Analysis Of The Movie The Hammer - 863 Words

The movie, The Hammer, tells the story of a Deaf boy, Matt Hamill, who grows up to become the first Deaf wrestler to win the NCAA Wrestling Championship and accomplishes this three years in a row. The movie is an inspiring true story of what Matt Hamill experiences throughout his childhood and adolescence as a Deaf person living in a hearing world. Furthermore, the film gives the hearing culture an idea of what it is like to be Deaf and the trials and tribulations that some Deaf people face. There are several main events that Matt Hamill experienced throughout the movie. However, for the sake of this paper I will give the three main events that I feel were most important. The first event that was most relevant to the film is when Matt Hamill as a toddler was diagnosed as being Deaf. When he is diagnosed his grandfather tells the doctor â€Å"so you are telling me my grandson is Deaf and Dumb?† The doctor responds to this by saying â€Å"no, your grandson is extremely intelli gent and Deaf.† Although Matt’s mother feels he should go to a residential Deaf school and learn sign language his grandfather is strongly against it. So Matt attends the same school as hearing children, which is not an appropriate, or beneficial choice for a young Deaf child. Because of this decision Matt has to learn to speak and is not taught sign language. Additionally, he is unable to have childhood relationships with other children because he is made fun of by the hearing children and treated like anShow MoreRelated Rhetorical Analysis of The Shawshank Redemption Essay798 Words   |  4 PagesRhetorical Analysis of The Shawshank Redemption The Shawshank Redemption is an inspiring story about Andy Dufreine and his efforts to maintain hope in horrible situations. 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Ethical and Legal Issues in Magazines - 2250 Words

Ethical and legal issues According to D. E. Summer and S. Rhoades in Magazines: a complete guide to the industry; magazines face the same legal and ethical issues than newspapers: â€Å"[†¦] plagiarism, libel, slander, invasion of privacy, editorial bias, and inaccuracy†[1]. Indeed, there are some limits to what a journalist can write, an editor can publish, a photographer can photograph, and a designer can design. Magazines go sometimes beyond the ethical or legal bounds. All these issues are parts of the decision-making process that magazines have to handle. ââ€" ¡ Ethical issues It is a tough decision to run an article or not when it comes to an ethical issue. Magazines writers face dilemmas. On one hand they are â€Å"[†¦] the public†¦show more content†¦It is the editor’s responsibility to draw the limit between the editorial content and what advertisers want. Advertisers also give controversial ads that can raise some ethical problems for the readers. Some examples of controversial ads such as Benetton, Tom ford Perfume, DolceGabbana, American Apparel or a French campaign against Aids (a man making love to a giant-black scorpion)[6] have been seen in most famous fashion magazines. They are always racial, ethnicity or sexual oriented which can be good when it creates a buzz but also can be associated with the magazine’s image and may damage the latter (obviously it depends also on the magazine’s policy, conservative or not). The code of ethics (several are available) is a set of rules that can help journalists to make the right decision, a sort of written standards that can be used as guidelines and there are not binding. According to the code of ethics, journalists should seek the truth and report it, minimize harm, act independently, and be accountable. It can be used as a general guideline but cannot be followed exactly as it is, because it may be too vague to be applied and sometimes it does not give clear-cut advice, does not fit with the magazines policy or does not correspond to the writer, editor, photographer or designer’s point of view, value or principles. When the code of ethic is not useful enough, then they have to check with their own personal ethics which means taking a veryShow MoreRelatedMarketing Dilemma of Bryant Pharmaceuticals1091 Words   |  4 Pagesunenviable task; conjuring a dramatic increase in sales (Peebles, Ellen. October 2003 P. 32) of Seflex prior to its patent ex piration in two years. Yet, the purported solution fails to address serious concerns across three critical issues: legal, business, and ethical (Peebles, Ellen. October 2003 P. 40). 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Recent Amendments to the Model Arbitration Law

Question: Discuss about the Recent Amendments to the Model Arbitration Law. Answer: Introduction Arbitration practice dates back to 1697 in England. In its actual meaning, arbitration is the alternative jurisdiction to federal courts which are specifically established by the State to apply and uphold the law and determine all forms of dispute.[1] In 1919, there was an establishment of International Chamber of Commerce (the ICC). From then, an increased demand for enforcement of trade agreements and international recognitions of ICC led to the birth of New York Convention (NYC) in 1958. Later in early 1974, under the supervision of the United Nations, the United Nations Commission on International Trade Law (UNICTRAL) prepared the arbitration rules. With this in the mind, (UNICTRAL) was then specifically designed to apply to International arbitration.[2] Recent Significant Changes The latest 2010 UNCITRAL Arbitration Laws and Rules started operating on 15th of August 2010. These changes also apply to all arbitration disputes and agreements finalized after that date. All of these reflect the growth of international commercial arbitrated disputes of the past. Article 1(1): Unlike the 1976 version, the new changes in 2010 dont necessarily require the parties seeking arbitration to be parties to a contract. It also removed the restriction to a written agreement as a requirement for any arbitrated case. Article 2: There is no longer need to deliver a notice physically. Now notices delivered electronically. Article 4: This article provides that the respondent should respond to the arbitration notice of within 30 days of receipt of the notice. That addition gives a room for a respondent to file a claim concerning the other party if the respondent deems it fit. Article 6: The 1976 rules provided the parties with 60 days to appoint the authorities, but the 2010 rules provide for 30 days. Article 10: Before then, the 1976 Rules didnt provide for the appointment of a three-arbitrator tribunal. Fortunately, the 2010 rules allow three arbitrators for multi-party circumstances. Article 16: In this article, there is an addition to provide for an exclusion of liability on the side of arbitrators in addition to the choosing authority. Article 17(1) necessitates the tribunal to carry out the proceedings to minimize unnecessary delays and expense. Article 17(2) there is an introduction of a timetable to the tribunals. Article 17(5) Permits a third party or a joinder at the call from any party. Article 26: Unlike 1976 which never had any precise provisions for the possibility of interim measures, 2010 provides sufficient clarity concerning them. Article 29(2): The appointed tribunal-experts must prove their qualifications and impartiality. From then, the parties have the right to choose or reject them. This part is not available in 1976 rules. Article 34(5): this article allows the parties to choose whether they want an award to be made public or not by giving their consents. Article 41(4): the tribunal is supposed to clarify on their fees and expenditures. Plus the parties may seek the assistance of the PCA or the appointing authority reviewing the calculations. The Law Governing the Contract Lord Simonds explained it as the system of law by reference to which the contract was made or that with which the transaction has its closest and most real connection.[3] In other words, the law that governs the substance or the cause of the conflict is the same law or rules that govern the contract that creates the dispute. So after choosing the applicable law, all the parties, and the arbitrators are supposed to apply that law as the governing law.[4] Juridical Seat The judicial seat or the arbitral seat is the nation where the international arbitration has its legal domicile or its statutory home.[5] With this interpretation, the judicial seat refers to the legal place chosen as opposed to a geographical setting. These place of arbitration doesnt have to be strict or limit the arbitral process to the boundaries of a particular country. So the arbitration board can meet, talk, hear, or see the evidence without the panel limiting itself within the state of its seat.[6] Procedural Law In defining procedural law, there is a need to distinct between the provisions of the law concerned with arbitration (the lex ar-bitri) and procedural rules that would need to be applied to reach the fair proceedings. ICC just gives an overall framework similar to the UNCITRAL Arbitration Rules. However, the parties need to supplement these rules. Considerably, its the reason the parties are free to choose some rules or else the arbitrators can choose where there is no choice.[7] After choosing and settling on the rules, such rules would be applied as the applicable procedural law to the cause of the dispute.[8] Conclusion Whenever parties to a dispute choose to go for arbitration, they except themselves from the huge cost of law suits, and also save themselves the time that they would have wasted in court. There is a need for parties to always seek alternative dispute resolutions before going to the court. Bibliography Bonython v The Commonwealth [1950] UKPCHCA 3; 81 CLR 486; [1951] AC 201 Gautami T S, International Institutions And Dispute Settlement: The Case Of Icsid [2010] Charles M, International Arbitration:The Key Elements 39 Essex Street [2004] Jones D, A Guide To International Arbitration' [2012] UNCITRAL Arbitration Rule (as revised in 2010) Art 35 Yas B, The Law Applicable in Investment Treaty Arbitration [2009] Gary Born, international commercial arbitration (Kluwer Law international, 2nd Ed, 2014) UNCITRAL Arbitration Rule (as revised in 2010) Art 18

Osmosis Diffusion Lab Report Essay Example

Osmosis Diffusion Lab Report Paper Kinetic energy, a root of energy stored in cells, causes molecules to hit into each other and move in new directions. Diffusion is the result of this contact. Diffusion is the random movement of molecules to an area of lower concentration from an area of higher concentration. Osmosis is a type of diffusion. This is the diffusion of water through a selectively permeable membrane from a region of higher water potential to a region of lower water likely. Water potential is the measure of free energy of water in a solution. A living system also contains an active transport to make movement of particles like ions that move against their concentration gradient. The energy source ATOP is used during this process to move the particles across the cell membrane. This experiment takes place to measure the diffusion of small molecules through dialysis tubing. This tubing acts as a selectively permeable membrane, allowing larger molecules to pass through, but slowly. Dialysis is the movement of a solute through a selectively permeable membrane. When the two solutions on either sides of the membrane re equal and no net movement is detected, the solutions are isotonic. This means that the solutions have the same concentration of solutes. If two solutions differ in the concentration of solutes that each has, the one with more solute is hypersonic. The solution that has less solute is hypotonic Apparatus: Experiment 1: Diffusion 1. Elodea plant 2. Zipper plant 3. Hypotonic solution 4. Hypersonic solution 5. Light microscope Experiment 2: Osmosis 1. 4 slides 2. Potato Experiment 3: Ferrous 1. Ferrous Sulfate 2. We will write a custom essay sample on Osmosis Diffusion Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Osmosis Diffusion Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Osmosis Diffusion Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Potassium Africanized 3. Slides 4. A Ruler Procedure-Data * We, as a group, needed two potato slices, water, and a salt. Was dropped into the tap water and the other slice into the salt. Potato slices to stand in the bowl for a minimum of 30 minutes. Nothing happened to both potato slices. * A potato slice * Allow the * At O minute * After 10 minutes, the potato in water (hypotonic) became puff up and firm. * The potato in Nasal got smaller and wet. * After 20 minutes, the results of both potato slices were the same as 10 minutes results. At 30 minutes the potato in hypotonic became rigid.

Role and Responsibilities of a Teacher in Montessori Essay Example

Role and Responsibilities of a Teacher in Montessori Essay Example Role and Responsibilities of a Teacher in Montessori Essay Role and Responsibilities of a Teacher in Montessori Essay The Montessori teacher plays an important role in the Montessori environment. The teacher needs to acquire a deeper sense of the dignity of the child as a human being, a new appreciation of the significance of his spontaneous activities, a wider and thorough understanding of his needs. The most essential part of the teacher is that the teacher should go through spiritual preparation. The moral preparation is necessary before one is fit to be entrusted with the care of the children in a principle hitherto chiefly confined to members of religious orders. According to Montessori such preparation should be first step in the training of every teacher whatever nationality or creed. She must purify her heart and render it burning with charity towards the child. She must learn to appreciate and should gather all those tiny and delicate manifestation of the opening life in the Childs soul. The teacher must be initiated, he must begin by studying his own defects, his own evil tendencies rather than by being excessively pre occupied with a â€Å"child’s tendencies, â€Å"with the manner of â€Å"correcting a Childs mistakes,† or even with the effects of original sin. â€Å"First remove the beam from your own eye and then you will see clearly how to remove the speck from the eye of the child†. The secret of childhood. pg. no. 149. The first step an intending Montessori teacher must take is to prepare herself. She must always keep her imagination alive and when she begins her work she must have a kind of faith and she mus t free herself from all preconceived ideas concerning the levels at which the children may be. (Meaning they are more or less deviated) must not worry her. The teacher, when she begins work in our schools, must have a kind faith that the child will reveal himself through work, she must free herself from all preconceived ideas concerning the levels at which the children may be. † The Absorbent Mind pg. 276. In The Absorbent Mind (pp. 277-81), Maria Montessori offered some general principles of behavior for teachers in the Montessori classroom. * The teacher becomes the keeper and custodian of the environment. She attends to this instead of being distracted by the childrens restlessness. . . All the apparatus is to be kept meticulously in order, beautiful and shining, in perfect condition. . . . This means that the teacher also must be attractive pleasing in appearance tidy and clean, calm and dignified. . . . The teacher’s appearance is the first step to gaining the Childs confidence because the child of this age idealizes his mother. The teachers first duty is therefore to watch over the environment, and this takes preceden ce over all the rest. Its influence is indirect, but unless it is well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual. * The teacher must . . . entice the children. . . . The teacher, in this first period, before concentration has shown itself, must be like the flame, which heartens all by its warmth, enlivens and invites. There is no need to fear that she will interrupt some important psychic process, since these have not yet begun. Before concentration occurs, the Montessori teacher may do more or less what she thinks well; she can interfere with the childrens activities as she deems necessary. . . She can tell stories, have some games and singing, use nursery rhymes and poetry. The teacher who has a gift for charming the children can have them do various exercises, which, even if they have no great value educationally, are useful in calming them. Everyone knows that a lively teacher attracts more than a dull one, and we can all be lively if we try. . . . If at this stage there is some child who persistently annoys the others, the most practical thing to do is interrupt him . . . to break the flow of disturbing activity. The interruption may take the form of any kind of exclamation, or in showing a special and affectionate interest in the troublesome child. * Finally the time comes in which the children begin to take an interest in something: usually, in the exercises of Practical Life, for experience shows that it is useless and harmful to give the children Sensorial and Cultural apparatus before they are ready to benefit from it. Before introducing this kind of material, one must wait until the children have acquired the power to concentrate on something, and usually . . this occurs with the exercises of Practical Life. When the child begins to show interest in one of these, the teacher must not interrupt, because this interest corresponds with natural laws and opens up a whole cycle of new activities. . . . The teacher, now, must be most careful. Not to interfere means not to interfere in any way. This is the moment at which the teacher most often goes wrong. The child, who up to that moment has been very difficult, finally concentrates on a piece of work. . . Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. . . . The great principle that brings success to the teacher is this: as soon as concentration has begun, act as if the child does not exist. . . . The duty of the teacher is only to present new things when she knows that a child has exhausted all the possibilities of those he was using before. An important task of the teacher is careful observation. The teacher should guide each child, introducing materials, and assisting where needed and she should make sure that all the material necessary for children at a particular stage of development is available for them to use. This helps the teacher prepare the environment with the child’s interest in mind. The teacher is constantly alert to the direction in which the child is going, and actively works to help the child achieve their goals. The Montessori teacher facilitates the classroom activities, carefully planning the environment, and helping progress from one activity to the next. The teacher must be aware of the need for day-to- day preparation of the environment. They should make sure the room is clean and fresh, and it is adequately heated in winter, and cool and airy in summer and there should be various pictures displayed on the walls, flowers are changed daily or not and the calendar is changed regularly. Montessori professionals are trained to deal with each child individually. This is often called following the child. A Montessori teacher often stands back while the child is working, allowing them to gain satisfaction in their own discoveries. Montessori tools promote motor skills as well as development of the mind. This idea allows students to think critically about the solution, rather than just sit back the formula or method that his or her teacher dictated. The Montessori teacher embodies these ideas and creates in the child the feeling of confidence and accomplishment. Montessori teachers are not the center of attention in the classroom. Their role centers on the preparation and organization of learning materials to meet the needs and interests of the Montessori children. The focus is on children learning, not on teachers teaching. Dr. Montessori believed that the teacher should focus on the child as a person rather than on the daily lesson plans. Although the Montessori teacher plans daily lessons for each child, she must be alert to changes in the child’s interest, progress, mood, and behavior. Montessori teachers are scientific observers of children. They avoid using rewards and punishments for good or poor work. Montessori teachers never criticize or interfere in a child’s work. It is only in a trusting atmosphere that a child’s personality has room to grow. Children must have the freedom to choose their own activities and learn to behave without restriction. Dr. Montessori thought this was real work and that the child would reveal his/her true nature once he/she found work that commanded his/her full attention. Anne Burke Neubert, in A Way of Learning (1973), listed the following elements in the special role of the Montessori teacher: * Montessori teachers are the dynamic link between children and the Prepared Environment. * They systematically observe their students and interpret their needs. They are constantly experimenting, modifying the environment to meet their perceptions of each childs needs and interests, and objectively noting the result. * They prepare an environment meant to facilitate children’s independence and ability to freely select work that they find appealing, selecting activities that will appeal to their interests and keeping the environment in perfect condition, adding to it and removing materials as needed . * They carefully evaluate the effectiveness of their work and the design of the environment every day. They observe and evaluate each child’s individual progress. * They respect and protect their students independence. They must know when to step in and set limits or lend a helping hand, and when it is in a childs best interests for them to step back and not interfere. * They are supportive, offering warmth, security, stability, and non-judgmental acceptance to each child. * They facilitate communication among the children and help the children to learn how to communicate their thoughts to adults. They interpret the childrens progress and their work in the classroom to parents, the school staff, and the community. * They present clear, interesting and relevant lessons to the children. They attempt to engage the child’s interest and focus on the lessons and activities in the environment. * They model desirable behavior for the children, following the ground-rules of t he class, exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child. * They are peace educators, consistently working to teach courteous behaviors and conflict. They are diagnosticians who can interpret patterns of growth, development, and behavior in order to better understand the children and make necessary referrals and suggestions to parents. The role of a Montessori teacher is that of an observer whose ultimate goal is to intervene less and less as the child develops. The teacher creates an atmosphere of calm, order and joy in the classroom and is there to help and encourage the children in all their efforts, allowing them to develop self-confidence and inner discipline. With the younger students at each level, the teacher is more active, demonstrating the use of materials and presenting activities based on an assessment of the childs requirements. Knowing how to observe constructively and when, and how much, to intervene, is one of the most important talents the Montessori teacher acquires during a rigorous course of training at AMI training centers throughout the world. The role of a Montessori Directress is the vital link between that of the child and the environment. Under her guidance a child will develop both as a person and intellectually to reach their full potential and become the man of the future. â€Å"She is the main connecting link between the material that is the objects and the child†. Maria Montessori It is the Directress’ role is to prepare a beautiful and enticing environment which will welcome the child in and provide a safe, calm and peaceful atmosphere in which they can learn. She must carefully arrange the room with child size furnishings and must ensure that all the educational materials are on display for a child to see in an orderly fashion. The apparatus should be stimulating, purposeful and invoke * Montessori philosophy purports that children learn best when they choose their own activities, within a richly educative environment. The duties of a Montessori teacher are to observe and assess children’s individual abilities and interests in order to provide an environment that stimulates and challenges them to learn. A Montessori teacher gives children opportunities to make their own discoveries, instead of telling them how to do something or giving them answers to problems. He or she also encourages children to feel at ease when they make a mistake, and to see mistakes as opportunities for further learning. * The duties of a Montessori teacher are to encourage a child’s enthusiasm for learning and natural work ethic. The Montessori approach gives children time to develop their concentration because a Montessori teacher remains sensitive to the focus of a child’s attention. If a child is engrossed in an activity, a Montessori teacher will not disturb that concentration unnecessarily. The Montessori approach of mixed age groups enables younger children to learn from older children, and older children to learn by teaching the younger ones. It also enables each child to progress at his or her own pace. * The duties of a Montessori teacher are to prepare a calm, organized and stimulating learning environment for children, allowing them to move freely within appropriate guidelines and to work as part of a social group. A teacher using the Montessori Method demonstrates the use of learning resources and materials to the children. The function of these materials is to help children develop essential cognitive skills. Teachers using the Montessori Method place children aged between 2 months and 3 years in a nurturing, homey environment that will help them develop cognitive, language, social and physical skills. The Montessori Method places older children in classroom settings of mixed age groups: 3 to 6 years, 6 to 9 years and 9 to 12 years. 1. The Montessori teacher is the dynamic link between the child and the Prepared Environment. 2. She is a systematic observer of the child and an interpreter of his needs. 3. She is an experimenter, tailoring the environment to meet his perceptions of the childs needs and interests, and objectively noting the results. 4. The Montessori teacher is a programmer, preparing the environment and keeping in perfect condition, adding to it and removing materials as needed. 5. She is an evaluator, judging the effectiveness of her own work and the environment every day. She must also evaluate the progress of each child. 6. She respects and protects the child. She must know when to step in and set limits or lend a helping hand, and when it is in the childs best interests to step back and not interfere. 7. The Montessori teacher is a supporter, offering warmth, security, stability, and non-judgemental acceptance to each child. 8. She is a facilitator of communication among the children and of the childs effort to communicate with her. She must also interpret the childs progress and her work to parents, the school staff, and the community. 9. She is a demonstrator, presenting clear, interesting and relevant lessons to the child. Her role is to seduce the child into spontaneous fascination with the materials through her demonstrations. 10. The Montessori teacher is a consistent good example of desirable behaviour for the children, following the ground-rules of the class herself, and exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child. 11. She is a peacemaker, consistently working to teach courteous behaviours and conflict resolution. 12. The Montessori teacher is a diagnostician, able to interpret the patterns of diversity, and non-judgemental acceptance to each child.

Forrest gump essays

Forrest gump essays Every movie portrays society a certain way, but many times we are not even aware of this. For example, a movie might have a scene set in a city, and the movie will portray the people and society around that city a certain. But as we watch the movie, we are so focused on the events that are happening, that many times we fail to recognize how the film is affecting our perception of that society. So in this paper, I will analyze the way in which the movie, Forrest Gump, portrays society. I chose to analyze this movie because I think it is interesting how the film really depicts two different, contrasting societies within America. The first depiction is of society in the south, in the town of Greenbo, Alabama. Even though the movie takes place during the late 1960s, society in the south is seen as having not really changed at all, and still holding on to the conservative stronghold of moral values and the importance of the family. It is a very simplistic, Christian, white male society. This is contrasted very sharply with the instability, rebellion, and anti-authoritarian attitude of the rest of the country. Throughout the movie this stark comparison can be seen. For example, there are many scenes involving drugs, sex, and rebellion. The war protest scene especially stands out as an example of this. The guy is dressed up in an American Flag outfit, but his entire message is anti-American, and it seems like almost every word out of his mouth is a profanity. We also see scenes of Forrest experiencing sexual activity for the first time, and scenes of war and unrest. But in spite of all that is going on in the nation at that time, the viewer is showed images inside the barbershop in Greenbo, and Mrs. Gumps house. They are viewing these images on the television, but they appear so far off and distant. Especially the scene in the barbershop in which the men are watching these historical events take ...

Proteins and Vegetarians, Fats and Heart Disease Essay

Proteins and Vegetarians, Fats and Heart Disease - Essay Example Proteins are broken down into energy during some exercises or during starvation. Proteins maintain some of the processes in the body through substances made from proteins. Enzymes made from proteins facilitate the process of digestion. Breast feed milk used to feed children is made from proteins consumed by man. Vegetarians should ensure that they protein rich from breakfast to super time. Such foods include legumes, grains, nuts vegetables, and fats. The vegetarians should ensure that they consume adequate amounts of proteins in each serving. Other foods should also be served in the diet to ensure a balanced diet (Christophe Blecker, et al 225). Fats and Heart Disease The body stores energy through fat reservoirs in the body. These fats are used when the body needs energy. This fat is at least 10percent of an individual’s weight. Fats are used to transporting soluble nutrients around the body. Such nutrients include vitamin A, D, E and K. Fats located under the skin help insulate the body from temperature change. Fats form structural components of the cell such as the cell wall that regulates the movement of substances in the cell. Fats are used in the production of hormones that regulate body operations. Fats are used to producing milk used to feed newborns after pregnancy. Saturated fats are bad for health as they increase cholesterol levels. Increase in cholesterol clog vessels in a process called atherosclerosis. Cholesterol in heart vessels caused heart attacks (Vercambre, Grodstein, and Kang 1136).