Essay on Female Companions in The Awakening and A Dolls House

Importance of Female Companions in The Awakening and A Doll's House      Ã‚  Ã‚   Female companions are very important to the development of the main characters in Kate Chopin's The Awakening and in Henrik Ibsen's A Doll House. Mademoiselle Reisz and Madame Ratignolle, in The Awakening, and Kristine Linde, in A Doll House, help Edna Pontellier and Nora Helmer discover their inner selves.    Mademoiselle Reisz, Madame Ratignolle, and Kristine Linde all act as role models for the protagonists. Edna deeply admires Mademoiselle Reisz's piano playing. When Edna hears Mademoiselle Reisz's playing, "the very passions themselves were aroused within her soul, swaying it, lashing it, as the waves daily beat upon her splendid body" (Chopin 35). Mademoiselle Reisz makes Edna see the strong emotions inside herself. Edna admires Madame Ratignolle's "comforting and outgoing nature" (Solomon 118). At the beginning of the novel, Edna wishes she could have Madame Ratignolle's easygoing nature.    Kristine Linde is a role model for Nora because of her independence. Kristine Linde has suppo...

Police Code of Ethics Essay

Professions and associations of criminal justice have canons of professional reliability.  The morally idyllic police scheme would be with integrity and nothing confusing regarding it (no deceitfulness or mischief); no discrimination and no disrepute for the restrictions of law or how it is imposed.   All that made privately would be just as if it’s made publicly.   Mistakes are viewed as edifying prospects; however there are less of it due to prevalent obedience to the principles of decency, decorum, self-control, rationality, and vigilance. According to the Police Code of Ethics (Earle, 1970), â€Å"As a law enforcement officer,† their, â€Å"†¦ fundamental duty is to service mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the constitutional rights of all men to liberty, equality, and justice† Police officers keep their private life pure in preserving courage tranquil despite jeopardy, disparagement, or mockery. It’s their duty to â€Å"†¦develop self-restraint,† and become continuously watchful of the people’s wellbeing. â€Å"I will be exemplary in obeying the laws of the land and the regulations of my department,†- this proves they vow to be truthful in their thoughts and actions in their individual and professional life. The code says that whatever they hear or see of a private temperament or confided with them during their executive faculty will be undisclosed unless they are required to reveal during the execution of their duties (Earle, 1970). The code furthers – â€Å"I will never act officiously or permit personal feeling, prejudices, animosities, or friendships to influence by decisions. Police officers made an oath to put the law into effect politely and suitably devoid of trepidation, favour, acrimony or malevolence – â€Å"†¦with no compromise for crime and with relentless prosecution of criminals†¦ never employing unnecessary force or violence and never accepting gratuities (Earle, 1970).† Police officers distinguish the emblem of their office as a representation of their civic faith, and thus recognizing it as a trust to be held from the public providing they are true to the principles of their service. Police force workers are to secure individual standards superior than the other constituents of a community. Inappropriate manner has been a frequent charge used in censuring as well as controlling policemen – on and off their duties. Printed throughout the 1950s, the Code of Ethics of Police Officers has a stipulation that is habitually oriented in preparations over and above court decisions that guarantees, avowed: â€Å"I will keep my life unsullied as an example to all.† Decisions of the Court on the subject of public employee misdemeanours concerning inappropriate conduct frequently necessitates that the act of misdemeanours encompass a nexus or relationship to an employee’s performance on his/her job or capability to act upon or contain an unfavourable effect on an agency’s implication, good organization, or operations; police force employees are held to a higher model of behaviour (Small, 1964). Whilst public agencies comprise the capability of restricting conduct not on call, an agency can’t misuse this power and should articulate rational underlying principles for its willpower that the behaviour of police officers harmfully affected an agency’s capability to execute or impacted suitability for public service. A law enforcement agency has to institute how manners of police officers affected the process, morale and effectiveness of that agency. These are vital and momentous hoops stemming from several court decisions concerning inappropriate conducts of police officers that a law enforcement agency have to jump through when commanding regulation. Selection, recruitment, as well as training mechanisms are unblemished, with endorsement on account of merit, nobody being devoid of full custody, and a law enforcement agency giving its workers resources they require to better execute their work.   There are open-door guidelines to academics, the public, as well as media.   Nothing a police force carry out or how they execute it would appear as a disclosure to anybody.   The pledge to the code of ethics is absolute.   Police officers do not lower their ideals or even revise their avowal, because conditions in their locations change.   The exact ordeal of the character is keeping faith despite difficulty. List of Ethics in Government – Law Enforcement / Police Officers (Reams & Yoak, 1987) Article I. Trust – (a) Ethical aspiration, (b) Fiduciary duty, (c) Conflicts of interest, (d) Soliciting or accepting personal gifts, (e) Outside employment, (f) Use of official position to solicit privileges or special treatment, (g) Statements of economic interest, (h) Post employment restrictions, (i) City property, (j) Political activity, (k) Loans. Article II. Fairness – (a) Ethical aspiration, (b) Required reporting of fraud; unlawful use of public funds or property, (c) Discrimination or harassment, (d) Nepotism, (e) Use or disclosure of information. Article III. Accountability – (a) Ethical aspiration, (b) Avoiding bias or favouritism, (c) Inappropriate influence, (d) Ethical practices board, (e) Ethics officer, (f) Code of ethics violations, (g) Sanctions, (h) City contract compliance, (i) Ethics education, (j) Additional ethical standards permitted, (k) Definitions. References Earle, H.H. (1970). Police-community relations; crisis in our time – 2nd Ed. Springfield, Ill.,   Ã‚  Ã‚  Ã‚  Ã‚   Thomas. Reams, B.D & Yoak, S.D.   (1987). The Constitution of the United States : a guide and   Ã‚  Ã‚  Ã‚  Ã‚   bibliography to current scholarly research. Dobbs Ferry, NY : Oceana Publications. Small, N.J. (1964). The Constitution of the United States of America; analysis and   Ã‚  Ã‚  Ã‚  Ã‚   interpretation. Annotations of cases decided by the Supreme Court of the United States to   Ã‚  Ã‚  Ã‚  Ã‚   June 22, 1964. United States Supreme Court, and Library of Congress Legislative   Ã‚  Ã‚  Ã‚  Ã‚   Reference Service. Washington DC: U.

Adult Education and Training Essay

Abstract This paper work presents the summary of the most well known adult learning theory – Andragogy, explains how it accounts for the characteristics, patterns of learning, and motivation adopted by adult learners. Moreover, reflects on my own qualities and circumstance as an adult learner; critique the strengths and weaknesses of Andragogy. Key Words Andragogy, pedagogy, adult learning, education, training, adult learner, characteristics, motivation Introduction All these years, the specialized field of education has generated a number of models and theories of adult learning, included transformation learning theory, experiential learning theory, informal learning theory†¦etc. And the most important one with which to be familiar is Malcolm Knowles’ Andragogy. Andragogy was described as the â€Å"art and science to teaching adults to learn† (Knowles, Holton, & Swanson, 2005). It also interpreted the foundation and structure of adult learning, the concept of andragogy has been worldwide used in different times with different connotations and seem as a bible of adult education. Andragogy The notion of andragogy has been around for nearby two centuries. It originally formulated by a German teacher, Alexander Kapp, in 1833 (Nottingham Andragogy Group 1983). He used â€Å"andragogy† to describe education theory. Andragogy literally means â€Å"man leading†, which contrasted with pedagogy (Since andr- is Latin for â€Å"man†, peda is Latin for â€Å"child† and agogus is Latin for â€Å"leading†). And later on, couple educators had used the term of â€Å"andragogy† in their article. It included Rosenstock in 1921; Lindeman wrote â€Å"The Meaning of Adult Education† in 1926. The notion of â€Å"Andragogy† was well developed, widely discussed and used in 1980 by Malcolm Shepherd Knowles, a champion of andragogy. Knowles first introduced the concept of in the US in 1968. With his previous work on informal adult education, Knowles used those elements of process and setting to construct the shape and direction of adult e ducation. The concept he used to explain the theory of adult education was the notion of andragogy. â€Å"Malcolm Knowles, Informal adult education, self-direction and andragogy† (Jay-D Man, 2009). Knowles applied the idea of andragogy as the foundation of adult learning, he marked it as a new born technology which moderates the development and performance of adult learning. He posited six assumptions related to the adult learners: 1) Need to know, 2) self-concept, 3) experience, 4) readiness to learn, 5) orientation to learning , and 6) motivation to learn  (Knowles, 1980) Need to know â€Å"Adults want to know why they need to learn something before undertaking to learn it† (Knowles, 2005). Adults are realist, they want to find out what is the advantage and the loss before they make decision to do something. The â€Å"why†, â€Å"what†, â€Å"how†, â€Å"when†, â€Å"where† will first came to their mind before they making choices. For example: A man find he needs to improve his academy standard to get a promotion at work, which is â€Å"why† he wants to continue learning; he will choices a subject related to his present career to learn, he knows â€Å"what† he needs to learn and â€Å"what† is expected of him; in order to achieve his goal, he knows â€Å"how† he going to do and plan; beside works and take care his family, he needs to know â€Å"when† he studies; after conducts research, he knows â€Å"where† is a best place for his continuing learning. Self-Concept â€Å"Adults have a self-concept of being responsible for their own decisions, for their own lives† (Knowles, 1998). Adult learners are autonomous, they expect and enjoy independence, like to take control in everything and see themselves as self-directed. They don’t want adult educators use a pedagogical model to teach them. They think learning is a process of sharing with the teacher and one another, for example, they prefer interaction rather than formal subject issue. So teacher has responsibility to encourage and promote the process of self-direction. That is why Knowles emphasizes that adult educators must â€Å"make efforts to create learning experiences in which adults are helped to make the transition from dependent to self-directing learners† (Knowles, 1998). Experience For those adult learners, they are individual differences in their background, occupation, education standard, learning style, interests, goals and motivation will cause different experiences than youth when come into an educational activity (Knowles, 2005). Upon the adult learners’ prior experience, Knowles (1998) point out four paths that adult experience  learning: A wider range of individual differences will be established. Offer a richest resource for learning. Create deviation that can restrain, or sculpt new learning. Provide area for adults’ self-identity. Since the adult learners have many experiences, teacher must draw on learner experiences. Everyone in class could share their experiences through experiential techniques (simulations, group discussions, or problem-solving activities, etc). Moreover, sometime the adult learners may have more experience than the educator in some area. The communication and knowledge sharing will not only limit between instructor and student, also lead to 2 and 3 way interactions: between instructor and learner, learner and learner as well. Readiness to Learn Adults learn in order to cope effectively with real-life tasks. They normally come to class motivated, and ready to learn things they need to know. Knowles observes that â€Å"adults generally become ready to learn when their life situation creates a need to know† (Knowles, 2005). Anticipate the adults’ readiness to learn is very important in adult education, it determine how to proceed the training, and what strategies and activities should apply to meet a learner’s readiness. Surveys of learners prior to beginning a course, or some introduction course before the advanced courses are the ways to retrieve the material and aware the learner’s readiness. Orientation to learning Learning is a process of increasing competence to achieve full potential in life. According to Knowles, adults are problem-centered in their orientation to learning (Knowles, 2005). They prefer a problem solving orientation to learning (problem centered), rather than content-oriented. This orientation relates to their experience, task or problems in everyday situations. The sense of adults is that learning will allow them to execute task or deal with problems faced in life. When they confront real-life situation, they want to learn what will help them to contribute their  effectiveness, and they learn best in this status. Motivation Motivation is the last core of Andragogy assumption, but not the least. Knowles emphasizes the adult learner’s motivation can be blocked by training and education if neglect of adult learning principles (Knowles, 2005). â€Å"Adults tend to be more motivated toward learning that helps them solve problems in their livers or results in internal payoffs† (Knowles, 1998). Adult learners are responsive to some motivators. And normally those motivators can be divided into external (e.g., better job, higher salaries) and internal (e.g., desire of job satisfaction, self-esteem). And the andragogical model assumes adult learners tend to be more motived by the internal motivators than the external one. Implement Base on the six assumptions of Andragogy, let’s see how adult learners and educators began to implement the practical applications: Assumption Adult learner Educator Need to know Have a need to know what they expect to learn before investing time in a learning event Make sure that the learners know the aim, goal and purpose of training as early as they can. Self-concept Must uphold the concept of self-directing, responsible their own growing. Coach learners to find their needs and guide their own learning experience. Experience Come to a learning occasion with richest of experience and trade-off to contribute. Create and maintain a learning environment to build on and make use of learner’s experience. Readiness to learn Uphold a strong readiness to learn those things that they undertaking to learn. Ensure training relates directly to situations adult face in real-life task Orientation Dedicate their energy to learning things that help them cope with daily life  or solve a problem. Identify learner’s needs and interests, develop content based on the their needs. Motivation More responsive to internal motivators than external motivators. Create a safe learning environment and make sure the internal motivation will not blocked. Characteristics of Adult learners According to the Andragogy, Malcolm Knowles practiced a characterization of the defining features for adult learners, and shown as following: Adults have identifiable goal – they clearly understand what they need and know how to achieve their goal; Adults are independent – they are expect and enjoy independence, like to take control, and should allowed to express themselves freely; Adults have wealth of experience – need others to recognize their previous experience, including both positive and negative; Adults want immediate usefulness of their learning – they want to apply what they learn to solve and handle problems faced in their daily life; Adults fear to the educational process – normally graduated from school years and do not familiar with those process; Adults are hard to change – with their prior experience, their conducts become a habit, and some even though became their character already. Andragogy vs Pedagogy Since the Andragogy is a learning theory for adult learners, and which is contrast to Pedagogy. The following table summarizes the assumptions and processes of andragogy and pedagogy: Assumption / Processes Andragogy Pedagogy Need to know Clearly understand why they need to know before choose to learn. Only need to know what the teacher teaches. Self-concept Raise of self-directedness Dependency Experience Learners are a wealth resource for learning Tiny worth Readiness to learn Developed from life’s experience Directly related to age level and curriculum Orientation Problem centered Self centered Motivation Motivated by internal payoffs and curiosity Motivated by external incentives and punishment Time perspective Immediacy of application Postponed application Learning climate Interaction Respectful Informal Authority Competitive Formal Planning Mutual self-diagnosis By educator / instructor Formulation of objectives Mutual negotiation By educator / instructor Teaching strategies Experiential techniques Transmittal techniques Evaluation Mutual measurement of program By educator / instructor Barriers of learning Compare with children and teenagers, adult learners have different roles and many responsibilities in their daily life, they must balance against the demands of learning. Those responsibilities will cause barriers against their choice to return to school or participate in workplace training. Normally, those barriers can separated into three categories: 1) Attitudinal barriers; 2) Time and financial barriers; and 3) Education barriers. We need to identify those barriers and overcome them and take control of our own learning. Attitudinal barriers Knew already – People with â€Å"I already know† attitude to reject learning. He think it does not require training in that area, because he may already trained or thought himself had enough knowledge in that aspect. And properly people has this attitude are come with good education level; Previous experience – Generally people are used to learn in a traditional style, instructor teach with transmittal techniques. With this experience, they may feel the learning is irrelevant or boring, so they reject. Lacks of trust – Students attend a class with different backgrounds and goals. Do not trust the other participants will cause some of them do not participate actively in class for nervous and shy. Problems of motivation – people come to learn without initiative, they were forced to learn. Hard to motivate people if they don’t have own motivation. Time and financial barriers Lack of time – No matter the duration of a course, adults need to invest time to join it. They need to â€Å"sacrifice† from other activities and concern of its existence. Lack of money – Free training is minority. Therefore, money always is a main barrier to access adult education services. Family responsibilities – Caring for children, the obligation of accompany spouse, will cause shortage of study time. Organizing schedule – You need to change or sacrifice the study timetable because of the family and work responsibilities. Education barriers Too old to learn – Generally can be find in older and low education level people. The behaviour of reject learning is because they don’t familiar with the new technology or specialized languages, and their reaction time is often slow. Lack of confidence – Low self-esteem, past failures experience mark the adults, preventing them to overcome frustrations and fears. Reflection First of all, I would like to introduce myself, and the brief of my background are shown as below: Male, 42 years old, married with 2 children (12 Yrs & 7 Yrs). I’ve been serving the Hong Kong Police Force for 22 years, working in operational field but non-frontline. Besides operation planning, I’m also involved in a â€Å"Diploma in Police Search & Venue Security Programme†, which was held by Hong Kong Police and granted accreditation from HKCAAVQ, I’m one of the instructors of this programme. I am F.5 graduated, then granted a diploma of Police Policing on 2002, and that was my last academic certificate. According to my profile, I am a typical adult learner and faced most of the barriers that I had mentioned previously. I would like to critique the strengths and weaknesses of andragogy with my own circumstance. Strengths As an adult learner, the motivation of learning is very important, is core factor of adult education. Adults have different tasks and needs in their daily life; they will put their needs in orderly with the seniority. If the need is related to learning, they will have a great motivation, and learning become the priority in their life, so no any barriers can block them, and they study best in this situation. However, the concept of â€Å"motivation† is not the strength of andragogy in my view. Upon my opinion, I will choose the concept of â€Å"need to know†, because it’s the factor that cause â€Å"motivation†. With the â€Å"why†, â€Å"what† and â€Å"how†, I will explain the principle of â€Å"need to know† on my circumstance. At the beginning, I come to class for my own promotion and seem as career  investment. I like my current career, and seem to be my life occupation. In order to enhance my competitive advantage and help myself excel in my working place, I choose to continue learning. That will offer opportunities for further development and lead promotion. My view have change during this training, I find out I know more about the adult training theory, which help me to teach the trainee in my programme; enhance the communication skill with my children and people around me. The most important is I know myself more, I am shortage not only in academic standard but also in daily knowledge. I enjoy study and hunger for the knowledge. My motivation of learning becomes stronger and stronger, because I clearly understand why I need to learn, what I need to learn and how I need to learn. Weaknesses During this moment, I will say the concept of â€Å"Orientation† is the weakness of my own learning. Since I come for learning is not for a problem solve purpose, and the subject I study also not relate to my daily task. Conclusion Knowles introduced and develop the andragogy as core principles of adult learning. It help the educator designing and conducting adult learning, and build more effective learning processes for adults. Andragogy works prefect in practice when it is adapted to fit the special character of the learners and the learning organizations. References Adams, N. B. (n.d.). Andragogy. Andragogy. Retrieved March 1, 2014, from http://www2.southeastern.edu/Academics/Faculty/nadams/etec630%26665/Knowles.html Ana, B. (2013, October/November). Characteristics of adult learning. Characteristics of Adult Learning. Retrieved March 1, 2014, from http://www.slideshare.net/aliceproject/39-ana-badea Andragogy how adults learn. (2013, October/November). Andragogy How Adults Learn. Retrieved from http://www.slideshare.net/xilo24/andragogy-how-adults-learn Aspell, D. D. (n.d.). Retrieved August, 2003, from http://www.umsl.edu/~henschkej/andragogy_articles_added_04_06/aspell_Andragogy%20-%20Adult%20Learning.pdf Crawford, S. R. (n.d.). Retrieved March 1,

Creating Good Emergency Lesson Plans

Creating Good Emergency Lesson Plans Teachers are required to have a set of emergency lesson plans so that in the event of an emergency there is no interruption in the delivery of instruction. There can be any number of reasons to need emergency plans: a death in the family, an accident, or a sudden illness. Since these types of emergencies can arise at any time, emergency lesson plans should be not be associated with lessons that are part of a sequence. Instead, emergency lesson plans should be related to topics covered in your classroom, but not part of core instruction.    Regardless of the  reason for your absence, your substitute plans should always include information critical to the operation of the classroom. This information should be duplicated in the emergency lesson folder. For each class period, there should be class lists (with parent phone numbers/e-mail), seating charts, times for a variety of schedules (full day, half-day, specials, etc) and a general comment on your procedures. The fire drill procedure and a copy of the student handbook should be included in the folder as well as any special school procedures. While still keeping a students right to privacy in mind, you may also leave general notes to prepare the substitute for any special needs students. You may also provide the names and teaching assignments of those educators near the classroom in the event your substitute might need immediate assistance. Finally, if your school has a substitute log-in for computer use, you may leave that information or a contact for the substitute to request a log-in. Criteria for Emergency Lesson Plans The criteria that should be used in developing a good emergency lesson is similar to what you might leave for a scheduled absence. The plans include: Type of learning: emergency lesson plans should not include new learning, but rather work with concepts or principles that students already understand in your  subject area.  Timelessness: Because emergencies  can occur anytime  during the school year, these plans should address concepts important to the discipline, but not tied to a specific  unit. These plans should also be revisited during the school year and adjusted based on what topics students have covered.Length: In many school  districts, the recommendation is that emergency lesson plans should support a substitute for a minimum of three days.  Accessibility: The materials in emergency lesson plans should be prepared so that students of all levels of ability will be able to complete the work. If the plans call for group work, you  should leave recommendations on how to organize students. Substitute plans should be contain translated materials for English Language Learners if there is a need.  Resources: All materials for the  emergency lesson plans should be prepared and, if possible,   left in the folder. All papers should be copied in advance, and a few extra copies added in the event the classroom numbers have changed. There should be directions as to where other materials (books, media, supplies, etc) can be located.   While you want to make sure that your students are engaged in meaningful activities, you also should anticipate the amount of work you will receive when you return. Your first reaction may be to stuff the folder with many different worksheets to keep students occupied. Returning to school to face a folder filled with busy work does not benefit you or your students.   A better way to help the substitute is to provide materials and activities that engage students and can extend over a period of time.    Suggested Emergency Lesson Plans Ideas Here are some ideas that you can use as you create your own emergency lesson plans: There are always extended questions from chapters in your textbook that you may never get to during the school year.   The extended response  questions (sometimes titled further study...) sometimes take more time than a class period or they may be more challenging and involve  applying skills students already have  in solving authentic or real-world problems. There may be scenarios for students to try. A model of what is expected should be provided to the substitute.There may be articles that are related to your discipline with questions that students can answer. If there are no questions with the reading, you can use these four close reading questions that meet the Common Core Literacy Standards. You should leave an example to model for students so that they should know to provide evidence from the text for each question.What is the author telling me?  Any hard or important words? What do they mean?  What does the author want me to understand?How does the author play wit h language to add to meaning? Depending on the media available in your school, you may want to use short videos (TED-ED Talks, Discovery Ed, etc. ) that are often followed by questions. If questions are not available, the same questions used for an article (see above) can be used in responding to media. Again, you may want to leave a model response for students to see.If your students are capable to do writing enrichment activities independently, and depending on the student access to research tools, you could leave a visual (painting, photo, or graphic) that is related to your discipline and have the substitute use the Question Formulation Technique. The visual can be a current event photo, an infographic for math, or a painting of a landscape for a storys setting.This technique allows students to ask their own questions and build off their peers’ questions. In this activity, the substitute would ask students to formulate as many questions as they can about the visual. Have the students  write down ever y question exactly as it is stated; then have the students  determine which questions can be answered and which need more research. The substitute can lead the class in  prioritizing the questions. Then, the students can choose one (or more), and do the research in order to respond. Leaving the Plans While emergency lesson plans will not cover material you are currently working on in your class, you should use this opportunity to extend their knowledge about your discipline.   It is always a good idea to mark the location of your emergency lesson plans in a place different than your regular  substitute folder.   Many schools ask for the emergency lesson plans be left in the main office. Regardless, you might not want to include them in the folder so as to avoid confusion.   When emergencies come up and remove you from the classroom unexpectedly, it is good to be prepared. Knowing that you have left plans that will engage your students will also minimize inappropriate student behavior, and returning to deal with discipline problems will make your return to the classroom more difficult. These emergency lesson plans may take time to prepare, but knowing that your students have meaningful lessons while you are not available can take the stress out of the emergency and make your return to school more smooth.

How TNT Pop Its Snappers Work

How TNT Pop Its Snappers Work TNT Pop Its belong to a class of novelty fireworks collectively called bang snaps. Similar products are called snap-its, poppers, and party snaps. Kids have been using them for pranks and celebrations since the 1950s. In case you were wondering, Pop Its dont contain TNT. That is simply their brand name. Pop Its are trick noisemaker rocks, commonly seen around the 4th of July and Chinese New Year, that pop when they are stepped on or thrown against a hard surface. They look like little paper-wrapped rocks, which, in fact, is what they are. The rock is gravel or sand that has been soaked in silver fulminate. The coated grains are twisted into a piece of cigarette paper or tissue paper. When the bang snap is thrown or stepped on, the friction or pressure detonates the silver fulminate. Pop its can also be ignited, although its not particularly safe to set them off in your hand. The tiny explosion makes a sharp snap that sounds a bit like that of a cap gun. Chemistry of Pop Its Silver fulminate (like mercury fulminate, which would be toxic) is explosive. However, the quantity of fulminate in Pop Its is very small (about 0.08 milligrams) so the little exploding rocks are safe. The sand or gravel moderates the shock wave produced by the detonation, so even though the sound is loud, the force of the pressure wave is fairly minor. Snapping one in your hand or stomping it with bare feet can hurt, but is unlikely to break the skin. The sand or gravel isnt propelled very far, so there isnt danger of the particles acting as projectiles. Generally, Pop Its and related products are considered safe for use by children. While poisonous fulminates of other metals would produce a similar effect, they arent used in commercial products. Make Pop Its Yourself Fulminates are easily prepared by reacting metal with concentrated nitric acid. You dont want to go making this in any quantity yourself because the fulminate is shock sensitive and pressure sensitive. However, if you decide to make do-it-yourself Pop Its, the silver fulminate is more stable if flour or starch is added to the crystals during the filtering process. You can coat sand with silver fulminate, wrap it in paper, and use it in the traditional way. Bigger is not better - be safe.

Proctor & Gamble (Pakistan) Essay Example | Topics and Well Written Essays - 5250 words

Proctor & Gamble (Pakistan) - Essay Example One of the most persistent drivers of corporate strategy is the macro-environment that has been explained through the PESTEL analysis. Indeed government policies can effect both supply side and the demand side factors. From P&G’s perspective it is not only the total demand that will be affected by such policies but also have bearing on its distributive policies. Factors like taxation or legislation on wage conditions or employment are all very relevant. But these are direct influences. Other indirect factors that affect the consumer’s income levels will be equally significant contributors that need to be watched and adjustments will have to be made to accommodate these in future strategies. The Five Force analysis has expounded the basis of strategy in relation to the industry environment and the likely impact on P&G’s performance. The company has a few traditional as well as contemporary competitors that take a sizable share of the market. All across the industr y the product range is quite similar as in the consumer industry worldwide. Since there is little difference to choose from, it is the buyer’s perception that assumes importance in this market.

Deaf culture. This paper contains answers for three questions about Assignment

Deaf culture. This paper contains answers for three questions about Deaf Again Book - Assignment Example Moreover, he does not need to speak openly or wear a hearing aid because they could easily communicate, because they were also Deaf. They understand that sign language is an optimum way to communicate with him; therefore, he does not struggle when he communicates with them. As for his hearing grandparents, the experience is opposite as he has to read their lips, speak plainly, wear a hearing aid, and act as a hearing individual; a process that is quite challenging for him. The second difference was their perspective toward deafness. His Deaf grandparents view deafness as a cultural difference between them and hearing individuals. They were very proud of being Deaf. They do not consider themselves as a disabled or consider deafness as something that needs fixing. On the other hand, his hearing grandparents were viewing deafness as a disability and something that needs to be fixed. Therefore, they reject the use of sign language and encourage him to use speech in his communication. In addition, they often felt sorry for him; as they try to improve his speaking skills. The last difference was the Dinner Table Syndrome. Anytime her visits his Deaf grandparents, he does not feel the isolated and enjoys sharing stories, joking, and all kinds of conversation with them via sign language. In contrast, when he visits his hearing grandparents, he feels left out at the dinner table, because he cannot participate freely as the talk, share their stories, and joke through spoken language. The author indicates that there is a critical period for language acquisition for Deaf children; which is usually during the first five years of age. He pointed out that the Deaf parents must focus on sign language accessibility during this period of the Deaf child’s life by allowing their child to interact with his/her Deaf peers and involve in Deaf community activities. He explained that early exposure to sign language during