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Thursday, November 28, 2019

A Quantum Computer... a future technology Essays - Quantum Computing

A Quantum Computer... a future technology Essays - Quantum Computing A Quantum Computer... a future technology Mike Damewood By the strange laws of quantum mechanics, Folger, a senior editor at Discover, notes, an electron, proton, or other subatomic particle is "in more than one place at a time," because individual particles behave like waves, these different places are different states that an atom can exist in simultaneously. Ten years ago, Folger writes, David Deutsch, a physicist at Oxford University, argued that it may be possible to build an extremely powerful computer based on this peculiar reality. In 1994, Peter Shor, a mathematician at AT&T Bell Laboratories in New Jersey, proved that, in theory at least, a full-blown quantum computer could factor even the largest numbers in secondsan accomplishment impossible for even the fastest conventional computer. An outbreak of theories and discussions of the possiblity of buildig a quantum computer now permeates itself thoughtout the quantum fields of technology and research. It's roots can be traced back to 1981, when Richard Feynman noted that physicists always seem to run into computational problems when they try to simulate a system in which quantum mechanics would take place. The caluclations involving the behavior of atoms, electrons, or photons, require an immense amount of time on today's computers. In 1985 in Oxford England the first description of how a quantum computer might work surfaced with David Deutsch's theories. The new device would not only be able to surpass today's computers in speed, but also could perform some logical operations that conventional ones couldn't. This reasearch began looking into actually constructing a device and with the go ahead and additional funding of ATPeter Shor made the discovery that quantum computation can greatly speed factoring of whole numbers. It's more than just a step in micro-computing technology, it could offer insights into real world applications such as cryptography. "There is a hope at the end of the tunnel that quantum computers may one day become a reality," says Gilles Brassard of University of Montreal. Quantum Mechanics give an unexpected clarity in the description of the behavior of atoms, electrons, and photons on the microscopic levels. Although this information isn't applicable in everday household uses it does certainly apply to every interaction of matter that we can see, the real benefits of this knowledge are just beginning to show themselves. In our computers, circut boards are designed so that a 1 or a 0 is represented by differering amounts of electriciy, the outcome of one possiblity has no effect on the other. However, a problem arises when quantum theories are introduced, the outcomes come from a single piece of hardware existing in two seperate realities and these realites overlap one another affecting both outcomes at once. These problems can become one of the greatest strengths of the new computer however, if it is possible to program the outcomes in such a way so that undesirable effects cancel themselves out while the positive ones reinforce each other. This quantum system must be able to program the equation into it, verify it's computation, and extract the results. Several possible systems have been looked at by researchers, one of which involves using electrons, atoms, or ions trapped inside of magnetic fields, intersecting lasers would then be used to excite the confined particles to the right wavelength and a second time to restore the particles to their ground state. A sequence of pulses could be used to array the particles into a pattern usuable in our system of equations. Another possibility by Seth Lloyd of MIT proposed using organic-metallic polymers (one dimensional molecules made of repeating atoms). The energy states of a given atom would be determined by it's interation with neighboring atoms in the chain. Laser pulses could be used to send signals down the polymer chain and the two ends would create two unique energy states. A third proposal was to replace the organic molecules with crystals in which information would be stored in the crystals in specific frequencies that could be processed with addtional pulses. The atomic nuclei, spining in either of two states (clockwise or counterclockwise) could be programmed with a tip of a atomic microscope, either "reading" it's

Monday, November 25, 2019

Anne Bradstreet Essays

Anne Bradstreet Essays Anne Bradstreet Essay Anne Bradstreet Essay Anne Broadsheet poem A prologue she is stating that she is different because she is a woman that writes. Woman were not supposed to write and speak their minds. She states But simple My she is saying that her skill is simple compared to his. But you can tell there is a hint of sarcasm behind her writing. She is writing this to try to fool people into thinking that she thinks woman cannot write. B) Anne Breadbaskets A prologue is an apology. An apology is a form of poetry that Raritan often involved a self-effacing or self-humbling stance. The poet either apologizes directly or in directly. She also shows examples of backsliding. Backsliding is a term the puritans used to show even the ones that were among the most elect might diverge from the behavior that God required them to do. C) Anne Broadsheet has a lot of examples for backsliding. Back then woman are not supposed to write and were only supposed to have children and stay in the kitchen to cook food for their families. Woman were seen more as objects than as human beings. She acknowledges her role as a woman in society but does not agree with It. She even recognizes the supposed superiority that men have over woman, Men can It well (40). She also realizes what she Is doing Is out of the ordinary for woman at the time, l am Tongue(25) she Is showing that she knows that she Is a woman that has a mind of her own and that It Is difficult to please the people around her because of it. She goes on to acknowledge the role of woman In the puritan days by eying, who Lets(26). She apologizes to those around her by trying to put herself down sarcastically and with humor. In the first stanza she even says that there are some things she shouldnt be writing about, Like war. She realized that even If she were to write a good poem that most people would thing she stole It or someone else wrote It and she put her name on It, but she kept writing because that was what she liked to do. She wanted to show that woman were Inferior to men.

Thursday, November 21, 2019

Decorative Arts of Saudi Cultural Heritage Research Proposal

Decorative Arts of Saudi Cultural Heritage - Research Proposal Example The need for effectiveness in planning, space utilization as well as functional architectural design promoted the advancements of interior design. For instance, Majilis paintings have represented an aspect of interior design practiced by Saudi people from Asir province. The decorative arts embraced by interior designers of both residential and commercial specialties reveal the connection between the historic nomadic life and the art of interior design practiced by Saudi Arabians. There are two outstanding significances of the art of interior design among the people of Saudi Arabia and especially the Majilis of Asir province. As mentioned earlier, art was a very effective way of expressing a community’s lifestyle. The Majlis who were nomads expressed their way of living through the art of interior design and presented a great way to connect among themselves and give them an identity. The second significance of art among the Majilis of Asir province is that it was a great way of passing on their culture and traditions from one generation to another. All through the earlier centuries, the Majilis had built a heritage that incorporated their customs and values that united them together as a people. Each province in historic Saudi Arabia had its own form of art that was highly distinguishable from that of a different province. Basing on the quality of the paintings and interior design, one could tell how wealthy a family or a community was. It was a great way of giving identity to a community. In the present days, traditional art is at a risk of fading away as it lacks acceptance and much-needed appreciation among the present day and contemporary artist. This is especially so in the art of interior design. The art of interior design is a practice that dates back to the early historical period and has been carried forward by artists to the recent historic period.

Wednesday, November 20, 2019

Jesus, according to Matthew, Mark, Luke, John, and Paul Term Paper

Jesus, according to Matthew, Mark, Luke, John, and Paul - Term Paper Example Matthew writes about Jesus in a king that had been spoke n about even by prophets of the Old Testament. He would rule all over Israel and Jesus was a divine king sent to oversee the people of God. Matthew 2: 5, 6 confirms that it was prophesied that a governor shall come to rule all over Israel. This verse serves to strengthen the assertion that above all, Jesus is King. Matthew also introduces Jesus like the new Moses. According to Him, They had almost similar reasons for coming (Matthew 1: 1 -4:11). Just like the case of Moses where the Kind attempted to kill him as a child, Jesus also went through the same. They both had a stint in Egypt and had to flee their lands and return after the demise of the tyrants they left behind. Just like Moses led the people of Israel, Matthew wants to create a portrait that assumes the same trend. The gospel of Mark talks about Jesus’ ministry in more details than the others before it. It is said to be written in times when there was persecution all around Jerusalem. It goes to be an issue of focus with regard to the plight of Jesus. According to mark, Jesus was a teacher whose ministry emphasized on the closeness of the kingdom of God and the need to repent and live by faith (Mark 1:14-15). The gospel of mark puts priority on the role of Jesus and how he is headed to the cross for the sake of humankind. It was the ultimate calling for Jesus. Therefore, Mark’s portrait of Jesus initially portrays him as a teacher with a purpose. Mark talks of Jesus selecting 12 disciples to help him spread the word of God in galilee and across other lands. In the process of spreading the word of God, Jesus is a miracle worker (Matthew 9:27. He makes the blind see and heals the sick.it was a demonstration of the power of God and the role of faith in life. He clarifies the role of disciples and teaches them to be ideal teacher. The

Monday, November 18, 2019

Your task is to write a mid-length research paper Essay

Your task is to write a mid-length research paper - Essay Example This essay will analyze fossil fuels from an ethical perspective. In addition, the essay explores how different ethical approaches would handle the topic. The impacts of fossils fuels on the environment are well known. Fossil fuels have been identified as the leading cause of fossil fuels. Despite the availability of alternative sources of energy such as solar, wind, geothermal, and nuclear energy, the question of fossil fuels persist. In addition, the cost of different oil based products and fuels such as gasoline, diesels, and lubricants have increased dramatically. This has resulted from increased cost of production and increasing demand. Despite these drawbacks, more and more wells are being sunk as pipelines to transport the commodity are being built. Moreover, car manufactures have been in full operation in their attempt to meet the demand. Global warming remains the main threat in the modern world. If the predictions on global warming are true, then the world would became inhabitable in the near future. It is our moral obligation to protect the globe as the home for humankind. The responsibilities of governments and policy makers remain as the main ethical issues into the matter. Indeed governments and policy makers are responsible for the well fare of the society. Moreover, government and policy makers should make policies that ensure long-term sustainability of the planet and humanity. This indicates the need to separate politics from environmental issues. In this case, governments and other policy makers are expected to make laws or policies that will ensure the long-term sustainability of the planet. The future of fossil fuels is a controversial issue and, hence the need for a detailed analyses. Ethical concerns on the topic should place the way forward concerning the continued use of fossil fuels. Firstly, the role of fossil fossils in global warming is an issue of concern in the modern

Friday, November 15, 2019

Educational attainment vary with childrens social class

Educational attainment vary with childrens social class   Increased diversity in our educational institutions as a result of modern globalisation has led to many different racial and linguistic backgrounds integrating together in schools. The impact on the British education system has thus seen a rise in the influx of children from different ethnic backgrounds. Despite the implementation of various policies to ensure that every child, regardless of ethnicity, social class and gender, has the access to the best education, the debate around inequality in education has still focused on the evidence of the underachievement of particular racial groups in our education system. The debate is a very complex one, and it requires looking at how each three variables interlink, since any one alone cannot account for the variation. This paper will attempt to discuss them, whilst critically analysing why and how they play such a critical role on an individual childs educational attainment, and whether or not it should concern us as practitioners.   The underperformance of certain ethnic minority children, in particular black African-Caribbean pupils, is well documented in the Swann Report (1985), which highlighted how this group of children perform consistently worse compared to their counterparts. The report also recognised that teacher racism, low expectations and stereotyping contribute to poorer performance. Indeed, pupils themselves in the report cited that there tended to be an emphasis on physical ability rather than academic, and thus felt stereotyped that they were only any good for their sports abilities. Institutional racism can play a vital role in the breakdown of rapport between teacher and pupil, which would almost certainly affect their educational attainment. Wright (1992) found in his observational research that children of African-Caribbean heritage saw their typical schooling experience as one of high teacher expectation for poor behaviour, high incidences of teacher disproval, criticism and control. Sim ilarly, Gillborn (1990) supports these findings, by highlighting how children in his study felt they were singled out for criticism, even though several pupils of different ethnic origins were engaged in the same behaviour. White students at the school confirmed these observations on unfair and frequent criticism. Thus, discrimination may influence how a child is treated within the educational institution and therefore may impede their learning opportunities within the classroom. Indeed, Sewell (1997) sought to focus on the interactions between teachers and African-Caribbean pupils with particular regard to the constructs of black masculinity and the tensions around their heritage. He found that the teachers in the survey displayed more control and criticism of these compared to other ethnic groups. Moreover, general staff views were negative. There was a high teacher expectation for challenges to teacher authority and inappropriate behaviour. Sewell (1997) concluded that there was a failure to deliver an inclusive curriculum, and to tackle institutional racism. This evidence clearly shows how a childs ethnic background can contribute to a negative learning environment which can affect their chances of performing well at school. Furthermore, Rutter et al (1999) extends this view by arguing that the notion of resistance is responsible for their underachievement; he argues that since the education system is dominated by white, middle-class male teachers, some black boys resist their efforts, and do not want to be taught by them, this negative perception creates the divide between the teacher and the pupil. Equally, as the report stated, some institutional racism on behalf of the teacher may also occur that can limit the crucial teacher-pupil rapport being built and consequent opportunities for learning. Additionally Moore et al (2001) continues to discuss how African-Caribbean males respond with aggression, and reject the education system primarily due to the do mination of white pupils. This adverse view, results in children trying to make an attempt to gain status and recognition through other means, for example through anti-social behaviour. Similar to the African-Caribbean males, those of Indian origin also revert to exhibit their anger, however rather than rejecting the educational system they use it to its advantage and proceed on to succeed. (Moore et al 2001).   Franklin (1998) argues that some institutional factors cause attainment to vary by ethnicity. He argues how school assessments are based on culturally biased tests, which are written primarily in English, leading to poor results and unsuitable intervention and overrepresentation in special educational needs. Although the Framework for the Identification and Assessment of Special Educational Needs in England and Wales (DfEE, 1994) warns against blurring special needs with special educational needs, and the need for assessment tools to be culturally neutral for a range of ethnic groups, Franklin argues that it is bland and general and not in enough detail. Moreover, Franklin and Franklin (1998) argue that the IQ definition is biased against bilingual children. In their study they found that bilingual children scored lower standardised reading scores on prose tests as opposed to single writing. They concluded that these children were less able to take advantage of the context in the prose test than the predominantly monolingual group on whom it had been standardized. It instead focused on higher order processing skills for example comprehension rather than spelling which is not confounded by higher order processing skills. Indeed, this would affect the educational attainment chances of some of the ethnic minority children such as Bangladeshi. Indeed, children with Bangladeshi origin are the worst performing group of children across all four Key Stages. Strand (2008) highlights how these children tend to fall behind at Key Stage 2 assessments, and then continue to fall behind as the children enter Key Stage 3 and Key Stage 4. It is interesting to note that even when accounting for other socio-economic factors, for example the free schools meals proxy for disadvantage that these children still tend to perform worse. Moreover, Strand (2008) also highlights how by the end of Key Stage 4, Chinese and Indian children actually overtake middle-class White children in the attainment league tables. It is therefore clear that there are other factors influencing why these children perform at a disadvantage to their peers, not ethnicity alone. Family factors such as family ethics may attempt to shed light on the reasons why some children are more involved at school than others. For example, the level of parental engagement with the school certainly varies between ethnic and social class group. Crozier (1996) conducted a case study of the experiences of a group of black parents in relation to their childrens schools. Although he found that many had educational knowledge and awareness of the school system, there remained a dissonance between these parents and the school. Indeed, parents are the first educators, and the most effective way of communicating with them as practitioners is to initiate a firm base of trust and openness, especially true for children with English as an additional language, since much more information is required from their pare nts in order to create fluidity across both the school and home settings. However, since Bangladeshi families face additional barriers presented to their community, since they are not as long established and therefore less fluent, this has a great influence on their childrens education. Furthermore, data from the National Child Development Study (Sacker et al 2002) highlighted how if the social class is high, then educational attainment tends to be high, however the strongest factor was parental engagement. Given that some parents are harder to reach than others; for reasons other than simply language barriers, may attempt to explain why their input into their childrens education is limited. Indeed, Harris and Chrispeels (2006) argue that certain ethnic and social groups are less likely to engage in their childs education and the school in which they attend.   The Berkow Report (2008) highlighted that children from a low socioeconomic background will have difficulties at school. Given the reality that the UKs minority ethnic groups as a whole are more likely to be in poverty than the population at large (Craig, 2002); coupled with the fact that they tend to get placed in housing in low socio-economic areas, provides a prediction towards their educational achievement. The impact of attending a disadvantaged school contributes to it also, due to uneven funding and allocation of resources. The Excellence in Cities scheme has helped to reduce low achievement through focusing on poor schools in areas of serious disadvantage. Moreover, the Narrowing the Gap (NFER, 2008) focuses on improving the home learning environment, which is essential for improving   childrens behaviour, wellbeing and later educational achievement (Sylva et al, 2004). Although the difference within social class has been a dominant feature in education, the government has tried to narrow the gap by introducing a number of initiatives from an early age, such as The Every Child Matters (2003) agenda, Sure Start schemes, and The Early Years Foundation Stage. Yet, the gap remains. Moore et al (2001) indicates that high performance in educational attainment is inclined by ones social status in society. He states that those with a lower social status are materially deprived, with less money to use, therefore are unable to use education to their full advantage. Moreover, the fact that black children attend lower quality schools on average is identified by Fryer and Levitt (2004). They argue that higher levels of free school meals, litter and gang culture makes for a more disadvantaged learning environment, as opposed to middle-class predominantly white schools. They also argue that these children lose ground to white children over the summer period as a c onsequence of a worse neighbourhood environment. Furthermore Douglas (1971) indicates that the most important factor in a child excelling through education is the parental interest given in a childs daily life at school. However, ethnicity has strong associations with the incidence of social class and poverty through different household structure, and child-rearing practices. For example, birth rates for Bangladeshi and Pakistani families are higher than the UK white population; therefore larger families need more money. Moreover, there is less individual attention on the child in these families. Barn (2006) explored the views and experiences of parents in key areas for example family support and education. The findings showed that minority ethnic family life is complex. Most parents wished to be involved in their childrens education, regardless of ethnic background and social class. Black and Asian parents in particular placed an enormous importance on the value of education which was less prominent among white. This places a tension on the reality of the educational achievements of such minority groups.   The reasons for this are complex. Strand (2008) focuses on socio economic classification on linguistic attainment to try and account for the gap. Through analysing data from the Youth Cohort Longitudinal Study, he highlights how children from high classified groups have a vocabulary 50% more than working class children, and 100% more of those on welfare. Since 50% of all African Caribbean births are to single women (Somerville, 2000) they are more susceptible to material deprivation, thus fewer learning opportunities. Indeed, a high quality home learning environment is essential for raising attainment highlighted through the EPPE project (Sylva, 2004). Clearly, any attempt to understand ethnic differences in the involvement/achievement link must first take into account the influence of socio-economic status. Ethnicity alone does not account. Ross and Ryan (1990) have documented that children can pick up and absorb racist values from early as three years old. They argue that positive self esteem is directly related to attainment, so it is vital that we are concerned as practitioners to raise their self esteem from an early age and promote inclusion of all racial backgrounds, regardless of their social class and gender. If a child feels they are worthless their self esteem decreased which affects their academic attainment (Purkey, 1970). It is clear to see that the Government recognises the disadvantages of children from particular ethnic backgrounds, through looking at the specific projects launched to help certain ethnic minority children, for example the Excellence in Cities scheme, and the Ethnic Minority Achievement Grant (EMAG). Moreover, the launch of the Aiming High: DfES National pilot project to Raise Levels of Attainment for African-Caribbean pupils was launched in 2003 with the aim of maximising levels of achievement. Such focus leads one to respond that indeed, educational attainment is affected by ethnicity, and therefore, as discussed, social class. The issue of gender also throws a complex light onto academic performance. On the whole, females tend to perform better than males academically, yet for Black African-Caribbeans, both male and female fall behind, compared to any other ethnic group (Strand, 2008).This therefore, seems to suggest that this particular ethnic group is underperforming for another reason, such as the reasons given above. The issues surrounding gender performance and achievement are complex, affecting different sub-groups of boys and girls in different ways, often reflecting the influence of class and ethnicity. The traditional criterion for monitoring the school system has been the proportion of students securing five or more A* to C grades in public examinations at 16-plus. Since the late 1980s this figure has been rising steadily, however the gap in the performance of boys and girls appears to have been widening parallel to this. The National Pupil Database (2002) highlighted how girls performed better a cross all groups, however there are many complex reasons as to why this is. Firstly, there are scientific explanations for example whilst children are young, numerous changes take place, each child begins to develop   physically, emotionally, socially and intellectually at their own pace, they begin to acquire   the understanding of the environments they are exposed to whilst their ability to communicate   with their peers strengthens. Scientific evidence states the physical structure of the brain may be the reason as to why both sexes have a variance in attainment. The development of language within boys comes at a slower pace than that of girls, as girls acquire language rapidly, and at an earlier stage. Girls also focus for lengthier periods of time when in conversation and are able to concentrate more in the classroom. Therefore the structure of the brain shows advantage to the girls (Watkins, 1991). Furthermore, Haralambos et al 1997 states that research over the past 30 years shows a consistency of trends whereby girls at the age of 16 left school after acquiring better grades than boys. Government s tatistics indicate that the variance in attainment achievement between boys and girls start from an early age. Data from the 2007 examinations in England, from Key Stage One and Key Stage Three examinations show that girls achieved higher marks then boys. However in the mathematics papers taken at key stage 2, showed that boys outperformed girls by 2%.In comparison to the papers taken by Key Stage 3 the differences amongst the sexes was higher. It has also been argued that the curriculum has become feminised whereby it works in favour to the females, whilst disadvantaging the boys (Mac and Ghaill, 1994). They argue that there has been a crisis of masculinity, because of the decline in traditional manual jobs. This has led, to an identity crisis, and made it easier for some males to question the need for qualifications when the jobs they would have traditionally gone into no longer exist. Unmistakably the issue around boys underachieving within education in comparison to girls is a major cause for concern. Perhaps the specific focus on some of the ethnic minority groups have shifted the concern away from the white population, with the result being that white working-class boys are now underperforming consistently through the education system. The statistics presented are undeniable, particularly whilst it is becoming an increasing trend for boys to take the opportunity of turning away from formal education at a young age. Thus being the reason why parents and practitioners need to be able to recognise the changes in a child from earlier on so that there is support available for the child to be able to make the right decisions. The variance amongst children can be immense, as mentioned above; each child is individual and develops at their own pace. Although these differences can be vast, it is up to teaching professionals and parents to be aware of this and to be able to recognise it, particularly when each child approaches the learning process in different ways. In conclusion, it is clear to see that not any one variable of social class, ethnicity and gender stand alone as a cause behind a childs educational attainment; rather they interlink in quite a complex way. It should concern us, since we, the practitioners who are helping to shape their futures, need to understand that all three interlink to produce each unique child, which is at the very heart of the Every Child Matters agenda.

Wednesday, November 13, 2019

Leading and Managing Change :: Organizational Development, Planned Change

Organisational development is both a professional field of social action and an area of scientific inquiry†. (Cummings and Worley, 2009, p.1). Organisational development does not have common definition; however, it has more than one definition that expresses the meaning of organisational development and change. Organisational development can be best described as a â€Å"system wide process of data collection, diagnosis, action planning, intervention, and evaluation aimed at enhancing congruence among organisational structure, process, strategy, people, and culture; developing new and creative organisational solution; and developing the organisation’s self-renewing capacity.† (Beer as cited in Cummings and Worley, 2009, p.2). It occurs through the cooperation of organisational members working with a change agent using behavioural science theory, research, and technology (Beer as cited in Cummings and Worley, 2009, p.2). Organisational development and change managem ent deal with the effective implementation of planned change (Cummings and Worley, 2009, p.3). The two terms deal with the leadership issues and the change process (Cummings and Worley, 2009, p.3). Change is very critical process for every organisation and it is a characteristic of organisational development. Change is moving from one state to another; it is the inevitable aspect of life and the essence of any organisation (sharma,2007,p.1);it is the only constant and is moving target as change pace became so rapid so it needs effective management and leadership to be successfully implemented (Cummings and Worley, 2009, p.27). Change Management: Management and change are interrelated. It is impossible to undertake a journey without addressing its purpose (Paton and Mccalman, 2008, p.3). â€Å"Managing change is about handling the complexities of change; it is about evaluating, planning, and implementing operational tactics and strategies† (Paton and Mccalman, 2008, p.3). According to Armenikas and Bedeian organisational change is greatly responsive to management; its possibility remains high as managers strive for successful and perfect change in the organisation (Paton and Mccalman, 2008, p.3). Change management is a complex, and dynamic process; it is about finding best fit for the organisation to get best results (Paton and Mccalman, 2008, p.4). The environment is rapidly changing resulting from changes in technologies, customers’ preferences, alteration in the economy and many other factors (Paton and Mccalman, 2008, p.10) so organisations have to take the journey of change to cope with the external forces facing them and that is done through management. In order to be able to manage change effectively, managers have to look to the faults and problems found in the organisation, putting alternatives and stating its pros and cons, decide on the future state of the organisation and then implement the change process (Paton and Mccalman,2008,p.