agree, in some ways. It changed me and I became something new. It changed my family. It changed how American view other Americans and how we view the rest of the world. Americans have since the birth of the nation believed that their way was the best way. Americans were shocked to find out that people hated them enough to want to kill them. September 11th forced America’s to reflect on the military, social, and political actions of America and how they effected people of other countries. Perhaps American’s are not always in the right. For example, President Bush I gave weapons to the Afghan people to win a war against Russia. When the Afghan people defeated the Russian, Afghanistan was completely destroy. American promised them they will help rebuild but they did not. That is why the terrorist were able to come into the country and making a terrorist breeding ground. I don’t think that September 11th effects the way Americans conduct their lives daily. People who say it does are feeling the pressure of guilt. Society says we must not forget, and as Americans say we won’t. As a nation the citizens learned that there is a fine line between terrorist and freedom fighter- we are just afraid to admit it and seem unamerican. Those men who ran planes into building, killed Americans and killed themselves wanted only one thing – peace. They wanted freedom from the western world and choose to die. Just as we wanted independence from England centuries ago. In looking for peace they destroyed lives, families, and shook the protected ground the United States sat on. It made the country stronger but not smarter. I am anxious over the global discord and the cultural ignorance that seems to grow between the United States and the rest of the world. The problems in Iraq foretell and may spark future clashes with a number of civilizations in the future. Just recently I drove home from work and I flipped through different radio stations. I caught the end of Bob Dylan’s â€Å"The Times They Are A-Changing†. It’s funny because that is my mom’s favorite song and I had forgotten it existed. I still can hear her sing, â€Å"Come gather ’round people Wherever you roam / And admit that the waters Around you have grown /For the times they are a-changin’†, while she tinkered around in the kitchen way before anyone else got up. I don’t know that I ever really listened to the words before. Dylan knew and my mom knew things I was just beginning to. Dylan and my mom knew â€Å"there’s a battle outside And it is ragin’† and September 11th did shake our â€Å"windows† and rattled our â€Å"walls†. As a nation it’s citizens have no right to â€Å"criticize What we [you] can’t understand† and our â€Å" sons and [y]our daughters Are beyond our [your] command† (Dylan). Our soldiers fight a war for reasons no one really knows for America that would rather criticize them then help in country that does not seem to want peace. Dylan sings about the injustice in war and that we should not be afraid to speak our minds: Come writers and critics Who prophesize with your pen And keep your eyes wide The chance won’t come again And don’t speak too soon For the wheel’s still in spin And there’s no tellin’ who That it’s namin’. For the loser now Will be later to win For the times they are a-changin’. (Dylan) Bush wants peace but for his own reasons and through those reasons American soldiers are dying, and so are the Iraqi people. It is ironic that while those terrorists die nobly but ur soldiers die in such a cruel way. McKay writes in his poem, â€Å"If We Must Die,† that people should not die for nothing or by doing nothing. That death is inevitable, especially in war, but all people must fight for the things we want in this world and hold on to life and liberty as long as we can: O kinsmen we must meet the common foe! Though far outnumbered let us show us brave, And for their thousand blows deal one deathblow! What though before us lies the open grave? Like men we’ll face the murderous, cowardly pack, Pressed to the wall, dying, but fighting back! (Claude McKay) In the summer of 2001 I was lying in my hammock and I could see a butterfly in my backyard. I remember as a child learning that caterpillars itch and go into cocoons to find peace from that. Change in a way is a form of destruction. To be able to be someone new people have to give up their old selves and move past who they used to bee. When a child develops into an adult, he must give up his toys, his childhood beliefs like believing in Santa Claus. His childhood fantasies must be destroyed if he is to move on. In the years that followed September 11th I could feel myself â€Å"adapt to my new surroundings† (White Line 2). White, through the use of nature explores the scary nature of change: I have to shed my skin again Adapt to my new surroundings become another version of myself. The change within me does not happen overnight but through the evolution of my life (White) I was filled with American’s sense of patriotism and unity. The new American was like â€Å"the first fish that grew tiny legs† (White Line 8). Christine White’s poem, â€Å"Molting† reminded me that it was not just me that grew up, the United States did too. White’s point of view is that change is not a bad thing and is inevitable. Nearly every person around the country joined together as one united entity to pay tribute and homage to all the fallen heroes. There was a sense of harmony and peace. In way I think America, even those the terrorist attacks were tragic, knew that such an event was needed if we were going to â€Å"shed our [my] skin† (White Line 1) and become a stronger nation. As time goes by and my bad memories fade I remember America in it’s full glory. Watching the cumulative effect of humanity shining through the fire and smoke. I remember how many people spoke about the importance of peace and understanding. I wonder if there can be peace if Americans are divide both support and protest our soldiers in Iraq. The war over there caused a war here between Americans. It is the protesters protest protesters on both sides of the issues – each wanting peace in their own way. People who do not want our soldiers fighting in Iraq believe that they would be peace if America stopped butting into everyone’s business. People who are for the war in Iraq believe peace will only come after the destruction of all terrorists. In the end these protesters (on both sides) are destroying the morale and lives of people fighting in the Iraq war and are disgracing the memories of those that died. The price of peace is extremely high especially because Americans do not know if we can ever have it. I do know that â€Å"The line it is drawn The curse it is cast / The slow one now Will later be fast / As the present now Will later be past† (Dylan). I do know that America must hold her ground against the terrorists. Americans will not be tyrannized and forced to live like cowards. Even when we face â€Å"the murderous, cowardly pack, Pressed to the wall, dying, but fighting back! † (McKay Line 14). The American fight for freedom and peace has also managed to destroy our economy. Oil prices increased, the value of the American dollar decreased, and the stock market bottomed out. When Clinton was President the stock market was well over 10,000 after 9/11 it drop well under 8000. President Bush spent the Clinton Surplus on military, and it is just now in 2006 that the stock has become stabilized. I think that our economy will emerge from this disaster and become strong once again like it was before the attacks. In the pursuit of peace and destruction, people in Americans have finally understood their place in society and were back â€Å"in the sun† (White Line 10). Not as a not as a bystanders but an active and willing participants. Americans realize that there needs to be a great deal of change and those changes have started. American citizens encourage our â€Å"senators, congressmen Please heed the call / Don’t stand in the doorway Don’t block up the hall† (Dylan). And governmental officials are making changes. I think our nation needs to help a new generation of people realize that aftermath of that day when humans lives were lost and America’s unique humanity and independence was demonstrated. This generation’s hearts were opened and turned around in the wake of airplane crashes. On September 11, 2001 many people lost their lives because men were seeking their own personal peace. Daily our soldiers are destroyed one by one for the goal of peace. The American economy struggles because of the war for peace against terrorism. Americans fight Americans over whether we should be in Iraq or not which tears apart soldiers’ pride. Before that Tuesday in September, I never thought about life and death. I never considered the consequences of war and the denial of freedoms. Now that I am older, I realize that September 11, 2001 was not just pivotal point for me but America itself. Not since Pearl Harbor had the United States been unexpectedly attacked on it’s own land. Just as families pulled together so did the United States as a whole. As a nation we cried together and we healed together. To actually witness the attacks was life changing but to be part of the healing process was life affirming.