Learning English Essay Example for Free

Learning English Essay As an international student, learning English was a big challenge. For one thing, I grew up speaking my native language most of the time, and I only speak English when just necessary, such as talking to American or English strangers. This is why I found it hard to learn English, and there is still room for many improvements. At first I thought that once I studied English, I would learn quickly. But I found out it was hard because my tongue got used to speaking my native language. The hardest part was mastering the subject-verb agreement. Every time I speak, I struggle with evaluating whether the subject and the verb match. Sometimes I use verb with s when I refer to plural subjects. I also had difficulty understanding sentences that have very long subjects. For instance, A mountain range that sits between two larger mountains overlooking the valley is/are very beautiful. When my friend or anyone I talk to use this kind of sentence, I easily get lost from what he means to say. Thus, sometimes I misinterpret what he says. I guess the learning process took longer for me. But I am thankful that my experiences were training ground for the changes that took place. Also, the formalized learning from the classroom helped me a lot to learn another language (Smith). Little by little, I learned the right pronunciations of words. My teacher and my classmates and friends correct me when I wrongly pronounce a word or my sentence is grammatically incorrect. Reading has also helped greatly. I tried to understand what I read, and apply what I learned. I have also read short stories and I studied the way sentences are constructed. Learning from reading is advantageous. Aside from learning grammar, spelling, and understanding meaning from the books I read, reading has also opened my eyes to the many things that remained undiscovered to me. I can say that until the present time, I’m still learning. It has helped me greatly in dealing with day to day issues in the United States. Work Cited Smith, Mark K. 2003. â€Å"Learning Theory. † 26 February 2009 http://www. infed. org/biblio/b-learn. htm.

The War Room Essay Example for Free

The War Room Essay The documentary by D.A.Pennebaker and C.Hedgus investigates two sides of the medal associated with the presidential campaign of Bill Clinton. It gives an overview of pipe laying and backstreet intrigues performed by the representatives of Bill Clinton’s campaign. The chief person of the backstage side is James Carville. He is imposing and respectable manager of the campaign who stresses his logical ability to solve problems and emotional potential to override his followers. His persuasive way of speaking and charismatic personality outshines pale character of his partner George Stephanopoulos with whom they are responsible for the success of Bill Clinton’s political campaign of 1992. George Stephanopoulos is intelligent, dignified, mature person, who, however, lacks emotionality and public energy necessary to make electorate fall in love with him. Although perceived as inexperienced and excessively quiet person, George Stephanopoulos gives an impression of stability due to his belief that Bill Clinton will change the economic and political situation in the country for better. James Carville has enormous magnetism and wins over millions of people throughout the USA not only because of his inexhaustible intellect, but also because of his ability to logically prove his case. His speeches are characterized with pure genuineness and desire to explain difficult things and find common language with his listeners. The movie describes the efforts and decision-making of the two men with respect to Bill Clinton and his transformation from unpopular stranger to the American President. Improving the prestige of the future president among population, James Carville and George Stephanopoulos deal with numerous accusations of draft-dodging and adultery. To protect the authority of their leader, through the movie they compose professional and effective ads based on moral values and stereotypes of the American culture. During brief breaks they sometimes get a chance to have a snack as well as take a short nap at night. Actually, a big part of the movie grabs audience’s attention by depicting the professional activity of James Carville while he tries to smooth the situation with Gennifer Flowers, works on TV commercial, and carries on dialogs with the Republicans. Showing Carville’s girlfriend Mary Matalin who works as a strategist during Bush’s campaign, the director of the movie arouses interest among the audience. Pennebaker and Hedgus succeeded in their attempt to portray politicians as ordinary people who eat, drink, sleep, and hesitate discussing everyday problems common to people all over the world. Unlike news summary, the directors did not add voice to movie giving audience a chance to critically analyze what they see and independently form their own opinions. Contrary to general point of view regarding the cynicism and dishonesty of politicians the movie gives an insight into the whole process of political campaign intertwined with morality, warmth, and belief in future. Regardless of the fact whether the audience sticks to the Democrats, Republicans, or finds itself somewhere in between, the movie The War Room grabs attention of people highlighting human aspects of politics breaking down stereotypes about total mud and pessimism inside political circles. The directors have emphasized the role of people and their attitudes rather than the consequences of their actions, selfish ends, or lucrative impulses. Works Cited The War Room. Dir. D.A.Pennebaker C.Hedgus. Universal, 1992.

Features of Different Types of Early Childhood Program Models

Features of Different Types of Early Childhood Program Models Choosing a programming model, organizing the environment, and developing a program plan that is responsive to the needs of children, Early Childhood Educators, and families is a complicated and difficult process. ECEs must consider many elements of childrens development and combine their knowledge of child development with the preferred program model philosophy when planning an environment for children. It is important to know that many different program models exist and that each program model offers different features. Class Field trip We are going on a field trip! Tonight we are going to visit 3 different Early Childhood Programs. Each program is based on a different model or philosophy on how children learn and succeed. Waldorf Program Mode Montessori Program Model First Nations Head Start Program Model First Stop: Waldorf Program Model Founder Rudolf Steiner Waldorf Program Approach Curriculum and experiences come from the children and that knowing children well is essential to planning a learning environment that supports childrens whole development. Suggests that an arts-based curriculum supports childrens whole development, and so image, rhythm, movement, drawing, painting, poetry, and drama are core components. Because of the arts-based experiences, attention to the environmental aesthetics is necessary. Contrary to the thinking of many educators, Steiner pointed out that teachers do not provide experiences for students. Adults provide the conditions, such as the materials, space, schedule, and options, but the children lead the program design and implementation. Frequently asked Questions about the Waldorf Model: http://www.whywaldorfworks.org/02_W_Education/faq_about.asp What is Waldorf Education? Answer: Based on the work of Rudolf Steiner, the curriculum draws on the natural nature of children, with emphasis on childrens learning through imagination and fantasy. Academic content is held to a minimum while art and movement are the core elements of the curriculum What is the Preschool Kindergarten Waldorf Program Like? Answer: The goal of preschool and kindergarten is to develop a sense of wonder in the young child and reverence for all living things. This creates an eagerness for the academics that follow in the grades. The Waldorf Preschool; a time for imitation and play young children live in a rich world of play and discovery. They are completely open and deeply influenced by all that surrounds them. What they see and hear they imitate; unconscious imitation is the natural mode of learning for the preschool child. Everything around the child is absorbed. Accordingly, the preschool is a world of harmony, beauty and warmth. Toys in the preschool are made from natures gifts: wood, sea shells, stones, pine cones, lambs wool. The simpler the toys the more active the childrens imagination can be. Formal intellectual or academic schooling is excluded from the Waldorf Preschool. With an active imagination, energetic physical development, and a true curiosity for the world, children are best prepared for the challenges of formal schooling and later life. (Paraphrased from the South African Federation of Waldorf Schools) Preschool and Kindergarten activities include: storytelling, puppetry, creative play singing, dancing, movement games and finger plays painting, drawing and beeswax modeling baking and cooking, nature walks foreign language and circle time for festival and seasonal celebrations What about the Waldorf Program for Elementary and School-Aged Children? Answer: Elementary and middle-school children learn through the guidance of a class teacher who stays with the class ideally for eight years. The curriculum includes: english based on world literature, myths, and legends history that is chronological and inclusive of the worlds great civilizations science that surveys geography, astronomy, meteorology, physical and life sciences mathematics that develops competence in arithmetic, algebra, and geometry foreign languages; physical education; gardening arts including music, painting, sculpture, drama, eurhythmics, sketching handwork such as knitting, weaving, and woodworking What is unique about Steiner Waldorf education? How is it different from other alternatives? (Public Schooling, Montessori, Head Start, etc.) http://www.steinerireland.org/faq/#2 Answer: The aim of Waldorf schooling is to educate the whole child, head, heart and hands. The curriculum is as broad as time will allow, and balances academics subjects with artistic and practical activities. Steiner Waldorf teachers are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in the service of teaching academics, an internal motivation to learn is developed in the students, doing away with the need for competitive testing and grading. Some distinctive features of Steiner Waldorf education include the following: Academics are de-emphasized in the early years of schooling. There is no academic content in the Steiner Waldorf kindergarten experience (although there is a good deal of cultivation of pre-academic skills), and minimal academics in first grade. Reading is not taught until second or third grade, though the letters are introduced carefully in first and second. During the elementary school years (grades 1-8) the students have a class (or main lesson) teacher who stays with the same class for (ideally) the entire eight years of elementary school. Certain activities which are often considered frills at mainstream schools are central at Steiner Waldorf schools: art, music, gardening, and foreign languages (usually two in elementary grades), to name a few. In the younger grades, all subjects are introduced through artistic mediums, because the children respond better to this medium than to dry lecturing and rote learning. All children learn to play recorder and to knit. There are no textbooks as such in the first through fifth grades. All children have main lesson books, which are their own workbooks which they fill in during the course of the year. They essentially produce their own textbooks which record their experiences and what theyve learned. Upper grades use textbooks to supplement their main lesson work. Learning in a Steiner Waldorf school is a noncompetitive activity. There are no grades given at the elementary level; the teacher writes a detailed evaluation of the child at the end of each school year. The use of electronic media, particularly television, by young children is strongly discouraged in Steiner Waldorf schools Tour: Waldorf Preschool: http://picasaweb.google.com/lh/photo/a_rcQD5Yh7nfhAYpfBKHuQ In Class Discussion What did you like about the Waldorf Program? Is there anything you didnt like about the Waldorf Program Model? Second Stop: Montessori Program Model Founder-Maria Montessori Montessori Program Approach Montessoris method requires teachers to conduct naturalistic observations and carefully prepare environments with experiences that become more complex and that are self correcting. Children will interact with materials described as work tasks. Children are given the choice of material that they wish to explore, and the adult demonstrate the steps to be carried out when using the new material. Then the children may use the materials, which focus on daily living, sensory, academic, or cultural and artistic experiences. An example of a work task in a Montessori classroom is polishing shoes. On a child-sized tray, the adult organizes the buffing cloth, the polish, and the shoes. The adult demonstrated to the children what each cloth is for, how to open the polish, how to dip the cloth into the polish, how to apply the polish, how to buff the shoe and to reapply polish. Once the demonstration is complete, children my pursue the work task independently. Frequently asked Questions about the Montessori Model What is Montessori Education? http://www.a-childs-place.com/faqs.html Answer: Montessori is a philosophy of education popular throughout the world that encourages and supports the unfolding of a childs maximum potential by assisting the child to educate herself at her own pace.   Its main beliefs are: each child is a unique individual and has the ability to explore her own capabilities given the right environment; children have sensitive periods for learning (i.e., for language, order, movement); very young children learn through their unconscious absorbent minds; observation is crucial; appropriate developmental environments and expectations are essential.   The philosophy respects the individuality of the child, her freedom and choice within limits.   The role of the adult in the environment is to assist the child to meet her needs thus leading her to explore her identity, independence and realize her full potential.   An environment is prepared to guide the child in self directed activities with hands-on sensory activities.   The concrete materials require movement and the use of his hands to develop his mind.   The philosophy respects the natural abilities and progression of each individual childs development. How does Montessori differ from traditional education? http://www.a-childs-place.com/faqs.html Answer: Montessori education differs from traditional education in many ways but probably the most fundamental difference is that Montessori is child-centered whereas traditional education is teacher-centered.   Please see the list of comparison below that has been adapted from the American Montessori Society: Montessori Education Traditional Education early start in school (2-3) late start in school (5-6) 3-year age range per class one age per class freedom to move about choose work seated at desks community atmosphere little socialization individual lessons large group lessons self-correcting materials teacher as source of answers natural, logical consequences rewards and punishments longer free work periods frequent interruptions enhanced curriculum limited curriculum progress of student as test peer comparison as test emphasis on learning emphasis on grades emphasis on individuality emphasis on conformity progress at individual rate annual promotion emphasis on selfcontrol teacher as disciplinarian PEACE in education corporal punishment strong school/home ties little parent involvement observation based progress reports graded report cards child centered schedule adult centered education Why does Montessori have mixed age groups? http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Mixed age groups free children to enjoy their own accomplishments rather than comparing themselves to others. Older children provide leadership and guidance, and benefit from the satisfaction of helping others. Younger children are encouraged by attention and help from older children. They learn through observation of older children. At the same time, older children reinforce and clarify their knowledge by sharing it with younger ones. Children easily learn to respect others, and at the same time develop respect for their own individuality. This interaction of different age children offers many occasions for building community, as well as nurturing the development of self-esteem. This encourages positive social interaction and cooperative learning. With mixed age groups and individualized teaching how do Montessori teachers keep track of all the children?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: The Montessori method is based on scientific observation. A key aspect of a Montessori teachers training is learning how to systematically observe when a child reveals an especially strong interest towards a piece of knowledge or skill. Teachers observe for childrens independence, self-reliance, self-discipline, love of work, concentration and focus. They also observe for the mood of the class an overview of the mood of the whole class as well as the mood of individual children. In addition to keeping observation notes, teachers keep records of lessons presented to individual children and record childrens progress in working toward mastery of skills. Is there too much individual work in Montessori? Do children learn how to get along with others?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Montessori children are free to work alone or in a group. Although younger children do often choose to work alone as they master challenges, there are many aspects of Montessori schools that help children learn to get along well with others. They learn to share. They learn to respect each others work space. They learn to take care of materials so other children can learn from them. They learn to work quietly so others can concentrate. And they learn to work together with others to take care of the classroom. As they get older, most children choose to work in small groups. Tour: Montessori Preschool How are Waldorf and Montessori Models Different? Please take some time to read the following article titled Waldorf vs Montessori. How are the programs the same? How are the two different? http://www.jnorth.net/mindmaps/personal/parenting/parenting%20research/Waldorfvs.Montesorri.html Dear Class: If you are interested in learning more about the Montessori Method please take sometime and enjoy the information provided below: The Video is a youtube video so some of your computers may not open it up. Montessori Video: http://www.youtube.com/watch?v=OM1Gu9KXVkk The Montessori Method-The Classroom: http://www.circleofinclusion.org/english/approaches/montessori.html Head Start Approach: http://www.hc-sc.gc.ca/fniah-spnia/famil/develop/ahsor-papa_intro-eng.php The Aboriginal Head Start On Reserve initiative is designed to prepare young First Nations children for their school years, by meeting their emotional, social, health, nutritional and psychological needs. This initiative encourages the development of projects that are comprised of the following program components: culture and language, education, health promotion, nutrition, social support and parental involvement. The program encourages the development of locally controlled projects in First Nation communities that strive to instill a sense of pride and a desire to learn; provide parenting skills and improve family relationships; foster emotional and social development and increase confidence. It is also designed to assist parents enhance their skills which contribute to their childs healthy development. Frequently Asked Questions about the Aboriginal Head Start Model First Nations Head Start Standard Guide What is the objective of Aboriginal Head Start? Answer: To provide First Nation children with the opportunity to develop their physical, emotional and social needs in a culturally relevant environment. The goal of Head Start is to provide all children with a safe, nurturing and enjoyable learning environment that supports their development with the skills and knowledge necessary to succeed in their present environment, in school and in life. Does the Head Start model see Parent(s)/Guardian(s) as important to a childs learning? Answer: Head Start will provide First Nations parent(s)/legal guardians/extended family with assistance and support in acquiring good parenting and life skills through activities such as workshops and information sessions. Parent(s)/legal guardian(s)/extended family are important partners in the process of planning and implementing a curriculum, and are crucial in reviewing the effectiveness of it. What does a Head Start Curriculum Include? Answer: It is recommended that First Nations Head Start projects establish a curriculum that reflects the developmental needs of the children of the program as well as the six program components: nutrition, education, family involvement, social supports, health promotion and culture and language. Development of a curriculum may also include input from an early childhood education specialist, parent(s), Elders, cultural advisor and/or other appropriate resource person(s). A curriculum may include, but not limited to the following components: provide opportunity to learn through play provide a balance of structured learning environments and natural environments provide opportunity to enhance school readiness skills and cognitive development supports fine and gross motor development uses lots of teaching materials including, but not limited to age and culturally appropriate books, videos, computer programs, toys, guest speakers provides learning experiences through food preparation and through sampling a variety of nutritious foods including traditional foods encourages role playing and dramatic play encourages conversation and language skill development provides the opportunity for the children to express their feelings, concerns, ideas and fears provides learning experiences that are age and developmentally appropriate and respective of the individual child provide learning experiences that are culturally appropriate provides opportunity to further develop socialization skills provides learning opportunities to develop child awareness of safety in the home, at school and in the community allows for creative expression through art, music, dancing, singing and storytelling provides opportunity for sensory learning including touch, taste, smell. sight and hearing provide both indoor and outdoor activities and learning experiences Components of Quality Programs In Class Activity Your friend is returning to work after having been a stay-at-home parent. You have been asked to visit a child care center for this friend to determine if it is a quality center, one that you would recommend for her child. What indicators or aspects of quality will you be looking for? Quality Indicators Quality Indicators are predetermined outcome measures used to determine the level of quality to be achieved or that has been achieved. Indicators of Quality Personal suitability and educational preparation of early childhood educators The Canadian Child Care Federation indicates the need for early childhood educators to have experience and formal post-secondary studies in early childhood education. ECE participate in continuous learning that supports their ares of interest, specialization, or identified needs. They mentor new ECE entering the field Early learning and child care environments Early learning and child care programs respond to childrens needs by offering continuous opportunities for learning and nurturance. The goals of the service or determined by the needs of the children and the shared philosophies of parents and care providers. All practices that take place are based on sound child development theories and practices. Group size and ratios Small group sizes support the quality of interaction among children, peers and adults, and they provide more opportunities for each child to have a one-on-one conversations with ECEs. Adult interactions The early childhood educator develops and nurtures an open, friendly and informative relationship with each childs family and encourages their involvement. ECEs believe in mutual respect, trust, and co-operation among colleagues, peers, families, and community partners. Health and nutrition Effective health and nutrition principles and practices are role modeled on a daily basis Safety ECEs examine indoor and outdoor play space and programming strategies to ensure that safety practices are being followed, while allowing and encouraging children to take safe risks. Partnership Early learning an child care staff form partnerships among parents, colleagues, all levels of government, training institutions, and provincial, territorial, and national organizations related to early learning and child care. Respect for cultural values and diversity Early learning and child care settings incorporate family and community cultural attributes into the program. Assessment and evaluation Early learning and child care programs establish a process for evaluating and assessing all aspects of their program delivery. Action plans are developed, implemented, and evaluated at frequent intervals as a way to monitor the intended change in practice. Family support Early childhood educators respect and support the needs and attributes of families Elements of Quality Environments Traditionally three critical elements were used to identify quality Early Childhood Programs: the adult/child ratio the number of children in a group the staffs professional education Types of Quality Structural Quality adult/child ratios maximum group size educational training of the staff Process Quality relationships developmentally appropriate activities caregiver consistency parent involvement warm, sensitive nurturing care giving Caregiver Characteristics Education Experience includes ongoing professional development ECEs who have post-secondary education in ELCC tend to be more responsive to the children, provide children with stimulating activities that are developmentally appropriate support the parents Stability Job Satisfaction caregiver continuity is important for infants toddlers because they are in the process of forming attachment relationships ECEs that are satisfied with their new jobs are more likely to provide encouragement and guidance. Contextual Factors infrastructure directors/coordinators administrative style and the organizational climate wages working conditions such as paid preparation time, opportunities for professional development and appropriate adult child ratios government regulations and funding community relationships family involvement Engagement | Exploration | Application | Connection | Top created 12-Oct-2009 modified 04-Nov-2010 glossary copyright

Translating for Social Change :: Essays Papers

Translating for Social Change Frequently in "Feminist Political and Social Thought" taught at SUNY Albany, by Dr. J. Hobson, I found myself simultaneously inspired and frustrated by the theory we were assigned to read. Authors such as bell hooks, Uma Narayan, Ann Russo, Kimberly Crenshaw, Andy Smith, John Stoltenberg, and Judy Baca did such wonderful jobs of pointing out the problems of perspective that stymie the feminist movement from achieving its goal to facilitate the bonding of the oppressed across differences, in order to overcome all oppressions. Unfortunately when combing through these authors intricately written, often jargon-ridden words, it was difficult to make practical sense of their insights. I understood what many of them were saying and in many cases I couldn't agree more, only I could barley imagine how these theories might be applied to real life scenarios. Furthermore, it was difficult for me to see how much of this would come to any use-say the next time someone made a racist, homophobic, We stern-centric, sexist comment at work, or at the Thanksgiving dinner table for that matter. How could I possibly communicate the things that had been discussed in the classroom, laced with words like paradigm, praxis, pedagogy, and a completely deconstructed concept of the word "culture"? All these things would need an introduction of their own-and that may work in a classroom-but rarely in a conversation! In this essay I will approach the issue of communicating themes Women's Studies and other relatively obscured disciplines concerned with social change outside of academia, where jargon-laden talk will not work. In her essay "Educating Women: A Feminist Agenda" bell hooks asserts that a feminist movement to end sexist oppression that ignores communication with the majority of women and men (i.e. those outside of academia) is a movement that has no hope of realizing its goals for social change. Hooks contends, "The ability to "translate" ideas to an audience that varies in age, sex, ethnicity, degree of literacy is a skill feminist educators need to develop . . . Difficulty of access has been a problem with much feminist theory" (111) One educator/activist who demonstrates hooks' idea in his teaching techniques is Glenn Omatsu. However as an educator Omatsu does not put the onus of translation solely on himself, he holds his students responsible for translating what they have learned in the classroom for people outside of the classroom and in the community beyond the university campus.

Robert Frosts The Oven Bird Essay example -- Robert Frost

Robert Frost's The Oven Bird In his 1916 poem "The Oven Bird" (Baym, Vol. D 1188), Robert Frost chooses a title that presents a single, natural image of a particular species of bird. The title not only identifies this "mid-summer and...mid-wood" bird as the "singer everyone has heard" in the first line, it also establishes the "nature image" as a main theme in the poem. The bird's song presents images of "solid tree trunks," "flowers," and "pear and cherry bloom," while imposing its individual voice on the landscape. This motif is a defining characteristic of many romantic writers, including the transcendental writers of the nineteenth century American Romantic period. In his little book Nature, Emerson writes, "I am the lover of uncontained and immortal beauty....In the tranquil landscape...man beholds somewhat as beautiful as his own nature....Nature always wears the colors of the spirit" (Baym, Vol. B 1108, 1109). Emerson endows nature with everlasting life, beauty, and passion. Therefore, he feels that he (a nd everyone else) can realize and experience the beauty of human existence by immersing himself in the landscape. And, like the oven bird, he imposes himself on the landscape through his individual essence (in Emerson's case his spirit). Despite the initial parallels with the Emersonian persona, the bird's song takes life and beauty away from the natural images that it describes, denying the immortal quality of nature. In "The Oven Bird," several natural images, traditionally symbolizing strength and beauty, construct a romantic landscape. But, these images are individually deconstructed, leaving the natural scene as a whole barren and hollow. Frost crafts a poem that is dependant on nature for both its subject and it... ... he holds on to the romantic notion that nature reflects the human experience. Where Emerson says, "I am nothing. I see all" (1109), Frost would say, "I am nothing. I see nothing." Therefore, in "The Oven Bird," Frost reconstructs the romantic perspective of the nature image by removing the romantic ideals of immortal beauty and spirituality that are associated with the perspective, and imposing the modernist zeitgeist upon this traditionally romantic subject. Works Cited Frost, Robert. "The Oven Bird." The Norton Anthology of American Literature. Volume D. Ed. Nina Baym. New York, London: Norton, 2003. 1188. Emerson, Ralph Waldo. Nature. The Norton Anthology of American Literature. Volume B. Ed. Nina Baym. New York, London: Norton, 2003. 1106-1134. "Oven-Bird." Birds of Eastern North America. 17 November 2003. http://www.aboutbirds.org.html.

Christianity and Liberalism by Gresham Machen-Machen Essay -- biography

Biography of Gresham Machen Machen was born in Baltimore, Maryland, in 1881. In 1898, Machen enrolled at Johns Hopkins University and became a brilliant scholar. In addition, Machen obtained theological studies in Germany in 1905 where he being thrown into confusion of his own faith because of the influence of the liberalism. After returning from Europe, In 1906, Machen join as an instructor in New Testament at Princeton Seminary. Machen’s work in the 1920s was divided between his time at Princeton Seminary and his political work with Presbyterians. In addition to Christianity and Liberalism, Machen works are such as The Origin of Paul’s Religion, What is Faith, New testament Greek for Beginners, The Virgin Birth of Christ, The Christian Faith in the Modern World, and The Christian View of Man. In 1923, Christianity and Liberalism was first published in a middle of major controversy in a Presbyterian church over the issue of theological liberalism. Throughout Machen’s entire carrier and all of his writings, he asked the same question: why does the liberal stay in church, when they don’t believe the history of Christianity. At the end result, Machen was kicked out from church by the liberals. He ended up leaving a seminary which was captured by the liberals and left a Presbyterian church which was also captured by the liberals. And he formed the Westminster Presbyterian Theological Seminary and as well as the Orthodox Presbyterian Church. Machen died in 1937 at the age of 55. Purpose of Christianity and Liberalism The purpose of Christianity and Liberalism was to defend that orthodox Christianity and Liberalism are two distinct religions. Machen was conservatism, and in the book he compared the teaching of historic biblical Chr... ...spel. Machen argues the church should be open for individuals so that they can hear the Gospel and not establish a closed door policy to church service. However, Machen is critical and sensitive of the individuals who serve in the church. The church leaders should be ordained and must maintain the integrity of the church. Machen strongly encourages the church to carefully screen candidates for ordination to critically examine beliefs. As Machen discusses if one disagrees with the integrity of the church, the church should not accommodate the disagreement to keep the purity of the church. In conclusion, the church is appointed and maintained divinely body of regenerated believers who sustain the true doctrine of God, humanity, Scripture, Jesus Christ, and salvation which are absolutely non-negotiable. Works Cited Machen, J.G. (2011). Christianity and liberalism.

Data Analysis – Viscosity

Data Analysis – Viscosity Introduction: My aim it to find out the different types of liquids are more or less viscous than each other and why. Some liquids flow more easily than others do. For example, honey is very â€Å"thick† and flows very slowly. Water is thin and flows very quickly. So honey is more viscous than water. Liquids that are made up of small molecules have a low viscosity and liquids with long chain molecules (such as plastics) have a much higher viscosity. The viscosity of materials generally decreases with increasing temperature. (EXAMPLE) A definition of viscosity; â€Å"Viscosity is a measure of a fluid's resistance to flow.It describes the internal friction of a moving fluid. A fluid with large viscosity resists motion because its molecular makeup gives it a lot of internal friction. A fluid with low viscosity flows easily because its molecular makeup results in very little friction when it is in motion. Gases also have viscosity, although it is a little harder to notice it in ordinary circumstances. † (1) As temperature increases, the average speed of the molecules in a liquid increases and the amount of time they spend â€Å"in  contact† with their nearest neighbours decreases. Thus, as temperature increases, the average intermolecular forces decrease.The exact manner in which the two quantities vary is nonlinear and changes abruptly when the liquid changes phase. (2) I am going to use the following alcohols: Ethanol Propanol Butanol Pentanol Hexanol Heptanol Octanol Decanol As there are many of them I am not going to use all of them, only a couple, because it would take time doing all of them, also we don’t have a lot of time in our lesson. Aim: My aim is to find out why some liquids flow more freely than others I am also going to investigate the different alcohols. Hypothesis: I predict that the more carbon molecules it has the less viscous it is.So it would take longer to flow. It is because of the types of alcohol. For instance Propanol is less viscous than Octanol. Preliminary experiment: I carried out a preliminary experiment with different alcohol for each experiment. We did this experiment only once just to get an idea of which experiment seemed the best for us to do. The results are shown in the table way below. Aim: The aim of this was to find out which experiment we wanted to do and which seemed the best to us also which one was fairer and would be easier for us to do and explain why we chose the experiment we did.Prediction: Once I saw our teacher show us the experiment I thought the Tilt Test would actually be ‘cool’ to do but I didn’t want to make my mind up just yet so I tried all of them out. I predict that once you go down to the alcohols with the more carbon lengths are more viscous. Apparatus used: * Alcohols; * Ethanol (2), * Propanol (3), * Butanol (4), * Pentanol (5), * Hexanol (6), * Heptanol (7), * Octanol (8), * Dectanol (10)) For Til t Test: * White tile * Clamp Stand * Pipette * Gloves * Stopwatch * China graph Pencil For Glass Tubing: * Clamp Stand * Blue Tack Air Bubble * Stopwatch * Gloves * Clamp Stand For Ball Bearing: * Ball * Test Tube * Bung * Test Tube Rack * Stopwatch * Gloves Method: Ball bearing: 1. Hold the bung with your thumb and turn it. 2. Quickly time the time taken for the ball to move up. 3. Write down the time taken. Tile Test: 1. Mark the tile from the top horizontally same for the bottom. 2. Get the alcohol and put a drop at the top before the black line so you can measure it easily. 3. Time the time taken for the liquid to flow down at your finish line. 4. Then write down the time taken. . Wipe off the liquid and start again from No. 2. Glass Tubing: 1. Turn the tube upright by holding the clamp not the tube. 2. Time the time taken for the bubble to move up 3. Write down the time taken. Fair test and Safety: Results: Tilt Test: Chemical| Time Taken (1)(Seconds)| Time Taken (2)(Seconds)| Time Taken (3)(Seconds)| Mean(Seconds)| Ethanol (2)| 20. 16| 20. 28| 20. 16| 20. 20| Propanol 2-ol (3)| 30. 00| 12. 52| 28. 79| 23. 77| Butanol (4)| 10. 5| 19. 42| 15. 94| 15. 30| Heptanol (7)| 18. 52| 15. 72| 20. 12| 18. 12| Octanol (8)| 31. 03| 12. 9| 19. 52| 21. 08| Glass Tubing: Chemical:| Time Taken (Seconds):| Ethanol (2)| 20 seconds| Butanol (4)| 28 seconds| Hexanol (6)| 48 seconds| Pentanol (5)| 39 seconds| Octanol (8)| 54 seconds| Ball Bearing: For ball bearing it was really hard to time the amount of time it took to fall as it was really fast. So we could write down our results quick enough. Conclusion: We chose to do ball bearing as it was really fast and we hardly had any time to time it also because thought it was an unfair test as we couldn’t time it probably and we could get it wrong.We chose not to do glass tubing because it was hard turning the clamp stand around plus it was really slow and took long to time. We chose to do tilt test as it seemed the fairest test out of the 3. Also we could change a few things so it would be fairer, like mark a point on the pipette so we get the same amount of alcohol on the tile etc. and wipe of the liquid later. Plus it would be good for a group of 3 as there are 3 jobs that we could do like putting the alcohol on the tile, timing the time taken for it to go pass the finish line also to note down the time taken and draw the table.Real Experiment: Aim: Prediction: Apparatus used and Justification: * Alcohols; * Ethanol (2), * Propanol (3), * Butanol (4), * Pentanol (5), * Hexanol (6), * Heptanol (7), * Octanol (8), * Dectanol (10) * White tile – We used this as it would be clearer to see than a black tile. * Clamp Stand – To keep the tile in the same position to keep it a fair test. * Pipette – to keep the measurements of the alcohol on the tile. * Gloves – To not get any of the liquid on our hands and also because of the safety. Stopwatch – To time the length of the time taken for the liquid to travel down the tile and it seems fair as we aren’t doing it in our heads because we could count slowly or faster than an actual second. * China graph Pencil – It is easier to see and to stop the pencil from dissolving as the marks did this. Method: 1. Mark the tile from the top horizontally same for the bottom. 2. Get the alcohol and put a drop at the top before the black line so you can measure it easily. 3. Time the time taken for the liquid to flow down at your finish line. 4.Then write down the time taken. 5. Wipe off the liquid and start again from No. 2. Fair test and Safety: Results: Conclusion: We marked the pipette so we got the same amount of solution each time to keep it a fair test. We kept the tile at the same height; we changed the types of alcohols. We thought it wouldn’t be fair if we left the alcohol on the tile so we wiped it off after every alcohol we used even if we had to use the same alcohol we still wiped it a s it would be unfair because that alcohol would’ve had more liquid so it could make it faster or even slower.We also kept the maker at the same starting and ending point. We had 3 people in our group, so we did the experiment 3 times so it was fair as we would be changing around what everyone did for instance, putting the liquid on the tile, timing th length it take =s for the alcohol to come down and also writing the time taken down. It was goo as if someone did it wrong we wouldn’t done it again but with a different person doing something different. Evaluation: We were all safe as we used gloves so the alcohol didn’t touch our fingers. We tied our hair back so it wasn’t flying around everywhere.We put our chairs under the table so no one got hurt and we had more room. We made sure the clamp stand was in the middle of the table so it doesn’t fall on anyone’s foot. We also made sure that the tile wasn’t loose so it wouldn’t fal l. I’d say we were 99. 9% safe! The tile wouldn’t stay on so it was at different length but one of us held it steady as one of the sides were up and the other was on the table. We measured it every time we used a different alcohol so it was at the same height each time. Next time we could just put it steady on one angle then measure it instead of doing it the other way.I guess my results are about right as my range bars ion my graph are quite close together, some more than others. So they are quite accurate. I think there are two outliers which are Propan 2-ol (2nd Try) and Octanol (1st Try). It was probably a silly mistake that we did, or it could’ve been the temperature of the room. We all did try the experiment and we did different things such as timing the amount taken for the alcohol to go down, getting the liquid in the pipette and putting it down on the tile and also noting down the time taken.One of us could’ve timed it before or after the alcohol was put on the tile, either that or the amount was too much or too less. Also some of them did evaporate when it nearly got to the end. I think from a scale from 1-10 my results would be a 6 with 10 being the most accurate and 1 being inaccurate. Next time I could measure the temperature and go into a room with no windows and nothing that’s going to affect the temperature so it’s always the same temperature. I could use the same pipette each time. References: 1. http://www. rinceton. edu/~gasdyn/Research/T-C_Research_Folder/Viscosity_def. html (date accessed 20th March 2013 – 15:25) 2. http://physics. info/viscosity/ (date accessed 20th March 2013 – 15:33) 3. http://chem4652011. webs. com/chem465-2. gif (date accessed 20th March 2013 – 15:44) 4. http://upload. wikimedia. org/wikipedia/commons/thumb/b/b8/Propanol_flat_structure. png/640px-Propanol_flat_structure. png (date accessed 20th March 2013 – 15:41) 5. http://upload. wikimedia. org/wi kipedia/commons/4/4b/Butanol_flat_structure. png