The Great Gatsby :: essays research papers

The central theme is a comparison of the corrupting influence of wealth to the justice of a dream. Tom and Daisy Buchanan both lead purposeless lives that are filled with corruption through wealth, while Gatsby lives his animation striving towards his dreams. They all either invite no purpose in life to begin with or lose all purpose and values due the actions of another. All of the wealthy characters, including Gatsby, use quite a little and things and then discard them as trash..Tom is probably leads the most purposeless life out of the troika with no career. He spends his days acting with polo ponies and race cars. He has one affair after another and treats his mistresses of these affairs as if they were only toys. When he realizes that Daisy if having an affair with Gatsby he becomes enraged and comes back to his wife. later Daisy kills Myrtle they fleet together, neither claiming any responsibility for her death. This all shows that Tom is leading a purposeless life with no long-term goals or dreams.Daisy, who is innate(p) and marries to wealth, also has no real values or purpose in life. She spends her life floating from one social scene to the next with, with all things approximately her resembling her money. She treats everyone, including her daughter, as toys that she uses for her entertainment. She goes off and has an affair with Gatsby simply to relieve her boredom. Even with all the money and possessions Daisy has no thoughts of what she will do with her purposeless life.Gatsby is the only one of the three who is not corrupted by his wealth. Although he has a large mansion, drives flashy cars, and gives extravagant parties, he has amassed none of it for himself. Everything he has achieved in life he has make to fulfill his dream, to prove to Daisy that he is worthy of her. When Daisy shatters his dreams by choosing Tom over him, Gatsby has no need for his possessions. Once he loses Daisy, Gatsby also begins going through life with no purpo se. All of the wealthy characters, including Gatsby, use people and things and then

Love and Violence in John Steinbecks Of Mice and Men Essay -- Steinbe

do it and Violence in Of Mice and Men   In Steinbecks Of Mice and Men, the characters display a definite violence enjoin toward those they love. The Ballad of Reading put behind bars relates to what seems to be the destructive t windupencies of the men in this book. Though Lennies ruinous behavior originates from his childlike fascination with soft things, George and sugarcoat push through to have almost fruitful reasons for causing harm. The differing means of yening those they love emerge throughout the book in harsh words as swell as in violence. contend can wound for different reasons and in different ways as in correlation with the poem, precisely that love is non always disastrous.   Lennies incredible remove often causes him to be a man who kills the thing he loves. Recurrently, the reader is reminded of the way in which Lennie inadvertently kills animals and frightens people. For example, at the pot George and Lennie reveal in their conversation the rea son that they are traveling. Lennie got himself into trouble in the last town for petting a womans dress like it was a mouse. This obvious innocence foreshadows the inevitable end to Lennies carelessness. Trouble follows the two men because Lennie can non realize what he is doing wrong. George can only call him a crazy son-of-a-bitch and pretend that he does not want the state of the childish man. However, the powerful simpleton never means harm to his victims or comprehends the complications to George that come from the things he does. His thoughtless manner in which he lives represents those who continue to hurt their loves because they cannot think beyond their own needs.   When Candy has his dog killed, it is intentional. In part, he allows this to... ... not display it earlier in the plot, he is the only one survive enough to do the deed personally.   The poem lists several ways in which people hurt those that they love. With Lennie, this is entirely unintentional . He never means harm to anyone, but with the capricious way in which he treats everything he wants to love, it is inevitable. Curlies wife simply disregards the needs of others to satisfy her own, and this is willful selfishness. In Candy and Georges case, however, the harm is deliberate, but not malicious. The bitter words that hurt Lennie are mostly used to help him because he cannot take care of himself. George, though he never admits that he loves his friend, acknowledges that he must occasionally be harsh to do good for Lennie. Sometimes hurting someone is necessary because of the love for the relationship, not in spite of it.   Love and Violence in John Steinbecks Of Mice and Men Essay -- Steinbe Love and Violence in Of Mice and Men   In Steinbecks Of Mice and Men, the characters display a definite violence directed toward those they love. The Ballad of Reading Gaol relates to what seems to be the destructive tendencies of the men in this book. Though Lennies ruinous behavior originates from his childlike fascination with soft things, George and Candy appear to have almost productive reasons for causing harm. The differing means of hurting those they love emerge throughout the book in harsh words as well as in violence. Love can wound for different reasons and in different ways as in correlation with the poem, but that love is not always disastrous.   Lennies incredible need often causes him to be a man who kills the thing he loves. Recurrently, the reader is reminded of the way in which Lennie inadvertently kills animals and frightens people. For example, at the pool George and Lennie reveal in their conversation the reason that they are traveling. Lennie got himself into trouble in the last town for petting a womans dress like it was a mouse. This obvious innocence foreshadows the inevitable end to Lennies carelessness. Trouble follows the two men because Lennie cannot realize what he is doing wrong. George can only call him a crazy son-of-a-bitch and pretend that he does not want the responsibility of the childish man. However, the powerful simpleton never means harm to his victims or comprehends the complications to George that come from the things he does. His thoughtless manner in which he lives represents those who continue to hurt their loves because they cannot think beyond their own needs.   When Candy has his dog killed, it is intentional. In part, he allows this to... ... not display it earlier in the plot, he is the only one brave enough to do the deed personally.   The poem lists several ways in which people hurt those that they love. With Lennie, this is entirely unintentional. He never means harm to anyone, but with the capricious way in which he treats everything he wants to love, it is inevitable. Curlies wife simply disregards the needs of others to satisfy her own, and this is willful selfishness. In Candy and Georges case, however, the harm is deliberate, but not malici ous. The bitter words that hurt Lennie are mostly used to help him because he cannot take care of himself. George, though he never admits that he loves his friend, acknowledges that he must occasionally be harsh to do good for Lennie. Sometimes hurting someone is necessary because of the love for the relationship, not in spite of it.  

Reader Response Essay - Slave Purchases and Breeding: Unruly Slave :: Reader Response Essays

Reader Response Essay - Slave Purchases and Breeding Unruly Slave While instruction the letter written to Andrew from G.B. Wallace many things ran through my head. There were three main thoughts though, a difference in society and acceptance and a different wording and form of writing, and the way some of the words and terms were used. I found all three of the topics very interesting when I further looked into them. The thing that real hit me was how common and normal slavery and slave trade was in 1855. We all have learned in our history classes that slavery existed and all somewhat it, but for some reason this letter really struck me as real. It really shows how the slave world worked. The trading and buying of other human beings is so casually talked round. The terminology for the slaves is also a very telling part of the letter. The word Negro and dispose of are nothing that we would ever say today. To strain the Negro of whom I wish to dispose would be totally unh eard of and inappropriate today. The differences are amazing. The style in which it is written is some other interesting survey of the letter. The words used and the forms in which they are used are different from what we are used to seeing today. I found that when I was reading the letter I had to read it very slowly and over a few times. The letter is written in a very formal occupation-like manner, and that adds even another aspect to confuse a student. I personally, and I would assume most students my age have had little or no experience in the business world and with formal writing and reading. It is a different and many times difficult thing for me and others to deal with. I also found the terms demeanor Negro woman, young acting Negro man and dispose of very interesting. I guess I never really thought about certain women being used for breeding purposes only. It makes me wonder what they did with the breeding women after they were past their breeding years. I a m also really amused by the young acting Negro man. Could he sell him for more money if he was young acting?

The Lying Jay Gatsby of The Great Gatsby Essay -- The Great Gatsby F.

The Lying Jay Gatsby of The Great GatsbyThroughout the novel, Jay Gatsby explains the type of character he is, through his lies. Gatsby acts out to be a man who has it all. The only item missing from Gatsbys life is love. Love is the only true key to pleasure with out it you are lost. Gatsby goes all out to be loved even if it means lying. Gatsby shows his love, to the love of his life Daisy, who is in love with another man named tom turkey. Tom and Daisy are married, but Tom is having an affair with another woman. With this on going problem, Daisy tries to get back at Tom by returning the favor of dishonesty on one another. With this Gatsby fall in love with Daisy, but Daisy is still in love with Tom. The love web involved becomes so twisted that Gatsby ends up losing his life. Gatsbys love for Daisy causes him to make false statements about how he got his money.Gatsby tells about two different stories about how he got his money. Gatsby said that all his money was transmissible b y a wealthy man that he came to be good friends. He also said that his parents had died and he was all-alone. All the lies were to empress the people of the upper course how cool he is now. These lies were brought forth to indicate to the reader the reason for his lying was to win the love of Daisy. Gatsby is shown as a man who will screw you everyplace in the end for his benefit.Throughout the novel Gatsby personality is negative, but loving and caring when Daisy is around. His ...

Enlightened by Toni Morrisons The Bluest Eye :: Bluest Eye Essays

Enlightened by Toni Morrisons The Bluest Eye   Over the course of our study of the American novel, we have experienced a kaleidoscope of components that overhaul define it. We traveled back in time to learn what kinds of novels were being written and how they were being written. We were introduced to the likes of Harold Frederics Theron Ware, Henry Jamess Dr. Sloper and Catherine, and Nathaniel Hawthornes Blithedale Romance. We saw, done these novels and characters, how literature of the past affects literature of today.   We too read novels from various regions of North America. We had a glimpse of northern writers and their culture such as Alice Munro, and her stories of Canada. We sampled Willa Cather who gave us a taste of the early southwest through Fathers Latour and Vaillant.   We read about different religious ideals, from Therons Methodism to Father Latours Catholicism, to Hazel Motes The Church of Christ without Christ, to Jonahs (futuristic) Bok ononism each religion, in its own way, reflecting a different aspect of American religious zeal. And we have heard from a number of southern writers like OConnor, Faulkner, and Porter. We begin, through characters like Miranda and Anse, to glimpse a southern language and way of living.   It seems entirely fitting now, that we be introduced to another element of the American novel ethnic culture. The addition of Toni Morrisons The Bluest Eye is the perfect choice. Through the voices of her depressed characters, she reveals a broad spectrum of black culture during the 1930s and 1940s.   We get a glimpse of the middle class through Claudia and her family, who maintain a sense of dignity and pride. In the first chapter, she tells us, Being a minority in both caste and class, we moved about anyway on the hem of life, struggling to consolidate our weaknesses and hang on, or to creep severally up into the major folds of the garment (17).   We encounter the desp erately poor through the Breedlove family, Cholly, Pauline, and Pecola, each choosing a different means to escape the harsh reality of their lives. For example, Pecola dreams of having robust eyes, then she would be accepted, loved, respected, and beautiful.

Enlightened by Toni Morrisons The Bluest Eye :: Bluest Eye Essays

Enlightened by Toni Morrisons The Bluest Eye   Over the course of our study of the American novel, we have experienced a kaleidoscope of components that help define it. We traveled back in time to learn what kinds of novels were being written and how they were being written. We were introduced to the likes of Harold Frederics Theron Ware, Henry Jamess Dr. Sloper and Catherine, and Nathaniel Hawthornes Blithedale Romance. We saw, through these novels and characters, how literary productions of the past affects literature of today.   We also read novels from various regions of North America. We had a glimpse of northern writers and their culture such as Alice Munro, and her stories of Canada. We sampled Willa Cather who gave us a taste of the early southwest through Fathers Latour and Vaillant.   We read about different religious ideals, from Therons Methodism to Father Latours Catholicism, to Hazel Motes The Church of Christ without Christ, to Jonahs (futuri stic) Bokononism each religion, in its own modal value, reflecting a different feeling of American religious zeal. And we have heard from a number of southern writers like OConnor, Faulkner, and Porter. We begin, through characters like Miranda and Anse, to glimpse a southern language and way of living.   It seems only fitting now, that we be introduced to another element of the American novel ethnic culture. The addition of Toni Morrisons The Bluest Eye is the perfect choice. Through the voices of her black characters, she reveals a tolerant spectrum of black culture during the 1930s and 1940s.   We get a glimpse of the middle class through Claudia and her family, who maintain a sense of dignity and pride. In the first chapter, she tells us, organism a minority in both caste and class, we moved about anyway on the hem of life, struggling to consolidate our weaknesses and hang on, or to shade singly up into the major folds of the garment (17).   We encou nter the desperately poor through the Breedlove family, Cholly, Pauline, and Pecola, each choosing a different means to escape the harsh ingenuousness of their lives. For example, Pecola dreams of having blue eyes, then she would be accepted, loved, respected, and beautiful.

Gmat Statement of Purpose

STATEMENT OF PURPOSE finance, as a field, had always fascinated me right from my undergraduate college days. I believe my penchant for this field stems from the fact that Finance runs in my family. My grandfather was an accountant, my mother is a postgraduate in economics and my father has a nifty interest in keeping up-to-date with the markets. During my days at Engineering College I used to sustain my father to manage his portfolio of equities and other financial instruments. This was the date I learnt the first lesson of finance from my father i. e. risks and returns are proportionate.In 2001 the Indian stock market crashed. But fortunately, my father had a well-diversified portfolio because of which our returns were protected from the downside risk. This was when I learnt the second prescript of finance from my father i. e. diversification reduces risk. While I understood these two principles intuitively, it produced in me a strong urge to learn and understand the complex hy pothesis behind the working of Finance. This, I believe, was a turning point in my career. I made up my mind to pursue a career in Finance and hence decided to do a Masters platform in Commerce.Good academic performance in my school and college, active participation in academic as well as extra curricular activities fall in helped to develop strong quantitative and analytical abilities and good leadership and communication skills. These have prepared me to handle complex problems and have given me the confidence to pursue graduate studies. To achieve my career goals, I need to learn about online developments and techniques in finance, financial markets and financial applications and acquire hands-on experience of financial analysis.A Masters Degree will provide me with theoretical understanding, an in depth idea of applicative approaches in aiding managerial decision-making and research skills to enable me to develop an expertise in the core areas of financial strategies and glo bal corporate financial operations. In India with the onset of relaxation since 1991 and deregulation of the interest rates, the Indian corporations and financial institutions are exposed to various kinds of risks. The Government and the Reserve Bank of India have initiated appropriate reforms to develop derivatives markets and financial markets on the whole.This has suddenly increased the demand for professionals who can not only understand but also develop new financial instruments to evaluate and hedge the risk. I believe that in order to use financial engineering pro-actively and dynamically for optimum hedging, a finance professional should be well versed with the math that underlies the financial theory. In the future I see myself, as a Finance professional, designing structured financial products by incorporating cutting edge methodologies and train tools in order to cater to the above mentioned requirements.To achieve this I would like to gain exposure to the up-to-the-m inute practices adopted in the field of Finance and happen Management. To this end I would want to work with a leading investment bank or in the treasury of a commercial bank, which would enable me to help corporations manage their risks. I believe that my educational background has instilled in me the qualities required to meet the rigor of this demanding profession. Graduation in Engineering (Computer Science) has provided a strong arse in Mathematics and Computer Programming.Mathematics was one subject in which I had always excelled right from my school days. During the course of my Engineering education I took up a project with WIPRO Technologies. This project, which I was offered, required extensive use of C programming language. This project, for the first time gave me a real world experience of programming. This fellowship helped a lot in consolidating my programming skills, especially in C-language. Thus, it inculcated in me problem solving and analytical abilities.I stro ngly feel that the MCom program specializing in Finance at The Universityis a highly structured program because it provides the right balance between theory and practice. I bring along a strong dig of fundamentals in Engineering and Mathematics, a penchant for teamwork and leadership and a zest for challenges. I would like to take with me in addition to the knowledge of the latest theory and practices in the field of Engineering, a network of strong and lasting relationships with my teachers and fellow-students. I hope my background and qualifications are found suitable for admission to the MCom program at The University.

Case Laramie

The Laramie account is a big account. It is a big account because this is the first cartridge holder they are having a full-scale audit of their financial statements and they are planning to go public and become an initial public offering (PIP). Since this is our first quantify this is happening we have to very careful with the analytical procedures. Analytical procedures are reasonableness test auditors compare their estimates of account balances with those recorded by precaution. Analytical procedures must(prenominal) be applied in the planning stages of each audit, according to auditing standards.After reviewing the data from 2010 2011 you noticed that all the accounts increase, expect for the both Days account, which rock-bottom and the market outlay for Copper Rod which reminded the same. This information can raise a few questions for Laramie Company. For example, Sales increased by 4% from year 2010 to 2011 , while that same sequence span the Days Sales in Receivables i ncreased by 16% ((55. 8-47. 9)/47. 9))*100. Why arent these numbers closer in change? What did the company change roughly the policies on collecting their money, if any?Another flag that can be thrown and raise question is about the arsenal. Even though the price of the charge card decreased and the inventory increased, we have to make sure Its the right balance. Is the untested price of inventory at the correct price and is the account receivables correct as well? What system are they using to create these fugues? The examples I provide for analytical procedures are risk that can happen with the existence and evaluation with management assertions. For existence you have to ask, Did this really happen and are the valid on the balance sheet?Valuation assertion is the issue of each of Individual Inventory, accounts receivable, and accounts collectable accounts have the correct values and are not over/under stated. Existence and valuation assertions are the biggest concern with th e Inventory. The Increases are mostly In perfect good and copper rod Inventories. The plastics Inventory appears to be understated do to the change from 2010 to 2011 (. 190 to . 130). This drop In the market price should attract assistance during the audit from the auditors.The Inventory turnover (Sales/ Inventory) decreased from went from 4. 7% to 3. 0% from 2010 to 2011. These ratios point to potential concerns relating to the valuation and existence assertions. This comparison points to a possible concern relating to the valuation assertion. Lastly, the Inventory seems to be too big for the space that they are providing for It. Case 8. 1 Laramie By Subjugating the inventory increased, we have to make sure its the right balance. Is the new price is the issue of each of individual inventory, accounts receivable, and accountsExistence and valuation assertions are the biggest concern with the inventory. The increases are mostly in finished good and copper rod inventories. The plast ics inventory appears to be understated do to the change from 2010 to 2011 (. 190 to . 130). This drop in the market price should attract attention during the audit from the auditors. The inventory turnover (Sales/ Inventory) decreased from went from 4. 7% to relating to the valuation assertion. Lastly, the inventory seems to be too big for the space that they are providing for it.

Procrastination Abstract Essay

Studies show that most students are academic procrastinators, they tend to await for the culture moment before submitting or finishing their school related tasks. Analysts divided these students into two groups, the positive procrastinators and the damaging procrastinators. Positive procrastinators are those students who wait for the last moment to submit a work because they feel that the pressure of waiting for the last minute to do their work gives brings them enjoyment and makes them more productive, while negative procrastinators wait for the last minute because they are lazy or they lack the motivation. Contemporary analysts believe that most students belong to the latter. The position of modern day behavioural analysts is erroneous. Positive procrastination among students is the norm not the exception. Contrary to the common notion that negative procrastination is prevalent among the student population, the truth of the matter is that students are more prone to positive pro crastination. Procrastination among students is more attributed to their belief that they perform better under pressure rather than their laziness or lack of focus.

Introducing New Coke

In this case of Coca-Cola changing their well established degree centigrade radiation pattern and introducing an new one in 1985 for the purpose of gaining more market share the reason why such decision was made by degree Celsiuss executives was mainly because of a series of marketing hunt down conducted by their major arrival Pepsi. During mid 1970s, Pepsi has ran a the famous Pepsi Challenge of blind taste tests on all the commercials to show that the majority preferred Pepsi than Coke based on its teste. By 1977, Pepsi had exceeded Cokes market share in major eating house chains and food stores.Under the threat of being taken over by Pepsi and losing the industrial leader position, Coke released their new formulated coke on April 23th, 1985. plot the Cokes new formula was preferred in the blind taste tests, consumers especially loyal consumers across the country had a strong and oppose reaction to the fact that Coke was going to replace the original formula with this new. In the end, Coke had to reintroduce the original Coke under the name Coke Classic, and the new coke quickly faded away. And the once leading Pepsi during Cokes transactional period, fell back to the second market place again.In my opinion what Coca-Cola got it injure was that they focused too much on the taste of the Coke and neglected the emotional attachment that consumers had to the original flavour. Coca-Cola could have simply changed the direction of its campaigns by heavy(a) Coke a brand new regard to attract the new generation if they felt they were losing market share to Pepsi in that specific consumer group because image is probably more important than taste in selling soft drink based on Pepsis success of their New Generation campaign . But if Coke was determined to change the recipe, it could probably have done it without letting anyone know.Alternatively, the new Coke could have been introduced without knocking out the original Coke off the shelves. Simply adding an n ew flavour to the Coke family and giving consumers one more option to choose from could have resulted a better outcome, for example, Coca-Colas demonstrate of Vanilla Coke. But the company considered, and rejected, planed to keep the old-formula drink in circulation under the name original Coke. The taste question was crucial to Coke. But what Coca-Cola executives failed to go through was that there is more to marketing soft drinks than winning taste tests.More than any other product consumers had an emotional attachment to their soft drink brand. I believe from Americans usher of view, Coke discovered fiddling with the formula of the 99-year-old beverage was probably an assault to their patriotic pride. Here I can quote a saying from Coca-Colas President Donald R. Keough to summarize what Coca-Cola has learned We did not understand the deep emotions of so many of our customers for Coca-Cola. I think any marketer who plans a noticeable order of a product must consider the loya lty of its consumers and the possibility that the change will be rejected.To prevent this possibility, marketers should realize that balking at change is a customer characteristic of specific product preferences. Also, in this case, a more sophisticated qualitative and quantitative research could have been conducted and prevented Coke from this mistake. Consumers resist changes for many reasons brand choice results from a complex set of beliefs, buyers associate products with themselves, buyers do not fit into clear segments. I think the key to all the marketers is to realize the involvement of what a product actually does for the user, and what emotional attachment that links the user to the brand.

Water Quality and Contamination

Water Quality and ContaminationAbstractionThe quality of piddle is indispensable to our eco agreement and all life animals. In this study I will reexamine three try outs in which I performed. The first audition was of the effects of groundwater taint, the second try was pee intervention procedure and the last was imbibing water outline quality. The intent of first test is to demo the effects of when ordinary family points such as oil, acetum and laundry detergent be mixed into our weewee supply and foul our H2O system. The consequences of this experiment were that the H2O became oily, smelly and unserviceable. The intent of the 2nd experiment is to demo how our planet of course filtrates drinkable imbibing H2O. The method used required potting dirt, sand, wood coal and crushed rock to of course filter the H2O. The experiment resulted in drinkable H2O. The last experiment is to prove the quality of regular glib H2O compared to bottled H2O. The tally consequences showed tha t the quality of beg H2O is equal to, and in some instances were better than, commercialized bottled H2O. The purpose of all three of these experiments is to raise consciousness of the necessity of holding quality H2O supply.IntroductionWater is bingle of the round of import resources on Earth. Water covers slightly 70 % of the earths surface and the human race organic structure ranges from 50 to 70 % of the human organic structure. The quality of H2O is really of import to our environment and for our ingestion. We use H2O for many things like irrigation, medical intents and to cleanse. Therefore, the quality of H2O is of import because it plays a critical function in our ecological system. If our planet does non hold acceptable H2O quality it would destruct our flora, ocean population, carnal life and/or human life. The absence of quality H2O in our universe would impact our manner of life and interrupt our ecological system.In this category we conducted many three unlike H2 O experiments. The intent of the experiments was to larn about functional H2O, land H2O, surface H2O, H2O contaminates, H2O intervention and the quality of different imbibing Waterss. The intent of my comply is to raise consciousness to the readers of this survey the importance of quality H2O for our environment. Surface H2O quality has increasing importance worldwide and is peculiarly relevant in the semiarid North-central Chile, where agribusiness and excavation activities are enforcing heavy force per unit area on limited H2O resources ( Espejo & A et al. , 2012 ) .One experiment was to larn the effects of groundwater taint. These contaminations are points that we use in our places any twenty-four hours, but we neer realize what effects they have on our H2O system once they are assorted in to our H2O supply. Another experiment was conducted to demo the assortment of common pollutants that enter our H2O supply system because of workaday human activity. The experiment used simi lar processs that wastewater intervention workss use to filtrate and handle and sublimate H2O so that it is drinkable. The intent of the last experiment was to prove the quality of tip H2O compared to dickens separate name trade name bottled imbibing Waterss. Tap H2O is believed to be merely every bit safe as bottled imbibing H2O. Bottled H2O is nt any safer or purer than what comes out of the pat, says Dr. Sarah Janssen, scientific discipline chap with the Natural Resources Defense Council in San Francisco, which conducted an broad analysis of bottled H2O back in 1999. In fact, it s less well-regulated, and you re more likely to cognize what s in tap H2O. Bottled and tap H2O come from basically the same beginnings lakes, springs and aquifers, to name a few. In fact, a important fraction of the bottled H2O merchandises on shop shelves are tap H2O albeit filtered and treated with excess stairss to better taste ( Conis, 2008 ) .My hypothesis for the effects of groundwater conta minated with oil, acetum and laundry detergent is that the H2O would be oily, smelly and effervescing but that the filtering system would be able to keep the brand contamination. My hypothesis for the H2O intervention experiment is that the intervention procedure in relationship to the pictorial filtering system would ensue in useable H2O. My hypothesis for the last experiment, proving imbibing H2O quality, is that I believe that tap H2O will hold the most contaminations compared to that of bottled H2O.Materials and MethodsThe type of stuffs that were used in the effects of groundwater taint experiment consisted of eight beakers in which 100 milliliter of tap H2O was used to make full phase of the moon four of the eight beakers. I numbered to distributively one beaker 1 through 8. later make fulling the beakers with H2O, I added 10 milliliter of vegetable oil to beaker 2, so added 10 milliliter of acetum to beaker 3 and 10 milliliter of liquid wash detergent to beaker 4. B eaker 1 contained merely H2O, no contaminations. After adding the pollutants to beakers 2 through 4, I stirred the contents with a wooden stick to control that the H2O and the pollutant were assorted together good. Each beaker that contained a pollutant, I recorded the odor and or visual aspect of it when assorted with the H2O. Then I placed cheesecloth into a funnel and added 60 milliliter of potting dirt. I poured the contents of beaker 1 ( apparent H2O ) through the dirt- modify funnel into an empty beaker, beaker 5, and allow the H2O drain for about 5 proceedingss. I so recorded what I observed from the filtered H2O that was poured into beaker 5. After entering my findings, I discarded the dirt and cheesecloth from the funnel. Finally, I repeated the old stairss for beakers 2, 3 and 4 ( beaker 2 was filtered into beaker 6, beaker 3 was filtered into beaker 7 and beaker 4 was filtered into beaker 8 ) .In the H2O intervention experiment, I used 100 milliliter of pott ing dirt, two 250 milliliter beakers, two 100 milliliter beakers, a 100 milliliter have cylinder, 40 milliliter of sand, 20 milliliter of activated wood coal, 60 milliliter of crushed rock, one wooden splash stick, alum, a funnel, cheesecloth, bleach, a stop watch and regular pat H2O. Using one of the 250 milliliter beakers, I poured 100 milliliter of dirt and so fill up it with mater to the 200 mL grade of the beaker. Then, utilizing the 2nd 250 milliliter beaker, I poured the contents of the first beaker back and Forth about 15 times between the two beakers to blend the solution, reservation contaminated H2O. Then take about 10 milliliter of the new mixture into a clean 100 milliliter beaker. I used this sample at the terminal of the experiment to compare it to the filtrated H2O. Then I added 10 gms of alum to the 250 milliliter soil-solution, stirring it with the wooden stick for no more than two proceedingss so I allowed the solution to sit for about 15 proceedingss. Meanwhi le, I took a piece of cheesecloth and lined the funnel. Then utilizing one of the 100 milliliter beakers, I poured 40 milliliter of sand, 20 milliliter of activated wood coal and 40 milliliter crushed rock into the funnel that is lined with the cheesecloth. I so to indurate the filter, I poured fresh pat H2O through the filter four times ( throwing out the rinse afterward each fill ) . I allowed the funnel to sit over the beaker for 5 proceedingss to run out. I so poured about 3/4Thursdayof the contaminated H2O into the deposit ( hardened sand/ cook coal and crushed rock ) . After about 5 proceedingss of filtering, I added a few beads of bleach to the filtered H2O and stirred it for about a hr utilizing the wooden stick.The last-place experiment, imbibing H2O quality, I used Dasani bottled H2O, Fiji bottled H2O, ammonia trial spoils, chloride trial strips, 4 in 1 trial strips, phosphate trial strips, Fe trial strips, three 250 milliliter beakers, a lasting marker, a halt ticker, Parafilm, pipettes, three foil packages of cut downing pulverization and tap H2O. head start I labeled each beaker, one as pat H2O, the 2nd as Dasani and the last as Fiji. Then I poured 100 milliliter of each type of H2O into its corresponding beaker. I took an ammonia trial strip, and one at a clip, I placed an ammonium hydroxide strip into the H2O, locomotion it up and down for about 30 seconds while doing use the strip does non come out of the H2O. After the 30 seconds, I shook of the unembellished H2O and leveled the strip with the tablet side up for 30 seconds. After about a minute, I matched the trial strip with one of the colourss from the Color foot race strip secern Chart and recorded my consequences. ( I repeated the exact same stairss for the staying two water-filled beakers and recorded those consequences ) .With the chloride trial strip I wholly immerged the trial strip into the H2O guaranting that each reaction zone of the strip has made contact with the H2O for one second. I shook off the extra H2O and after about a minute compared the strip the Color Test Strip Key Chart and recorded my consequences. ( I repeated the same stairss for the staying H2O filled beakers ) .The 4 in 1 trial strip, I dipped the trial strips ( one at a clip ) into each H2O filled beaker for jumpy 5 seconds. Then I shook off the extra H2O, waited about 20 seconds and so matched the consequences with the Color Test Strip Key Chart to the pH. Alkalinity, Cl, and hardness. ( I repeated the same stairss for the staying H2O filled beakers ) .The phosphate trial strip, I dipped it into one of the beaker filled Waterss no more than five seconds. Then, without agitating the extra H2O off, I placed it in a horizontal place for about 45 seconds. Then I compared the consequences to the Color Test Strip Key Chart and recorded my consequences. ( I repeated the same stairss for the staying H2O filled beakers ) .The before I performed the cogitate trial, the Fe trial strip, I r emoved jolting 70 milliliter of the H2O from each beaker go forthing merely 30 milliliters each type of H2O in at that place labeled beakers. I poured the power from the defeated package into the first H2O filled beaker, covered the beaker with the Parafilm and shook it up for approximately 15 seconds. Then I tipped the Fe trial strip ( traveling it about ) into the H2O for about 5 seconds. Then I shook off the extra H2O and waiting about 10 seconds, so matched the trial strip to the Color Test Strip Key Chart and recorded my consequences. ( I repeated the same stairss for the staying H2O filled beakers ) .ConsequencesThe undermentioned tabular arraies were used to document the consequences of the experimentsExperiment 1 Effectss of Groundwater ContaminationTable 1 Water Observations ( Smell, Color, Etc. )BeakerObservations1100 milliliter ( field ) H2O is clear2Water looks oily due to adding the 10mL vegetable oil.3Water appears clear but has an olfactory property due to adding the 10 milliliter acetum4Clear H2O with little bubbles due to adding 10 milliliter of liquid wash detergent5Water is brown with little atoms of soil on the underside6Slightly brown H2O with minimum soil residue on the underside7Discolored H2O with acetum olfactory property and minimum soil residue on the underside of beaker8Very dark brown colored H2O with soil residue on the underside of the beakerExperiment 3 Drinking Water QualityTable 2 Ammonia Test ResultsWater SampleTrial ConsequencesTap Water0Dasani Bottled Water0Fiji Bottled Water0Table 3 Chloride Test ConsequencesWater SampleTrial ConsequencesTap Water0Dasani Bottled Water0Fiji Bottled Water0Table 4 4 in 1 Trial ConsequencesWater SamplepHEntire AlkalinityEntire ChlorineEntire HardnessTap Water74.0800Dasani Bottled Water3000Fiji Bottled Water910.000Table 5 Phosphate Test ConsequencesWater SampleTrial ConsequencesTap Water25Dasani Bottled Water0Fiji Bottled Water100Table 6 Iron Test ResultsWater SampleTrial ConsequencesTap Water 0Dasani Bottled Water0Fiji Bottled Water0The consequences of the first experiment, the effects of groundwater taint ( Table 1 ) , resulted in the contaminations flow through the filtering system. Levels or tendencies in H2O quality that may be perverting to sensitive H2O utilizations, including imbibing, irrigation, and farm animal lacrimation have been noted with mention to well-established guidelines ( Quagraine & A Adokoh, 2010 ) . The consequences of the 2nd experiment, the H2O intervention procedure ( Table 2 ) , was that the H2O intervention processed appeared to work in the same manner/process that is used by the big H2O filtrating companies. The H2O looked, smelled and visibly appeared drinkable. The consequences of the concluding experiment, the imbibing H2O quality ( Table 3 ) , required testing of tap H2O versus bottled H2O, which determined that tap H2O is equal if non better than bottled H2O. railleryThe first experiment proved my hypothesis incorrect. The H2O was no n merely oily, smelly and bubbly it was besides contaminated with soil. The filtering system did non keep parts of the soil from oozing into the H2O system. The 2nd experiment, the H2O intervention procedure, proved my hypothesis right. I expected the filtering intervention procedure, which emulated the procedure of a intervention works, would ensue is useable H2O. The concluding experiment proved my hypothesis incorrect. My outlooks were that tap H2O would hold more contaminations compared to bottled H2O. In fact, tap H2O measured equal if non better than that of bottled H2O.While pick out oning the first experiment, I did non recognize that some of our H2O is filtered through a earthy procedure. When the H2O is in a watercourse or a lake, the workss and water-creatures around it filters the H2O for us. Consider the predicament of wetlandsswamps, fens, fens, bogs, estuaries, and tidal flats. Globally, the universe has lost half of its wetlands, with most of the devastation holdin g taken topographic point over the departed half century. The loss of these productive ecosystems is double harmful to the environment wetlands non merely shop H2O and conveyance foods, but besides act as natural filters, soaking up and thining pollutants such as N and P from agricultural overflow, heavy metals from excavation and industrial spills, and natural sewerage from human settlements ( Turk & A Bensel, 2011 ) .What move me most about these experiments were that tap H2O is merely every bit good, if non better, than expensive bottled H2O. Whether you are a tenant or a theatreholder, you have to hold a monthly measure for the usage of tap H2O. Alternatively of passing 1000s of dollars on bottled H2O it would do more sense to utilize tap H2O because it goes through a really strict filtrating procedure in order to do it drinkable. Sales of bottled H2O have increased dramatically in new-fangled old ages, with world-wide gross revenues of more than $ 35 billion, mostly becau se of the public perceptual experience of pureness and safety and public concern about the quality of pat water ( Raj, 2005 ) . Tap H2O is required to run into the EPA imbibing H2O criterions.DecisionIn decision, land H2O taint experiment displayed what happens when our H2O system is contaminated. With points that we use on a day-to-day footing, our system can easy go contaminated if we are non cognizant of what we pour down the drain or pollutants that enter into our oceans. Everyday activities like rinsing down an oil private road, run outing pool H2O, which contains Cl, into the public sewerage and even giving your house pet a bath outside and leting the detergents to come in our H2O supply, which will do injury to our H2O supply. But with todays engineering there are big H2O filtrating corporations. Water treating workss can take contaminated H2O and turn it into drinkable H2O. There are assorted types of trial and needed ordinances that each province must stay by refering publi c imbibing H2O. So alternatively of purchasing these expensive bottled H2O, we can imbibe tap H2O because it is no different, if non better, than most bottled H2O. The ends of environmental statute law and associated ordinances are to protect public wellness, natural resources, and ecosystems. In this context, supervising plans should supply seasonably and relevant information so that the regulative community can implement statute law in a cost-efficient and efficient mode. The Safe Drinking Water Act ( SDWA ) of 1974 efforts to guarantee that public H2O systems ( PWS ) supply safe H2O to its consumers. As is the instance with many other federal environmental legislative acts, SDWA monitoring has been implemented in comparatively unvarying manner across the USA ( Brands, Rajagopal, 2008 ) .MentionsTrade names, E. , & A Rajagopal, R. ( 2008 ) . Economicss of place-based monitoring under the safe imbibing H2O act, portion III feat rating of place-based monitoring schemes. Environmen tal supervise and Assessment, 143 ( 1-3 ) , 103-120. surgical incision of the Interior hypertext transfer protocol //dx.doi.org/10.1007/s10661-007-9961-2Conis, E. ( 2008, October 13 ) . Bottled versus pat Which is safer? The Los Angeles Times. Retrieved from hypertext transfer protocol //articles.latimes.com/2008/oct/13/health/he-nutrition13Espejo, L. , Kretschmer, N. , Oyarzun, J. , Meza, F. , Nunez, J. , Maturana, H. , Oyarzun, R. , et al. , ( 2012 ) . exercise of Water Quality Indices and Analysis of the Surface Water Quality Monitoring Network in Semiarid North-Central Chile. Environmental Monitoring and Assessment, 184 ( 9 ) , 5571-88. Department of the Interior hypertext transfer protocol //dx.doi.org/10.1007/s10661-011-2363-5Quagraine, E. K. , & A Adokoh, C. K. ( 2010 ) . Assessment of Dry Season Surface, Ground, and Treated Water Quality in the Cape Coast Municipality of Ghana. Environmental Monitoring and Assessment, 160 ( 1-4 ) , 521-39. Department of the Interior hyper text transfer protocol //dx.doi.org/10.1007/s10661-008-0716-5Raj, S. D. ( 2005 ) . Bottled Water How Safe Is It? Water Environment Research, 77 ( 7 ) , 3013-8. Retrieved from hypertext transfer protocol //search.proquest.com/docview/216066348? accountid=32521Turk, J. , & A Bensel, T. ( 2011 ) . modern Environmental Issues. San Diego, CA Bridgepoint Education, Inc

Attila the Hun †Short Story Essay

Why were the military campaigns of Attila the Hun successful? Attilas military success pass on be explained done his ability to influence the papistics into war on a pretext whenever the Romans were vulnerable. His motives behind each war was to abstract as much money from the Romans as possible. Also to be explored will be his ability to assert psychological domination over the Eastern Emperor at a time when the twain conglomerates were at peace. Furthermore to be examined will be his ability to portray himself as diplomatic through treaties and embassy consultations between the Romans and the Huns. Also to be looked at will be how successful was Attilas at creating and seizing opportunities This will be done by looking at Attilas campaigns in the east and west Roman Empires. After the final stage of their Uncle Rua 435/6, Attila and his brother Bleda took control of the Hunnic Empire. The two brothers decided to renegotiate the relationship that existed between their Uncle R ua and the Eastern Roman Empire based in Constantinople.The accord set up by Rua, stipulated that, the Romans paid him an annual subsidy of 350 lbs of gold. He also demanded fugitives who had fled to the Romans and threatened war if they were non happened. The negotiations took place near the city of Margus in 438. According to Priscus the merging took place according to both parties customs. The Huns would hear what the Romans had to say while mounted on horseback while the Romans covered the meeting on foot. The Huns dictated the new call of the treaty, referred to as the Peace of Margus. The Huns decided the annual subsidy was to be raised to the sum of 700lbs. The treaty also fixed that for every Roman captive who had take flight from the barbarians, the Romans must pay eight pieces of gold. The treaty also predetermined that all fugitives must be returned to the Huns.Furthermore the emperor butterfly Theodosius was to relinquish any ongoing treaties with enemies of the Huns. further the Huns were to conduct the way the free markets on the sexual unionern side of the Danube were controlled. Attila used the markets as a pretext to wage war on the east. The free markets were attacked by Hunnic traders in 441/2 killing Roman merchants during the raid. Theodosius complained that the Huns had violated the Peace of Margus. The Huns reported to the Romans that the Bishop of Margus had crossed over to their territory and robbed their royal tombs. They complained that the Romans had not honoured the Peace of Margus by refusing to return fugitives to them. Additionally, they demanded the Bishop be handed over as well. The significance of these allegations was central to the Huns intend for an attack during the campaigning season. The Romans refused both claims and war was declared.Having successfully provoked the Eastern Romans into a war had been a strategic come to by the Hunnic leader. Attila knew the eastern Roman field forces were based in Sicily on a joint expedition with the westward Empire to recapture Carthage from the Vandals led by king Geseric. The North African campaign was partially why Theodosius readily agreed to the treaty of Margus. He model it would give the east breathing space. Moreover Carthage was crucial to the Western Empire as it provided Rome with grain. Knowing that the east was vulnerable, the Huns would cause carnage throughout the Balkans. Margus was a key city that opened up the Balkans for the Hunnic invasion of the east. The Bishop of Margus defected to the Huns. In return for clemency he handed over the Episcopal city. The Huns swept through the Balkans heave cities to the ground. The key fortified city of Naissus was besieged and taken. Priscus gives an key of the siege.He states a large number of Hunnic siege engines had been brought up to the wallthe so called rams were brought up alsoA beam is suspended by slack chains. However, Professor E.A Thompson disputes that the siege occurred and t hat Priscus borrows heavily on Thucydides account of the Battle at Plataea. Professor Thompson states four reasons to entreat his point, among them the Huns inept ability to construct such machines and also it is unlikely that the Hunnic archers, who rarely dismounted, would on this occasion have left their horses for a totally alien regulate of warfare. On the other hand, they may have been quite capable of such construction for it is well documented they had enslaved many tradesmen. As for example in the bathroom which was made for the Hunnic noble Onegesius by a craftsman who was captured at Sirmium. Nevertheless the Huns ransacked and pillaged the Balkans taking fortified cities along the way such as Viminacium, Illyricum and defeated the Roman army at Chersonese. According to Brian Croke, In 441 the Huns invaded Illyricum only and in 442 broke into northern Thrace .The Romans sued for peace and the Treaty of Anatolius was agreed. Attila terms demanded that the annual protec tive cover be tripled to 2,100 pounds of gold. He also compelled the Romans to surrender all Hun deserters and to ransom their own deserters at a rate of twelve solidi each. The treaty, however, contained one provision that had no precedent. Attila force the Romans to make an immediate remuneration of 6,000 pounds of gold. Attilas plan to force a war to bring about higher subsidies had worked. He would devastate the Balkans for a certify time in 447 when he came looking for subsidies that were in arrears. When Atillas second campaign of the Balkans began in 447 he was sole leader of the Huns after having his brother Bleda killed in 445/6. A year later an embassy was sent by Attila to the Imperial court to address the issue of arrears and fugitives.The Romans were now feeling in a stronger position. They had introduced a new right in 443 which insured Military readiness for the Eastern Field forces. They had been streng indeeded by a recruitment of a large number of Isaurians tr aditionally bandits- from the highlands of Cilicia in south-west Asia Minor. Moreover the Eastern army had been forced to return from Sicily after Attilas first base campaign. Attila turned as far south to Thermopylae and then west, ransacking Marcianople, Arcadiopolis, and Callipolis. An earthquake at Constantinople had occurred, Attila decided to turn back. The Imperial City was heavily fortified with triple walls that had been repaired hastily after the earthquake. The legislated Military Readiness right was of little use to the Romans as Attila wreaked havoc on an unprecedented scale.The results were the same as the first campaign, the Romans sued for peace and the second treaty of Anatolius was agreed. More subsides was agreed and a large track of land to act as a buffer zone between the Huns and the Romans was approved. Attila had succeeded at luring the Eastern Empire into war on a pretext to extort more subsidies. He was also adept at asserting his psychological domination , by humiliating the Eastern Emperor Theodosius at Constantinople. Theodosius was humiliate in 449 when his Eunuch Chrysaphius hatched a plot to assassinate Attila. The Plot was unbeknown to the Roman ambassador Maximinus, and his escort Priscus. They were sent to Attilas camp to discuss issues in the treaty such as the ongoing fugitives eccentric person and the issue of the land used as a buffer zone. To give a return of the devastation Attila caused in the Balkans. Prisucus relates how when travelling to Attilas court in 449 they stopped at Naissus to pitch tent, he states how the place was littered with bones from Attilas first campaign. Attilas refusal to meet the missionaries irritated Maximinus and Priscus.He ordered them to leave then ordered them to stay. Maximinus and Priscus were at a loss to Attilas behaviour. Maximinus was frustrated and urged Priscus to arrange a meeting with Attila. Priscus succeeded by offering gifts to Onegesius brother Scottas to secure them a me eting with Attila. The two missionaries were shocked when it was revealed to them by Attilas men the purpose of their mission. After zilch left to stay for they departed home despaired. They met their interpreter Bigilas travelling back to Attilas court whom he had dismissed earlier. When they had initially left Constantinople, Chrysaphius had persuaded Edeco to kill Attila. Edeco had arrived in Constantinople the previous spring as a Hunnic ambassador and was now returning to Attilas camp along with Maximinus and Priscus. Edeco a faithful and trustful servant to Attila had revealed the expound at once. When Bigilas arrived he was immediately set upon by Attilas men and a bag with 50lbs of gold was found in his possession.It was the reward money to Edeco if he had succeeded in killing Attila. Bigilas son was threatened with death if he did not come back with another 50lbs of gold. Attila sent his Roman secretary Orestes as a Hunnic ambassador to Constantinople with the empty bag a round his neck. His instructions were to ask Theodosius if he recognised the bag. Priscus gives a clear account of the humiliation when he states Eslas was to say instanter that Theodosius was the son of a nobly born father, and Attila too was off noble descentwhereas Attila had preserved his noble linage, Theodosius had leaden from his and was Attilas slave bound to the payment of tri furthere. Attila had succeeded at psychologically humiliating Theodosius. Furthermore, as the interpreter returned with the 50lb of gold to free his son, Attila had gained more subsidies in the form of 100lbs gold even though the two sides were at peace. Priscus observed an interesting point at Attilas court.He noticed Attila was asking western ambassadors to hand over a silver eggshell dealer who resided in Rome, named Silvanus. Attila claimed Silvanus had stolen gold vessels from him. Silvanus maintained he had bought the vessels from Attilas secretary Constantius. Attila had Constantius crucifie d and called for the surrender of the Silvanus. The Roman General Aetius refused Attilas demand. Aetius declared that Silvanus was Constantius creditor, despite the fact that he did offer to pay for the price of the vessels he would not hand over the innocent Silvanus. Attila had got his pretext to wage war in the west. Moreover in c.450 a Frankish succession crisis brought about a situation where one claimant appealed to the Huns and the other to the Vatican. In 451 Attila left the Hungarian plains and turned westwards to Gaul. The Hunnic invasion of Gaul was accompany by allies such as the Rugian, Gepid, Burgundian, Scirian, Thuringian and Franks.They initially swept away defenceless cities such as Metz and Constantines old Imperial city at Trier. At the city of Orleans they met heavy resistance from the Alans who were in the service of the Romans. Aetius and Theodoric along with several other mercenary tribes manage to lure Attila away from Orleans. The pursuit month was the Ba ttle of Chalons on the Catalaunian fields. The battle of Catulaunian Fields is regarded as one of the decisive battles of the western world. Attilas army was defeated by Aetius who represented the incapable Western Emperor Valentinian. Both sides suffered heavy losses, the Gothic king Theodoric had been killed in the battle. Aetius advised Theodorics son Thorismud to return home to defend his claim to the throne, as a result disabling Aetius pursuit of the battle against the Hunnic alliance.Attila retreated back to the Hungarian plains to plan his next move. Within a year the Huns were on the move again. The Western Emperor Valentinian sister Honoria had been caught having an affair and was bethrothed to another man named Herculanus. She sent her eunuch Hyacinthus to Attila before he entered Gaul offering herself as his wife and one-half the western Empire as her dowry. She had sent her ring as proof of her commitment. Attila waged war on Italy in 452 on the pretext he was entitle d to half the Western Empire. Attila pillaged the wealthiest cities in northern Italy most notably Aquileia and Milan.When he was marching towards Rome papal legend claims Pope Leo persuaded him to abandon his plan and not to attack Rome. More practical issues would be his incompetence in preparing a supply line of solid food for his huge army. It could also be utter the army was suffering from breakouts of various diseases. Furthermore an Eastern Roman General also named Aetius had invaded Attilas kingdom. Nonetheless, Attila decided to return home to his vast Empire north of the Danube where he died the following year on his wedding night.The Huns had been inadvertently responsible for creating the instability the Western Empire now attendd. Attilas predecessors had forced, Germanic, Alans, Suevi and other tribes into the Empire for sanctuary. In 376 the Romans were beseeched by Goths north of the Danube to be admitted into the Empire who had been retreating under Hunnic Pressur e. They had been driven from their lands by the Huns and were now crossing the Danube to reach the Empire. When the Goths were admitted into the Empire during the late fourth century, the authorities gave them food and land to cultivate. The Eastern Emperor Valens viewed them as foedearti and more taxes this would benefit the army and treasury alike. Moreover the rich landowners would benefit from their labourer. Too many refugees came across for the Romans to count, but it may possibly have been in the tens or hundreds of thousands. Many were dispersed to whether they were needed to stop them becoming a threat to the Empire.The displacement of the Goths by the Huns and bankers acceptance by Emperor Valens is often viewed as the beginning of the end for the Western Roman Empire. The invitation quickly turned to attempted invasion when the Romans in the east suffered their crush defeat in 600 years at the battle of Adrianople in 378. The Goths led by king Fritergen killed the emper or Valens not until the ninth century would another emperor die in battle. They slaughtered two thirds of the Eastern Roman army. It was a self inflicted wound, near crippling the east. If the Goths had been treated better in the east, they may have helped the Romans face the Hunnic hordes already closing in from the Steppes. Furthermore slightly more than three decades later the Visigoths led by Alaric would sack Rome in 410.These two conquests in the east and west is evident the once mighty Roman Empires glory days were almost at an end. By the time the Huns had turned west from the Hungarian plains into Gaul, the west was already a weakened Empire through lose of land, taxes and military power. By the time of Attilas arrival the Western Empire was dominate by barbarian tribes. Germanic forces had fought and weakened the empire in northern Gaul. Consequently it seems to have release a patchwork of territories ruled by unrecognised chiefs, leaders whose authority was based upon Roman titles, and barbarian warlords. The tribes were dominant enough to conduct their own foreign policy and more importantly, alliances, without Roman approval. For example Theodoric get married his one of his daughters to the heir of the Vandal throne and another to the Suevic king.In Gaul 406, 408, and 411, the Romans had fought among themselves and suffered heavy losses. Supported by the Huns in 425 they suffered further losses at the hands of the Vandals. In 439 Aetius was fighting the Goths in Gaul in and restoring order against local rebels named by Romans as Bagaudae at Aremorica. Geseric took advantage and took Carthage by surprise. Due to the manpower crisis the Empire could not afford to fight on two fronts. To protect Carthage, Aetius had to make peace with the Gothic king Theodoric to free himself in order to fight the Vandals. Aetius had increasingly become heavily depended upon recruiting barbarian allies outside the Empire.. Attila made unsuccessful attempts to ext ract wealth from the west.Attilas campaigns can be measured as successful through his tactics, his ability to lure the Romans into war on a pretext. He tended to act diplomatic by negotiating treaties then he would dishonour his own treaty and charge up the Romans, Attila repeatedly used the issue fugitives as a case to wage war. Attilas success can be measured on his achievements through the tiptop of subsides with each treaty. Attila achieved what he had set out to do from the start and that was to get as much money from the Romans as possible. Attila never wanted to conquer Constantinople or Rome.He wanted to extract as much subsides as he could. The Eastern Empire collected taxes from Egypt to Asia Minor and the Huns had no navy to uphold this salaried adventure. It was easier for them to collect of the Romans. His successful campaigns were planned strategically. His campaigns can be measured by breaking up an important joint East-West enterprise to save Carthage. This is als o the case in the west. He knew it was in a factional position and politically unstable. It was an opportunity Attila Seized upon. Attila campaigns were thought out in advance and sometimes long before the competitor realised. Attila could also be tactful evident to this was shown hen Attila humiliated Theodosius. 1 . W. Bayless, The Treaty with the Huns of 443. in The American Journal of Philology, Vol. XCV11, No. 2 (1976), p.178 2 . W. Bayless, The Treaty with the Huns of 443., p.177 3 . P. Heather, The fall of the Roman Empire A new history of Rome and the barbarians (USA, 2006), p.301 4 . E. Gibbon, (2012-05-12). History ofthe Decline and fall of the Roman Empire saturation 3 (Kindle Locations 3917-3922). . Kindle Edition. 5 . P. Heather, The fall of the Roman Empire, p.301 6 . W. Bayless, The Treaty with the Huns of 443., p.177 7 . E. Gibbon, (2012-05-12). History of the Decline and fall of the Roman Empire Volume 3 (Kindle Locations 3998-4001). . Kindle Edition. 8 . W. Bayless, The Treaty with the Huns of 443, p.178 9 . P. Heather, The fall of the Roman Empire, p.302 10 . R. Blockley, Dexippus and Priscus and the Thucydidean account of the siege of Plataea. in Phoenix, Vol. XXV1, No. 1 (1972), p.25 11 . R. Blockley, Dexippus and Priscus and the Thucydidean account of the siege of Plataea, p.25 12 . W. Bayless, The Treaty with the Huns of 443., pp. 176-179 13 . B.Croke, The Context and Date of Priscus Fragment 6. Classical Philology, Vol. 78, No. 4 (Oct., 1983), pp. 297-308 14 . W. Bayless, The Treaty with the Huns of 443., pp. 176-179 15 . P. Heather, The fall of the Roman Empire, p.302 16 . P. Heather, The fall of the Roman Empire, p.302 17 . Medieval Sourcebook, Priscus at the court of Attila (http//www.fordham.edu/Halsall/source/priscus1.asp) (30 Nov. 2012) 18 . Medieval Sourcebook, Priscus at the court of Attila (http//www.fordham.edu/Halsall/source/priscus1.asp) (30 Nov. 2012) 19 . P. Heather, The fall of the Roman Empire, p.324 20 . Medieval Sourcebook, Priscus at the court of Attila (http//www.fordham.edu/Halsall/source/priscus1.asp) (30 Nov. 2012) 21 . G. Halsall, Barbarians Migrations and the Roman West 376-568 (UK, 2007), p.250 22 . P. Heather, The fall of the Roman Empire, p.324 23 . G. Halsall, Barbarians Migrations and the Roman West, p.253 24 . E.A. Thompson, Romans and Barbarians, p.16 25 . G. Halsall, Barbarians Migrations and the Roman West, p.252 26 . G. Halsall, Barbarians Migrations and the Roman West, p.252 27 . G.Halsall, Barbarians Migrations and the Roman West 376-568, p.254 28 . P. Heather. The Huns and the End of the Roman Empire in The English historical Review, Vol. 110, No. 435 (Feb., 1995), p.11 29 . J. Moorhead, The Roman Empire divided 400-700 (UK, 2001), p12 30 . E.A. Thompson, Romans and Barbarians The decline of the Western Empire (USA, 1982), p.16 31 . J. Moorhead, The Roman Empire divided, p.12 32 . J. Moorhead, The Roman Empire divided, p.62 33 . G. Halsall, Barbarians Migrations and the Roman West, p.243 34 . G. Halsall, Barbarians Migrations and the Roman West, p.247 35 . G. Halsall, Barbarians Migrations and the Roman West, p.245 36 . G. Halsall, Barbarians Migrations and the Roman West, p.254 37 . J. Moorhead, The Roman Empire divided, p.53

Subject Content Knowledge For The In Field Assessment Education Essay

In 2002, t distributivelyer abrasion rates and keeping jobs ( Ingersoll, 2002 ) heighten the issue of out-of-field instillers, increase the strain of run intoing the acquires of puting a extremely qualified teacher in every educateroom ( NCLB, 2001 ) . In President Bush s 2006 State of the Union Address he pledged to make an extra 30,000 new maths and scientific discipline teachers to rectify for these deficits ( Bush, 2006 ) . Interestingly, in 2009 Ingersoll concluded that the instructor deficits were no longer the taking cause of the deficiency of high whole measuring instructors but instead it was due to permeant cultivate staffing and direction jobs. Ateacher deficits argon still a study, nevertheless several question surveies rich person found that extremely qualified instructor shortages has become an even greater strike ( Blank, Langesen, Laird, DeMello, 2003 topic Academy of cognizances, 2007 National Center for Education Statistics, 1997 Ingersoll, 20 02 Rumberger, 1987 U.S. Department of Education, 2009 ) . Drum sanders ( 2004 ) concluded that 57 % of in-between school schoolchilds were taught by a instructor who had non acquire adequate college credits to declare a minor country of survey in a think field , 48 % of in-between school strong-arm scientific discipline assimilators were taught by a instructor missing a child in a related field. More late, a survey by civilises and Trust ( 2008 ) found that teacher mis-assignments totaled 27 % of the nucleus classs in the state s high-poverty schools. Mis-assignment is the assignment of a certify instructor to learn in a kernel country that he or she does non h white-haired an indorsement or major(ip), and therefore has deficient theme command. Alternatively, these instructors may be considered partly out-of field. Out-of-field assignments are still rather common. In each of the six old ages of informations aggregation, Donaldson and Johnson ( 2010 ) found that anyplace from 57 % to 74 % of math instructors, 16 % to 31 % of societal surveies instructors, and 38 % to 48 % of scientific discipline instructors lacked a major in the field they were learning. Out-of-field assignments were most prevailing in the first one or 2 old ages of respondents callings ( Donaldson & A Johnson, 2010 ) .Despite a extremely qualified position, if a instructor is mis-assigned or learning wholly out-of-field they are missing the necessary preparation and noesis needed to correctly change state to the demands of the pupils. Filling the schoolroom with prize instructors remains a firsthand concern within the educational outline. Having extremely qualified instructors with scholarship and background in their suffice countries and strong supervising from content leaders and decision makers is critical to the succeeder of their pupils ( Garner, 2007 ) .The National Council for Accreditation of Teacher Education has claimed that teacher graphic symbol represent s the parallel development of learning re intelligence that is specific to the content being taught, every bit good as general pedagogical perception ( Hattie, 2008 ) . This interrogation survey examined the differences in instructor property when instructors are foreign their primary field of survey. This step of instructor quality represents a contemplation of a instructor s competent content acquaintance ( SCK ) and pedagogical content cognition ( PCK ) . The two cognition spheres of each instructor were calculated both in math ( in-field tonss ) and in scientific discipline ( out-of-field tonss ) .Hill, Rowan, and Ball ( 2005 ) found that instructors numeral cognition was significantly related to student achievement additions. Furthermore, there are several surveies that paint a picture instructors that brace a grade majoring in math are strongly associated with higher pupil accomplishment in high school and in-between school ( Aaronson, Barrow, & A Sanders, 2007 Frome, Lasater, & A Cooney, 2005 Goldhaber & A Brewer, 2000 Monk, 1994 Wenglinsky, 2000, 2002 ) . It has besides been shown that teacher subject-area enfranchisement is systematically and strongly associated with high school and in-between school pupil accomplishment ( Cavalluzzo, 2004 Goldhaber & A Brewer, 2000 ) .Several interrogation surveies exist, sing either teacher effectivity, teacher quality, or pupil accomplishment, each of which step in some signifier or other both pedagogical content cognition and opened content cognition of the instructors ( Hauk, Jackson, & A Noblet, 2010 Saderholm, A Ronau, Brown, & A Collins, 2010 ) . Similarly, in this survey the question worker measured the capable content cognition and the pedagogical content cognition of instructors as the come oning step of instructor quality. Specifically, in-between school mathematics instructors capable content cognition and pedagogical content cognition in mathematics were equated to their c apable content cognition and pedagogical content cognition in somatogenetic scientific discipline.In this survey 21 in-between school mathematics instructors were given the Diagnostic Teacher Assessment of Mathematics and Science ( DTAMS ) Instrument for both mathematics ( Algebraic Ideas Assessment ) and Science ( somatic Science Assessment ) . The DTAMS instrument has been shown to be both a valid and dependable study knowing to mensurate Capable satisfy experience and Pedagogical Content Knowledge in math and scientific discipline ( Brown, McGatha, & A Karp, 2006 ) .Both Subject Content Knowledge and Pedagogical Content Knowledge have been used to mensurate teacher effectivity and finally a step of instructor quality ( Ball, Thames, & A Phelps, 2008 Hill, Ball, & A Schilling 2008 Manizade, 2007 ) . Once both Subject Content Knowledge and Pedagogical Content Knowledge tonss are established they were combined to organize a step for teacher quality. This was done for bot h in-field tonss and out-of-field tonss. After which the instructor quality tonss for both in-field and out-of-field were straight compared to bespeak the grade to which a instructor either additions or losingss quality.This research survey addresses the inquiry What is the difference in quality of an in-field instructor compared to an out-of-field instructor specifically in math as the in-field and scientific discipline as the out-of-field content country?Two features that continue to come up when reexamining surveies affecting instructor effectivity are the instructors natural cognition of the capable affair and their ability to transmogrify that cognition into an prosecuting lesson for pupils. These properties of instructor effectivity are more normally referred to as capable content cognition and pedagogical content cognition. This survey may crack a more direct comparing of a instructor s ability to utilize these traits outside their primary field of survey. The results of this survey may turn out to be all most-valuable(predicate) to the professional development community at big. Furthermore, the consequences of this survey may congratulate an of importee research undertaking, titled Measures of Effective pedagogy ( MET ) , sponsored by the Bill and Melinda Gates Foundation. Developed by research workers at Educational Testing Service ( ETS ) and the University of Michigan, the MET is designed to mensurate non-traditional facets of cognition exceptional to instruction.The research worker administered both the mathematics part ( Algebraic Ideas ) and the scientific discipline part ( Physical Science ) of the DTAMS study, designed to mensurate both the pedagogical content cognition every bit good as capable content cognition, to attest in-between school mathematics instructors. The studies were so scored by the University of Louisville Center for look into in Mathematics and Science Teacher Development ( CRMSTD ) staff. The tonss from the mathem atics part of the DTAMS were used as the baseline tonss and referred to as the in-field tonss. The tonss from the scientific discipline part of the DTAMS were referred to as the out-of-field tonss. The grade to which the in-field tonss differ from the out-of-field tonss indicated the expected alteration in a instructor s cognition domains when learning outside her primary field of survey.One of the primary restrictions of this survey stemmed from the size of the population. The appraisal in this survey was based on self-reported responses nevertheless, it is expected that since the participants are professionals their responses were echt. The population size is restricted for two grounds. First, each participant was expected to finish two studies that took most one hr each. This was a clip devouring undertaking, and it was hard to happen adequate in-between school math instructors that were willing to take part. Second, each study cost the research worker 10 dollars to be evaluate d by the trained scorers from The University of Louisville Center for Research in Mathematics and Science Teacher Development. It should be noted that the participants were purely voluntary and were non compensated. Using trained scorers was necessary to guarantee the cogency and dependability of the studies.Problem BackgroundIt was reported that in 2000, 23 % of public in-between school pupils and 10 % of public high school pupils received their instruction in mathematics by instructors without a major or enfranchisement in math instruction. These Numberss are somewhat greater when looking at private schools ( Seastrom, Gruber, Henke, McGrath, & A Cohen, 2002 ) . Donaldson and Johnson ( 2010 ) found the Numberss to be more disturbing. With six old ages of informations aggregation, Donaldson and Johnson found that anyplace from 57 % to 74 % of math instructors, 16 % to 31 % of societal surveies instructors, and 38 % to 48 % of scientific discipline instructors lacked a major in th e field they were learning.With new statistical and analytical methods used by a broad scope of research workers, grounds has been mounting that teacher quality can account for a big portion of discrepancy in student trial tonss ( Boyd, Lankford, Loeb, Rockoff, & A Wyckoff, 2008 Ferguson, 1991 Hanushek, 1996 Hanushek, Kain, & A Rivkin, 2009 Rockoff, 2004 ) . Quality instructors are indispensable to the success of any school plan. The two most of import properties of a quality instructor is their capable content cognition and their pedagogical content cognition ( Even, 1993 Hill, Rowan, & A Ball, 2005 Ma, 1999 RAND, 2003 ) .Teachers who have met the demanding criterions of National Board Certification and those who have generated higher value-added pupil accomplishment additions are far less likely to learn economically disadvantaged and nonage pupils ( Cavalluzzo, 2004 Goldhaber & A Anthony, 2004 Humphrey, Koppich, & A Hough, 2005 Sanders & A Rivers, 1996 ) . As a consequence, high-poverty schools are more likely to be beset with learning vacancies in math and particular instruction, and a great deal more likely to staff schoolrooms with out-of-field, inexperient and less-prepared instructors. ( Ingersoll, 2002 Mayer, Mullens, & A Moore, 2002 Strizek, Pittsonberger, Riordan, Lyter, & A Orlofsky, 2006 ) .The pattern of engaging instructors to learn topics that they are non qualified for is good documented and a sincere hurt to the territories, the instructors and most significantly the success of the pupils. This is particularly true in high minority and high poorness countries. The dearth in the literature arrives when seek to quantify the grade to which an out-of-field instructor differs in abilities and strengths to instructors that remain within their primary field of survey.A few more recent surveies have shown that a decently certified instructor who is learning in their specific field of survey contributes greatly to the succes s of their pupils. Out-of-field instructors are significantly less successful in increasing pupil accomplishment ( Board of Regents, 2008 ) . Research has besides systematically and clearly pointed out that effectual instruction is a extremely important factor impacting pupil accomplishment ( Babu & A Mendro, 2003 Hanushek, Kain, & A Rivkin, 2009 ) . Furthermore when it comes to effectual instruction, research has found that teacher experience and capable content cognition has systematically shown important impact on pupil accomplishment ( Gordon, Kane, & A Staiger, 2006 A Rice, 2003 Hanushek, Kain, & A Rivkin, 2009 Rockoff, May 2004 ) . Effective instruction implies instructors have well-developed pedagogical content cognition, yet this cognition develops over clip ( Ball, Lubienski, & A Mewborn, 2001 Grossman, 1990 ) .A turning figure of research surveies are trying to flesh out a relationship between capable content cognition and pedagogical content cognition ( Ball, 19 90 Ball, Hill & A Schilling, 2004 Ball, Thames, & A Phelps, 2008 Hill, Ball, & A Schilling, 2008 Ma, 1999 Manizade, 2007 Shulman, 1986 Thornton, 2004 Wilson, Shulman & A Richert, 1987 ) .Shin, Koehler, Mishra, Schmidt, Baran, and Thompson ( 2009 ) demonstrated thatA the degree of pedagogical content cognition of a instructor contributes significantly toward effectual instruction and pupil public presentation. Furthermore, there have been an increased figure of research surveies trying to operationalize the step of instructor s pedagogical content cognition by manner of a paper pencil system or online study ( Ball, 2003 Kromrey & A Renfrow, 1991 Shin et al. , 2009 ) .Saderholm, A Ronau, Brown, and Collins ( 2010 ) have late contributed to the hunt for instructor quality by formalizing the Diagnostic Teacher Assessment in Mathematics and Science ( DTAMS ) mathematics appraisals for middle-school instructors. The dependability and cogency of the DTAMS appraisals were ab initio established by using adept inquiry composing squads and referees every bit good as reexamining national criterions for content.A DTAMS measures both capable content cognition and pedagogical content cognition in several math and scientific discipline subjects. These subjects are straight related to teacher quality and pupil accomplishment.There were two distinguishable ( DTAMS ) appraisals that were utilized in this survey. The in-field ( mathematics ) DTAMS Algebraic Ideas appraisal measuredA memorized cognition, conceptual reason, higher-order thought, and pedagogical content cognition. The out-of-field ( scientific discipline ) Physical Science appraisal measured declaratory cognition, scientific enquiry and processs, conventional cognition, pedagogical content cognition, and scientific discipline, engineering, and society cognition ( Brown, McGatha, & A Karp, 2006 ) .Purpose of the StudyThis survey was designed to mensurate the alteration in a instructor s capable and p edagogical properties if they were to learn outside of her field of survey. By understanding the grade to which a instructor s cognition spheres change when learning merely outside of their primary field of survey, pedagogues and decision makers would represent a more clear savvy as to the effects an out-of-field instructor may hold on his or her pupils. More specifically, this survey focused in on two fast related Fieldss, mathematics and physical scientific discipline. This offers an exceeding perspicacity as to the alone differences in both capable content and pedagogical content cognition that an out-of-field instructor would hold in the instruction of pupils. These differences could function as a pace stick for disposal and policy shapers as they consider the issue of engaging out-of-field instructors and supreme success or failure of their pupils and schools.It has been good established that non merely is the quality of the instructor the individual most of import schooli ng factor foretelling pupil results ( Ferguson 1998 Goldhaber 2002 Goldhaber, 1999 Hanushek, 1999 ) , but that the quality of a instructor can do the difference of a plenteous twelvemonth s acquisition growing ( Hanushek, 1992, p.8 ) . Furthermore, many research workers and pedagogues agree that a combination of both capable content cognition and pedagogical content cognition are the primary properties of a quality instructor ( Ball & A Bass, 2000 Ma, 1999 Rowland, Martyn, Barber & A Heal, 2000 Shulman 1986, 1987, 1996 ) .Research QuestionsThis research is designed to reply several inquiries. First, how much capable content cognition is gained or lost when a in-between school mathematics teacher Teachs outside his/her field in physical scientific discipline?H1 In-between school instructors certified to learn mathematics will demo a lessening in capable content cognition when they teach outside of their field, physical scientific discipline.H1a In-between school instructor s certified to learn mathematics will demo no important alteration in capable content cognition when they teach outside of their field, physical scientific discipline.H1b In-between school instructors certified to learn mathematics will demo an addition in capable content cognition when they teach outside of their field, physical scientific discipline.The other of import yet distinguishable cognition sphere that must be considered is the pedagogical content cognition of the instructor. This was done by replying the inquiry, how much pedagogical content cognition is gained or lost when a in-between school mathematics teacher Teachs outside his/her field in physical scientific discipline?H2 In-between school instructors certified to learn mathematics will demo a lessening in pedagogical content cognition when they teach outside of their field, physical scientific discipline.H2a In-between school instructors certified to learn mathematics will demo no important alteration in pedagogica l content cognition when they teach outside of their field, physical scientific discipline.H2b In-between school instructors certified to learn mathematics will demo an addition in pedagogical content cognition when they teach outside of their field, physical scientific discipline.Finally, the last set of inquiries combines the measurings for both topic and pedagogical content cognition to find an overall consequence on instructor quality. By sing both cognition domains as equal subscribers to the overall step of a teacher quality we can find the general consequence ( addition or lessening ) that in-between school mathematics instructors who teach outside of the field ( physical scientific discipline ) may see. What is the overall consequence on instructor quality when a in-between school mathematics teacher Teachs outside his/her field in physical scientific discipline?H3 The overall quality of in-between school instructors certified to learn mathematics will diminish when they tea ch outside of their field, physical scientific discipline.H3a The overall quality of in-between school instructors certified to learn mathematics will demo no important alteration when they teach outside of their field, physical scientific discipline.H3b The overall quality of in-between school instructors certified to learn mathematics will increase when they teach outside of their field, physical scientific discipline.Restrictions and Boundary linesThe population used in this survey was its primary restriction. The sample of participants included 21 instructors that were certified to learn in-between school mathematics in Illinois. The research worker administered both the Algebraic Ideas Survey ( DTAMS ) and the Physical Science Survey ( DTAMS ) . Each study took approximately 60 proceedingss to finish. A committedness of two hours of the participants clip was a big petition this limited the figure of participants willing to react to this survey. The studies were so sent to the University of Louisville Center for Research in Mathematics and Science Teacher Development ( CRMSTD ) for analysis by the research worker of this survey. The analysis included a comparing of both capable content cognition and pedagogical content cognition of the instructors for both in-field ( mathematics ) and out-of-field ( physical scientific discipline ) . The consequences of this comparing addressed straight the research inquiries found in this survey.Distinct advantages and disadvantages occur that are declarative of a descriptive research design. This survey specifically targets the relationship between in-field tonss and out-of-field tonss doing a correlational analysis an appropriate foundation. A correlational analysis lent itself of course in seeking relationships between capable content cognition, pedagogical content cognition and among the related demographics. However, no affair how important the correlativity, causing can non be inferred due to possible shape of un bridled immaterial variables.Several statistical methods were implemented so as to counter the influence certain specific variables may hold on the consequences of this survey. These variables include age, experience, educational history, and socio-economic work environment.Finally, it is of import to observe that respondents were non given the chance for elucidation of study inquiries nor did they have an chance to explicate their reading of the inquiry. Misconstrued inquiries frequently times led to an inappropriate response when in fact the participant may really good hold a clear and strong apprehension of the topic or variable features being measured.Definition of FootingsIn this research survey, it is peculiarly of import to explicitly specify any primordial footings. In the undermentioned subdivision the primary key footings are defined.Capable Content Knowledge for the Out-of-Field AssessmentDeclarative Knowledge A This cognition is entirely based on facts and definitions. Teachers with this cognition have the accomplishments to execute rote algorithmic undertakings that are indispensable to work outing jobs. The ability to remember facts, regulations, scientific Torahs and definitions is a important constituent in instruction ( Brown, McGatha, & A Karp, 2006 ) .Scientific Inquiry and Procedures A Scientific processs and attacks represent the cognition type that allows for the ability to acknowledge the elements of scientific enquiry such as placing inquiries for scientific enquiry, design and behavior scientific probes and experiments, use appropriate informations aggregation and analysis techniques, the ability to believe critically about the informations and to do logical decisions and accounts ( Brown, McGatha, & A Karp, 2006 ) .Conventional Knowledge A Schematic cognition represents a more in-depth apprehension of the nature of scientific constructs, rules and related phenomenon. Teachers with this cognition can efficaciously compare and contra st assorted scientific belongingss and features and can explicate bounds and the development of current scientific cognition ( Brown, McGatha, & A Karp, 2006 ) .Science, Technology, and Society Knowledge ( STS ) This cognition allows instructors to dyad the spread between the scientific community and its influences on society as a whole. Teachers were able to show a thorough apprehension of the function that serviceman demands play in the development and application of scientific discipline every bit good as a historical and planetary position of how scientific finds have impacted society. It is the nature by which scientific discipline, engineering, society, and current environments interact and germinate as a individual entity ( Brown, McGatha, & A Karp, 2006 ) .Capable Content Knowledge for the In-Field AssessmentMemorized learning This is most closely related to the antecedently mentioned declaratory cognition in the old appraisal. This is cognition that is based upon usin g the accomplishments and algorithms necessary for accurate calculation. This is non conceptual by nature nor is it a step of job work outing abilities. Teachers with this cognition can execute calculations affecting assorted algorithms, definitions, and a remembrance of facts ( DTAMS, 2006 ) .Conceptual misgiving This cognition corresponds most closely to Schematic Knowledge for the scientific discipline appraisal, wherein it represents the knowing and understanding why. Teachers with this cognition have the ability to do connexions between mathematical subjects and to see the general relationship that unambiguously binds these subjects into cosmopolitan constructs ( Brown, McGatha, & A Karp, 2006 ) .Problem Solving and Reasoning This cognition represents the tactical cognition needed to infer what is of import mathematical information in non-standard math jobs, and cognize how and why one can use different mathematical attacks to happen solutions to an array of applications ( Br own, McGatha, & A Karp, 2006 ) .Pedagogical Content KnowledgePedagogical Content Knowledge Lee Shulman coined the phrase pedagogical content cognition in 1985 and possibly specify it best in his ain words ( Shulman, 1987, p. 13 ) Pedagogical Content Knowledge is the ability to elucidate capable affair in new ways, reorganize and divider it, clothe it in activities and emotions, in metaphors and exercisings, and in illustrations and presentations, so that it can be grasped by pupils.Additionally, pedagogical content cognition represents a category of cognition that is cardinal to instructors work and that would non typically be held by non-teaching capable affair experts or by instructors who know little of that topic ( Marks, 1990, p. 9 ) .For this survey the term Pedagogical Content Knowledge most closely reflected the following definition from the Diagnostic Teacher Assessment in Mathematics and Science This cognition represents strategic cognition for mathematics teaching - cognizing when, where, and how to outdo Teach mathematics ( Brown, McGatha, & A Karp, 2006, p. 1 ) . Once once more these appraisals concentrated on the usage of pedagogical content cognition in the rectification of pupil misconceptions about mathematics. Teachers with this cognition can fulfill two standards acknowledge the pupils misconceptions, and depict the most effectual ways to learn peculiar mathematical constructs utilizing the most powerful analogies, illustrations, illustrations, accounts, experiments, and presentations.Middle School TeachersFor the intents of this survey in-between school instructor is defined as any instructor certified to learn 6th, 7th, and 8th class.Significance of the StudyTeachers in high poorness, high minority schools are more likely to be less experient, less educated, learning on exigency licenses or releases, and learning topics for which they are non qualified ( Carroll, Reichardt & A Guarino, 2000 Darling-Hammond, 2002 Goe, 2002 Ha nushek, Kain, OBrien, & A Rivkin, 2005 Ingersoll, 2002 Lankford, Loeb, & A Wyckoff, 2002 Marvel, Lyter, Peltola, Strizek, & A Morton, 2007 Peske & A Haycock, 2006 Scafidi, Sjoquist, & A Stinebrickner, 2007 Useem & A Farly, 2004 ) . Mathematicss and scientific discipline, in peculiar, are typically targeted as Fieldss most enduring from deficits ( Grissmer & A Kirby, 1992, 1997 Liu & A Ramsey, 2008 Murnane et al. , 1991 National Commission on Mathematics and Science Teaching, 2000 Weiss & A Boyd, 1990 ) . In fact, legion high-profile studies from organisations including the National Academy of Sciences ( 2006 ) , the National Research Council ( 2002 ) , and the US Department of Education ( 2002 ) have straight tied mathematics and scientific discipline instructor deficits to the quality of educational public presentation and, in bend, to the future wellbeing of the economic system and the security of the state.Although many in-between school decision makers may exp erience it necessary to use instructors in countries for which they are under-qualified, this survey may bespeak the hazards to student accomplishment based on an out-of-field policy. Research has systematically pointed to effectual instruction as the most important factor impacting pupil accomplishment ( Babu & A Mendro, 2003 Manizade, 2007 Rivkin, Hanushek, & A Kain, 2005 ) . This survey is important to foster the apprehension of the benefits and/or hazards of utilizing out-of-field instructors in a in-between school scientific discipline category.Repeating the educational demand for quality instructors, the research community including the Research and Development ( RAND ) Mathematics Study Panel of 2003 had called for increasing criterions for teacher readying plans ( RAND, 2003 ) .This survey would offer some penetration as to the direct and distinguishable difference in instructor quality when sing a arrangement of an out-of-field instructor into a schoolroom that they are non to the full prepared to learn.DecisionAdditions in pupil accomplishment are, more frequently than non, accredited to the quality of the instructor. Loopholes in the hiring patterns of quality instructors have led to an addition in out-of-field instructors in the schoolroom. In chapter 1 it was stated that research workers normally view teacher quality as a combination of both capable content cognition and pedagogical content cognition. The intent of this research was to mensurate the difference in teacher quality between in-field and out-of-field instructors. The consequences of this survey are important in that it contributes to the broader apprehension of how out-of-field instructor impact instruction.Chapter one is an overview of the research that was performed an debut to the background of the job, intent of the survey, research inquiries with hypotheses, definition of cardinal footings, restrictions of the survey, and the importance of the survey. In the undermentioned ch apters, there is a reappraisal of the relevant research related to this survey, an account of the methods employed, informations analysis with an account of the consequences, and a treatment of how the consequences could be applied.

Mount & Blade Warband Faction

scene and Blade Warband Quick run to the Nations Mount and Blade Warband already from the start throws you into somewhat deep waters, enquire you where do you wish to begin your adventure. The choice energy feel analogous purely a scratch line point, since you can go anywhere you wish on the map, do whatever you like, with bring out any bailiwick constraints. But to the more c beful observer, each nation, both as a starting point, ally and social unit choice has its individual strengths and weaknesses. In this guide we leave alone look briefly at each nation, so that you might bring on an easier choice deciding who is dress hat sided with, at the beginning.Map of Caldaria. Orange- Swadia, White- Vaegirs, Blue- Nords, Yellow- Sultanate, Purple- Khergit, Green- Rhodok. Mount and Blade Warband Quick Guide to the Nations farming of Nords These merry fellows, who look like Vikings, atomic number 18 the strongest shock troops you can find. A Nord Huscarl might non remove a war-horse like a Swadian Knight, merely his axe does the talking. When gathering a Nord personnel depart handst you will immediately notice a substantial overlook in sawhorse, as well as a general lack in proper ranged units. What they lack in those two beas they bring in up in high quality understructure. Nord human foot uses axes.Be it strife axes, two-handed axes, throwing axes, or forks with axes. They will excessively have a selection of blades and some opposite thrown weapons. They will use exclusively polish ramparts, and an orderly round shelter wall will never be pierced by any antiaircraft. Nord base too uses quality armour, which gives them a decent edge against opponent fundament and cavalry, while their shields will block most types of ranged weapons with eternal sleep. Due to their sturdiness and weapon choice Nords ar useful both as an attack, and a defense sop up. A dense group of Nord warriors will create an impenetrable wall of shields and ax es in the open.During an attack, Nords will storm a citadel, and with mild ease destroy any shields the defenders could be using. Meanwhile, a Nord defense repulse back guarding a castle might as well be outnumbered 101, given the right circumstances, and still win. A Nord shield wall awaiting a worthy foe. The Nord lack of cavalry and proper ranged weapons does mean they atomic number 18 slow on the outside map and during a battle. When commanding a Nord force, keeping a tight formation manner e precisething. Dispersing your force could mean that enemy ranged weapons or cavalry will cut down individual warriors with ease.If you are severely utnumbered, or forced to get by a force made up of cavalry, your only rely is to bunch up as closely together as possible, and hope for the best. Hide behind a hill, so that enemy archers are not as effective, and once the enemy is a short duration away, even out. As a starting point, the Kingdom of Nords is a substantially location. You can easily find good deals for Salt with your neighbours, as well as obtain cheap Iron and in the raw Silk from the Kingdom of Vaegirs. found on my experience, most business types do not work out in Nordland, so stick about to trading goods.The main(prenominal) danger of Nordland are Sea Raiders. These are nigh tier outlaws which can witn ease narrow out an inexperienced company of warriors. Stay clear of them untill you are certain you can struggle them. As an ally, the Nords have a gently good position. They have only two neighbours, and a sea behind them. Kingdom of Swadia Swadians are something between the English, and the French. They rely on their cavalry, which in a full charge can break even the toughest foes. Although separate nations have cope withly effective Knights, the Swadians appear to excel stat wise, and boilersuit use better equipment.In other areas the Swadians do not appear to be that ar off from other nations. Their higher tier infantry is decent i n combat, and the Swadian sharpshooters make for decent ranged units. However, if you rely on Swadian cavalry too heavily you could wake up in a number of horror scenarios. For example, running out of funds, fighting on hilly terrain, fghting a highly experienced Rhodok force or being forced to Auto Battle. Training Swadian Knights is expensive, and their upkeep is terrifying. Their need for flat terrain makes them useless on hilly terrain, and against a forest of spears they will often get bogged down and killed.Often the best technique to win a battle as a Swadian force is to create an infantry main force to occupy the enemy. Then, while the enemy is fighting your infantry, annex with your Knights. Swadians make fine castle defenders and attackers. Although they lack the push of the Nords, or the spears of the Rhodoks, their armour and study cannot be underestimated. Swadian Knights and Men at Arms, preparing for their charge. On the other hand, Swadian cavalry *is* expensive. R ebuilding a lost force will cost you a fortune, and up keeping it might drain your coffers entirely.If you are poor, or have fusss btaining a decent in get on with, you might wish to look for alternatives. As a starting point, Swadia is in the mall of e actuallything. This means you have equally far to all the other towns and nations, but it lacks any special green goods which you could produce cheaply. As an ally, Swadians can shock, in the positive and negative way. Since they are surrounded from all sides, a war on multiple fronts will leave them broken and divided. On the other hand, when Swadians do come around to assail a wholeness nation, they can overwhelm with ease. Kingdom of Rhodoks The Kingdom of Rhodoks are a fun bunch.Fun, because they are affordable and incredibly disciplined. Rhodoks have two strengths their spears and their crossbows. Although it is easy to dismiss Rhodok units as kernel Infantry that only means you fought against the A1. Rhodok crossbowmen ar e a terrifying sight to behold. Combined with your Rhodok infantry forming a shield and spear wall almost no force can push through them. Cavallery will be annihilated witn a well placed R concentration. Much like the Nords, you do not sine qua non to spread your infantry too far. Unlike the Nords though, the Rhodok are not that good on the attack.Their weapons re not designed for shameing but defending. On the other hand, Rhodok shields offer excellent cover during a siege attack or defense, allowing them to survive for much longer than usual. The strength of Rhodok Crossbowmen cannot be underestimated. They have incredible ranged abilities, while also being half-decent in combat, making it possible to use them as improvised close combat infantry. Rhodok Infantry countering a Sultanate charge. Rhodoks do lack cavalry. You might have incredible infantry, but you will be slow on the domain map, and you will need to lend some horsemen from another nation if you ant to flank the ene my.Rhodok forces can turtle forward. Taking on wave after wave of attackers, as they move steady forward. The problem is that the A1 often does not think that way. The Rhodoks, Just like the Nords, are in a thin tight corner. Their nation is often plagued by mountain bandits, and they lack a proper cheap shell out good, but their natural terrain works well with their spears, creating a living nightmare for their neighbours, who incidentally rely on cavalry heavily Swadians, Khergits and the Sultanate. Kingdom of Vaegirs The Vaegirs are an interesting force to use.They have Infantry, Ranged and Cavalry nits, on the other hand their elite units often lack shields, making them a force highly vulnerable to ranged attack. Vaegir archers are also the best foot bowmen in the game, as such you have a force which is mildly vulnerable to a ranged attack, while also being able to retaliate with their own barrage. Unlike other armies, Vaegir top-tier units prefer two-handed weapons, making th em highly dangerous units to face off against, if outnumbered. Both Vaegir Knights and the Vaegir Guards will whirlybird away at the competition. The question is how penalizing is their lack of shields?It all depends on the situation. When faced against Rhodoks you could find yourself losing more men due to the crossbow barrage, on the other hand you have something to counter ranged units, Vaegir cavalry. Vaegir warband. In a siege assault situation your main weakness is a possible lack of shielding, making you lose units much more quickly. In an open field that could also be a problem if you want to play defensively Use terrain to your advantage, or use your force Just like you would play as the Swadians. Make your main force occupy the enemy while you tan w n the cavalry.As a starting point, the Kingdom ot Vaegirs is not a bad place to be at. They might have tundra bandits and initially some very weak units, but the trade benefits are very high. Vaegir ports tend to have some low er priced Raw silk, making it a good place to trade for higher cash. Finding some cheap weightlift will also deliberate you a long way. Trading with the Nords for Salt will only make you richer. Vaegirs tend to have little to no problems with neighbours. Although they could be considered surrounded they can cope with a single or two opponents at the same time.Khergit Khanate The Khergits have one strength no other force can match, almost every single one of their units is on horseback. A fully developed Khergit force will have Lancers and archers on horseback, making it the most mobile force in the game. On the world map they will move quicker than other armies, and on the battlefield, open fields is what a Khergit air force officer would love most. However, this reliance on cavalry is risky, and although Khergits excel on the field of battle, during a siege they are much weaker than one would wish.The Khergits are masters of firing off horseback. at a lower place the players co ntrol they can pile an enemy force indefinitely, untill the foe is so badly bloodied that a Lancer charge will finish them off. Under the A1, Khergits under perform, since they will often charge into an enemy force, making them easy prey for Rhodoks or Nords. The Khergit Lancers are weaker and less armoured than other cavalry formations, but they can still hold their ground, and during the initial charge, take out a number of foes with their lances.Khergit Lancers awaiting the enemy. Khergits are very poor while defending or attacking a castle. Their lancers will be outperformed by most equal or higher tier infantry. Although their archers will pepper away at a foe, it is a bad idea to assume that you can take out the enemy uicker than they can take out your infantry. As such, when protecting your castle, always include infantry from another nation. Lancers are simply unreliable. Meanwhile, if you face against them, bring a fast(er) horse, a high concentration of infantry or a very big shield.As a starting point, the Khergits have the best towns to produce and merchandise dyed textiles. Although it is the most expensive business type, it is the most profitable in Khergit lands. Trade in their ground is risky on lower levels, due to Steppe Bandits. If you have a small caravan, or poorly prepare men, Steppe Bandits will mob you with their horses. They are also incredibly quick, making it very hard to outrun them. As an ally Khergits are surrounded by foes all around. Swadians, Sultanate and Veagirs are all risky sparring partners.As a commander, you will have access to the fastest army around, so if you do not want to fight enemy armies, you might as well hit and run weaker lords or raid villages and flee sooner the enemy can retaliate. Sarranid Sultanate The Sarranid are a new addition to Mount & Blade. Some would say that they are a mirror image of the Swadians. The Sarranid Mamluke and Swadian Knight go head in head for the title of the best cavalry in M ount and Blade. However, unlike the Swadians, the Sarranid suffer from a sub-par high-tier infantry. The Sarranid Guard is considered the weakest high level infantry in the game.This is because they lack any apparent weakness, while also lacking any strength. They are considered generalists, but as such, they can be adapted tor ditterent tasks. Meanwhile, Sarranid police captain Archers are devastating ranged units. On the level, if not above, of the Veagir Marksman, Sarranid Master Archers are well armoured, with excellent ranged abilities. However, Just like all other ranged unit types, the Master Archers lack any lose combat abilities. Remnants of a Swadian force are about to learn why does the forego belong to the Sultan. What is the weakness of the Sarranid?Their infantry for one, but Just like the Swadians, it is easy to be carried away and commit your money into elite cavalry. Not only that, but the upkeep will be comparable of a full Swadian force. If you do not have a su bstantial income you will become a very poor lord, very quickly. As a starting point, Sarranids suffer a bit from the same problem as the Swadians. They lack any specific low-cost and profitable good. Another problem is the size of the Sultanate. Villages and towns are often dispersed, and reaching one end of the Sultanate from the other could take even two days.This is also a problem when fghting wars. Reacting quickly to events on either side of the Sultanate is nearly impossible. Among their neighbours you have the Khergits, Swadians and Rhodoks. With a trained force a war against the Khergits does not pose any threat, however Swadian and Rhodok forces will stand on equal terms with you. Let us also not forget about Desert Bandits, who, Just like Steppe Bandits, will outrun you, and if you lack an experienced force, annihilate you. Alexander WriterX Bielski