Wittgensteins Children: Some Implications for Teaching and Otherness :: Philosophy Philosophical Essays

Wittgenstein's Children: Some Implications for Teaching and Otherness ABSTRACT: The later Wittgenstein uses children in his philosophical arguments against the traditional views of language. Describing how they learn language is one of his philosophical methods for setting philosophers free from their views and enabling them to see the world in a different way. The purpose of this paper is to explore what features of children he takes advantage of in his arguments, and to show how we can read Wittgenstein in terms of education. Two children in Philosophical Investigations are discussed. The feature of the first child is the qualitative difference from adults. Wittgenstein uses the feature to criticize Augustinian pictures of language which tell us that children learn language by ostensive definition alone. The referential theory of meaning is so strong that philosophers fail to see the qualitative gap and to explain language-learning. The second child appears in an arithmetical instruction. Although he was understood to master counting numbers, he sudd enly shows deviant reactions. Wittgenstein argues against the mentalistic idea of understanding by calling attention to the potential otherness of the child. This could happen anytime the child has not learned counting correctly. The two features show that teaching is unlike telling, an activity toward the other who does not understand our explanations. Since we might not understand learners because of otherness, the justification of teaching is a crucial problem that is not properly answered so long as otherness is unrecognized. As long as we ignore otherness, we would not be aware that we might mistreat learners. Ludwig Wittgenstein is a philosopher who often uses educational situations to examine philosophical puzzles. Asking how a word is taught is one of his philosophical methods. He invents imaginary situations in which children learn language, and describes how they learn there. He investigates the possibilities of concepts by considering how children could learn the concepts. The purpose of this paper is to explore what features of children he takes advantage of in his philosophical arguments, and to show whether and how we can read Wittgenstein in terms of education. Some scholars have expected Wittgenstein to contribute to pedagogy and educational research directly. Bartley claims, for example, that Wittgenstein is involved in child psychology. (1) Hardwick looks for pedagogical conclusions in Wittgenstein's philosophy. (2) Those scholars are likely to say that Wittgenstein merely suggests what empirical studies discover about language learning. Wittgenstein's Children: Some Implications for Teaching and Otherness :: Philosophy Philosophical Essays Wittgenstein's Children: Some Implications for Teaching and Otherness ABSTRACT: The later Wittgenstein uses children in his philosophical arguments against the traditional views of language. Describing how they learn language is one of his philosophical methods for setting philosophers free from their views and enabling them to see the world in a different way. The purpose of this paper is to explore what features of children he takes advantage of in his arguments, and to show how we can read Wittgenstein in terms of education. Two children in Philosophical Investigations are discussed. The feature of the first child is the qualitative difference from adults. Wittgenstein uses the feature to criticize Augustinian pictures of language which tell us that children learn language by ostensive definition alone. The referential theory of meaning is so strong that philosophers fail to see the qualitative gap and to explain language-learning. The second child appears in an arithmetical instruction. Although he was understood to master counting numbers, he sudd enly shows deviant reactions. Wittgenstein argues against the mentalistic idea of understanding by calling attention to the potential otherness of the child. This could happen anytime the child has not learned counting correctly. The two features show that teaching is unlike telling, an activity toward the other who does not understand our explanations. Since we might not understand learners because of otherness, the justification of teaching is a crucial problem that is not properly answered so long as otherness is unrecognized. As long as we ignore otherness, we would not be aware that we might mistreat learners. Ludwig Wittgenstein is a philosopher who often uses educational situations to examine philosophical puzzles. Asking how a word is taught is one of his philosophical methods. He invents imaginary situations in which children learn language, and describes how they learn there. He investigates the possibilities of concepts by considering how children could learn the concepts. The purpose of this paper is to explore what features of children he takes advantage of in his philosophical arguments, and to show whether and how we can read Wittgenstein in terms of education. Some scholars have expected Wittgenstein to contribute to pedagogy and educational research directly. Bartley claims, for example, that Wittgenstein is involved in child psychology. (1) Hardwick looks for pedagogical conclusions in Wittgenstein's philosophy. (2) Those scholars are likely to say that Wittgenstein merely suggests what empirical studies discover about language learning.

The American Education Systems Multicultural Perplexity Essay -- essay

The American Education Systems Multicultural Perplexity The American Education System's Multicultural Perplexity The responsibility of the American education system is the instill into children the knowledge and necessary skills to be a productive portion of the society. Numerous studies have shown that high school drop outs are much more likely to have a criminal record than those who have received their diploma. I think that the success of a society as a whole is dependent on the core education of the individuals who make up that society. If you can't provide for your family you will do whatever it takes to get the things you need. This is why it is imperative to create a base of individuals who are capable of sustaining a legitimate living. The school systems are supposed to be the institutions responsible for this education, but are they impartial in their methods? I went to a relatively small school in northeast Pennsylvania which had a predominantly low to middle class Caucasian population. There were hardly any minorities in the school system, and as a result the minorities there did not receive a culturally diverse education. It was much easier for the teacher to teach to the majority in the methods that the majority could understand. These minorities had to assimilate to our practices our fail. This hardly solves the problem of educating students so they can provide for their future families. Of course the minorities in the school are not going to be a...

Water Pollution Occurs When Pollutants Are Discharged Environmental Sciences Essay

Water pollution is the taint of H2O organic structures ( e.g. lakes, rivers, oceans and groundwater ) .Water pollution affects workss and beings populating in these organic structures of H2O ; and, in about all instances the consequence is damaging non merely to single species and populations, but besides to the natural biological communities.Water pollution occurs when pollutants are discharged straight or indirectly into H2O organic structures without equal intervention to take harmful compounds. Introduction Water pollution is a major job in the planetary context. It has been suggested that it is the taking worldwide cause of deceases and diseases, and that it accounts for the deceases of more than 14,000 people daily. An estimated 700 million Indians have no entree to a proper lavatory, and 1,000 Indian kids dice of diarrhoeal sickness every twenty-four hours. Some 90 % of China ‘s metropoliss suffer from some grade of H2O pollution, and about 500 million people lack entree to safe imbibing H2O. In add-on to the acute jobs of H2O pollution in developing states, industrialised states continue to fight with pollution jobs every bit good. In the most recent national study on H2O quality in the United States, 45 per centum of assessed watercourse stat mis, 47 per centum of assessed lake estates, and 32 per centum of assessed bay and estuarine square stat mis were classified as polluted.Water is typically referred to as polluted when it is impaired by anthropogenetic contaminations and either does non back up a human usage, similar helping as imbibing H2O, and/or undergoes a pronounced displacement in its ability to back up its constitutional biotic communities, such as fish. Natural phenomena such as vents, algae blooms, storms, and temblors besides cause major alterations in H2O quality and the ecological position of H2O. Water pollution classs Surface H2O and groundwater have frequently been studied and managed as separate resources, although they are interrelated. Beginnings of surface H2O pollution are by and large grouped into two classs based on their beginning. Point beginning pollution refers to contaminations that enter a waterway through a distinct conveyance, such as a pipe or ditch. Examples of beginnings in this class include discharges from a sewerage intervention works, a mill, or a metropolis storm drain. The U.S. Clean Water Act ( CWA ) defines point beginning for regulative enforcement intents. The CWA definition of point beginning was amended in 1987 to include municipal storm cloaca systems, every bit good as industrial stormwater, such as from building sites. Non-point beginning ( NPS ) pollution refers to spread taint that does non arise from a individual discrete beginning. NPS pollution is frequently the cumulative consequence of little sums of contaminations gathered from a big country. The leaching out of nitrogen compounds from agricultural land which has been fertilized is a typical illustration. Nutrient overflow in stormwater from â€Å" sheet flow † over an agricultural field or a wood are besides cited as illustrations of NPS pollution. Contaminated storm H2O washed off of parking tonss, roads and main roads, called urban overflow, is sometimes included under the class of NPS pollution. However, this overflow is typically channeled into storm drain systems and discharged through pipes to local surface Waterss, and is a point beginning. However where such H2O is non channeled and drains straight to anchor it is a non-point beginning. Groundwater pollution Interactions between groundwater and surface H2O are complex. Consequently, groundwater pollution, sometimes referred to as groundwater taint, is non as easy classified as surface H2O pollution. By its really nature, groundwater aquifers are susceptible to taint from beginnings that may non straight affect surface H2O organic structures, and the differentiation of point vs. non-point beginning may be irrelevant. A spill or on-going releases of chemical or radionuclide contaminations into dirt ( located off from a surface H2O organic structure ) may non make point beginning or non-point beginning pollution, but can pollute the aquifer below, defined as a toxin plume. The motion of the plume, a plume forepart, can be portion of a Hydrological conveyance theoretical account or Groundwater theoretical account. Analysis of groundwater taint may concentrate on the dirt features and site geology, hydrogeology, hydrology, and the nature of the contaminations. Causes of H2O pollution The specific contaminations taking to pollution in H2O include a broad spectrum of chemicals, pathogens, and physical or centripetal alterations such as elevated temperature and stain. While many of the chemicals and substances that are regulated may be of course happening ( Ca, Na, Fe, manganese, etc. ) the concentration is frequently the key in finding what is a natural constituent of H2O, and what is a contamination. Oxygen-depleting substances may be natural stuffs, such as works affair ( e.g. foliages and grass ) every bit good as semisynthetic chemicals. Other natural and anthropogenetic substances may do turbidness ( cloud cover ) which blocks visible radiation and disrupts works growing, and clogs the gills of some fish species. Many of the chemical substances are toxic. Pathogens can bring forth waterborne diseases in either human or carnal hosts. Change of H2O ‘s physical chemical science includes sourness ( alteration in pH ) , electrical conduction, temperature, and eutrophication. Eutrophication is an addition in the concentration of chemical foods in an ecosystem to an extent that increases in the primary productiveness of the ecosystem. Depending on the grade of eutrophication, subsequent negative environmental effects such as anoxia ( oxygen depletion ) and terrible decreases in H2O quality may happen, impacting fish and other carnal populations. Pathogens Coliform bacteriums are a normally used bacterial index of H2O pollution, although non an existent cause of disease. Other microorganisms sometimes found in surface Waterss which have caused human wellness jobs include: Burkholderia pseudomallei Cryptosporidium parvum Giardia lamblia Salmonella Novovirus and other viruses Parasitic worms ( parasitic worms ) . High degrees of pathogens may ensue from inadequately treated sewerage discharges. This can be caused by a sewerage works designed with less than secondary intervention ( more typical in less-developed states ) . In developed states, older metropoliss with aging substructure may hold leaky sewerage aggregation systems ( pipes, pumps, valves ) , which can do healthful cloaca floods. Some metropoliss besides have combined cloacas, which may dispatch untreated sewerage during rain storms. Pathogen discharges may besides be caused by ill managed farm animal operations. Chemical and other contaminations Muddy river polluted by deposit. Photo courtesy of United States Geological Survey. Contaminants may include organic and inorganic substances. Organic H2O pollutants include: Detergents Disinfection byproducts found in chemically disinfected imbibing H2O, such as trichloromethane Food processing waste, which can include oxygen-demanding substances, fats and lubricating oil Insecticides and weedkillers, a immense scope of organohalides and other chemical compounds Petroleum hydrocarbons, including fuels ( gasolene, Diesel fuel, jet fuels, and fuel oil ) and lubricators ( motor oil ) , and fuel burning by-products, from stormwater overflow Tree and bush dust from logging operations Volatile organic compounds ( VOCs ) , such as industrial dissolvers, from improper storage. Chlorinated dissolvers, which are heavy non-aqueous stage liquids ( DNAPLs ) , may fall to the underside of reservoirs, since they do n't blend good with H2O and are denser. Assorted chemical compounds found in personal hygiene and decorative merchandises Inorganic H2O pollutants include: Sourness caused by industrial discharges ( particularly sulfur dioxide from power workss ) Ammonia from nutrient processing waste Chemical waste as industrial byproducts Fertilizers incorporating foods — nitrates and phosphates — which are found in stormwater overflow from agribusiness, every bit good as commercial and residential usage. Heavy metals from motor vehicles ( via urban stormwater overflow ) and acerb mine drainage Silt ( deposit ) in overflow from building sites, logging, cut and burn patterns or land glade sites Macroscopic pollution big seeable points fouling the H2O may be termed â€Å" floatables † in an urban stormwater context, or marine dust when found on the unfastened seas, and can include such points as: Trash ( e.g. paper, plastic, or nutrient waste ) discarded by people on the land, and that are washed by rainfall into storm drains and finally discharged into surface Waterss Nurdles, little omnipresent waterborne plastic pellets Shipwrecks, big derelict ships Thermal pollution Thermal pollution is the rise or autumn in the temperature of a natural organic structure of H2O caused by human influence. A common cause of thermic pollution is the usage of H2O as a coolant by power workss and industrial makers. Elevated H2O temperatures decreases O degrees ( which can kill fish ) and affects ecosystem composing, such as invasion by new thermophilic species. Urban overflow may besides promote temperature in surface Waterss. Thermal pollution can besides be caused by the release of really cold H2O from the base of reservoirs into warmer rivers. Conveyance and chemical reactions of H2O pollutants Most H2O pollutants are finally carried by rivers into the oceans. In some countries of the universe the influence can be traced 100 stat mis from the oral cavity by surveies utilizing hydrology conveyance theoretical accounts. Advanced computing machine theoretical accounts such as SWMM or the DSSAM Model have been used in many locations worldwide to analyze the destiny of pollutants in aquatic systems. Indicator filter feeding species such as copepods have besides been used to analyze pollutant destinies in the New York Bight, for illustration. The highest toxin tonss are non straight at the oral cavity of the Hudson River, but 100 kilometres south, since several yearss are required for incorporation into planktonic tissue. The Hudson discharge flows south along the seashore due to coriolis force. Further South so are countries of O depletion, caused by chemicals utilizing up O and by algae blooms, caused by extra foods from algal cell decease and decomposition. Fish and shellfish putting to deaths have been reported, because toxins climb the nutrient concatenation after little fish consume copepods, so big fish eat smaller fish, etc. Each consecutive measure up the nutrient concatenation causes a bit-by-bit concentration of pollutants such as heavy metals ( e.g. quicksilver ) and relentless organic pollutants such as DDT. This is known as biomagnification, which is on occasion used interchangeably with bioaccumulation. Large coils ( whirls ) in the oceans trap drifting plastic dust. The North Pacific Gyre for illustration has collected the alleged â€Å" Great Pacific Garbage Patch † that is now estimated at 100 times the size of Texas. Many of these durable pieces wind up in the tummy of Marine birds and animate beings. This consequences in obstructor of digestive tracts which leads to cut down appetency or even famishment. Many chemicals undergo reactive decay or chemically change particularly over long periods of clip in groundwater reservoirs. A notable category of such chemicals is the chlorinated hydrocarbons such as trichloroethane ( used in industrial metal degreasing and electronics fabricating ) and tetrachlorethylene used in the dry cleansing industry ( note latest progresss in liquid C dioxide in dry cleansing that avoids all usage of chemicals ) . Both of these chemicals, which are carcinogens themselves, undergo partial decomposition reactions, taking to new risky chemicals ( including dichloroethylene and vinyl chloride ) . Groundwater pollution is much more hard to slake than surface pollution because groundwater can travel great distances through unobserved aquifers. Non-porous aquifers such as clays partly purify H2O of bacteriums by simple filtration ( surface assimilation and soaking up ) , dilution, and, in some instances, chemical reactions and biological activity: nevertheless, in some instances, the pollutants simply transform to dirty contaminations. Groundwater that moves through clefts and caverns is non filtered and can be transported every bit easy as surface H2O. In fact, this can be aggravated by the human inclination to utilize natural swallow holes as mopess in countries of Karst topography. There are a assortment of secondary effects stemming non from the original pollutant, but a derivative status. An illustration is silt-bearing surface overflow, which can suppress the incursion of sunshine through the H2O column, haltering photosynthesis in aquatic workss. Measurement of H2O pollution Environmental Scientists fixing H2O autosamplers. Water pollution may be analyzed through several wide classs of methods: physical, chemical and biological. Most involve aggregation of samples, followed by specialised analytical trials. Some methods may be conducted in situ, without trying, such as temperature. Government bureaus and research organisations have published standardized, validated analytical trial methods to ease the comparison of consequences from disparate proving events. Sampling Sampling of H2O for physical or chemical testing can be done by several methods, depending on the truth needed and the features of the contamination. Many taint events are aggressively restricted in clip, most normally in association with rain events. For this ground â€Å" grab † samples are frequently unequal for to the full quantifying contamination degrees. Scientists garnering this type of informations frequently employ auto-sampler devices that pump increases of H2O at either clip or discharge intervals. Sampling for biological proving involves aggregation of workss and/or animate beings from the surface H2O organic structure. Depending on the type of appraisal, the beings may be identified for biosurveys ( population counts ) and returned to the H2O organic structure, or they may be dissected for bio-assaies to find toxicity. Physical testing Common physical trials of H2O include temperature, solids concentration like entire suspended solids ( TSS ) and turbidness. Chemical testing Water samples may be examined utilizing the rules of analytical chemical science. Many published test methods are available for both organic and inorganic compounds. Frequently used methods include pH, biochemical O demand ( BOD ) , chemical O demand ( COD ) , foods ( nitrate and phosphorus compounds ) , metals ( including Cu, Zn, Cd, lead and quicksilver ) , oil and lubricating oil, entire crude oil hydrocarbons ( TPH ) , and pesticides. Biological testing Biological proving involves the usage of works, animate being, and/or microbic indexs to supervise the wellness of an aquatic ecosystem. Control of H2O pollution Domestic sewerage Deer Island Waste Water Treatment Plant functioning Boston, Massachusetts and locality. Domestic sewerage is 99.9 % pure H2O, the other 0.1 % are pollutants. While found in low concentrations, these pollutants pose hazard on a big graduated table. In urban countries, domestic sewerage is typically treated by centralised sewerage intervention workss. In the U.S. , most of these workss are operated by local authorities bureaus, often referred to as publically owned intervention plants ( POTW ) . Municipal intervention workss are designed to command conventional pollutants: BOD and suspended solids. Well-designed and operated systems ( i.e. , secondary intervention or better ) can take 90 per centum or more of these pollutants. Some workss have extra sub-systems to handle foods and pathogens. Most municipal workss are non designed to handle toxic pollutants found in industrial effluent. Cities with healthful cloaca floods or combined sewer floods employ one or more technology attacks to cut down discharges of untreated sewerage, including: using a green substructure attack to better stormwater direction capacity throughout the system, and cut down the hydraulic overloading of the intervention works fix and replacing of leaking and malfunctioning equipment. increasing overall hydraulic capacity of the sewerage aggregation system ( frequently a really expensive option ) . A family or concern non served by a municipal intervention works may hold an single infected armored combat vehicle, which treats the effluent on site and discharges into the dirt. Alternatively, domestic effluent may be sent to a nearby in private owned intervention system ( e.g. in a rural community ) . Industrial effluent Dissolved air floatation system for handling industrial effluent. Some industrial installations generate ordinary domestic sewerage that can be treated by municipal installations. Industries that generate effluent with high concentrations of conventional pollutants ( e.g. oil and lubricating oil ) , toxic pollutants ( e.g. heavy metals, volatile organic compounds ) or other nonconventional pollutants such as ammonium hydroxide, need specialised intervention systems. Some of these installations can put in a pre-treatment system to take the toxic constituents, and so direct the partly treated effluent to the municipal system. Industries bring forthing big volumes of effluent typically operate their ain complete on-site intervention systems. Some industries have been successful at redesigning their fabrication processes to cut down or extinguish pollutants, through a procedure called pollution bar. Heated H2O generated by power workss or fabricating workss may be controlled with: chilling pools, semisynthetic organic structures of H2O designed for chilling by vaporization, convection, and radiation chilling towers, which transfer waste heat to the ambiance through vaporization and/or heat transportation cogeneration, a procedure where waste heat is recycled for domestic and/or industrial warming intents. Agricultural effluent Nonpoint beginning controls Sediment ( loose dirt ) washed off Fieldss is the largest beginning of agricultural pollution in the United States. Farmers may use eroding controls to cut down overflow flows and retain dirt on their Fieldss. Common techniques include contour ploughing, harvest mulching, harvest rotary motion, seting perennial harvests and put ining riparian buffers. Foods ( N and P ) are typically applied to farmland as commercial fertiliser ; carnal manure ; or crop-dusting of municipal or industrial effluent ( outflowing ) or sludge. Foods may besides come in overflow from harvest residues, irrigation H2O, wildlife, and atmospheric deposition. Farmers can develop and implement alimentary direction programs to cut down extra application of foods. To minimise pesticide impacts, husbandmans may utilize Integrated Pest Management ( IPM ) techniques ( which can include biological pest control ) to keep control over plagues, cut down trust on chemical pesticides, and protect H2O quality. Point beginning effluent intervention Farms with big farm animal and domestic fowl operations, such as mill farms, are called concentrated animate being feeding operations or confined carnal feeding operations in the U.S. and are being capable to increasing authorities ordinance. Animal slurries are normally treated by containment in lagunas before disposal by spray or trickle application to grassland. Constructed wetlands are sometimes used to ease intervention of animate being wastes, as are anaerobiotic lagunas. Some carnal slurries are treated by blending with straw and composted at high temperature to bring forth a bacteriologically unfertile and crumbly manure for dirt betterment. Construction site stormwater Silt fencing installed on a building site. Sediment from building sites is managed by installing of: eroding controls, such as mulching and hydroseeding, and deposit controls, such as deposit basins and silt fencings. Discharge of toxic chemicals such as motor fuels and concrete washout is prevented by usage of: spill bar and control programs, and specially designed containers ( e.g. for concrete washout ) and constructions such as overflow controls and recreation berms. Urban overflow ( stormwater ) Effective control of urban overflow involves cut downing the speed and flow of stormwater, every bit good as cut downing pollutant discharges. Local authoritiess use a assortment of stormwater direction techniques to cut down the effects of urban overflow. These techniques, called best direction patterns ( BMPs ) in the U.S. , may concentrate on H2O measure control, while others focus on bettering H2O quality, and some perform both maps. Pollution bar patterns include low impact development techniques, installing of green roofs and improved chemical handling ( e.g. direction of motor fuels & A ; oil, fertilisers and pesticides ) . Runoff extenuation systems include infiltration basins, bioretention systems, constructed wetlands, keeping basins and similar devices. Thermal pollution from overflow can be controlled by stormwater direction installations that absorb the overflow or direct it into groundwater, such as bioretention systems and infiltration basins. Retention basins tend to be less effectual at cut downing temperature, as the H2O may be heated by the Sun before being discharged to a receiving watercourse.

Essay Question: Examine How Steinbeck Presents the Character of Curley’s Wife in ‘of Mice and Men’

Essay Question: Examine how Steinbeck presents the character of Curley’s wife in ‘Of Mice and Men’ The famous novella ‘O Mice and Men’ was written by John Steinbeck, in which all characters play an immense role. Firstly the time in which this novel was written has a direct impact on the characters life style and personality. As we know, this novel was written during the time of the great depression, which was based in 1929. It was known as the great depression, because it lasted for up to 10 years. During this time women had no rights and were abounded and isolated from social activities.They were known to be the possession of their husband. In this novella Steinbeck shows us two view on the character of Curley’s wife, however our perception of her changes without herself actually changing. As a reader we know how she is without even seen her. She was first mentioned by Candy, as he was describing her to George. Through her description we know that â€Å"she got the eye†, meaning that she is a person who can cause danger to others. Furthermore Candy described her as a â€Å"tart†, â€Å"tramp† and a â€Å"bitch†.Before actually seeing her we know that she is the only women in the ranch and that she is a flirtatious person as well as a promiscuous person. Also Steinbeck describes her as a â€Å"girl† instead of a â€Å"woman†. This shows that he is informing the reader about her personality and how she is. Girls are mainly described as immature and innocent and that they don’t have enough knowledge about the world, where as a woman is a much mature person with a wider knowledge about the world and life. Curley’s wife is described as a girl, because she is being looks down at and not respected as she should be it also emphasises her vulnerability.

General Certificate of Education Ordinary Level Essay

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level .c rs om 1123/11 ENGLISH LANGUAGE Paper 1 Writing Additional Materials: * 4 0 7 9 5 7 8 4 2 9 * October/November 2011 1 hour 30 minutes Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer both Section One and Section Two. At the end of the examination, fasten all your work securely together. This document consists of 3 printed pages and 1 blank page. DC (CW) 33870/3  © UCLES 2011 [Turn over 2 Section 1: Directed Writing You are advised to write between 200 and 300 words. Total marks for this part: 30. Task Recently you witnessed a major disturbance at a railway station when many people were injured. You are asked by the local police to write an account of what you saw. Write your account. You must include the following: †¢ when and where the incident happened and how close you were to the scene the cause of the disturbance and what exactly happened some of the ways in which people tried to help. †¢ †¢ Cover all three points above in detail. You should make your account informative and helpful for the police to show you are a reliable witness. Start your account ‘To the Police†¦Ã¢â‚¬â„¢ and remember to add your signature and the date.  © UCLES 2011 1123/11/O/N/11 3 Section 2: Creative Writing Begin your answer on a fresh page. Write on one of the following topics. At the head of your essay put the number of the topic you have chosen. You are advised to write between 350 and 500 words. Total marks for this part: 30. 1 Describe a time when you prefer to be alone and a time when you like to be part of a crowd. (Remember that you are describing the atmosphere and your feelings, not telling a story.) 2 What are the advantages and disadvantages of attending either a small school with few students or a large school with many students? 3 Write a story which includes the sentence: ‘As we entered the building, the other people smiled as if they knew something we did not.’ 4 Bullies. 5 Write a story about someone who returned to a village or town after a long time away. (You should include full details of why the person went away to show that it is an important part of your story.)  © UCLES 2011 1123/11/O/N/11 4 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.  © UCLES 2011 1123/11/O/N/11

Cell Phone and driving

The purpose of the client card is for you to gain information as to what the client is using on their ace as well as any medications they may be taking that can affect the service. Do Not perform a wax service if your client is allergic to wax, taking certain medications, or using facial products that may cause their face to thin or burn while waxing. Once the consultation is complete you may now begin your waxing services. O us session. Prepare everything in advance before bring client back to the waxing area.Begin by first laying out all of your materials needed for waxing such as; hand sanitized, tweezers, eye brow comb, cotton, wax strips, scissors, and wooded applicator sticks. Briefly discuss with client the shape they are desiring. Have your client to lean back in the chair and relax. Examine the area and make your own assessment as to what the client needs. Communicate your findings and once agreed upon you may start the service. Start by sanitation your hands. Next apply pre cleaner solution to cotton balls to cleanse the brow area.Allow 3 to 5 seconds to dry, now brush brows In the direction that they grow In using the eyebrow brush/comb. Next dip the wooden stick into wax and apply underneath the brow using a thin layer of wax In the same direction of brow. Quickly apply a strip of muslin to waxed area. Rub the muslin strip with your two pointer fingers In same direction of eye brows. Hold outer corner of eye taunt and pull the strip In the opposite direction. Next repeat the waxing steps listed above for above brow, and center of brows.When finished apply wax remover to cotton balls to remove wax. Now use the brush end of comb to smooth brows. Remove any unwanted hairs that may still remain with tweezers and If needed use scissors to trim eyebrow length. Once you have achieved desired shape, apply cooling gel to eyebrows to help cool down area. At this time you may hand the mirror to the client, to let them see the finished results of their eyebrow wax service. Educate them on how often they should come back In to have them redone.Thank them for coming In and let them know that you look forward to seeing them back In 3 to 4 weeks. In conclusion eyebrow waxing may not be the most enjoyable service to have done, but when you are prepared, experienced, and customers love your work, the ending results makes It all worthwhile. Cell Phone and driving By larboard cotton balls to cleanse the brow area. Allow 3 to 5 seconds to dry, now brush brows in he direction that they grow in using the eyebrow brush/comb.Next dip the wooden stick into wax and apply underneath the brow using a thin layer of wax in the same with your two pointer fingers in same direction of eye brows. Hold outer corner of eye taunt and pull the strip in the opposite direction. Next repeat the waxing steps Remove any unwanted hairs that may still remain with tweezers and if needed use Educate them on how often they should come back in to have them redone. Thank them for coming in and let them know that you look forward to seeing them back in 3 the ending results makes it all worthwhile.

Spirituality In Sport Essay Example | Topics and Well Written Essays - 2500 words

Spirituality In Sport - Essay Example We take for granted our present identity, the one that our surroundings (parents, family) have given us. But the quest for spirituality helps us discover our true identity and instills hope and faith in us (Russel, 2006). The Divine path unites us with our true identity after we decide to delve in the realm of spirituality. All religions are based on spirituality and no matter how modern we may get, we always want to know our religion’s teachings for matters of our interest, though we might not abide by the religious teachings. These matters can be our passions like music and sports. It is interesting to find out what religion has to say about sports and if there is any linkage between spirituality and sports. Something which is spiritual, touches us deeply from within, gives us peace and motivation to go on. All the successful athletes went for their passion because they found contentment and peace in the sport of their choice. It is difficult to perceive a relationship betwe en sports and spirituality (though it exists for sure), because violence, aggression and anger is seen in sportsmen while they are battling to win the game. As per a renowned psychologist, Mihaly Csikszentmihalyi (who happens to be a chess player as well), sports let us be in a state of ‘flow’. This is an active state where a sportsman is just focused on the game and does not heed his surroundings. This flow state is an active state because both our mental and physical energies are devoted to just one thing: the game. Also, we are so engrossed in sports that during playing, all our worldly worries seem to drift away and we find an escape from daily tensions and stress. Other activities such as watching television are passive because they do not require one to be directly involved and concentrate solely on one thing (Taylor, 2002, Spring). Athletes drift into a passionate trance, where they relax and find serenity as sports soothe the nerves, no matter how strenuous they might be. Flow is very much similar to the dharana state of yoga which literally means concentration. The similarity is justified; because sports require 100% concentration otherwise one slipping can make you lose. Once in a state of flow, there are chances that it might deepen and the sportsman moves into a state very much similar to dhiyana (meditation state of yoga) and all of a sudden, the player’s performance improves so much that he can turn the game around. But in dhyana (referred to as the Zone by sportsmen), everything slows down so that the player is better able to think and then charge at the opponents. The zone is a transient phase and only the most professional and expert sportsmen are able to fall in it and give their best shot (Taylor, 2002, Spring). Sometimes, extraordinary and phenomenal things tend to happen that leave a mark in the minds of the spectators who are totally awed after experiencing a great feat, when players are in the state of dhyana; for ins tance runners feel as if they are airborne, light and highly energized during ‘tipping’ (dhyana-like state). Some sportsmen also claim that during such a phase, they can see through their bodies. These are psychic experiences and the players manage to give commendable performance during them; but there are chances that a lot of people will question the validity of these experiences. But only a genuine sportsman can verify whether these experiences are really spiritual or make-believe. After dhyana, sportsmen sometimes enter into samadhi (state of union with the divine), where they feel extremely elated: hence we can conclude that sports are a spiritual practice as it corresponds to the three states of yoga dharana, dhyana and samadhi (Taylor, 2002,