Friedrich Froebel, Founder of Kindergarten Essay

Friedrich Froebel was a German educator of the nineteenth century who developed an Idealist philosophy of early childhood education. He established kindergarten and education for four and five-year-old children. Kindergarten is now a part of education worldwide. Friedrich Froebel was born in the small town of Oberwiessbach, Germany in 1782. His mother died when he was a baby. His father remarried, but Froebel never liked his stepmother. His feeling of rejection and isolation remained with him for life. This had a strong effect on his theory of early childhood education. He believed the kindergarten teacher should be loving, kind and motherly. Froebel also had an unsatisfactory relationship with his father which, along with his shyness, caused him to be â€Å"introspective and socially inept† (Gutek, 2005, p. 261). Therefore, he wanted his kindergarten to â€Å"foster a sense of emotional security and self-esteem in children† (Gutek, 2005, p. 261). At the age of ten, Froebel went to live with his uncle. As a young child, Froebel spent a lot of time playing in the garden around his home. This led to his love of nature and had a profound effect on his educational philosophy. When he was fifteen years old, Froebel apprenticed with a forester and surveyor and studied forestry, geometry and surveying in school. He briefly attended the University of Jena from 1800-1802. Then he studied architecture at Frankfurt University. Although he ended his studies without receiving a degree, Froebel gained a sense of artistic perspective and symmetry he later used to design his kindergarten â€Å"gifts† and â€Å"occupations. † While in Frankfurt Froebel was hired as a teacher at the Frankfurt Model School, which was a Pestalozzian school. He studied the Pestalozzi method of instruction which emphasized using objects to teach. His method rejected the use of corporal punishment and emphasized respecting the dignity of children. This method of teaching very much appealed to Froebel. Froebel wanted to incorporate Pestalozzi’s method and creation of a loving and secure environment for children in his own teaching methods. After teaching at the Model School for three years, Froebel studied with Pestalozzi for two more years Froebel also decided to study languages and science at the University of G? ttingen. He wanted to identify linguistic structures that could be used in language instruction. During this time he became very interested in geology and mineralogy, and also pursued this in his studies. Froebel believed that the process of crystallization (moving from the simple to the complex) emulated a â€Å"universal cosmic law that also governed human growth and development† (Net Industries, 2008, Biography section,  ¶ 3). He would later incorporate the geometric shapes and formations in crystals to create his kindergarten â€Å"gifts. † In 1816, Froebel started a school in Griesheim called the Universal German Educational Institute. He enrolled students who were 7 years old or older. The school eventually moved to Keilhau. The school remained opened until 1829 when it struggled and was forced to close. However, Froebel was able to test and develop some of his educational ideas in his school. In 1818 Froebel married Henrietta Hoffmeister. She shared Froebel’s love of children and assisted in his educational work until her death. Froebel established an educational institute at Wartenese in 1831. Later, he was invited to establish an orphanage at Burgdorf. Here he conducted a school for the town children and a boarding school for those who lived away. He trained teachers and established a nursery school for 3 and 4 year olds. He developed songs, rhymes, games, physical exercises and other activities for the nursery school. He experimented with the objects and other materials that eventually became his kindergarten gifts. He also stressed play and its role in education. In 1837, at the age of 55, Froebel relocated to Blankenburg and established a new type of school for early childhood education. He called it â€Å"kindergarten,† or â€Å"the children’s garden† (Smith, 1999,  ¶ 5). This word expressed Froebel’s vision for early childhood education: â€Å"Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers† (Smith, 1999,  ¶ 6). He used play, songs, stories, and activities to establish an educational environment in which children, by their own activity, could learn and develop. According to Froebel, this meant that children, in their development, would learn to follow the â€Å"divinely established laws of human growth through their own activity† (Net Industries, 2008, Biography section,  ¶ 5). This is where he used his kindergarten gifts and occupations. â€Å"Gifts were objects Froebel believed had special symbolic potential. Occupations were the raw materials children could use in drawing and building activities that allowed them to concretize their ideas† (Gutek, 2005, p. 265). Froebel became famous as an early childhood educator in Germany and by 1848, forty-four kindergartens were operating in Germany. Froebel began training young women as kindergarten teachers. Kindergarten achieved its greatest influence in the United States. It was brought to America by the Germans after the European Revolution of 1848. Kindergartens appeared wherever there was a large concentration of German immigrants. Henry Barnard, the first United States Commissioner of Education, introduced Froebel’s kindergarten into educational literature in the 1850’s by including it in the American Journal of Education, of which he was the editor. He also recommended to Congress that a public school system be established for the District of Columbia that would include kindergartens. In 1873, William Torrey Harris established a kindergarten at a school in St. Louis, Missouri and incorporated it into the public school system. This event led to more public schools incorporating kindergartens into their systems. Eventually, Harris became the U. S. Commissioner of Education and he continued to press for the incorporation of kindergartens into public school systems throughout the United States. Before Froebel started his kindergarten, children under the age of seven did not attend school as it was believed that these young children did not have the ability to develop the cognitive and emotional skills needed to learn in a school environment. However, Froebel believed in early childhood education: â€Å"because learning begins when consciousness erupts, education must also† (Pioneers, 2000,  ¶ 7). In his book, Education of Man, Froebel states the idealist themes of his philosophy: â€Å"(1) all existence originates in and with God; (2) humans possess an inherent spiritual essence that is the vitalizing life force that causes development; (3) all beings and ideas are interconnected parts of a grand, ordered, and systematic universe† (Net Industries, 2008, Froebel’s Kindergarten Philosophy section,  ¶ 1). This is what Froebel based his work on, claiming that each child had an â€Å"internal spiritual essence – a life force† (Net Industries, 2008, Froebel’s Kindergarten Philosophy section,  ¶ 1). This life force seeks to be manifested through self-activity. He also believed that â€Å"child development follows the doctrine of preformation, the unfolding of that which was present latently in the individual† (Net Industries, 2008, Froebel’s Kindergarten Philosophy section,  ¶ 1). Froebel’s kindergarten created a special educational environment in which this self-activity and development occurred. Froebel used his kindergarten gifts, occupations, social and cultural activities, and especially play to promote this self-activity. Froebel also believed that children were to learn that they were members of â€Å"a great universal, spiritual community† (Gutek, 2005, p. 266). Thus the use of games and social activities. According to Froebel, play was essential to educating the young child. He believed that through engaging with the world, understanding would develop. That is why play was so critical – it is a creative activity through which children become aware of their place in the world and the world around them. Education was to be based on each child’s interests and spontaneous activity. The kindergarten teacher’s job was to create an environment that would stimulate the child’s development. She was also to create a safe, secure environment that prevented anything from disturbing this process. It was essential to the kindergarten children’s progress that the teacher did not hinder the child’s free play and individuality. Each child would learn what he was ready to learn when he was ready to learn it. As Froebel states: â€Å"Education in instruction and training, originally and in its first principles, should necessarily be passive, following (only guarding and protecting), not prescriptive, categorical, interfering† (Sniegoski, 1994, p. 8). Froebel believed the kindergarten should have a pleasant physical environment. He recommended the use of an adjoining garden or a brightly painted room with plants, animals and pictures. This should also be a prepared environment which would provide the teacher with the proper tools which the teacher felt would be most beneficial to the learning environment. And instead of traditional books, the kindergarten should teach using geometrical play objects of different shapes, sizes and colors (â€Å"gifts†). He also believed in symbolism and that if a child played with the â€Å"gifts,† they would help the child to understand fundamental truths. Froebel’s gifts consisted of: six soft colored balls; a wooden sphere, cube, and cylinder; a large cube divided into eight smaller cubes; a large cube divided into eight oblong blocks; a large cube divided into twenty-one whole, six half, and twelve quarter cubes; a large cube divided into eighteen whole oblongs with three divided lengthwise and three divided breadthwise; quadrangular and triangular tablets used for arranging figures; sticks for outlining figures; wire rings for outlining figures; various materials for drawing, perforating, embroidering, paper cutting, weaving or braiding, paper folding, modeling, and interlacing. (Net Industries, 2008, The Kindergarten Curriculum section,  ¶ 1). Also, Froebel designed â€Å"occupations† to be used in the kindergarten. These allowed more freedom and were things that children could shape and manipulate. Examples of â€Å"occupations† are string, sand, clay, and beads. As always, there was an underlying meaning in all that was done in Froebel’s kindergarten. â€Å"Even clean up time was seen as a reminder to the child of God’s plan for moral and social order† (Nichols, n. d. , Occupations section,  ¶ 1). Froebel’s careful study of the nature of children and their part in the world continues to be of great importance, as it opened a door to a new world in childhood education. Froebel attached importance to what â€Å"originated in children, not merely what adults gave them to do or learn† (Sniegoski, 1994, p. 15). He also discovered the educational value of play and the use of new non-book, hands-on materials in teaching children. Froebel provided a â€Å"theoretical basis for early childhood education that recognized stages of intellectual growth† (Sniegoski, 1994, p. 15). The one aspect of Froebel’s theories that has disappeared for the most part is the mysterious symbolism that overcastted his educational philosophy. However, his ideals of freeing children to develop according to their own interests and needs and giving them a bright, playful, nurturing environment in which to learn remains an important and vital part of early childhood education today. References Gutek, Gerald Lee. (2005). Friedrich Froebel: Founder of the kindergarten. In Historical and philosophical foundations of education: a biographical introduction (4th ed. ) (pp. 256-273). Upper Sadle River, NJ: Pearson Education, Inc. Lucas, Bill. (2005, October 24). Studying the creation of kindergarten. In Boxes and Arrows: The Design Behind the Design, July, 2008. Retrieved July 12, 2008, from http://www. boxesandarrows. com/view/studying_the_creation_of_kindergarten. Net Industries. (2008). Friedrich Froebel (1782-1852): Biography, Froebel’s kindergarten philosophy, the kindergarten curriculum, diffusion of the kindergarten. In Education Encyclopedia. Retrieved July 10, 2008, from http://education. stateuniversity. com/pages/1999/ Froebel-Friedrich-1782-1852. html. Nichols, Rachel. (n. d. ). Friedrich Froebel: Founder of the first kindergarten. Retrieved July 11, 2008 from http://hubpages. com/hub/ Friedrich-Froebel-Founder-of-the-First-Kindergarten. Pioneers in our field: Friedrich Froebel: Founder of the first kindergarten [Electronic version]. (2000). Scholastic: Early Childhood Today, August, 2000. Retrieved July 11, 2008 from http://www2. scholastic. com/browse/article. jsp? id=3442. Smith, Mark K. (1997). Friedrich Froebel. Retrieved July 12, 2008 from http://www. infed. org/thinkers/et-froeb. htm. Sniegoski, Stephen. (1994). Froebel and early childhood education in America. Retrieved July 12, 2008 from the Educational Resources Information Center Web site: http://www. eric. ed. gov/ERICDOCS/data/ericdocs2sql/content_storage_01/ 00000196/80/14/19/02. pdf.

Free Essays on Mental Retardation Today

The AAMR also states that: People with mental retardation should not be eligible for the death penalty. This is not to suggest that people with mental retardation should not be punished when they break the law, nor does it suggest that people with mental retardation are not responsible for their actions. It suggests that people with mental retardation cannot be held culpable for crimes to the extent that the death penalty would be considered an appropriate punishment. There are several possibilities for miscommunication when a person with mental retardation comes in contact with a person in authority. The Arc has put together a list of some common responses that may affect a person with mental retardation's ability to protect their rights during police contact. The person may: not want disability to be recognized (and try to cover it up) not understand rights (but pretend to understand) not understand commands be overwhelmed by police presence act upset at being detained and/or run away say what he or she thinks others want to hear have difficulty describing facts or details of offense be the first to leave the scene of the crime, and the first to get caught be confused about who is responsible for the crime and "confess" even though innocent Up to day, 35 inmates suffering from Mental Retardation and other brain damage have been executed... Free Essays on Mental Retardation Today Free Essays on Mental Retardation Today The AAMR also states that: People with mental retardation should not be eligible for the death penalty. This is not to suggest that people with mental retardation should not be punished when they break the law, nor does it suggest that people with mental retardation are not responsible for their actions. It suggests that people with mental retardation cannot be held culpable for crimes to the extent that the death penalty would be considered an appropriate punishment. There are several possibilities for miscommunication when a person with mental retardation comes in contact with a person in authority. The Arc has put together a list of some common responses that may affect a person with mental retardation's ability to protect their rights during police contact. The person may: not want disability to be recognized (and try to cover it up) not understand rights (but pretend to understand) not understand commands be overwhelmed by police presence act upset at being detained and/or run away say what he or she thinks others want to hear have difficulty describing facts or details of offense be the first to leave the scene of the crime, and the first to get caught be confused about who is responsible for the crime and "confess" even though innocent Up to day, 35 inmates suffering from Mental Retardation and other brain damage have been executed...

20 Analytical Essay Topics What to Discuss in the Lyric Poetry of Paul Celan

20 Analytical Essay Topics What to Discuss in the Lyric Poetry of Paul Celan If you are facing a literary analysis writing assignment on the lyric poetry of Paul Celan, the first place you need to start is with a topic. Below are 20 topics you might want to use: The Role That Survivors Guilt Plays in the Arts and How the Different Manifestation of Guilt in Different People Influence the Language Used and Communication Used Analysis of a Poem of Your Choosing The Role Played by the Poet’s Depression and Whether That Depression Helped or Hindered His Poems. How Poetry Is Self-Expression How Poetry Can Heal Entire Nations or Peoples The Reason the Poet Used Neologisms with Surreal Imagery in order to Cultivate a Powerful Image in the Minds of the Readers Analysis of a Made Up Word of Your Choosing How the Poet’s Poems Bury Emotional Content Related to the Unspeakable Horrors He Experienced and Witnessed during the Holocaust How Meaning Is Lost in the Translation The Use of Surreal Metaphors How Cenal’s Poems Differ from Traditional Poetic Style How Psychological Survival Skills Used in the Labor Camp Result in Feelings and Events Being Dissociated beyond Consciousness The Importance of Not Using Standard Poetry Techniques How Poetic Influence Is Measured How German Is a Unique, Scientific, and Technically Literal Language such That It Afforded the Poet More Flexibility in Creating His Own Vocabulary in the Language Can Poetry Come from a Happy Life What Defines Poetry as â€Å"Good† How Conjectural Meanings Played a Role in His Word Poetry as Self-Therapy The Way in Which the Disconnect from the German Language and the Relation It Had to the Death Of His Parents Played in His Using His Own German Vocabulary as a Means of Control over the Enemy and Therapy Aren’t those cool topics? Of course, they are because they open the deep background of Celan’s poetry. These topics are based on the facts about Paul Celan’s lyric poetry. However, if you have troubles conducting the analysis, visit our guide on analytical writing. Below is a sample essay on one of those 20 topics: Sample Analytical Essay: â€Å"The Way in Which the Disconnect from the German Language and the Relation It Had to the Death of His Parents Played in His Using His Own German Vocabulary as a Means of Control over the Enemy and Therapy† Survival’s guilt is a powerful psychological effect that often accompanies survivors of mass atrocities and war, including the labor camps and concentration camps so prevalent during the Second World War. For the poet Paul Celan, this took combined with the survival skills learned during his two years in the labor camps are responsible for pushing forward his need to seek therapy in whatever form was best suited for his situation. That form was the specific changing of the German vocabulary and use of the German language as the mother tongue for his poems. It was in 1942 that Paul Celan left his mother and father to go into hiding. They opted not to follow in spite of the inherent risks of remaining at home. It was on this night that both were arrested, deported, and ended up dying in concentration camps. His father died of disease but his mother was shot and killed when she was no longer physically able to work. He was taken to a labor camp where he worked for two years before escaping. As part of his time there, Paul Celan developed survival skills the same as everyone else. These skills enabled him to compartmentalize his feelings, to place sympathy and empathy on the same playing field so as to avoid a break down. This skill also allowed him to ignore the unbearable sounds, smells, and sights through disassociation, wherein the individual remains in a trance-life state which is beyond that of consciousness. This is a complex psychological state of being, one which must be dealt with after the fact. The manner in which Paul Celan dealt with it was through his poetry. Working through the survivor’s guilt and attempting to move beyond the disassociation and survival skills developed, the poet began to write his own works. While fluent in three languages and familiar with six, he learned German, a trait common among those who are dealing with mass atrocities; he learned his enemy and studied it deeply. During this time he opted to write all of his poetry in the German language. This language was the language of the people who murdered his mother, who took away his father, who put him in a camp himself, and more. But in writing in their language, the poet was able to gain some semblance of power back over his enemy who had taken so much from him. He was able to learn their ways, their meanings, and to not just write in their language but to change it. Paul Celan was popular for the vocabulary he created for the sake of his poetry. He was popular for making new words, for using traditional German prefixes and postfixes and making words which are similar to commonly used phrases, but are slightly different. Indeed, part of the ability and ease with which this was done reflects upon the German language itself, a very practical language full of literal terms and very few figurative turns of phrase. But in addition to the Greek and Latin roots so prevalent in the German language, the poet opted to do this because it offered a mild form of therapy, a way of taking back the control that was lost to him at the hands of the Nazis. For a people whose entire goal in the war was to preserve their motherland and mother tongue, to make sure that their purity went on to create the master race, the manner in which the poet spliced their mother tongue into pieces and infiltrated the pure language they held so dear was a way to re-gain control over what they did, to show them that they had not achieved a victory over him, and to get back at them in the same invasive and deeply inappropriate fashion that they had done to him. He violated the sanctity of their native tongue as a way of violating one of the things they held most dear as a people and in this way achieved revenge for their violation of the sanctity of his family unit. References: Celan, Paul, and Michael Hamburger.  Poems Of Paul Celan. New York: Persea Books, 1989. Print. Celan, Paul, and Pierre Joris.  Paul Celan. Berkeley: University of California Press, 2005. Print. Celan, Paul, Barbara Wiedemann, and Nelly Sachs.  Paul Celan, Nelly Sachs. Riverdale-on-Hudson, N.Y.: Sheep Meadow Press, 1995. Print. Celan, Paul, Ilana Shmueli, and Susan H Gillespie.  The Correspondence Of Paul Celan Ilana Shmueli. Riverdale-on-Hudson, N.Y.: Sheep Meadow Press, 2010. Print. Celan, Paul, Werner Hamacher, and Winfried Menninghaus.  Paul Celan. Frankfurt am Main: Suhrkamp, 1988. Print. Ives, Margaret C., Haskell M. Block, and Paul Celan. The Poetry Of Paul Celan.  The Modern Language Review  89.2 (1994): 530. Web. Meyerhofer, Nicholas J., Clarise Samuels, and Paul Celan. Holocaust Visions: Surrealism And Existentialism In The Poetry Of Paul Celan.  German Studies Review  18.2 (1995): 364. Web.

Funny Quotes on Life That Teach You to Lighten Up

Funny Quotes on Life That Teach You to Lighten Up I find funny things happening around me all the time. Just the other day, my husband and my kids were tap dancing around the house. Usually, my husband is not predisposed to dancing, but here he was making tribal sounds and jerking his shoulders, as if he had been partially electrocuted. And no, this was not a new dancing style in vogue. This was simply his attempt to hunt a little spider. That little creature had suddenly decided to go bungee-jumping from the ceiling straight into my hubbys clothes. So why were the kids tap dancing too? Because they were excited, as they expected him to turn spidery and crawl up the walls, like their favorite superhero. Well, he almost made their wish come true.And if things couldnt get worse, I managed to get out of the tangled web of spiders to walk straight into a hive of angry bees at the park. Thats when I saw some neighborhood kids laughing their guts out. I wonder what could be so funny about an oversized woman running in the park with a purse above her head, and a host of buzzing bees angrily chasing her. It was probably the high heels that grabbed too much attention! Life Is FunnyLifes funny at times. You find many situations that make you smirk or smile. Perhaps you read a funny status message on Facebook or Twitter? Or perhaps a friend said something hilarious that kept you smiling through the day? Life is funny, when you look at the lighter side of things. Humor keeps stress at bay, and makes time pass smoothly, like a well-oiled machine.Humor can be a double-edged sword though. Statements laced with sarcasm can drive home a point. Want to tell your neighbor that his dog stinks? Poke harmless fun at your neighbor. Maybe he will get the message. But what if you tell your boss that you are overworked and underpaid? Try making a humorous remark that subtly drives the message home. You may actually end up with a fatter paycheck or some other perks. That is, if you dont get fired for speaking up.What If You Cant Spot the Funny Stuff?If you are blessed with a funny bone, you will see the funnier side of things. However, if you lack the ability to la ugh, you may need help. Read these funny quotes on life. These quotes inspire you to find humor in the mundane. Whether you are trying to understand humor or life, there is a lot to gain from funny quotes.Alyce P. Cornyn-SelbyA perfect method of adding drama to life is to wait until the deadline looms large.Jane Wagner, The Search for Intelligent Life in The UniverseAll my life, I always wanted to be somebody. Now I see that I should have been more specific.Woody AllenAll people know the same truth. Our lives consist of how we choose to distort it.Yogi BerraAlways go to other peoples funerals, otherwise they wont come to yours.Herbert SamuelAn autobiography is the story of how a man thinks he lived.Mark Twain Be careful about reading health books. You may die of a misprint.Lao-TzuBorn to be wild - live to outgrow it.Robert GronockHe who sleeps on the floor will not fall off the bed.Woody AllenI am not afraid of death, I just dont want to be there when it happens.Winston ChurchillI am prepared to meet my Ma ker. Whether my Maker is prepared for the great ordeal of meeting me is another matter.Woody AllenI do not believe in an afterlife, although I am bringing a change of underwear.Whoopi GoldbergI dont like driving very much. That makes me very unhappy, because I scream a lot in the car, but other than that, life is actually pretty good.Jim RohnI find it fascinating that most people plan their vacations with better care than they do their lives.Oscar WildeI put all my genius into my life; I put only my talent into my works.Dean SmithIf you’re going to make every game a matter of life or death, you’re going to have a lot of problems. For one thing, you’ll be dead a lot.Joey AdamsIn life, its not who you know thats important, its how your wife found out.Truman CapoteLife is a moderately good play with a badly written third act.Oscar WildeLife is far too important a thing ever to talk seriously about.Bertrand RussellLife is nothing but a competition to be the criminal rath er than the victim. Djuna BarnesLife is painful, nasty and short... in my case it has only been painful and nasty.Bob MonkhousePersonally, I dont think theres intelligent life on other planets. Why should other planets be any different from this one?Fran LebowitzStand firm in your refusal to remain conscious during algebra. In real life, I assure you, there is no such thing as algebra.George CarlinThe day after tomorrow is the third day of the rest of your life.Robert HeinleinThe supreme irony of life is that hardly anyone gets out of it alive.Oscar WildeThere are only two tragedies in life: one is not getting what one wants, and the other is getting it.Benjamin FranklinWere it offered to my choice, I should have no objection to a repetition of the same life from its beginning, only asking the advantages authors have in a second edition to correct some faults in the first.Mark TwainWhen we remember we are all mad, the mysteries disappear and life stands explained.Stephen FryA cousin of mine who was a ca sualty surgeon in Manhattan tells me that he and his colleagues had a one-word nickname for bikers: Donors. Rather chilling.Neil SimonHe’s too nervous to kill himself. He wears his seat belt in a drive-in movie.Jim CarreyI think everybody should get rich and famous and do everything they ever dreamed of so they can see that its not the answer.Henny YoungmanI told the doctor I broke my leg in two places. He told me to quit going to those places.Stephen WrightI went to a restaurant that serves breakfast at any time. So I ordered French Toast during the Renaissance.Mae WestIs that a gun in your pocket, or are you just glad to see me?Cathy GuisewiteMothers, food, love, and career: the four major guilt groups.Amelia EarhartNever interrupt someone doing what you said couldnt be done.Mark TwainNever put off till tomorrow what you can do the day after tomorrow.Sholom AleichemNo matter how bad things get, you got to go on living, even if it kills you.

Diversity interview Assignment Example | Topics and Well Written Essays - 500 words

Diversity interview - Assignment Example The obvious differences between us is the manner we practice our faith. I am a Catholic while Cyrus is a Muslim. We also have gender differences, he is male while I am female. We also have generational differences with him belonging to Generation X while I belong to Generation Y. Cyrus and I enjoyed talking about our adjustment here in the USA especially when he narrated the funny things he did just to fit in and to some extent, the cultural shock he experienced. I am most comfortable with this topic because this is funny and not sensitive to talk about. The aspect that is least comfortable for me to talk about him was religion. Before asking about it, I had to explain myself at length that this is for a diversity class and that I do not mean to be offensive, and that if I already am, he could interrupt me anytime during the interview. I am not comfortable with the topic of religion because I do not want to be offensive to Cyrus especially that I am a Catholic. I do not want our differences cause friction between us because is such a nice man. You see, Catholic launched a crusade against Islam during the Middle Age and this makes the topic touchy. The most important insight I develop is that our fears and anxiety about Muslims are baseless. For example, I was not comfortable talking about religion especially comparing Catholicism and Islam and that he might still be hooked with the idea of the Crusade. To my surprise however, he is more eager to talk about it and is more conciliatory than I am. Just like the most of us, he does not want to make religion an issue that divides people. He also worries about terrorism in the same manner that we worry about it. This relates to our discussion of our diversity in a manner that our seeming differences after all are not insurmountable if only we keep an open line of communication and if we are willing to talk about it. In talking to

Ethylene Oxide is a Carcinogen Essay Example | Topics and Well Written Essays - 3500 words

Ethylene Oxide is a Carcinogen - Essay Example 4.2 Technical Adequacy Analysis 15-16 4.3 Data Collection Process 16 4.4 Research Design 16-17 5. Conclusion 17 7. References 18-20 Introduction: Ethylene oxide is a sterilant gas, an important industrial chemical.(14) It is used as an intermediate in the production of ethylene oxide and is toxic, when inhaled. There are reports of large health implications including respiratory disorders, dizziness, headache, and increase in exposure may also lead to convulsions, seizure and coma. It is rapidly taken up via lungs and can also be absorbed through the skin from the gas phase or from the aqueous solutions and is uniformly distributed in to the body as it is soluble in blood. Based on studies in occupationally exposed populations, ethylene oxide is a carcinogenic via inhalation route of exposure. Ethylene oxide causes leukemia, lymphoma, brain, hematopoietic and breast cancer. It is classified as carcinogenic to humans by the International Agency for Research on Cancer.(14) Extensive research have been done to determine the toxicity of ethylene oxide through epidemiological studies, by exposing a cohort group of animals to ethylene oxide or on group of workers who have been...Ethylene oxide causes leukemia, lymphoma, brain, hematopoietic and breast cancer. It is classified as carcinogenic to humans by the International Agency for Research on Cancer.(14) Extensive research have been done to determine the toxicity of ethylene oxide through epidemiological studies, by exposing a cohort group of animals to ethylene oxide or on group of workers who have been working in environment containing ethylene oxide.(REF) This gas releases in to the atmosphere while handing, storage and transportation. The present contribution discusses the health hazards of EtO in humans and environment. The physical and the chemical properties are also discussed. The potential exposures of this toxic gas in the environment (air, earth and water) and the occupational exposure and the routes of exposure (inhalation, skin and eye exposure and ingestion) are also discussed. The research methodologies pertaining to the occurrence of EtO is also described. Ethylene Oxide (C2H4O, EtO) is used as a sterilant in the pharmaceuticals and food industry(4). It is used as a sterilant since its biocidal, both bactericidal and fungicidal.

Forensic-MT Essay Example | Topics and Well Written Essays - 500 words

Forensic-MT - Essay Example As the U.S. corporate sector reporting is plagued with continuum of frauds and deliberate accounting errors and manipulation and most of these cases are pending in the courts for due decisions. The need for forensic accounting becomes undoubtedly at its peak as accountants and lawyers seek supportive evidence which is rather factual rather than opinion based. The legal proceedings have become lengthy and complex as businesses and transactions are becoming complicated with too much information in terms of the ways they are carried out and information related to them is dispersed and difficult to gather. Forensic accountants or lawyers need to be competent and knowledgeable to identify weaknesses in the reporting system and prepare the factual documentation regarding an issue or a transaction which is being challenged in the court. The role of companies audit committees and external auditors are challenged by plaintiffs including regulatory bodies, stakeholders, creditors and general public in fraud cases. The outcome of this severe criticism was the introduction of the SOX 2002. The SOX requires auditors to carry out their audit engagement responsibilities in accordance to the ‘auditing and related professional standards’ laid out by PCAOB (PCAOB, 2004). Companies hire forensic accountants not only to provide litigation support but also to help them in managing their internal reporting. Auditors are now required to audit management’s assertion on the effective of internal controls over financial reporting (PCAOB, 2007). Information systems are integral part of internal reporting and data should be made accessible to auditors who need to carryout tests to assure the effectiveness of the system and completeness of information managed and generated. Additionally, auditors should acquire written confirmation representation of control