What is the Element Ruthenium?

I was looking at the periodic table of elements today, and I was astounded by the names of some of the elements. I was also shocked that I have never heard of some of them, except in brief passing in school. I decided to find out a little bit more about these mystery elements, and I started with Ruthenium. Ruthenium sounds funny at first, but it is used in many things around the world.

Ruthenium is a white metal that is hard and polyvalent. Ruthenium is part of the platinum family. This metal has four crystal modifications, and at normal temperatures it will not tarnish. Although Ruthenium does not tarnish it does oxidize. Ruthenium will melt if put into fused alkalis, and Ruthenium is not affected by acids but is strongly affected by high temperature halogens.

Some jewelers and metal workers use ruthenium to increase the hardness of platinum, and it also has a hardening affect when added to palladium. Titanium can also be mixed with a tiny amount of ruthenium to prevent corrosion and tarnish. Sometimes ruthenium is even mixed with gold to increase its wear resistance.

Karl Klaus, the Russian scientist, isolated and discover ruthenium in 1844. This element derived its name from Ruthenia which is a Latin word for Rus' which was an area of land that is now made up of parts of Russia, the Ukraine, and Belarus. Karl Klaus chose this name because it referred to where he was born.

Ruthenium is used for many things. Ruthenium is mixed to create super alloys used for the blades of jet engines. Ruthenium can also be used as a catalyst in order to split hydrogen sulfide; this can be useful in order to remove the hydrogen sulfide from oil refineries. Ruthenium also has renewable energy implications because it absorbs light; there is research currently establishing if Ruthenium can be used to catch solar energy. The smallest amounts of this element are also being used by IBM to increase disk drive sizes. Ruthenium is being used in things as large as jet engines and as small as fountain pens.

Ruthenium can be found in mines in both South and North America. This element is usually found in ore that also containes other members of the platinum family. Ruthenium can also be found in the Urul Mountains in Russia, and it is also known to be found in smaller extractable contents in Canada and South Africa.

Ruthenium is a very important mineral that may be an important tool in helping the environment and the world.

Theoretical Perspectives of Child Development

There are many factors that affect a child's development, and there are many theories that attempt to explain different developments in the life of a child. The following is a list of theoretical perspectives of child development. While no one theory is completely correct, all of these theories have valuable information that should be gleaned from them.

Maturational perspectives ascertain that the level of neurological development and the genetically directed increase of physiological developments directly affects the development of physical abilities. This is reflected when a child's writing ability increases throughout years of schooling because of the neurological growth that occurs (McDevitt & Ormrod, 2004, p. 22). It is also obvious as a child hits puberty, and the child's body starts to physically mature.

Psychodynamic perspectives theorize that when children and young adults face social decisions they are directed by the impulses presented by sexuality and aggression, but they are also led by a need for social contribution and acceptance (McDevitt & Ormrod, 2004, p. 22). Through many different stages children learn to use their impulses in a way that is constructive to society (McDevitt & Ormrod, 2004, p. 22). This concept is exemplified when a student hits another student, or lashes out at teachers or parents. As a child develops and receives feedback on his reactions the child will learn to deal with these impulses in a better way such as playing an instrument or planting a garden.

Cognitive developmental perspectives suggest that children add to their own development intellectually. As children face conflicts they rearrange their perspectives and develop new methods of dealing with challenges and viewing the world. A good example of this is when a child has a problem learning arithmetic, and the child develops a system of remembering and figuring out the problem.

Behavioral learning perspectives suggest that children will actively work in order to gain recognition and the things they enjoy (McDevitt & Ormrod, 2004, p. 22). Children will learn from observation what behavior is rewarded and use these ideas to gain their own rewards. This is reflected when a student tries to improve his grades in order to receive recognition of the teacher.

Evolutionary perspectives theorize that a child's behavior and personality may be reflected by the basic will to survive and be reproductive. This theory suggests that behavior is reflected by the genetic inclination to survive.

Information processing perspectives ascertain that the way a child remembers and processes information changes over time, and as a child becomes older the child can better choose what information is retained(McDevitt & Ormrod, 2004, p. 22). This is noticeable as children are young, and are confused easily by instructions.

Socio-cultural perspectives suggest that the cultures that a child is brought up in has a direct impact on how and what a child learns(McDevitt & Ormrod, 2004, p. 22). This is obvious when children are actively involved in habits that are valued at home or in the community; an example of this is a child who reads many books because his parents read on their own time.

Developmental system perspectives theorize that many factors within and outside of the child affect the child's development. Many different paths may be taken to achieve one same goal, and many children may take the same path to achieve very different results.

Life span perspectives are very interesting theories because they ascertain that a child's development may be influenced by life changing events (McDevitt & Ormrod, 2004, p. 22). These events may happen globally, locally, and on a personal level. Some of these events occur through age and are natural. This is exemplified when a child is affected by the divorce of a parent.

All of these theories hold very valid ideas, and they should be taken into consideration when dealing with children and studying the development of children.

References:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

The 5 Periods of Child Development

Child development is characterisized by five different development periods. All of these periods are unique and important factors in the growth of a child. Here is a brief outline and explanation of each developmental period in a child's life.

The first period of development starts at infancy; this includes birth up until two years old. This period is a time when children develop " basic human traits-emotional bonds to other human beings, nonverbal communication and language expression, motor exploration of the physical environment, and systematic approaches to learning about people, places, and things" (McDevitt & Ormrod, 2004, p. 18). As an infant, children are extremely dependant on the caregiver, but they are equipped with certain abilities that they know will achieve a response. Children are able to cry in order to receive attention; and through positive responses from the caregiver infants develop a need to learn. Infants learn through the concrete things in their surroundings such as the toys they play with and the noise the telephone makes. As infants grow they develop a sense of confidence as they also develop a desire to learn and explore. Infants develop so much at this young age that they are hard to keep up with.

Early childhood is the next level of a child's development; this area includes children from two to six years of age."Early childhood is a period of incredible creativity, fantasy, wonder, and play"(McDevitt & Ormrod, 2004, p. 19). Communication and language skills increase drastically during this period of time. Grammer and vocabulary usage develops out of life experience at this time. Physical changes also occur during this period; children become more agile and playful, and they exude higher levels of energy. During the early childhood period of development children are very "endearing, trusting, and affectionate", and they are more prone to "self-centered impulses" (McDevitt & Ormrod, 2004, p. 19). Early childhood is a developmental period that is filled with energy and learning.

Middle childhood is the period of time when a child is six to ten years old. This is a time where children focus less on fantsy and more on real world issues. Strong social bonds between peers occur, and friendships are a main part of learning. "Children also begin to compare their performance to that of others" at this period of development (McDevitt & Ormrod, 2004, p. 19). Athletic skills increase and children become aware of what is expected of them at this age. Middle childhood development is the beginning of a child's perception of adulthood.

Early adolescence is the developmental period of time when a child is ten to fourteen years old. This is a period of many physical changes because puberty is occurring during this time. During this time adolescents are very focused on what their peers think of them. Many cognitive increases occur during this time including "expansion in abilities to think logically, abstractly,and exhaustively" (McDevitt & Ormrod, 2004, p. 21). Early adolocense is a time where children will take into further consideration the world around them and develop a better sense of self-power.

The last phase of development for children covers the ages of fourteen to eighteen. This period is refered to as the late adolescent development period. This is a time of making decisions for children. Children of this age range still consider peer relationships a high priority. During this point in time" individual differences in academic achievement are substantial" and children of this age face many confusing decisions (McDevitt & Ormrod, 2004, p. 22). These young adults will have to use all the knowledge they have gained and relationships they have built up until this point to make the decisions they will be faced with at this age.

As a teacher, or a person who deals with children on a constant basis, it is extremely important to be aware of all the different levels of development for children. In order to effectively reach children the different characteristics of each developmental period should be fully understood.

References:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

Effects of Nature and Nurture on Students' Classroom Performances

There has been a huge debate on nature versus nurture and how it affects people. This debate has been going on for years in the study of human development. Nature and nurture seem to both have an effect on people, and they both definitely have an overall effect on the classroom performance of a student. 
When people use the term "nature" in reference to human development, they mean "inherited (genetic) influences on growth and functioning" (McDevitt & Ormrod, 2004, p. 7). This means the basic inherited traits such as walking, talking, standing upright and using basic utensils, but there are many other inherited characteristics such as physical attributes, intelligence and psychological traits.

The idea of nurture affecting the development of an individual means that environmental factors around the individual affect the way a person grows and develops on many levels. Nurture is the "effects of family, peers, schools, neighborhoods, culture, the media, the broader society, and the physical environment. Nurture affects children's development through multiple channels-physically through nutrition and activity; intellectually through informal experiences and formal instruction; socially through adult role models
and peer relationships" (McDevitt & Ormrod, 2004, p. 7).

Although the argument is nature versus nurture, I believe that both of these factors attribute the development of a child. I also believe that it is hard to completely distinguish between the two ideas. Nature will inevitably affect the classroom performance of a student because a student inherits certain traits that pertain to education. A student inherits the ability to do well in certain subjects and poor in other subjects. A student also inherits the certain psychological traits such as shyness or self confidence. Students may not be very assertive in class because they are inherently shy; this is also true in the case of students that have inherited a tendency to be outgoing. They will consistently be out spoken people.

This is where nurture comes into play because students who are shy by nature can be nurtured and encouraged to be more aggressive and this may cause a change in their development. It also appears that nurturing can play a stronger role at certain points of a child's development. There are critical times where nurturing is more influential, and this usually occurs for young adults and children. These times may be more effectual, but they are not the only time where the environment has affect.

Overall it appears that nature supplies people with certain characteristics, but they can be altered and modified by the environment to an extent. Students are especially influenced by environment because although they are instilled with genetic influence at birth they can be influenced through the learning process in a way that can cause change in their development.

References:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

Do Dogs See in Color?

Dogs are man's best friend, but they are not all alike. Unlike humans, dogs do not see in the broad spectrum of the rainbow we know. When I first heard that dogs only see black and white, I did not believe it, so I researched a little bit to find out exactly what was true.

First, I started with the eyes and how seeing color actually works. The inner workings of the eye are interesting. The retina is the deepest inside the eye and its job is to sense light and send the information visually to the brain. There are photoreceptor cells inside of the retina(What do Dogs See? A review of Vision in Dogs, 1996). These two photoreceptors are rods and cones, and they respond to light and send signals to the optic nerve(What do Dogs See? A review of Vision in Dogs, 1996). . This happens through a series of chemical processes and reactions. Rods handle light strength and weakness, and cones absorb the information concerning color and details(What do Dogs See? A review of Vision in Dogs, 1996).

The photoreceptors, known as cones, perceive precise wavelengths of colors(What do Dogs See? A review of Vision in Dogs, 1996). . Humans have three types of cone cells in their eyes and we perceive specific portions of the color spectrum(What do Dogs See? A review of Vision in Dogs, 1996). . The three cones we have in our eyes allow us to recognize colors that vary in mixtures of red, green, and blue pigments. Dogs are different from humans because they only have two cones in their eyes, and they have less rods and cones than humans do(What do Dogs See? A review of Vision in Dogs, 1996). Because of the differing cone and rod structure of a dog's retina dogs see a spectrum of yellow, blue, and gray, instead of the rainbow that humans see(What do Dogs See? A review of Vision in Dogs, 1996). Dog's have only two cones, and this removes their ability to recognize reds, and green.

So the main reason dogs see differently is because they so not have as many cones and rods as humans do at all. Dogs do have certain visual characteristics that we do not have. Dogs may not be able to see rainbows of color, but they can see extremely better in the dark than humans can. Dog's have a receptive structure behind their retina that makes their night vision extremely improved(What do Dogs See? A review of Vision in Dogs, 1996). This reflective structure makes dog see things in the dark as if they have an interesting glow (What do Dogs See? A review of Vision in Dogs, 1996).

It turns out that dogs see in black and white but also some yellows and blues. Unlike humans dogs can see very well at night time and have a different eye structure than humans. Man and dog may have many differences, but man and dog will always be best friends!

References:

What do Dogs See? A review of Vision in Dogs. (1996). . Retrieved October 7, 2007, from http://psychlops.psy.uconn.edu/eric/class/dogvision.html

Aboriginal Art: An Artform Based on Storytelling

Aboriginal art is an amazing and breathtaking thing. When I first saw aboriginal art, my impression was that it was similar to pointillism. Pointillism is very much what it sounds like; it is an art form that is completely composed of dots. My first impression of aboriginal art was that its mosaic-like patterns and bright colors were gorgeous and vivacious, and in an attempt to recreate this style, I investigated aboriginal art and its origins.

Aboriginal art is so mystical and special because it is based strongly on storytelling, mythology, magic, nature, rituals, and spirituality (Aboriginal Art Culture and Tourism Australia, 2007). The Aborigines invented this style many many years ago. Aboriginal art works depict the dreams, beliefs, and stories of these people (Aboriginal Art Culture and Tourism Australia, 2007).

Aboriginal rock art is the original foundation of aboriginal art. These paintings and drawings are at least 20,000 years old and were found in Australia(Aboriginal Art Culture and Tourism Australia, 2007). These amazing works of art provide scientists and archeologists with many insights to the past. These rock paintings help us learn about the cultures, economy, society, myths, and environmental conditions of the past(Aboriginal Art Culture and Tourism Australia, 2007). The subjects of the paintings also help archaeologists put these art works into chronological order.

Many of these paintings also depict what is called Dream time (Aboriginal Art Culture and Tourism Australia, 2007). Dream time is the creation stories of the Aborigine people. These art works represent when the earth was formed, plants and animals were created, and when man was created by the Ancestral Beings worshiped by Aborigine people(Aboriginal Art Culture and Tourism Australia, 2007).

Many of these paintings were done on rock walls in caves where the people lived. The aboriginal paintings were also done in sacred places where rituals would take place(Aboriginal Art Culture and Tourism Australia, 2007) These paintings were done n the ground by alters and on tools used for ceremonies. The Ancestral Beings believed in by the Aborigines would take the shape of many different creatures of the earth in order to teach the people these ceremonies and how to worship correctly(Aboriginal Art Culture and Tourism Australia, 2007).

Aboriginal art is he oldest form of art known to man; some of the pieces are sold out there is no way to date them or figure out who created them (Aboriginal Art Culture and Tourism Australia, 2007). This artwork may have originated many years ago, but it still thrives to this day. Many people in Australia still practice the ways of aboriginal art, and use bark instead of rocks to create their art work. Canvas is also used by many aboriginal artists. These works of art are meant to explore the outer worlds as well as define and describe the current world, and they are so stunningly beautiful they should be appreciated in many ways.

Reference:

Aboriginal Art Culture and Tourism Australia. (2007). ABORIGINAL AUSTRALIA ART & CULTURE CENTRE - ALICE SPRINGS . Retrieved October 3, 2007, from http://aboriginalart.com.au/gallery/traditional.html

Induction and Mentoring Programs: The Educational Benefits

Many go into teaching excited, but many teachers leave their first year of teaching and never return to the classroom. Some schools offer programs to help new teachers become more capable and more comfortable. These programs help educators become accustomed to teaching and provide new teachers with the "guidance and support" they need in order to feel capable enough to continue to teach (Kauchak & Eggen,2005, p 500).

Not all schools, or even states, provide these programs, but the schools that do are benefiting in many ways. . With an increase in population there will constantly be an increase in the need for teachers. Mentoring and induction programs may not seem important, but in order for teachers to remain in their chosen careers and be excellent teachers these programs need to be installed in all schools. These programs are both effective and useful to education; these programs should be supported more than they are, and new and experienced teachers should receive the recognition that they deserve and an opportunity to improve on their abilities.

Induction and mentoring are two types of programs that seem to be beneficial to teachers who are just starting out. "Induction programs are professional experiences for beginning teachers that provide systematic and sustained assistance to ease the transition into teaching" and "mentors are experienced teachers who provide guidance and support for beginning teachers" (Kauchak & Eggen,2005, p. 500). Induction programs help support teachers by helping teachers achieve district and state teaching standards. Mentoring and induction programs help teachers learn how to evaluate their teaching strategies and plan effective lesson plans. Both of these programs provide new and experienced teachers with an opportunity to learn; new teachers learn from mentors, and older teachers learn from programs designed to help teachers mentor effectively. These programs are extremely valuable in supporting the future teachers of our school rooms, and these programs are beneficial to the students because they will receive a better education because of these programs.

Induction programs are more effective than mentoring programs because induction programs also include mentoring. Induction programs provide many types of support for beginning teachers; these programs supply "personal and emotional support", "task- or problem-focused support", and "critical reflection on teaching practices", and all of these things are important factors for a teacher's success (Standsbury & Zimmerman, 2007, ). Mentoring programs are successful as well but do not provide a wide enough range of support. Mentoring programs supply a great amount of emotional support, and help with lesson planning and evaluation, but it can not "create clinical learning environments for beginning teachers" (Kauchak &Eggen, 2005 p. 500). As a new teacher I will actively be involved in mentoring and induction programs. I will try to start my career at a school that provides these programs, and I will take full advantage of whatever induction and mentoring programs I can. As a more experienced teacher I will definitely apply myself as a mentor, and help to develop induction programs at the school I choose to work in. Induction programs are excellent methods of helping new teachers teach to the fullest of their ability, and mentoring programs are an important factor of induction programs that should be supported as well.

One of the main problems with induction and mentoring programs are that they still have not received enough support. "Recent studies have found that 30 or more states have some form of mandated mentoring program. Merely requiring this mentoring, however, does not assure that programs are comprehensive and effective, or that funding is secure"; this is a sad state of affairs for education and students alike ("Teacher induction programs: trends and opportunities," 2006). Although research on these types of programs suggests that "participation in comprehensive induction programs can cut attrition in half" there are still many states and school districts that do not have such programs ("Teacher induction programs: trends and opportunities," 2006). Another problem with mentoring programs is that mentors are not compensated well enough for their work, and mentors are not always up to par themselves. Without incentives for mentors and standards the positive effects of mentoring will not be as prominent. Induction programs are beneficial, but sometimes they only consist of brief orientation meetings and do not provide as broad of a range of support as they induction programs should. It would be good for all teachers to constantly have programs to help monitor and support them, in order to make sure the teachers of our schools are doing the best they possibly can. Time constraints are also an issue; teachers already have so many things to do that it is hard to fit programs in. If there was a way that teachers could incorporate these programs into classes it would be ideal. Maybe teachers could do group classes with their peers or with their mentors; this would help with time constraints. Induction and mentoring programs can be incredibly valuable to the education system if they were funded and implemented properly.

New teachers are constantly in demand; new teachers are constantly thrown into teaching without any help or guidance. In order for our children to be taught by enthusiastic, well educated, prepared teachers programs need to be incorporated in all schools. These programs should include induction and mentoring on many levels. These programs should involve mentoring and improvement ideas for older teachers, as well as, new teachers. When implementing these programs they should be standards set and regulations applied. These programs should also taken into consideration the time constraints of a teacher's lifestyle, and most importantly these programs need to be funded because they are extremely beneficial to not only teachers, but the students as well.

References:
Kauchak, D. & Eggen, P. (2005). Introduction to Teaching: Becoming a
Professional (2nd ed.). Upper Saddle River, NJ: Pearson

Standsbury, K., & Zimmerman, J. (2007). Smart induction programs become lifelines for the beginning teacher . National Staff Development Council, 23 (4), . Retrieved September 23, 2007, from Staff Development Library database.

Teacher induction programs: trends and opportunities. (2006). Policy Matters, 3(10). Retrieved September 22, 2007 from American Association of State Colleges and Universities database.

Tolerance Should Be Taught in the Classroom

The United States has one of the most diverse societies in the world, and this is reflected in the compilation of students in the classrooms. Today's classroom has a much different make-up than classrooms have in the past; today's students differ in race, sex, religious orientation, age and culture. The differences can be an opportunity to learn, but they are not always the easiest lessons to teach. Diversity is such a common thing in the United States, but there is not always tolerance for differing people. Tolerance is an important factor that should be a normal value for all people, and should be taught to children from infancy. Although students should be taught tolerance at home from birth, schools are the best place to teach tolerance because students are already surrounded by different people in the classroom environment, students need a constant figure in their lives that teach tolerance, and diversity of all aspects should be used as a tool for learning, creating confidence, and establishing respect in a classroom.

Although the United States society is a very diverse in many ways; there is not enough tolerance. Many children are raised in homes that are not necessarily tolerant. "Too often children learn intolerance from adults and peers who tell "innocent" racial jokes or make "funny" references to ethnic stereotypes. The teaching of tolerance requires that ALL children be sensitized to the negative, discriminatory tone of such references that hurt not only the subjects of their words or actions, but also other children who hear and parrot them. Teaching prejudice to a child places a terrible burden of hate on that youngster that all of society must bear" (Colville- Hall, 2000, para. 3). Ideally all people would be naturally inclined to be tolerant, but factors affect this idea. The past generations have been brought up in circumstances that make tolerance hard instead of natural, and preconceived notions can be instilled as early as childhood. Many students do grow up in diverse environments in the United States, and many children are raised to be tolerant, but there is no way to guarantee that children will be taught tolerance in their homes. Some students are not raised in diverse environments and are not used to diversity. "Students come to school with a long learning history. Cultural patterns exist in their dress, family roles, interactions with parents and peers, and attitudes and values. When they enter our classrooms, they bring these attitudes and values with them. Some complement learning; others conflict with it" (Eggen and Kauchuck, 2005). If tolerance was taught in every home it would be wonderful, there would be no hate crimes and no hate violence, but this is not the case. Tolerance is something that is important in order to improve society as a whole, tolerance is something that should be taught in all homes, but tolerance can only be effectively taught on a grand scale in the classroom.

"By the year 2020, the U.S. school-age population will see many more changes. Experts predict considerable increases in the percentages of Hispanic students and Asian/Pacific Island students, while the percentage of African American students will remain essentially the same. During this time the proportion of White students will decrease from 64.8 percent to 55.6 percent of the total population (U.S. Bureau of Census, 1998b; U.S. Department of Education, 2000c). By 2020, almost half of the U.S. school population will consist of members of non-Caucasian cultural groups" (Eggen and Kauchuk, 2005). For many years, the majority of students in school were of Caucasian ethnicity. An increase in immigration has caused the population in schools to change greatly. Classrooms are filled with students from many different backgrounds, and this is a perfect place for students to learn to be tolerant of the differences of others. Children enter the classroom at a very young age, and they are still very impressionable. If students are taught to value the differences of others, instead of discriminating against people who are different, than tolerance can be greatly increased in society. The classroom is a perfect place to teach tolerance because the classroom is a learning environment. If the students learn about their differences, and respect each other's differences, than the students will learn from each other and learn to value others for the knowledge they have instead of discriminating against people who are different. The diversified classroom can be a positive factor in the learning process, and diversity amongst students can be a stepping stone in the pursuit of teaching tolerance.

When children enter school they will spend about 7 hours of their day in a classroom; teachers and other members of the school's faculty will spend a large majority of time with the student. The amount of time teachers spend with students inevitably leads to the teachers having an incredible impact on the students, and it is the teacher's job to make sure that impact is positive and beneficial. "Administrators and counselors are perhaps the most visible individuals within the school setting" (Harris, 1999). Administrators, counselors, and teachers have a huge affect on how students will think, act, and perceive the rest of the world. If teachers and other school faculty teach tolerance in the school this will give students the right, basic ideas they need in order to live a healthy tolerant lifestyle as an adult. "Administrators must construct "an empowering school culture" by "creating a learning environment in which students from diverse racial, ethnic, and social groups believe that they are heard and are valued and experience respect, belonging, and encouragement" (Growe, Perry, & Reasie, 2002, 2). If teachers are role models for tolerance there are many positive aspects that can come from this. Teachers who teach tolerance will make the students feel comfortable and confident. Students will not be afraid to express their opinions and talk about their beliefs and cultures if tolerance is taught in schools. Differences can be expressed and explored, not criticized or hidden. Respect can be established amongst the students and school faculty, and it will maximize the level of education for all students. Teachers can make up for where the students social environment is lacking, but many people think that tolerance should be taught at home and not at school.

Many people believe that if "we wait until we send our children off that first day of school, proud in their shiny new clothes, it is too late. The window of opportunity for teaching tolerance,while it may not be shut and locked, is already lowered" and I agree that starting to teach tolerance in the classroom is not the most desirable approach, but it is the best approach we have. (Eggen and Kauchuk, 2005) There is no way to make sure that children are taught tolerance in their homes, and it is sad that all people do not teach tolerance to their children. Teachers may not have a blood connection with students, but if they are respected, they have a huge influence over students. The faculty of schools should have a "profound respect for and encouragement of diversity where important differences between children and adults are celebrated rather than seen as problems to remedy"; this will help the need for tolerance reach the children (Growe, Perry, & Reasie, 2002, 2). Respect or dislike for people of differences will be taught in the home no matter what anyone does because it is a private situation. Schools are a place where guidelines for tolerance can be set and followed. "Classroom teachers have a considerable impact upon their students' conduct and attitude concerning cultural diversity" and this should be utilized (Growe, Perry, & Reasie, 2002, 2).Not all children grow up in diverse settings, and many "Children grow up knowing the people in their own families and community best. Their friends often have similar physical characteristics, worship in similar churches, play the same games, and eat familiar foods. It is only when they encounter someone who is very different from themselves that they learn about cultural variation"; this is yet another reason why school is an ideal place to teach tolerance because the school environment calls for it (Colville- Hall, 2000, para. 1).Tolerance can be promoted and praised in school, where as, no one can control how a parent teaches a child to think in the privacy of the home. Tolerance must be taught in school because it is the only place that can guarantee that it can be maintained and promoted.

Diversity is a common place occurrence in schools today, and it should be accepted for the knowledge it can bestow upon students. Tolerance should be taught in the homes, and sometimes it is, but not always. There can be no way to make sure that children are never subject to any negative views on the differences of people. Discrimination is a factor in society that can not be avoided, but it can be dispelled. Tolerance should be taught in the home, but there should be a back-up plan when this does not occur. If tolerance is taught in schools it will become a common place thing, the children of the future will be taught tolerance at home, and there will be more time for teaching other subjects because students will already know to be tolerant naturally. Teaching tolerance in the classroom will ensure that students take advantage of the differences of culture, race, ethnicity, sex, religious affiliation, and so on. Teaching tolerance in the classroom is not only opportune because of the excellent environment of the classroom; teachers, and all of the rest of the school's faculty, play important positions as tolerance advocates. Teachers and members of the school are role models for the students, and positive reinforcement of tolerance is important to help the students learn and feel confident in themselves. Overall tolerance is a policy that should become world wide, and there is no place more feasible to start teaching tolerance but schools.

Reference

Colville- Hall S., (2000). Teaching tolerance. Growing Safe Schools. Retrieved September 22, 2007, from http://www3.uakron.edu/education/safeschools/COOP/tolerance.html

Eggen, P. and Kauchuk, D. " Introduction to Teaching: Becoming a Professional." Prectice
Hall/Merrit. Sixth Edition, 2005. Chapt 3, page 85.

Growe, R., Perry, R., & Reasie, H. (2002). A knowledge base for cultural diversity in administrator training.
Journal of Instructional Psychology, (), . Retrieved September 8, 2007, from Looksmart database.

Harris, Henry. "School Counselors and Administrators: Collaboratively Promoting Cultural Diversity." Sage Journal Online http://bul.sagepub.com/cgi/content/abstract/83/603/54 (1999).

Adobe Illustrator 10 is a Beneficial Program for Educational Purposes

In order to experience a new form of technology that could be beneficial to my education career I chose to try Adobe Illustrator 10.0. This program is very interesting to me, and I have wanted to learn how to use it for a while now. I plan on becoming an art teacher and I believe this program will be helpful to me for many reasons. I created a weekly schedule with Adobe Illustrator, and I was able to make it very attractive and nice to look at. If I had more time with the program I would be able to link certain images in the schedule, so that they would do different things when the student clicked on them.

When first starting out with Adobe Illustrator I was very confused; I am still somewhat confused by the program, and I must spend more time to learn how to use the entire program. After reading a tutorial on the Internet I started to get the hang of Adobe Illustrator, and it started to become exciting and fun for me. Adobe Illustrator 10 is one of the newest illustrating and designing programs from Microsoft. This program is extremely effective at designing web graphics and artwork. Adobe Illustrator is a vector graphic drawing program that focuses extremely on color, light, effects, filters, and web graphics. It can be use to make posters, banners, artwork, and web pages, and it is very similar to Adobe Photoshop. I designed a weekly schedule with this program that would be informative to the students.

Using this program satisfies some of the "ISTE National Educational Technology Standards for Teachers" (Johnson, Musial, & Hall, 2005, p.450). Adobe Illustrator meets the requirement that "teachers plan and design effective learning environments and experiences supported by technology" (Johnson, Musial, & Hall, 2005, p.450). This program helps a teacher plan and design a successful learning environment by making it possible to design interactive programs. These programs are fun for the class and help organize the teacher's plans. This program can also help maximize student learning by using technology because it can make the information available at the click of a mouse. The links on the schedule can give the student examples of the projected assignment, among other valuable information, and this will help maximize the student's ability to learn. Adobe Illustrator 10 is also beneficial because it can help teachers "enhance their productivity and professional practice" by helping incorporate many elements of an assignment into a series of pages on the web (Johnson, Musial, & Hall, 2005, p.450). This program can be amazing for educational purposes because it makes planning lessons, informing students of assignments, and executing projects easy and enjoyable.

I believe it is important to incorporate technology into the classroom because it can bring so much information to the student's finger tips. The possibilities for learning are endless. There is also a lot of information that students may learn from technology that is not so beneficial, and I think that school is an excellent place to monitor the student's intake of information. I believe that if teachers are familiar with technology they can steer students to websites and technology that is beneficial and interesting to them. It is also important to integrate technology into the classroom because it appeals to many different learning styles. Technology, especially the internet, effectively reaches different learning styles because it is stimulating to the senses. Technology has gotten to the point where it reaches students who are visual, audio, and hands-on learners. There is music, talking, videos, art, and many other interactive devices on the web that can keep students involved while still learning. Technology can be beneficial in the classroom and should be implemented by teachers.

I found that Adobe Illustrator can be a very positive in an educational environment. The project I completed was a schedule that would contain links. By adding links to the schedule much more information can be provided to the students. The links can provide more information on the projects and ideas on completing the projects. These links can also provide examples of the completed assignment, which may make it easier for students to understand what is being asked of them. Technology is vast and has so many wonderful programs and applications that are beneficial to students.

Reference
Johnson, J.A., Musial, D., & Hall, G.E. (2005) . Introduction to the Foundations of American Education, (13th ed.) : Allan and Bacon.

Creating an English Garden: Plants Should Please the Senses

English gardens are lovely all over the world. English gardens are a treasure, because they deviate from the norm and offer a variety of surprises. English gardens are very free-flowing and unsymmetrical and are valued for their odd flower combinations and off-beat charm. An English garden can be created in any home; here are some simple ideas on how to create your own.

The plants chosen for an English garden are very important. They should be pleasing to the senses in many ways. Not only flowering plants should be used when creating an English garden; herbs, climbing vines, and roses are also a valuable asset. Color combinations should be apparent, but not very strict. An English garden should appear natural, and laid back. Perennials are good plants to use, and variety can be achieved later on by adding annuals to the mix.

English gardens are sometimes encompassed by shrubs that are either very small or large. Smaller shrubs that are kept neat and small are an interesting touch, and larger hedges that twist and turn instead of being straight and angular are common in English gardens. English gardens are to be relaxing not rigid.

Eccentric pieces that depict nature coming alive are important when creating an English garden. Fences or trellises are a beautiful addition and also serve a purpose. It is customary in an English garden to have climbing flowering plants such as wisteria or rambling roses. A fence or trellis will create a lovely and useful object for these plants to climb on. These pieces will add character and charm to your garden.

Another imperative factor when creating an English garden is an arbour. An arbour is a small place to sit and enjoy your garden. It is a place that should be surrounded with plants and herbs so that the person sitting there can enjoy the beauty of nature and contemplate its charm. There are many things that can be used as an arbour, such as stools, old benches, tree stumps, and iron chairs. Many of these items can be found in thrift stores and yard sales for very little money.

When planting in your English garden start with the border first. Plant the larger plants on the outside and the smaller shrubs on the inside. Remember to plant casually, not in straight lines, and remember to plant in groups. When creating your English garden plant different plants together for interesting color and height combinations, and plant smaller plants in larger groups to attract attention.

Creating your own English garden can be fun, exciting and extremely rewarding. With these helpful tips, planting an English garden can be easy as well!

How to Effectively Teach English Language Learners (ELL)

Many classrooms in today's world consist of students with special needs, and students that are not fluent in the English language. In order to ensure the success of English language learners there are many steps that should be taken. The first most important step that should be taken to guarantee the ELL's success is to make sure that the students respect each other's differences and do not discriminate against students' of special needs.

It is also significant to use language objectives in order to help an ELL student learn the English language; these objectives will help the student be able to learn the language better by focusing on vocabulary and other parts of the English language.

In order to effectively educate an ELL it is also helpful to have a student and the teacher complete and explain the classroom assignments so that the ELL has a visual instruction; this will help the student understand what they must do to complete the assignment.

Another step to ensure the ELL student's success is to be able to use the student's native language in order to make sure the student fully understands the assignment. The student's native language should not always be used because the student will not learn English this way, but it is important to be able to communicate in the student's native language if there is a problem that can not be understood in English.

A key step that needs to be taken into consideration is making sure ELL student's work together with other students; this is important because the other students will help teach the ELL students, and the students who are fluent in English will be able to learn from the ELL students as well.

It is imperative when teaching ELL students to base lessons on a theme; by doing this repetition of vocabulary can help the ELL students to learn English. Another important step is to use visual aids to reinforce vocabulary and establish a connection between the vocabulary and what it represents.

In order to teach ELLs efficiently it is good to use non verbal communication, and to not constantly correct students who depart from Standard English. It is vital to allow the students to try to communicate, and not to discourage them.

An additional extremely significant factor is making sure the students feel comfortable and involved; this will help the students want to learn. It is not easy to teach students that are not fluent in English, but it is important.

There are many factors and steps that can be taken in order to increase the level of education amongst English language learners, and it is important to educate these students in order to provide a better future for them and our world.

Why Do Feet Smell?

Ever notice how a pair of smelly shoes can clear out a room? It is funny how even the cleanest feet can leave a new pair of sneakers stinking after only a few hours. Foot odor is a problem everyone has had to face at one point in their lives or another, but did you every wonder why your feet smell funny after you wear your shoes all day?

Sweat is the major culprit in feet smell issues and your feet are composed of over 250,000 sweat glands. Everyone sweats, and we are told as children it is good to sweat because it is your body's natural defense mechanism against over heating and exhaustion. Sweat also doesn't seem so threatening because it is made up of water and salt, but it is not the sweat that actually smells.

The nasty odor that lingers around your feet and shoes is actually cause by a bacteria on your feet. This bacterium eats the sweat, and a strong unpleasant odor is produced. Now this may be a shock, but it is natural to find bacteria living on everyone's skin on a regular basis. You may be wondering why the rest of your body doesn't smell so bad; people definitely sweat all over their body. The feet sweat so much that it actually attracts the bacteria, and there is so much sweat being produced by the feet that the bacteria has a field day. Feet are basically like an all you can eat sweat buffet for the odor causing bacteria.

Feet actually stink even worse because they are usually encased in socks and shoes. Unlike when your forehead sweats, your shoes and socks actually accumulate more sweat than anywhere else on your body can. The bacteria loves to live in our shoes, on our feet, and in our socks because not only is there enough sweat to go around, but the darkness of being inside of a shoe is the perfect breeding ground for this bacteria. All of the bacteria is busy chowing down inside your shoes, and when you take your shoes off all the excreted waste odors are set free and waft through the room or in your face.

There are many possible ways to solve foot smell problems, but the major factors are sweat and bacteria. Keeping feet clean and wearing clean socks can help eliminate odors. Letting shoes dry and air out before returning your toes to them can help rid your feet of the nasty stink. Some people are even prescribed medicine to help cure foot odor. I choose to not be discouraged by foot smells and think about how many little bacteria I would be leaving homeless if my feet didn't smell!

Constructivist and Behaviorist Philosophies Are Beneficial in the Classroom

There are many different philosophies on education, and many people focus on one philosophy or another, but as a teacher I believe it is important to make use of both constructivist and behaviorist philosophies. My personal philosophy on educational practices embodies and incorporates behaviorist and constructivist philosophies, and I believe both of these philosophies can be used effectively to educate students in the best possible manner.

Classroom organization is a very important part of education, and it can be maximized by using both constructivist and behaviorist philosophies. As a teacher I would prefer for my classroom to be open and flexible in compliance with the constructivist viewpoint (Johnson, Musial, & Hall, 2005, p.363). This constructivist approach to classroom organization can be reflected in the classroom by allowing everything from seating arraignments to the lesson plans to be subject to change. A behaviorist classroom organization does not allow for change and is organized by the teacher. As the teacher I would set a standard that the students would have to maintain, but I would also give them the freedom to make decisions in the classroom. In order to maintain a standard in the classroom I would use behaviorist ideas such as rewards and punishments, but I would also allow for the constructivist ideas of the students involvement in decision making. I feel letting the students organize their own environment is important because it creates enthusiasm, comfort, and a sense of responsibility for the students.

Motivation is another extremely important factor in the learning process. I feel that motivation should be created by both constructivist and behaviorist philosophies. Motivation can also be inspired by direct involvement and interaction of the students which is according to constructivist views. Motivation can be accomplished by setting a standard and maintaining it by positive and negative reinforcement which is in accordance with behaviorist views. Constructivist philosophy provides "internal incentives" which are created by the student's direct involvement in the educational experience, and "external controls" are the behaviorist focus for providing motivation by setting a system of ideas by which the students will be expected to abide by (Johnson, Musial, & Hall, 2005, p.363). Motivation can be provided to students effectively by using both constructivist and behaviorist philosophies.

Discipline plays an important role in the classroom, and must be provided in order to effectively teach. I think that as a teacher I would have more of a constructivist approach to teaching because the "high control" provided by behaviorist philosophies may seem appealing at first, but I believe that both the teacher and the learner should have control of the classroom in accordance with constructivist philosophies (Johnson, Musial, & Hall, 2005, p.363). I think that the constructivist ideas on discipline help the students learn responsibility, confidence, and self expression while also respecting them as individuals with opinions. I believe that this is important because it builds goodwill amongst the members of the class, and helps the students grow as individuals. This also gives the students experience working with many people for a common goal. Discipline is an extremely important factor in the classroom and I would maintain discipline through the application of constructivist methods.

Teaching styles vary amongst teachers, but they are an exceptionally important factor in the education process. I feel that the use of a constructivist teaching style is beneficial in a classroom because the learning is based on hands-on experiences and personal discoveries. (Johnson, Musial, & Hall, 2005, p.363) I think that the behaviorist teaching style is not the right teaching style for my classroom because it is based on "extreme amounts of teacher talk" (Johnson, Musial, & Hall, 2005, p.363). The constructivist teaching style is more beneficial in the classroom because it provides a more interactive and enjoyable classroom experience. It is also a more memorable learning environment because the students are actively involved in all the aspects of the classroom. Teaching styles that support constructivist ideas are valuable in the classroom environment.

I think that both behaviorist and constructivist educational theories have many beneficial ideas. As a teacher I would employ methods from both behaviorist and constructivist philosophies in the classroom because I feel it is important to use the most effective methods of teaching. I think that the behaviorist idea of positive and negative reinforcement is very effective in the learning environment, and I also believe that the student's direct involvement in the classroom is extremely important. I think that the students can also be directly involved in providing negative and positive reinforcement which follows both behaviorist and constructivist viewpoints. Overall, I believe that giving the students the ability to learn hands-on, and the right guidance through the reinforcement of standards is the most effective way of teaching.

Reference
Johnson, J.A., Musial, D., & Hall, G.E. (2005) . Introduction to the Foundations of American Education, (13th ed.) : Allan and Bacon.

At-Risk Students: A Serious Issue in American Education that Can Be Resolved

Today's changing society has a huge impact on the students of today's world. Many factors can put a child at risk in today's society. "Changes in families", "changes in student population", and "Changes in socioeconomic patterns", all affect the student, and can put a student at risk (Kauchak & Eggen, 2005). Changes in the student population are a natural occurrence, but these students can get out of risk with the help of the community, and schools.

Not only is the world around students constantly changing, but the students themselves are changing as well. Sexuality is a touchy subject, but it has an obvious impact on students. Many students are sexually active and do not have protected sex. This leads to a high rate of teenage pregnancy and sexually transmitted diseases. The use of alcohol and drugs is also a factor that may put students at risk. School violence is a scary and realistic factor in today's schools, and it can strongly influence a student's success. Although bullying has been taken lightly in the past it is also a form of violence, and it is detrimental to a student's achievement. Kauchak & Eggen (2005) stated "the suicide rate among adolescents has quadrupled in the last 50 years" (Chap. 4, p.144). Child abuse is another alarming but realistic factor that affects the success of our students. Kauchak & Eggen (2005) stated, "In 2001,... 900,000 children had been victims of abuse or maltreatment" (Chap.4, p.146). All of these issues are a tremendous and upsetting threat to our students and should be taken serious.

The problems of violence and drug use amongst student's in New York is a major contributing factor for at-risk students, but there are some programs that are helping the situation. "therapeutic theater program employed by Creative Alternatives of New York (CANY) to reach troubled children and adolescents works, and works well" (Art Spaes, 2000). This program provides assistance to troubled youths in New York City, and it is particularly good at helping strongly bothered students that have anger and depression problems. These programs help students deal with the challenges they face in everyday life and helps these "young people build better relationships with both peers and adults; develop valuable life skills such as focusing, listening, and self control; and provides unique opportunities for them to experience spontaneity and joy in their lives" (Art Spaes,2000). The theater program encourages the youth to express themselves by involving them in creative and fun, hands on activities, and these programs are a terrific example of how the community can help at-risk students.

This theater program is beneficial and commendable because it reaches out to students in need. Students are not only put into a situation where they required to learn, but they are also required to participate and create. This situation provides the students with knowledge, life experiences, and praise. It is a perfect example of positive reinforcement. With this program students can see how effort can bring rewards; "some extremely shy children are able to find their voices and speak loudly on their own behalf, while others overcome by anxiety or rage demonstrate the capacity to remain calm when bombarded with many pressures while portraying real life working people with multiple responsibilities" (Art Spaes, 2000). Students learn many skills that are valuable life lessons such as "focusing, listening, improvising, and exerting self-control" (Art Spaes, 2000).

This theater program is hosted by the "Art Spaes Roundtable", which is a program dedicated to helping at-risk students through the use of the arts (Art Spaes, 2000). The Art Spaes Roundtable is supported by "The New York State Council of the Arts", and has many programs that help at-risk students located through out the state of New York ( Art Spaes, 2000). The needs of the students in these programs are as well met as this program is capable of. This program seems to do its best to meet the needs of students and the instructors are knowledgeable and experienced in providing education for at-risk students. The Art Spaes Roundtable is valuable for the success of students in many ways, and the people involved in this program seem to genuinely care about the students.

At-risk students are a factor in education that should be helped. Society has changed to the point where students are bound to be affected by it. The changing world is forcing students to change, and the educational environment has to change as well in order to truly educate the students. The reality of at-risk students is upsetting and challenging, but there are programs that are and can be instituted in order to help students overcome the challenges they are presented with.

Reference

Art Spaes. (2000). Research. Retrieved August 26, 2007, from http://www.artspaes.org/researchlinks.htm
Kauchak, D., & Eggen, P. (2005). Introduction to Teaching: Becoming a Professional. [University of Phoenix Custom Edition e-Text]. , : Prentice-Hall/Merril. Retrieved August 12, 2007, from University of Phoenix, rEsource, AED Teaching as a Profession Web site.

Natural Home Beauty Tips and Recipes

Everyone wants to be beautiful, and many people do not realize how many things they can find in their homes on a regular basis that can be used to enhance beauty. These recipes are inexpensive and easy to reproduce, and these helpful tips only take a small amount of time.

Your skin is an organ that does not get the attention it needs on a regular basis. It is important to exfoliate your skin in order to help it remain healthy, and exfoliating will keep your skin smooth and soft to the touch. They can be used on dry skin for a more deep scrub, or on wet skin for a light quick exfoliating experience. Natural home defoliators are extremely easy to make.

Oatmeal is an excellent exfoliate and can be used to help rashes. It is gentler than salts and almonds, and oatmeal is good for sensitive skin. A simple oatmeal recipe is to mix ½ a cup of dry plain oatmeal with a ¼ of a cup of honey. Then mix ¼ a cup of sugar and water until it makes a slimy paste. Combine both concoctions and use liberally. Any of the mix that remains can be stored in the refrigerator for up to a week.

Another natural and easy to make defoliant can be made using salt. Epsom salt works particularly well because of the size of the salt crystals, but the salt can be replaced completely by crushed almonds. Mix 1 cup of Epsom salt with ¼ a cup of milk, cream, or buttermilk. Then slowly mix in ¼ of almond paste and 3 tablespoons of chamomile tea. These ingredients are soothing and moisturizing, and they provide a very intense scrub.

Hair care can also be accomplished easily by using things found around your home. Coconut milk can all be applied to dry hair before showering. Leave the coconut milk on your hair for a half an hour. Make sure to rub it on your scalp for at least 3 minutes. Oil can be applied to hair before taking a shower as well. Essential oils can be used by them selves or mixed with other oils. Olive oil works well on hair, and all oils should be left on for a half an hour before showering as well. A wet towel can be heated for 30 seconds in the microwave and wrapped around head in order to increase the ingredients penetration. These methods all increase the softness, manageability, and shine of hair.

There are many facial masks that can be concocted in your kitchen. Combine 3 tablespoons of lemon juice with 2 tablespoon of honey and 3 tablespoons of yogurt. Beat 1 egg white and sift it into the other concoction. Leave the mix on you face until dry and tight. Rinse with warm water. Another good facial mask that is especially beneficial to dry skin is mainly made from bananas. To make this facial mask mash 1 banana and mix with 1 tablespoon of honey and1a tablespoon of brown sugar. 1 cup of clean fresh rose petals can also be mixed with 1 and ½ cups of cream or buttermilk. Heat the ingredients in a double boiler until water boils. Remove from heat and let cool. Pour mixture into blender, and blend well. These mixtures are quick and uncomplicated, and they can increase the health of your skin instantly.

These recipes are made from ingredients that everybody has in their homes. They take very little amounts of preparation, and can be saved for later use. All of these potions can sooth, smooth, and soften your skin, hair, and face and can be made on a shoestring budget.

Democratic Republic of Congo: Water and Food Supply Issues and Solutions

The Democratic Republic of the Congo is a country of many resources. There are many options that can be pursued to increase the food and water supply in the Democratic Republic of the Congo.

There are many methods of maximizing the food supply in this country. Traditional Crossbreeding, the Green Revolution, and Interplanting are all options that can help increase the food supply in the Democratic Republic of the Congo.

Traditional crossbreeding is a method of increasing crop supplies, but it is not the most efficient. This method improves crops for a period of time, but it can take as long as 15 years. Crossbreeding can create plants that some may enjoy, but the surrounding environment can adapt to these improved crops. When the environment adapts the pests that these plants were immune to will also adapt leaving the crops susceptible to these pests. Traditional crossbreeding only works on species that are similar in genetics as well.

The green revolution is another method of increasing the food supply. This method uses the same amount of land to produce more crops, but it also needs more fertilizer, pesticides, and water. Worst of all the green revolution uses a lot of fossil fuels which is not beneficial in the long run. The green revolution is a method that has some pros, but I feel the pros are out weighed by the cons.

The use of interplanting, especially low input polyculture, seems to be the best methods of maximizing the food supply in The Democratic Republic of Congo. Through the use if interplanting many different crops will be produced. The loss of crops will be reduced because the many varieties of plants will increase weather resistance. The use of insecticides will decrease due to the creating of an environment that supports the natural predators of these pests. The varying crops will also help provide different nutrients to the soil so there is less of a need for fertilizer. Interplanting is the best method for crop production.

Water is a major resource and necessary for all human life, yet the water supply in the Democratic Republic of the Congo is in bad condition. The water is not only unsanitary, but it is also inacessible. These water supply issues need to be dealt with in order to help the people of the Democratic Republic of the Congo.

The poor conditions of the drinking water in the Democratic Republic of the Congo is a serious issue that has to be dealt with.
"One in five children in DR Congo dies before reaching five years of age. Diarrhoea and other waterborne diseases account for 1 in 10 of these child deaths" (Water is plentiful but not safe enough for children in DR Congo).

The water supply in the Democratic Republic of the Congo is barely accessible. "Less than half of the Congolese population has access to safe drinking water" (Water is plentiful but not safe enough for children in DR Congo). This is startling and intensely in need of repair. If the people are not able to access water supplies they are malnourished and in danger.

There are many ways to increase water supplies in the Democratic Republic of the Congo. First the water reservoirs need to be rehabilitated and made sanitary and safe. The use of better irrigation methods will help maintain the drink ability of water. The water wastes made in the Democratic Republic of the Congo can be used for fertilization of crops as well to increase crops. Sinking boreholes in order to make water more accessible is a good option. The water supply in the Democratic Republic of the Congo can be improved with time, money, and effort.

The Effects of Global Warming and Ozone Depletion on Our World

The Effects of Global Warming and Ozone Depletion on Our World

There are many possible effects of climate change that would result from a warmer earth, and global warming is a serious issue that everyone should be conscious of. Climate change can cause shifts in the places where food is grown; it can also cause flooding and drought to increase while decreasing the quality of the water. Global warming will cause a smaller overall crop yield and more of a need for irrigation. Some plants and animals may become extinct because the temperature change will disrupt and change their natural habitats. Animals and plants that are adapted to higher temperatures will increase in population, and this may cause certain other plant life to decrease. Human health will be affected directly by a warmer earth because there will be less deaths caused by colds and more deaths caused by heat and disease. Tropical diseases may spread to temperate areas. Sea levels will rise as an effect of global warming. A warmer climate will also cause an increase in forest fires as well. More trees will die because of an increase in pests and diseases that will be more capable of living in a warmer climate. Global warming is a serious issue that needs to be dealt with in order to maintain life as we know it.

There are major harmful effects of ozone depletion on all parts of our world. Human health, crop yields, forest productivity, plastics and paints, and plankton productivity will all be affected by ozone depletion. The major harmful effects of ozone depletion on human health are an increase in skin cancer and eye cataracts. The continued depletion of the ozone will cause more ultraviolet rays than usual to reach the earth's surface. This will cause serious health issues for humans. It is also harmful to agriculture because some plants are sensitive to UV rays, and it can cause a decrease in crop yields. Forest productivity will be harmed as well because the productivity of trees that are sensitive to UV rays will decrease. Materials such as plastics and paint will degrade as a direct effect of ozone depletion. Plankton productivity will also decrease, and this can be extremely harmful. If there is less plankton, food webs will be disrupted, and some species may face extinction. A decrease in plankton will cause seafood supplies to decrease as well. Ozone depletion is an issue that can have many harmful effects on our lives and the world

The History, Beliefs, and Practices of Hinduism

Hinduism is a religion that consists of many other religions. This religion is used to encompass almost all of the religions in India that do not include Buddhism, Jainism, and Sikhism. Hinduism is also refered to as "Sanantana Dharma", which means ageless religion (Fischer, 2005 p. 2). Considering all that Hinduism entails there are many important aspects of it.

Although Hinduism lacks a unifying belief system there are still aspects of all of the varying practices included as Hinduism together. Hinduism has been around for a very long time. Not all Hindu religions follow the Brahmanic tradition, but many do. "The Brahmanic tradition can be traced back to the Vedic age, thousands of years ago" (Fischer, 2005 p.6). These traditions were based largely on the Vedas, which are a " revered collection of ancient sacred hymns" (Fischer, 2005 p.10). The Vedas consist of four parts named, the "Samhitas", the "Brahmanas", the "Aranyakas", and the "Upanishads" (Fischer, 2005 p.10). The Vedas play a central role in Hindu religion. As mentioned earlier, many Hindu religions follow the Brahmanas, but many also follow the Upanishads. The Upanishads are believed to be the last text of the Vedas to be developed. " Many people consider these philosophical and metaphysical reflections on Vedic religion the cream of Indian thought" (Fischer, 2005 p.14).

Although, not all Hindu religions focus mainly on the same part of the Vedas, they all have " deep roots in the Vedas" and "in direct person experiences of the trut through meditation" (Fischer, 2005 p.21) They also all believe strongly in ethics as a way ofmainti ng a correct social path. Hundi religions believe that suffering is an effect of karma. The belief in karma helps make ethical decisions a pleasing option. All of the Hindu religions also believe that "the ultimate cause of suffering is people's ignorance of the Self, which is omniscient, omnipotent, omniprescent, perfect, and eternal" (Fischer, 2005 p.21)

There are many influences that have made Hinduism vital to the region in which it originated. The caste system developed through Hinduism in the Vedic age. The highest group of people in the caste system is the Brahmins which are, "the priests and philosophers, specialists in life of the spirit" (Fischer, 2005 p.106). The next highest group is the "kings, warriors, and vassals", followed by the "farmers and merchants", the "labours and artisans", and finally the "untouchables" (Fischer, 2005 p.108). This caste system implements a way of controlling the population in India and setting up a system of classes. The religion has maintained the catse system by using the idea of self sacrifice for the greater good of society and order as an ethical sacrifice. This idea attempts to "uplift people from worldly concerns and to encourage them to behave according to higher laws" (Fischer, 2005 p. 109). This use of personal faith in religion works well to maintain the caste system in India.

Hinduism is vital to the place it originated because of the worship of trees, rivers, and forests. Many Hindus consider trees and forests sacred and symbolizes their deities. Many rituals are performed under trees, and many temples are built along rivers. Presently the Narmada River in India is considered extremely holy and is "lined with thousands of temples devoted to Mother Narmada and Lord Shiva" (Fischer, 2005 p.111) Many pilgrimages are made along this river. Currently the Narmada River is being eyed for the location of the "world's largest water development scheme" (Fischer, 2005 p.111) The water shed conflict had been going on for over ten years now, and the people do not want their sacred sites to be disgraced.

The desire for liberation from earthly existence is a major factor in Hinduism. Earthly existence is considered an illusion, or a test. In the Hindu religion it is important to become knowledgeable of one's self, in order to see past the given reality of earthly existence. There are many practice and rituals, such as yoga, that are meant to help a person obtain a peaceful pure existence. When one becomes liberated from earthly existence the true cosmic spirit will be revealed. The mysteries of the universe will be uncovered, and one will reach enlightenment. This is the highest goal in Hindu religions.

References

Fischer, M. (2005). Living Religions, Sixth Edition. Hinduism, p69-115.