Feelings about seeing great drawings Essay Example | Topics and Well Written Essays - 250 words

Feelings about seeing great drawings - Essay Example Viewing this work made me feel a conflicting sense of excitement, but also a foreboding sense of intellectual curiosity. This exhibit had many of this artists’ work so I further experienced these feelings as I made my way throughout the exhibition hall. In other instances, however, I came to appreciate the way that the museum hall itself was able to manipulate my feelings by juxtaposing certain works of art. For instance, the lively nature of the above mentioned work was contrasted with work that implemented a starkly more minimalist style. I subsequently came to reflect on the ways that my feelings changed as a relation between myself and the drawing. The minimalist drawings made me feel more intellectual, while the abstract drawings were more emotional. These distinct emotions made me recognize that a major purpose of art and artists is to allow us to feel new

Global Warming in All Aspects of Human Life Essay

Global Warming in All Aspects of Human Life - Essay Example In recognition of this problem, business organizations, institutions, environmental groups and institutions are now engaged in ardent efforts in minimizing the causes of global warming. Amidst all these efforts, global warming remains a looming threat for the world as it is not fully eliminated by the solutions put in place. I believe that the best solution for global warming is the collective effort of everyone in the world. It should be noted that this problem is not just the concern of the government or business organizations but everyone in society. All of us irrefutably have our own little contributions in the aggravation of this phenomenon through the choices that we make. Thus, it can best be solved through our collective effort in choosing our energy sources, the automobiles that we use, in pushing for laws which protect the environment eliminates harmful gas emissions and stop the usage of products which contributes to global warming. Leaving global warming in the hands of f ew institutions and business organizations neglects the largest factors in the solution of the problem—us, ordinary individuals. We should note that the existence of business organizations are determined by the customers as well as politicians are only elected by citizens. Thus, we have the responsibility of patronizing products from a socially responsible company and supporting a candidate who is committed to solving the problem. We should also opt to utilize other energy sources like wind, geothermal, and solar.

Relationship between life expectancy and various factors

Relationship between life expectancy and various factors Many factors have been proved to be related to the life expectancy of people. This paper examines the relationship between the geographical position people live, their genders, per capita GDP and their life expectancy, using the cross-state data in the United States in 2000. In our research, controlling for per capita income and the gender, we find that the geographical position people live in are strongly correlated how long they can live: life expectancy in Hawaii exceeds that in Southern America by as much as four years. Also, based on our research, the females in the States typically live longer than males by five years. These coefficients are significant. 1 Introduction Academics and medical experts have long been curious about what factors will affect the local life expectancy and health. Academics hold different opinions towards this question. Some scholars, using a cross-country, time-series data on health and income per capita, showed that wealthier countries tend to be healthier (Lant Pritchett and Lawrence H. Summers)  [1]  ; some scholars suggest that particular air pollution may be a potential causes for decrease in life expectancy (Jaakko Nevalainena and Juha Pekkanen)  [2]  ; some scholars have found some diseases correlated with life expectancy, such as Obesity (A. Peeters, J.P. Mackenbach, L. Bonneux)  [3]  . However, previous research does not answer the simple question that when the productivity and per capita income is high enough, what is the effect of per capita income on life expectancy. Also they fail to analyze how people living in different geographical positions with comparable income differ in their life expectancy . This is what this paper will focus on. In this paper, we use the state-level data of 2000 from the U.S. Census Bureau and examine the relationship between life expectancy and various factors, including geographical position, gender and local economic conditions, which are denoted by per capita income. Using an OLS method, we found that the gender and geographical positions strongly correlated with life expectancy. Females in average lives five years longer than males, given other conditions; life expectancy of residents in Hawaii in average is 4 years longer than that of residents in Southern American, including Florida, Georgia, North Carolina, South Carolina, etc. This difference may due to the availability of new medical techniques, the various life styles of different places and the sanitation conditions, which we will not go into the details in this paper. According to our research, the per capita income is not a significant factor affecting the life expectancy across states in the United States, which is contrary to the previous research done by Lant Pritchett and Lawrence H. Summers as mentioned before. Our research shows that in developed countries, the per capita income may not be an important factor in determining the life expectancy, which means the marginal effect of income on life expectancy diminishes. 2 Data and institutional background Life expectancy, by its definition, is the expected (in the statistical sense) number of years of life remaining at a given age  [4]  . The life expectancy in this paper refers to the number of years remaining at birth. Our analysis is based on linked 2000 state-level data from multiple sources. Data on the state-level life expectancy (of female and male) are provided by the U.S. Census Bureau  [5]  , whose mission is to serve as source of data about the United States people and economy  [6]  .Data on the per capita income of all states is from the website of Information Please  [7]  , which is part of Pearson, an integrated education company. The data was computed by Information Please using mid-year population estimates of the Bureau of the Census. To examine the effects of factors other than age and per capita income, we consider the geographical location of people. Intuitively, where people live determines their life style, their diet and the climate around, thus affecting the life expectancy. To figure this effect, we include the geographical location in to our model. However, due to the lack of data, we divide states into 8 groups. They are: Alaska; Hawaii; New England, which includes Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont; Midwest, which includes Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, Wisconsin; West, which includes California, Colorado, Utah, Washington, Wyoming; Middle, which includes Delaware, DC, New Jersey, New York, Pennsylvania; South, which includes Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North California, South California, Tennessee, Virginia, West Virginia; Southwest, which includes Arizona, New Mexico, Oklahoma, Texas. We introduce 7 dummy variables to denote these 8 categories. If an observation belongs to a certain category, we denote it with 1, else we set it 0. 3 Methodology Our aim in this paper is to examine the effects of genders, per capita income and geographical location on life expectancy. Among these factors, per capita income is measured by the 2000 US Dollar, while the life expectancy is measured in unite of years. We employ OLS linear regression model to estimate the marginal effect of various factors on life expectancy. Suppose the statistical average years remaining at birth in a certain state is measured by y, and the explanatory variables are vector x. Assume that life expectancy, y is a linear function of our independent variables x, or y=ÃŽÂ ±+xÃŽÂ ²+ÃŽÂ µ, where ÃŽÂ ²is a vector of coefficients andÃŽÂ µis assumed to be conditional independent of x and has a expected value of 0, x is a vector of variables assumed to affect life expectancy. Intuitively, per capita income should have a positive coefficient while the female dummy variable negative. There, using these assumptions and measures, our main hypothesis is as follows. Hypothesis1: an increase in per capita income should be accompanied with an increase in life expectancy. Hypothesis2: being a female means longer life expectancy. Hypothesis3: Living in different part of the United States brings about a different life expectancy. 4 Results 4.1 Descriptive statistics Table 1 provides summary statistics for the main variables in our study. As we can easily figure out from Table 1, the life expectancy of female is much greater than that of males. All the common statistics of females, including mean, maximum, minimum and mean, outperform the males by more than 5 years. Besides, the variation of life expectancy of males among different states, measured by standard deviation, is larger than the females by about half a year. This fact, to some extent, confirms peoples guess that due to more variations in life styles, males life expectancy changes more violently than females. Another fact that we should notice in table 1 is that the great range of per capita income. Ranging from 20856 to 40870, per capita income of different states has a standard deviation of 4512, which accounts for 20% of the mean. Such a great variation suggests that the coefficients may have a relatively small coefficient. Figure 1 is a Box plot of life expectancy for both Male and Female. Visually, we cannot find significant different in variation between these two categories. Most of the observations fall in the right area apart from one observation of male which is significantly below the right area. This observation is the D.C. Since our purpose is to measure the effects of geographical location on life expectancy, we dont have a good reason for deleting this observation from the dataset. As a result, we will keep this sample point and run the regressions. 4.2 Regression results Table 2 provides the regression results for life expectancy, controlling for geographical locations, genders and per capita income. The first set of results in the table use per capita income in 2000, while the second use that of 1999. As we can see from the first column of table 1, using Southwest part of the United States as the base, the dummy variables Hawaii, South, Female are significant under 1% significant level and Middle is significant under 5% significant level. The coefficient of Female is 5.2, which means being a female increases life expectancy by about 5 years, controlling for geographical locations. This accounts for about 7% of life expectancy of males. The difference in life expectancy between male and female may due to their distinct living style. In the United States, men tend to work to support the family, while a large proportion of women remain being a house wife. Higher pressure for men, as well as their more exposure to working place accident, public place crime and unhealthy habit, like smoking and drinking, may contribute to their lower life expectancy. When it comes to geographical location, living in Hawaii is with no doubt better for healthy than in southern American. The difference be tween these two districts may be due to the climate, the living style or some omitted variables, for example, people who like swimming and sailboat may prefer to live in Hawaii. This habit, in turn, makes them healthier than people in other places. Our research has shown that after controlling for per capita income, life expectancy in different parts of the states is different. This suggests a further research on why they differ in life expectancy. When it comes to per capita income, as we can see, in the first column we introduce per capita income of 2000 as explanatory variable, while in the second column we use that of 1999. Neither of these two coefficients is significant, which means in developed countries, income might not be a determinant factor that affects state-level life expectancy. Notice that we are not saying income is not important for individuals who are less fortune, but for statistical average of large sample size, its effects are offsets by the people who are extremely rich. Since it is a cross-sectional dataset, we need to test whether heteroskedasticity exists. Figure 2 are the plot of residuals versus genders. Roughly speaking, the distributions of residuals of both genders seem alike. To confirm this point, we conducted Breusch-Pagan test and the results are presented in Table 3. The chi square is 3.02, which means this is significant under a 10% interval and a weak heteroskedasticity may exist. To exclude this effect, we then conducted weighted OLS regression, and the regression results are similar to that in table1. We present it in table 4. 5 Conclusion In this paper we examine the effects of geographical location on life expectancy, controlling for gender and per capita income. Our research finds that living in different places does contribute to the different in the life expectancy. A more detailed research may be needed to find out why.

finding neverland movie review Essay -- essays research papers

Analysis of Roger Ebert's â€Å"Finding Neverland† Film Review â€Å"Finding Neverland† is a recently released motion picture starring acclaimed actors Johnny Depp and Kate Winslet, and directed by Marc Forster ("Monsters Ball†) Personally, I loved the movie and It was hard to find a critic that gave the movie a negative review, so I stopped trying to find someone to argue with and I came across the king of all critics, Roger Ebert. I usually don't agree with his reviews, so I figured we would clash on this one, but surprisingly we came to agree on many aspects. He makes a point to mention Freddie Highmore and the remarkable job he did playing the angry but sad role of Peter. A very challenging role for a child that even most adult actors couldn't portray. He can make you feel so sad for him although he is acting like a brat most of the time, but he makes you feel the pain he's going through with the tears and sadness always running through his eyes. He also commends Johnny Depp for his â€Å"widely differing roles† bringing up characters Depp has played in the past which gives you a glance at how many different roles he has not only played, but was excellent in portraying. It is obvious Ebert was impressed by Depps performance but it seams he is giving the movie credit to Depp and ignoring the director. â€Å"For Depp, "Finding Neverland" is the latest in an extraordinary series of performances. After his Oscar nomi...

Education in a cosmopolitan Society Essay

Multiculturalism is being challenged by new theories of cosmopolitanism. Discuss in relation to education. Theories of multiculturalism and cosmopolitanism have had a profound effect on Australian curriculum and education. Issues such as racism and secularisation have been a prominent feature of discussion in relation to the way it shapes the Australian curriculum and the shaping of our society. Multicultural education has been incorporated into the Australian curriculum since 1983. Rooted into the curriculum were multicultural perspectives and intercultural education, as an attempt to change attitudes towards a multicultural society. â€Å"Multiculturalism, in this sense, is ideologically inscribed in the very core of the â€Å"new Australia†(Ang, I. & Stratton, 1998). â€Å"In Australia as in Canada, multiculturalism is a centrepiece of official government policy, that is, a top-bottom political strategy implemented by the state to improve the inclusion of ethnic minoritie s within the national culture and to â€Å"manage cultural diversity†. (Ang, I. & Stratton, 1998) Since its introduction multiculturalism has been a policy that worked to accommodate the needs of immigrants. Multiculturalism became a theory that expressed the personality of the emergent ethno-cultural diversity of society in the final decades of the twentieth century. Although in theory, multiculturalism preaches equality, the development of self-awareness and self-worth, society has been faced with several problems in regards to the practice of multiculturalism in Australian curriculum. Some of these problems stem from the mentality where Social groups stay together and exclude others and also labelling on the basis of stereotypes occurs. It has also seen to have many benefits like the decrease of cultural based racism and an awareness of other cultures. Multicultural policies are constantly challenged and changing in Australia due to emerging cosmopolitan ideas and the way that these ideas shape the changing education curriculum in schools. The three different types of cosmopolitanism include political, moral and cultural cosmopolitanism. Differing from multiculturalism, cosmopolitanism acknowledges the fact that cultures can change and their mode of orientation to the world can also change so that people can develop a cosmopolitan disposition for themselves in the form of self-transformation. Where  multiculturalism has problems of selectiveness, cosmopolitanism maintains indifference to labels and stereotypes to create a diverse atmosphere. Cosmopolitanism pursues to assume transformations in cultural standards through the education of self-awareness, agency and identity. Together with education, cosmopolitanism and multiculturalism contributes to modelling a inclusive society. Delanty (2006) states, â€Å"The critical aspect o f cosmopolitanism concerns the internal transformation of social and cultural phenomena through self-problematisation and pluralisation. It is in the interplay of self, other and world that cosmopolitan processes come into play. Without a learning process, that is an internal cognitive transformation, it makes little sense in calling something cosmopolitan. As used here, the term refers to a developmental change in the social world arising out of competing cultural models. This suggests a procedural conception of the social.† Cosmopolitan learning is ‘not so much concerned with imparting knowledge and developing attitudes and skills for understanding other cultures per se but with helping students examine these, but with helping students examine the ways in which global processes are creating conditions of economic and cultural exchange that are transforming our identities and communities.’ (Rizvi 2009:265-266) Cosmopolitan learning stresses the idea that education is a crucial element in supporting the transformation of individuals and culture. It helps to move away from the â€Å"us† versus â€Å"them† perception that developed through multiculturalism. Educators should support students to explore the cosmopolitan ideas of global interconnectivity and individuality. This cosmopolitan view will enable students to connect locally built practices of cultural exchange to the wider practices of globalization. Cosmopolitan learning when incorporated into an already multicultural society and curriculum can help to achieve a level of interconnectedness and acceptance, also to maintain a diverse and open minded curriculum based learning. References: Ang, I. & Stratton, J. (1998) Multiculturalism in Crisis: The New Politics of Race and National Identity in Australia. Topia: Canadian Journal of Cultural Studies 2, 22-41 Delanty, G. (2006). The cosmopolitan imagination: critical cosmopolitanism and social theory. The British Journal of Sociology, 57(1), 25-47. Leeman, Y. & Reid, C. (2006). Multi/Intercultural Education in Australia and the Netherlands. Compare: A Journal of Comparative Education, 36(1), 57-72 Rizvi, F. (2008). Epistemic Virtues and Cosmopolitan Learning Radford Lecture, Adelaide Australia 27 November 2006. The Australian Educational Researcher, 35(1), 13-35 Sobe, N. W. (2009). Rethinking â€Å"Cosmopolitanism† as an Analytic for the Comparative Study of Globalization and Education. Current Issues in Comparative Education, 12(1), 6-13 Spisak, S. (2009). The Evolution of a Cosmopolitan Identity: Transforming Culture. Current Issues in Comparative Education, 12(1), 86-91 Werbner, P. (2006). Vernacular cosmopolitanism. Theory, Culture & Society, 23(2-3), 496-498

Ptlls Level 3 Unit 001

Preparing to Teach in the Life Long Learning Sector Unit 001 – Roles, Responsibilities and relationships in lifelong learning. Candidate Name: City and Guilds Number: TASK A Guidance Document Driver Training Department. Guidance Document for driver trainers working with learners Overview Instructing, coaching and assessing in the driver training sector can present many challenges and variants when interacting with learners on a day to day basis.Training scenarios can greatly differ in their aim, practical application or severity of risk assessment and your involvement can then vary to include the protection of personal information, development of training materiel or direct contact with individuals. You should be aware of how your actions could influence or impact on not only learners, but also colleagues the Service and even members of the public. Legislation It is essential you familiarise yourself with the various Legislative acts, regulatory requirements (including codes o f practice) and Service policies which have been outlined below.Though it is not expected for trainers to know these word for word, you will need both an accurate interpretation of them and the ability to refer to them with ease. Health and Safety at Work Act (1974) This Act sets out the general duties which employers have towards employees and members of the public, and duties which employees have to themselves and to each other. The Act is in force to make the working environment a safe and secure place for any individual within it. Generally common sense assures us of this but by raising awareness and understanding then further improvements to the working conditions can be realised.The main aspects of the act are; †¢Requirements for the employer to ensure the health and safety of its employees †¢Requirements for the employer to provide adequate information, training and supervision of its employees along with adequate equipment and systems of work †¢Requirements fo r you to take care of yourself or others that may be affected by things you do or neglect to do. †¢Requirements for you to co-operate with employers and not to misuse or interfere with anything provided in the interests of health, safety or welfare.You will also be teaching and working within some regulations that are ‘born from’ or linked to the Health and Safety at Work Act. The main ones of these are. †¢PUWER (Provision and Use of Work Equipment Regulations) 1998 †¢LOLER (Lifting Operations and Lifting Equipment Regulations) 1998 Further information on Health and Safety legislation can be found on the LFRS Service intranet system, http://Pages/Health-and-Safety. aspx where there are also links to www. hse. gov. uk for self- research. You can also find relevant presentations for delivery to learners on the Driver Training Department, server in the presentations folder.Road Traffic Regulation Act 1984 and Road Safety Act 2006 When working in the Emergenc y Response Driver Training (ERDT) sector, this legislation forms a major influence on not only what you teach but also how you teach it. †¢Section 19 Road Safety Act 2006 (ne. sect. 87 Road Traffic Regulation Act 1984) gives and exemption for speed limits provided that i)observing the speed limit would hinder the vehicle, ii) the driver has been trained in accordance with this legislation, iii) the vehicle is being used for training purposes. †¢Contained within the Road Safety Act is the competency requirements of ERDTYou will also be teaching and working within some regulations that are ‘born from’ or linked to the Acts. The main ones of these are. †¢Traffic Signs and General Directions Regulation 2002 †¢Zebra, Pelican and Puffin Pedestrian Crossing Regulations 1997 †¢Motorway Traffic (England & Wales) Regulations 1982 Further information on road traffic legislation can be found on the LFRS Service intranet system, http://Pages/DriverTraining-M aterial. aspx where there are relevant presentations and also links to Department for Transport section within www. gov. uk/government/orginisations/department-for-transport web sites for self- research.Service Policy LFRS has a service Health and Safety policy specifically covering all types of vehicle related operations. It is titled Road Risk Management and acts a policy, but also gives guidance to the above legislative requirements. There is an overriding message of ‘drive to arrive’, highlighted by response driving speed limits. †¢Responding vehicles are subject to a policy enforced limit of the speed limit enforced for that vehicle on that road at that time, + 20 mph. Road Risk Management policy is available on LFRS intranet system http://corporate/policies/Pages/PoliciesProcedures. spx Though not part of your main role, there may be occasions where you come into contact with vulnerable groups. You should make yourself aware of service guidance relating to th is subject and the legislation Safeguarding Vulnerable Groups Act 2006. This can be found on www. legislation. gov. uk Professional Qualifications and Membership As a member of the Driver Training team you will be required to hold several qualifications or memberships that may require periodic re-accreditation, CPD and operating within Codes of Practice.Your role will require registration as a member of the Institute for Learning, IfL. It has a code that was developed by the profession for the profession to outline the behaviours expected of members. The Driver Training department adopts the code and its outlining behaviours; †¢Integrity †¢Respect †¢Care †¢Practice †¢Disclosure †¢Responsibility Further information can be found on the IfL website www. ifl. ac. uk You should also make yourself familiar with The Further Education Teachers’ Qualifications Regulations 2012. This can be found at www. legislation. gov. ukProfessional relationships, resp onsibilities and boundaries. You should look to behave in a way that is appropriate to your role and promote appropriate behaviour and respect from learners you interact with. You should be aware and operate within any ground rules that are set by your employer and emphasised through your line manager. You are also responsible for ground rules that you should look to install between you and your learners. Below are some examples and scenarios that you should be aware of in your role. The role of a Driver Trainer often brings you into close contact with small roups of learners, in a closed and personal environment and for extended periods of time. The need to create an open and relaxed environment is important, especially during ERDT, but this could lead to a blurring of boundaries between teacher and learner. It is important that you are aware of this and maintain the authority to be able to control situations safely when teaching in a moving vehicle environment. Though you may know students through other avenues such as other work activities or sports clubs you should be aware of discussing aspects of training, especially on social media sites.You should also be aware of commenting on aspects of your working day which could be open to public view and be easily misinterpreted by other employees or members of the public. You should be aware of the boundaries of your responsibilities during your working day. For example, you may encounter a problem with a training vehicle that you think you may be able to repair. This may cause further damage or not repair the fault adequately which may have implications later in the day. The service has many departments that specialise in different areas that are available for you to call on and will assist you when it is beyond your responsibility.During the delivery of training courses your main responsibility will be to your students; however there will be other professionals who you will need to interact with. Internally th ese could include other instructors, colleagues from other departments, your line managers and learner’s line managers. You should aim to deal with each whilst remaining professional and thoughtful of the role they have and to not overstep the boundary of your role. External agencies such as Police, training facilities or members of the public should be dealt with professionally and respectfully.Remember you are representing the service and the department at all times. If you are ever in doubt of your responsibilities and boundaries of your role, always ask someone, either another teacher, line manager or a colleague related to the task in question. Individual learning needs Though on the surface most driver training courses are ‘pre-programmed’ with times, facilities and outcomes; the learning that is delivered is very flexible and can vary greatly from course to course due to the individual’s needs. It is your responsibility to facilitate this, rememberi ng to stay within the boundaries of your role.A scenario may occur where a student has personal commitments such has child care or transportation problems that may affect the delivery of the course. Guidance for the flexibility of course timings can be, at the first point, discussed between teacher and learner. This could then be referred to Driver Training line manager or the Specialist Training Manager for clarity or confirmation. If longer periods of time off are needed you can refer the learner to the Absence Management Policy http://corporate/policies/Pages/PoliciesProcedures. spx . There is often a miss conception within the service that the standard of numeracy and literacy skills is fairly similar, or at least above a given standard. The truth is often far from this and you should be aware of a learners need in this area. Though the majority of driver training is of a practical nature you should be aware of learning barriers. These can include factors such as an individualâ €™s learning style or conditions such as dyslexia. Learners may be unaware of these factors or unwilling to disclose them.For learning styles you can encourage completion of a VAK questionnaire, found on the team site http://team/sites/ds/default. aspx. This will enable you and the learner to better focus the information they receive and may make them more aware of their learning style. When delivering sessions that involve presentations, reading, writing, facts and figures or even discussions, be respectful of individual’s learning needs and be observant of the learner’s reactions. You should be aware of factors linked to dyslexia that may also affect other aspects of driver training.Disorders such as dyspraxia may be apparent in a mild form and can affect a learner’s movement and coordination. This may become evident when operating lifting hydraulics or following verbal commands in a vehicle. If you experience learners that make you aware of these factors work together with them in a respectful way. If you or they need further information there are many useful websites such as the dyslexia foundation www. dyslexiafoundation. co. uk/ and the dyspraxia foundation. www. dyspraxiafoundation. org. uk/ . Reference List