Improper Waste Disposal Effects of

Improper Waste Disposal Effects of This research paper explores about waste management and effects of improper waste disposal. This paper defines and elaborates the importance of having waste hierarchy or the 3Rs (Reduce, Reuse, Recycle) as the concept of waste management. In the resource article, they define waste management as recycling and monitoring of waste products. In other resources, they have the same definition. It also tells about the proper way of doing of waste hierarchy by giving examples. Different types and forms of waste are indicated in this paper. According to some articles that were read, human activities are the main cause of the calamity in our country. Ignorance of people brought large amount of garbage to our place. And since effects of improper waste management is the main topic, it gave emphasize to those effects according to the resource articles. Effects to humans and environment are cited in this paper. Proper waste management is not just doings of government for us but we are also assigne d to do it inside and outside our place for our safety. Each and every one of us must have sense of responsibility in terms of garbage disposal to prevent any disaster that might come. WASTE MANAGEMENT Waste Management refers to the recycling, processing, transport, assortment, and monitoring of waste products. The waste products are mainly of three types: solid, liquid or in gas state. Solid waste is known as non-biodegradable waste Materials and discards that come from sources like: Households Businesses and Commercial establishments Manufacturers or Industrial sites Biomedical sources like hospital and clinics. For Example: plastics, Styrofoam containers, bottles, cans, papers, scrap iron, and other trash Solid wastes are generally composed or made of non-biodegradable and non-compostable Biodegradable materials. What is Pollution Caused by Solid Waste? Solid waste pollution caused when the environment is filled with non- biodegradable and Non- compostable biodegradable waste that is capable of emitting greenhouse gases, toxic fumes, and particulate matters as they accumulate in open landfills. These waste are also capable of leaching organic or chemical compositions to contaminate the ground where such waste lay in accumulation. Solid wastes thrown in streets, highways, and waterways can cause pollution when they are carried off by rainwater run-offs or by flood water to the main streams or drainage, as they contaminating residues will reach larger bodies of water. Liquid waste is waste in liquid form. For example: Domestic washing, chemicals, oils, waste water ponds, manufacturing industries, hospital waste, agricultural waste, nuclear waste and other resources. What Is Pollution Caused by Liquid Waste? Cause by flows out as waste waters from the toilets, kitchens and bathrooms of residential houses, toilets and canteens of commercial establishments. Such wastewater is termed as sewage. (Pongrà ¡cz, 2002) Concepts of waste management Human activities also donate to increase the waste. Different process are used to handle each state. There are lots of concepts about waste management which differ in their usage as per the varying regions or countries. Some of the widely used concepts include waste hierarchy: reduce, reuse, and recycle. II. STATISTICS OF WASTE PER DAY According to MMDA Chairman Francis Tolentino, they have collected over 1,000 tons of garbage in just 4 days. They have dredged 1,200 tons of garbage from the eight creeks that scope of their flood control management. The highest volume of garbage according to them came from Pinagsabugan and Longos creeks in Malabon. Its about 76 over 173 truckloads of waste. Imagine the volume of garbage in just only eight creeks. How about the total of volume of waste in the Philippines? In just statistics, we can see what calamity it can cause when these garbage are not being collected. III. FORMS OF WASTE There are two forms of Garbage: Bio-degradable and Non- Biodegradable. Biodegradable is known as materials that decompose through by of bacteria, fungi, and other living organisms. In everyday living substances that are biodegradable or can be degraded include food refuse, dried leaves, grass clippings, woods, animal, human flesh and others. Non-Biodegradable is materials that do not decompose or cannot be degraded for so many years. This form of garbage is the main reason of the clogging of drainage. Waste Hierarchy is the only way to avoid these: reduce, reuse, and recycle. Common examples of non-biodegradable garbage are plastics, bottles, old machine, cans, Styrofoam containers and others. Most plastics are made of petroleum-based, meaning they are made from oil and other petroleum substances. Until recently, plastics have been non-biodegradable. IV. SEGREGATION OF WASTE Segregation is specifically separation of garbage according to their groups. It is easily for them to manage the recycling process of the garbage. This way the waste hierarchy is needed, the 3Rs (Reduce, Reuse, Recycle). The first R is reducing. Waste reduction is conservation- using natural resources in right manner, and using things less than they usually do to avoid large amount of waste in future. They can practice reduction of waste through buying products that do not need to be added to waste stream in general. They can start making wise package selection. Second R is for reusing. They can reuse materials from their original form rather than throw it. They may not cost much to replace, but at least, number of waste will be decreased. Instead of buying new durable materials (washing machine, dryers, refrigerator, etc.) when the old one breaks or damaged, why not repair? Or maybe they can give it to those who can use it. Most of the times the item can be repair by those people. That is also form of reusing. New is not always better, nor it is always necessary. They can save money and they will be helping their environment. Last R stands for recycling. Do not just toss everything in the trash. Lots of things such as cans, bottles, paper, and cardboard can be remade into either the same kind of thing or even new products. Making new items from recycled ones also takes less energy and fewer resources than making products from brand new materials. There is nothing wrong with it. Recycling is not impossible. In fact, it is very easy to do. Do not throw anything that can be recycled. Here is a list of things you may be able to recycle: Writing/Copy Paper Glass (particularly bottles and jars) Cardboard Electronic equipment Glass (particularly bottles and jars) Magazines Metal Newspaper Steel Cans (Rudnitsky..nd) Grocerys Plastic Bags Plastic Bottles Paper Aluminum cans Damaged or corroded roof VHS tapes Old toys (you can donate it) Tires Car battery Scrap wood or furniture They can use their imaginations in order to create new usable materials. There is so much we can do with every little effort. And most important, we can save ourselves and a lot of money when we are at it. Determine the things that must be reduced, keep those can be reuse, and set aside those can be recycled. In that case, we can avoid so many disasters that might come. V. CAUSES Contributing causes of improper waste management are: Ignorance: Ignorance of people about proper waste disposal. People are unaware of consequence of their unwise acts. Laziness: Can cause improper garbage disposal because People not following the correct rules of proper waste disposal their always throw it what place they want and they have no care what will be the effect of it. Greed: Can cause improper garbage disposal for example burning of tires of wheel and plastic instead of keeping it or trade the excess automobile car tires to maximize on it. VI. EFFECTS OF IMPROPER WASTE DISPOSAL Affects our health Like lung diseases, Heart problems, skin irritation, problem or abnormality in breathing and more. Affects our coastal and marine environment Hazardous waste, if dumped into the environment, leeches into the ground and the ground water. The ground water is used for lots of things you may not realize, like watering the local fields, which grow the food people eat. And worst part is most communities get their drinking water from down there, too. Like in marine environment improper waste disposal can affect too like floating of contaminated killed fish in the sea and due to excessive excretion of the sea can be infested by mosquitoes that may scattered to numerous diseases in humans and can cause death of hundreds of people living near it like Manila bay. Affects our climate As some waste decomposes, it releases greenhouse gases into the atmosphere. Like trapping of heat on earth that may effect of abnormality of weather condition like more storm or typhoon coming per year is happening until now. The earth is suffering it already. Air pollution The open burning of waste causes air pollution or greenhouse effect. For example burning of rubber and plastic. Landfill gas (which is produced by the decomposition of wastes) which can be explosive and may harm people around on it if it is allowed to accumulate in confined spaces (such as the cellars of buildings). Methane gas (one of the main components of landfill gas) is much more effective than carbon dioxide as a greenhouse gas, leading to climate change that may effect of destruction of atmosphere of the earth or abnormality of weather condition. Fires on disposal sites can cause major air pollution, causing illness like cancer and reducing visibility or may lead in eye irritating thus making disposal sites dangerously unstable. May cause explosions of cans, and possibly spreading to adjacent properties. Soil contamination Soil contamination is caused by the presence of man-made chemicals, the softness of the ground, having smelly soil vapor and other alteration in the natural soil environment. This type of contamination typically arises from the leaching of wastes from landfills or incorrect disposal of industrial wastes to the soil. The most common chemicals involved are petroleum hydrocarbons, solvents, pesticides, lead and other heavy metals. Human Health Impacts The group at risk from the unscientific disposal of solid waste includes the population in areas where there is no proper waste disposal method or no proper disposal area, especially the pre-school children; waste workers; and workers in facilities producing toxic and infectious material. Other high-risk group includes population living close to a waste dump and those, whose water supply has become contaminated either due to waste dumping or leakage from landfill sites. Infections to humans Skin irritations and blood infections resulting from direct contact with waste, and transmitting bacteria from waste to infected wounds. Eye irritations and respiratory malfunctions resulting from exposure to infected dust, especially during the process of disposing garbage. Pest and Insects that carry bacteria comes from dirty waste: a. Flies breed in some constituents of solid wastes, and flies are very effective vectors that can spread disease to humans. b. Mosquitoes breed in blocked drains and in rainwater or dirty seas that is retained in discarded tires, cans and other objects. Mosquitoes spread disease, including malaria and dengue that killed thousands of people in every year. c. Rats find shelter and food in waste dumps and canals. Rats consume and spoil food and can damage the crops of farmers or crops of people that have business on it, spread disease, damage electrical cables and other materials and inflict unpleasant bites to humans. (Sisa,2009) VII. CONCLUSION It is very sad to know that many lives have been sacrificed because of these calamities that have come. Many places in the Philippines are down to flood every time when typhoon comes. And worst, a large number of families have lost their shelters and have nothing left for them. Their wealth was ruined by those storms, floods, etc. We are experiencing very hot weather because of greenhouse effect and global warming. Many kinds of diseases occur because of untidy surroundings. Others can no longer smell the breath of fresh air. All of these are the effects of improper waste management. There are still many of them actually. Imagine a single piece of candy wrapper can cause a flood to a certain area when you throw it anywhere and others do it also. One car can cause air pollution for it emits smoke. A single lighted cigarette also will do. Dynamite fishing can not only kill fish and corals, but also those who will eat it because of the chemical came from the dynamite they used. These ar e all cause by human activities. And now they are asking themselves why it is happening to them? Others have the guts to accuse our government for poor response. How pathetic! Yes, our government has their own failures but they are not only the one to blame. Ask yourself first how much waste you throw anywhere you want before blaming others. Only immature people will think that they are innocent on what is happening to our country in terms of improper waste management. Proper waste management can be successfully done not only by the program of the government. We can also do it inside and outside our place. If we know how to use it by the concept of waste hierarchy, fewer problems will be encountered. Stop barking at the people and do our thing first. The cleanliness and orderliness of our country is in the hands of every Filipino. Let be our doings be the model of proper waste management.

Pros and Cons of the Mandatory Seatbelt Law Essay -- Pro Con Essays

An enormous division currently exists between the people who believe that automobile safety should be an option and those that feel it must be a requirement. The federal government feels the morally obligated to create the safest driving environment possible. On the other end of the spectrum, opinions exist that the average driver has ability to make the choice of safety on their own. Editorials, political assemblies, debates, and conversations have arrived on the concept of click it or ticket. This idea refers to ticketing any motor vehicle driver and passenger that is not fastened by a seat belt. Arguments have been made for both sides, and have been reviewed in multiple states. One particular article has been written, by Dr. Walter E. Williams, that discussed the negatives of click it or ticket, and has actually demoralized this idea (Williams 2003). The article is properly titled 'Click It or Ticket', and was written in the fall of 2004. His educated opinions reflect one side of the controversial argument; however also contain bias statistics and opinionated logic. Dr. Williams has researched the programs purpose and actions and feels strongly against the policy (Williams 2003). His motive of convincing readers to side with him exists in his tone of rebellion, astonishment, and confusion. His argument lies on the basis of opinion and not practicality. On the other hand, his reasons are just and well-explained, and therefore make for a liable argument. Dr. Williams provides statistics, facts, and general observations to collectively explain his view of the click it or ticket policy (Williams 2003). The first area of Dr. Williams? argument focuses on government responsibility, rights, and laws (Williams 2003). His ge... ...ay of laws and reasonable policy. Dr. Williams is obviously an individual of knowledge and pride, however, his education may not provide the key his views of positive policy. Instead of viewing the governments? attempt at safety as a negative authority, he should reflect on the physical benefits instead of the intangible conflicts. Therefore, the ?Click It or Ticket? article described one way of viewing a current law of governing safety. Dr. Williams clearly disagrees, but an audience should generally view the attempt at safety as the proper acts of government as opposed to the negative. Safety is a necessity for a civil society, and click it or ticket laws allow for a safer than nothing transportation situation. This should be appreciated and will eventually quiet all critics by accurate statistics of saved lives while maintaining a reasonable spending platform.

Architecture: Classical Greek vs. Medieval Gothic

Architecture: Classical Greek vs. Medieval Gothic Wendy DeLisio HUM_266 September 24, 2012 Taniya Hossain Architecture: Classical Greek vs. Medieval Gothic Looking at the design of different structures throughout the world, one may not realize the beauty of the art in each of them or the ideals on which they were constructed. For example the classical Greek era, 480 BCE – 330 BCE that held the ideals of order, balance, and God like perfection. This type of idealist architecture is seen in the Parthenon temple built in 447-432 BCE (Ancient-Greece. rg, 2012). The temple is built in tribute for the Goddess Athena, Goddess of war and wisdom. It is a post and lintel structure with columns fashioned in Greek Doric style. There are also the beautiful cathedrals built during the Middle Ages in gothic style that give society insight into the culture of that age. The architecture of these times were heavily influenced by religion and Christianity and designed to elevate the spirit of ma n toward God (Apollo Group, Inc. , 2012).One example of this time is the architectural design is the Amiens Cathedral. Originally built in 1152 BCE but was destroyed by fire; reconstruction started in 1220 CE and was completed in 1245 CE (United Nations Educational, Scientific, and Cultural Organization, 2012). In the design of this cathedral it is evident that the architect is influenced by the Christian religion, from the three archways representing the trinity and the middle archway adorned with a statue of Christ, it was built as a place of worship.These remarkable structures, each a piece of art, are both built with divine intentions, stand in stark contrast to each other, influenced by the culture of the age. Although both classic Greek and gothic architectures are built to define the ideals and beliefs of their age and have differences, the classic Greek architecture of order and balance has influenced and are used within the gothic medieval constructions. There are differenc es between the formal and stylistic characteristics of the classic Greek architecture and the gothic rchitecture of the medieval age. Classic Greek architecture is made of stone resting on stone with nothing but pressure holding them together. This is best exemplified in Greek temples, such as the Parthenon. The Parthenon is a post and lintel structure, built of lime stone and marble which were the common building materials of that age (Sporre, 2010). Using these types of materials limited the architect’s use of space. In order for the building to stand without the roof collapsing many columns were needed to hold the roof up.These columns, known as Doric columns because of their style, were made of marble and the pressure of the stone roof resting on them held them together. The Parthenon was with many beautiful states, from the metopes that are a series of carved panels forming the Doric frieze telling stories of the history and battles of the Gods, to the towering statue of the Goddess Athena for which it was built. The Parthenon and other Greek temples were meant to be revered from the outside as a center piece of the city, a monument to the Gods of that age. Gothic architecture, unlike classic Greek, used stone masonry.By using stone masonry they were able to create arches and redistributed the pressure of the stones enabling the structures to be built taller. They also created what is called a buttress and used this to hold up walls and arches as reinforcement. Gothic architecture was considered ethereal and focused on the use of space (Sporre, 2010). A beautiful example of gothic architecture was the Amiens Cathedral. Towering into the heavens, with strong arches, symmetrical lines, and ornate workmanship, this cathedral was a show piece for the city in which it was built and exuded spirituality.These cathedrals were meant to inspire one to look toward the heavens with extremely high ceilings and ornate stain glass window placed strategically towa rd the roof causes one to look upward. Like classic Greek temple, they were adorned with beautiful statues. However, the states were of the Christian Saints, and other religious symbolism. The Amiens Cathedral was meant as place to enter and worship, as were all cathedral of the medieval era. Even though there are differences between these two styles of architecture, they are a testament to evolution of how societies have grown and evolved.One can see this in the similarities of these two styles. Classic Greek architect’s used repetition in the arrangement of the columns holding up the roof of the Parthenon. Gothic architect’s used repetition in the creation of the arches on the facade of the Amiens Cathedral. The gothic cathedrals are built with order and as are the Greek temples. One can see that gothic architecture evolved out of classic Greek. The most interesting aspects of the classic Greek architecture were the way the buildings were constructed with marble ston es and no use of mortar or cement and the beautiful engravings on the metopes are mesmerizing.Gothic architecture is gorgeous. The creation of colored lighting through the placement of stained glass and the construction of the arches holds one captivated. Both styles of architecture are fascinating because of the elaborate detail and styles of construction that it took to create the beautiful structures during those eras. Even though each of these styles have their differences, clearly the classic Greek influences can be seen in the buildings of the medieval time period and in today’s architectural structures.References Ancient-Greece. org. (2012). The Parthenon. Retrieved from http://www. ancient-greece. org/architecture/parthenon. html Apollo Group, Inc. (2012). Medieval Gothic Cathedrals [Online Video]. Retrieved from https://ecampus. phoenix. edu/secure/aapd/UOPHX/HUM266/art_through_ages. html Sporre, D. J. (2010). Reality Through The Arts. Upper Saddle River, NJ: Prentic e Hall. United Nations Educational, Scientific, and Cultural Organization. (2012). Amiens Cathedral. Retrieved from http://whc. unesco. org/en/list/162

A window of the world Essays

A window of the world Essays A window of the world Paper A window of the world Paper Television advocates often claim to present window on the world a picture of reality which gives viewers unprecedented access to the world outside their community or country. When television was first created many, such as Lord Reith, the first BBC general director and others claimed that even then that television would be a window of the world. However, is this statement valid now, if indeed it ever did. To insinuate that television is a window of the world is to imply that observing the television is the same as looking out of a window in a house, however, the difference is a television set allows the audience to choose anybodys window of the world to look out of. To a certain extent television does represent a window of the world. The reason for this is television allows the audience to see and experience other cultures, other countries that they may not, if it was not for the existence of television. Another argument is that television portrays life through different genres such as the news, documentaries and soap operas especially. An example of television being a window of the world is the broadcasting of the Iraqi War as we saw pictures of what life was like in Iraq before and after the war. We also saw the statue of Saddam Hussein being torn down. During the war we were saturated with images of the war, which we have never seen before. However, it could also be claimed that the news, especially during war time does not give us a window of the world due to broadcasting laws, and censorship, also they have to be careful of what images they use as they may be distressing. Also, on the first year anniversary of the attack on the World Trade Centre, the BBC broadcasted a documentary called 9/11, which filmed the two aeroplanes hitting the Twin Towers as it actually happened. In addition, it depicted how the fire fighters dealt with the crisis. Thus, this could be described as being a window of the world because it shown an important event as it unfolded. Another genre where it could be argued that represents a window of the world is soap operas, as soaps often portrays contemporary issues, such as domestic violence, paedophilia, and mental illnesses. In addition, often when we watch television we occasionally relate to characters in soap operas or in other types of television programmes, suggesting that the audience knows people who are like the characters, like friends or families, alternatively, they could have gone through similar experiences to a character, thus, suggesting that soap operas do in some way depict reality. Allen states that One of the most popular images of a daytime soap opera is one who cant tell the difference between reality and fiction. A small minority of viewers does believe what they are watching is reality, and as a result viewers may send wedding presents when characters in the soap are getting married, or may attack a soap villain when they see them on the street. For these people, television is truly a window of the world. However, it is argued that very few people do behave in this way and can differentiate between reality and fiction. However, events in soap operas such as Eastenders or Coronation Street happen during a short time span, whereas in real-life it would happen during a longer period of time, and thus cannot represent real-life. Also, in viewers lives they have periods of dullness and inactivity, however, this is rare in a soap characters life. In addition, soaps sometimes adapt news stories to make into a storyline, for example during the 1980s there were growing incidents of aids, and lead to schedules being saturated with programmes discussing, reporting and analysing the growing Aids crisis. In addition, the more realistic and grittier soap operas such as Eastenders and Brookside began using it in their storylines. However, it could be argued that television does not represent a window on the world. The reason for this is because television programmes is constructed of highly selective images of what goes on in the world. Thus, television creates someone elses view of the world rather than reflecting. Also, television does not represent a window on the world because television programmes is acted, and edited. Thus, television is carefully constructed to appeal to the target audience. In addition, television may represent a window on the world for some, however, some programmes may be biased towards subjects such as politics or religion, therefore, and some programmes may not represent everybodys view without leaning towards one viewpoint. In conclusion this essay has addressed the question To what extent does television represent a window of the world? To a certain extent television does represent a window of the world as it portrays real-life events. However, it does not always represent television as a window of the world as television can be biased and does not represent everyones window of the world.

Education Theories Designing Goals

Education Theories Designing Goals Introduction For effective learning to take place, it is important for the teacher to carefully draw clear and concrete learning goals. With the goals at hand, the teacher can then look for materials that will help him or her to achieve the stated learning goals (Blackburn, 2007). Later on, it is important for the teacher to evaluate the outcomes that emanate from the process of learning.Advertising We will write a custom research paper sample on Education Theories: Designing Goals specifically for you for only $16.05 $11/page Learn More The unit of instruction for this study is, human sexuality, meant for children aged between 12 to 13 years. It is a very interesting and exciting topic to children in this age group. At these ages, the children are now entering into adolescence. They may have a lot of questions on human sexuality that might be shy to ask. Some parents or guardians may be unwilling to discuss this subject with them. There may be a lot of phys ical and emotional changes that are taking place in their bodies. The teacher should be aware of the changes happening in the children before he comes up with a set of learning goals for this topic. To effectively teach human sexuality to children aged between 12 and 13 years, a set of learning goals are essential to help the teacher effectively deliver this topic. The learning goals should be geared towards understanding the body changes, sexual urges, and improving communication skills in the children. In each of the goals, the teacher should aim at creating awareness to the students through giving explanations with the use of illustrations and interpreting the concepts so as to deepen their meanings (Wiggins McTighe, 2005). In some cases, it is important to offer some insightful points. Tactful methods can be applied to help the students identify their ignorance in some of the obvious issues relating to human sexuality. Despite human sexuality being an interesting and exciting to pic to students, it is also a very sensitive topic. The teacher should be able to draw the students’ view points and approach the topic from the entry behavior of the students. This will enable him or her narrow the scope of what to cover in this area. Understanding the body changes of the students The teacher’s objective here is to make the students aware that there are changes that take place when they reach the ages of 12 and 13 years. The teacher will clearly explain to the students these body changes. It is important for the teacher to use illustrations where applicable to make the students better understand the topic.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, the teacher may deepen the voice to demonstrate one of the physical changes expected to happen in boys. The teacher may draw a boy with beards. Students should be able to identify the bod y changes that take place in boys and girls. It is important also for the teacher to interpret and elaborate the meanings of new terminologies in the topic. For instance, some students may be hearing the term, â€Å"Menstrual cycle† for the first time. The students should also know how to cope with those changes and understand that they are normal. Some of the changes that take place may affect the children emotionally. They might also lower the self esteem of the students. The girls may feel shy because of their developing breasts. The boys may feel shy too when their faces are full of pimples. When girls experience the menstrual cycle for the first time, they probably do not know how to deal with it. It is therefore good for the teacher to offer them emotional support or empathy. Improving communication skills To counter the emotional effects that come about because of body changes, it is important that the children know who to communicate with. The students should be made aware that they should talk to their parents, guardians, teachers or respected adult persons of choice for instance, relatives. Children should be encouraged to share or ask the questions that they may have. Group activities and especially outdoor activities should be used to encourage communication with their peers. Sexual urges One of the objectives here is to make the students aware that they may get attracted to members of the opposite sex. The teacher should therefore explain to students that it is normal for them to be attracted to members of the opposite sex and it is healthy. However, he or she should caution them on engaging on premarital sex. The students should be able to identify the dangers associated with premarital sex like unwanted pregnancies and sexually transmitted diseases. The students should be able to identify the various sexually transmitted diseases and know their signs and symptoms.Advertising We will write a custom research paper sample on Educatio n Theories: Designing Goals specifically for you for only $16.05 $11/page Learn More Learning outcomes The teacher should then come up with a list of learning outcomes to ensure that the goals have been met. One of the outcomes is that the teacher should expect is that students should be able to remember what was covered in the human sexuality study. Various methods can be used to test the students’ understanding of the concepts. The teacher may test for these outcomes by asking the students some questions like, â€Å"What are some of the body changes that a boy is likely to experience at the age of 13 years?† A teacher may also ask, â€Å"What are some of the dangers associated with premarital sex?† Another learning outcome that the teacher should look forward to is whether the topic was well understood by all his or her students. The teacher can know this by use of comparative questions. This will require that the students compare two things. For example, a teacher may ask the students to compare the signs and symptoms of two sexually transmitted diseases. The teacher may also ask the students to compare the body changes found in boys with those that are found in girls. The teacher should find out if the students are able to apply what they learned in the topic of human sexuality. The teacher may ask the students to outline some of the body changes they have seen in their peers. The teacher may ask the students to write an essay on an issue relating to human sexuality. He or she may ask the students to write essays on the impacts of teenage pregnancies. With use of a group question asking the students to discuss, the teacher can know if the students are able be able to analyze human sexuality. The teacher may ask the students to discuss HIV and AIDS as one of the dangers of engaging in premarital sex. The students should be trained on how to be responsible and avoid behaviors that would make them get infected with sexua lly transmitted diseases (Bolin, 2009). A teacher may give a motion in class asking students to debate on relationships between girls and boys. This way the teacher would encourage communication skills among the students. The teacher may also encourage the students to ask any questions that they may have regarding sexuality.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More With this, the teacher may be able to evaluate the wrong perceptions on human sexuality that the students may have and correct them. Conclusion For effective delivery of any given topic, good learning goals should be designed. To assess the effectiveness of the learning goals, the learning outcomes must also be generated. References Blackburn, B. (2007). Classroom Instructions from A to Z : How to Promote Student Learning. New Jersey, USA: Eye on Education. Bolin, A., Whelehan, P. (2009) Human Sexuality, Biological Psychological and Cultural Perspectives.New York, NY, USA: Taylor Francis. Wiggins, G., McTighe, J. (2005). Understanding by design (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

100 of the Most Common Kanji Characters

100 of the Most Common Kanji Characters With three different ways of writing, the Japanese language may seem intimidating to new students. Its true that memorizing the most common kanji symbols and other scripts takes time and practice. But once youve mastered them, youll discover a means of written communication unlike anything youll see in the English language. There are three writing systems in Japanese, two phonetic and one symbolic, and all three are used in tandem. Kanji Symbols Kanji is symbolic, or logographic. It is the most common means of written communication in the Japanese language, with more than 50,000 different symbols by some estimates. However, most Japanese can get by with using about 2,000 different kanji in everyday communication. A single kanji character can have multiple meanings, depending on how it is pronounced and the context in which it is used. Hiragana and Katakana Hiragana and katakana  are both phonetic (or syllabic). There are 46 basic characters in each. Hiragana is used primarily to spell words that have  Japanese roots or grammatical elements. Katakana is used to spell foreign and technical words (computer is one example), or used for emphasis. Romanji Western characters and words, sometimes called romanji,  are also common in modern Japanese. Typically, these are reserved for words derived from Western languages, especially English. The word T-shirt in Japanese, for example, consists of a T and several katakana characters. Japanese advertising and media frequently use English words for stylistic emphasis.   For everyday purposes, most writing contains kanji characters because its the most efficient, expressive means of communication. Complete sentences written only in hiragana and katakana would be extremely long and resemble a jumble of letters, not a full thought. But used in conjunction with kanji, the Japanese language becomes full of nuance. Kanji has its historical roots in Chinese writing. The word itself means Chinese (or Han) characters. Early forms were first used in Japan as early as A.D. 800 and evolved slowly into the modern era, along with hiragana and katakana. Following Japans defeat in World War II, the government adopted a series of rules designed to simplify the most common kanji characters to make them easier to learn. Elementary school students have to learn about 1,000 characters. That number doubles by high school. Beginning in the late 1900s, Japanese education officials have added more and more kanji to the curriculum. Because the language has such deep historical roots, literally thousands more kanji have evolved over time and are still in use. Common Kanji Characters Here are 100 of the most frequently used kanji in Japanese newspapers. Newspapers give a great representation of the best and most useful kanji to learn because you are more likely to come across these characters in day-to-day use.   æâ€" ¥ sun ä ¸â‚¬ one Ã¥ ¤ § big Ã¥ ¹ ´ year ä ¸ ­ middle ä ¼Å¡ to meet ä º º human being, people æÅ" ¬ book æÅ"ˆ moon, month é• · long å› ½ country å‡ º to go out ä ¸Å  up, top Ã¥   10 生 life Ã¥ ­  child 分 minute æ  ± east ä ¸â€° three è ¡Å' to go Ã¥ Å' same ä »Å  now é «Ëœ high, expensive 金 money, gold 時 time 手 hand è ¦â€¹ to see, to look Ã¥ ¸â€š city 力 power ç ± ³ rice è‡ ª oneself å‰  before 円 yen (Japanese currency) Ã¥ Ë† to combine ç «â€¹ to stand 内 inside ä ºÅ' two ä ºâ€¹ affair, matter ç ¤ ¾ company, society 者 person Ã¥Å" ° ground, place ä º ¬ capital éâ€"“ interval, between ç” ° rice field ä ½â€œ body Ã¥ ­ ¦ to study ä ¸â€¹ down, under ç› ® eye ä ºâ€ five Ã¥ ¾Å' after æâ€" ° new 明 bright, clear æâ€" ¹ direction éÆ' ¨ section .Ã¥ ¥ ³ woman å… « eight Ã¥ ¿Æ' heart å›› four æ °â€˜ people, nation Ã¥ ¯ ¾ opposite ä ¸ » main, master æ ­ £ right, correct ä » £ to substitute, generation è ¨â‚¬ to say ä ¹  nine Ã¥ °  small æ€  to think ä ¸Æ' seven Ã¥ ± ± mountain Ã¥ ®Å¸ real å… ¥ to enter 回 to turn around, time Ã¥   ´ place 野 field éâ€"‹ to open ä ¸â€¡ 10,000 å… ¨ whole Ã¥ ®Å¡ to fix Ã¥ ® ¶ house Ã¥Å'â€" north å… ­ six å•  question è © ± to speak æâ€"‡ letter, writings å‹• to move Ã¥ º ¦ degree, time çÅ"Å' prefecture æ ° ´ water Ã¥ ®â€° inexpensive, peaceful æ °  courtesy name (Mr., Mrs.) å’Å' harmonious, peace æ” ¿ government, politics ä ¿  to maintain, to keep è ¡ ¨ to express, surface é â€œ way ç› ¸ phase, mutual æ„  mind, meaning ç™ º to start, to emit ä ¸  not, un-, in- å…š political party

Super size me Essay Example | Topics and Well Written Essays - 750 words

Super size me - Essay Example Over a 30-day period, Spurlock further stops any and all exercise routines to further reflect the impact of McDonalds foods on human physiology. Outside of the physical effects, the film illustrates how the media impacts consumers to reflect what Spurlock believes is an unacceptable method of coercing Americans to indulge in fast food. Throughout the course of the film, Spurlock examines several decades worth of television commercials released by McDonalds since the 1970s, in order to depict how the media is able to coerce both children and adults into eating at the fast food chain. These commercials depict playful animated characters, who dance and sing with the prospect of being taken to McDonalds to indulge in greasy food (Sowers, 2006). From a psychological perspective, Spurlock comes to realize that McDonalds is using visual imagery, in the pursuit of stimulating a pleasurable connection between the fast food company and its menu items. Further, in the film, the well-known character, Ronald McDonald, is shown as a leader to children, engaging in pleasurable activities such as community basketball and various sporting events. This tends to indicate, to a less-sophisticated person in terms of identifying media influences, that McDonalds is a community-minded organization and that implicit trust should be given to the chain because of their charming spokesperson. Outside of the visual imagery, Spurlock further points out non-print media attempts to build a stronger loyalty to McDonalds with the insertion of signs and banners, all over the United States (and released by McDonalds), which promote the need to super size meals. Supersizing involves increasing the food portions by a significant margin, thus increasing the fat and caloric value of the food. Though Spurlock is somewhat biased in his approach to the film, he maintains a