The Philosophy Of The Liberal Progressive Philosophy

In class we have discussed three philosophies that have provided us with three different perspectives with how to view education in America. Each philosophy promotes educating people based on their point of view. The first philosophy is the Classical Traditional/Conservative philosophy established by E.D. Hirsch and Mortimer Adler. The Classical Traditional/conservative philosophy provides us with a historical rhetoric perspective of education. Hirsch and Adler believe in educating everyone the same way with the perspective of the dominant western culture and Judeo Christian values. The second philosophy is Liberal Progressive philosophy established by John Dewey and W.H. Kilpatrick. The Liberal Progressive Philosophy provides a refreshing perspective on education with empirical data to support its claims. In the Liberal Progressive philosophy education is seen as a social environment and a democratic ideology is promoted. The third philosophy is Critical Pedagogy established by Hen ry A. Giroux and Paulo Freire. Critical Pedagogy promotes Utopian ideas and provides people with a new consciousness on their oppression. Each philosophy has its own perspective on the role of the teacher, the learner, and the desired results. In the Classical Traditional/Conservative philosophy the role of the teacher is to be the source of all knowledge. The teacher is the intellectual and the authority figure. In the reading Mortimer Adler promotes the Paidea Proposal where the teacherShow MoreRelatedThe Components Elements Of Education1597 Words   |  7 PagesEducation comes in different philosophies and is a crucial element in every civilization. When a country is oppressed, one of the first things the oppressor tries to take over and get control is their education. The reason is because with education, one can give or withhold any kind of information and shape the nation in the way they see appropriate. With the exception of oppressed individuals, education teaches their society who they are, what is the nature of their environment, and how does theRead MoreProgressivism Philosophy Of Education : Progressivism1566 Words   |  7 PagesProgressivism Philosophy of Education The philosophy of progressivism in the classroom is one that is student centered. Being developed in the nineteenth century, the progressivism philosophy is considered one of the more modern philosophies of teaching. Founded by George Sanders Pierce, William James and John Dewey, this philosophy believes in hands on, action oriented learning to achieve results (Sadovnik, Cookson, Semel, 2013). This philosophy believes that education transpires through questionsRead MoreJohn Dewey s Theory Of Evolution1099 Words   |  5 Pageseducational psychology, Dewey was a voice for many liberal causes. Today his writings are still used by the more progressive factions in the United States. Because Dewey’s writings and philosophies are so extensive, I am going to concentrate on his influence related to the educational system. Dewey was partial to Charles Darwin’s Theory of Evolution and the writings of William James. You can see the influence of Darwin’s philosophies in John Dewey’s educational works. He leaned heavilyRead MoreLiberalism, The Political Philosophy On Ideas Of Equality And Liberty1573 Words   |  7 PagesLiberalism Liberalism is the political philosophy on ideas of equality and liberty. Liberalisms focus is on the general ideas of fair elections by the people, civil rights, freedom of speech, freedom of religion, free trade, and private property. As with all things though, the way the idea of liberalism can viewed differ by each individual person and the trails they have gone through. Liberalism is no exception from this phenomenon and during the nineteenth Century there were many trails changingRead MoreGoals of the Progressive Era Essay1051 Words   |  5 PagesProgressivism implies a philosophy that promotes change/reform in the current political, economic, and social aspects of society while conservatism stresses gradual change in society but promotes tradition rather than change. The Progressive movement from 1901 to 1917 worked to improve aspects of society that grew out of problems which occurred during the Industrial Age. The goals of the Progressives were to stop monopolies, corrupti on, inefficiency and social injustices. Both progressive acts and amendmentsRead MoreThe Progressive Era ( 1900-1919 )1544 Words   |  7 PagesThe Progressive Era (1900-1919) presented solutions to the social, political, and economic changes in the United States of America which had surfaced in the framework of the rapid changes produced during the Industrial Revolution and the growth of modern capitalism in America. Many progressives believed that these changes marked the end of the old order and invited the beginning of a new era fit for the industrial age. Others believed that these changes marked a necessity for improvement rather thanRead MoreAdult Learning Theory: Andragogy Essay1408 Words   |  6 Pagesthrough proven scientific research and writings of experts in the field. First, we will summarize the evolution of the concept of Adult Learning. Second, we will examine several recognized Adult Learning Theories. Third, we shall explore the Philosophies of Adult Educat ion and finally, we will consider how technology affects life-long learners. To understand how adult learning evolved, we will need to explore how it all got started and which scientist established the term Andragogy. In 1928,Read MoreThe Educational Philosophy Of Adult Education803 Words   |  4 Pages15/T3, Dr. Jonathan Taylor The focus of this assignment was to view the educational philosophy concerning adult learning. Background histories of the adult’s education ages ago were briefly gleaned. Other topics viewed were on the adult educational philosophy, the five educational philosophical approaches, the personal adult educational philosophy, the adult learner, developing my own adult educational philosophy, and lastly on how changes is an educational practice. However, learning does take placeRead MoreThe Political Philosophy Of Colorado909 Words   |  4 PagesPolitical Philosophy Politics are very influential in the shaping legislation that has an effect on healthcare policy. The politics of Colorado are considered to be moderate because the state’s electoral votes have varied between Democratic and Republican presidential nominees in the past. For example, Bill Clinton, George W. Bush, and Barack Obama won the states electoral votes in the recent past. On the other hand, the state has seen a greater number of Democratic governors than Republican onesRead MoreThe Technology Of The Digital Generation Better Than The Meme1653 Words   |  7 Pageson the internet has led to both the misuse of the term as well as a reluctance to utilise the word in academic discourse by some authors. This website is intended to investigate how the memes apply to the creation and transmission of the economic philosophy Marxism, and, in doing so, demonstrate one way in which memes can be used as a critical framework. Meme Theory: The term â€Å"meme† can be attributed to the Professor Richard Dawkins who wanted a word to help create an analogy to describe how genes

The King Of The Fire Dragons - 1846 Words

Once upon a time, there lived a magical world. This world, which was be ruled by dragons, was in the middle of the most terrible war ever imagined in the history of the land. It was a war between the two most powerful species of dragon, the Ice Dragons and the Fire Dragons. Now, In the midst of all this havoc was the prince of the Fire Dragons who had hope that this battle could be resolved. Legend has it that there was a magical item, known as the Golden Stone, which had the power to grant a wish to one who found it. This stone was hidden in the deepest parts of the Dark Forest and was never sought out in the first place, either because of the dragons’ disbelief in it or because of their cowardliness to enter the forest. It was known that many creatures, some beautiful and some dangerous lurked in the forest. However, the prince of the Fire Dragons was willing to seek it, as this was the only way now that his army could win the war. So, one night, while the sounds of battle had eased down a bit, the Prince of the Fire Dragons snuck out from his keep and headed towards the forest. It was a long way, but luckily he had a map that pointed out the directions towards the legendary Stone. Throughout his whole journey, he was aware that no one was following him, for the Ice Dragons were known for their cleverness and ability to take shapes, and the Prince did not know what other creatures lurked in these parts of the land. The Fire Dragon walked and walked for whatShow MoreRelatedThe Epic Of Beowulf, Grendel s Mother, And The Fire Dragon782 Words   |  4 PagesThroughout the epic of Beowulf there are three main battles; the battle with Grendel, Grendel s Mother, and the Fire Dragon. While there are notable differences be- tween the battles, common motivations and themes exist. The epic s protagonist King of Geats Beowulf, is a great warrior who fights with courage and honor to fulfill his role as a hero. The sens e of duty associated with being a hero inspires him to fight, but ultimately leads him to his demise. Beowulfs battle with Grendel is theRead MoreEpic Hero In Beowulf885 Words   |  4 Pagesby fighting a fire breathing poisonous dragon. Most epic heroes have an internal struggle that comes up throughout their journey that affects them mentally, Beowulf’s internal conflict is his pride. Meaning, as Beowulf aged he was not the same young warrior that he was, so when the Dragon attacks his Kingdom he feels as if he has to prove to himself that he still is a fine warrior. Ultimately the Dragon mortally wounds Beowulf who still manages to display bravery and kill the Dragon but ends up dyingRead MoreCarl, The Prince Of A Dragon And Princess981 Words   |  4 PagesCarl Wong, the son of a dragon and princess, had no knowledge of his parents and origins as a youth. Until the day he turned eighteen when there was a great famine in China, his foster father revealed 5 â€Å"Save the kingdom, seek vengeance for your father, the dragon king! Your father slain like a pig, and fell to the hands of the evil king. Carl, son of the dragon, fight and slay the evil king mercilessly, for then you will free your nation, and bring righteousness to all. Now Carl, 10 youRead MoreBeowulf And The Epic Hero1407 Words   |  6 Pagescall a thrill seeker and is drawn to danger, adventure but most of glory. Beowulf sets off in search of such glory and lets the seas take him where it may; this leads him to the town of Herot. Once there he is given a great opportunity by the great King Hrothgar, to prove his strength and obtain much glory. The task is to kill the terrible creature that haunts the town night after night, a creature named Grendel. Beowulf finds out more about this creature and plans to fight him with his bare handsRead MoreGrendel Vs Movie Comparison Essay1056 Words   |  5 Pageshas fought all the monsters that were terrorizing the Danes, Hrothgar celebrates with the Geats. Hrothgar gives him more treasure, more meed, and offers Beowulf to be the next king of the Danes. Beowulf declines and travels back to his home and shares all his riches with his people and king. Beowulf eventually becomes king of the Geats (Burton Raffel 1651-22 20). The filmmakers wrote the movie so that during the party in the hall Hrothgar makes a speech saying he was giving his kingdom to BeowulfRead MoreThe Characteristics Of The Epic Of Beowulf964 Words   |  4 Pagesthree entities at different times throughout the poem (108). These include Grendal, his mother, who are both part monster, part man and a mighty dragon. In these fights there are important differences that show Beowulf’s progression as a man an as a leader. The first confrontation is caused when Beowulf hears word of a monster that has been terrorizing King Hrothgar and the Danes for years. Hrothgar is getting old and unable to fight off the monster, Grendel, who belongs to the family of Cain. ThisRead MoreBeowulf Character Analysis942 Words   |  4 PagesThe beginning motivation for Beowulf to become a hero is that it is his duty to fight Grendel. Beowulf travels from his land, land of the Geats, to the land of the Danes. Once he reaches the land of the Danes he respectfully goes before Hrothgar, the king of the Danes, and tells him that he can kill the great, terrible monster, Grendel. Grendel has been terrorizing the land of the Danes, leaving citizens very frightened. This is part of Beowulfs duty because he is a strong and brave warrior in theRead More Epic of Beowulf Essay980 Words   |  4 Pages Beowulf’s Three Fights In the epic poem Beowulf, the character Beowulf is seen to have three battles. The first battle is against Grendel, the second is against Grendel’s mum, and the final battle is against the dragon. In each of these battles Beowulf is portrayed as a great hero (well he should be since it’s a characteristic of an epic poem to glorify the hero) and is always seen to be brave and fearless. nbsp;nbsp;nbsp;nbsp;nbsp;The first battle he fights is versus Grendel. It takes placeRead MoreEssay about Harry Potter and the Holy Grail1122 Words   |  5 Pagesactual ancient texts than the 1974 film. Harry has many things in common with King Arthur. Both characters were orphans raised with their cousins, and mentored by wise men with large beards. Neither knew of his importance until it was revealed to him by mystical, somewhat divine means, and both men fell in love with a woman named Ginerva. Certainly not least of all, a major ordeal in the lives of both Harry and King Arthur was the quest for a mystical cup-- The Holy Grail for Arthur, and the TriwizardRead MoreEssay on Does the Hero Decline in the Epic of Beowulf?1482 Words   |  6 Pagescharacter, a Geat warrior named Beowulf, possesses extraordinary qualities: â€Å"He was the strongest of men alive in that day, mighty and noble.†Ã‚   Upon spotting Beowulf approaching, the sea-guard of the Danes says, â€Å"Never have I seen a greater man on earth†¦Ã¢â‚¬ Ã‚   King Hrothgar of the Danes says of Beowulf, â€Å"Seafarers who took gifts to the Geats say that he has the strength of 30 men in his hand grip. † Beowulf chooses to fight Grendel by himself and without shield or weapons; previously the hero slew nine sea monsters

Experiences of Migration Free Essays

Military University Experiences Of Migration For hundreds of years migration has been the topic of discussion as individuals or mass groups have migrated away from their homelands In search of alternate residency elsewhere throughout the world. Much like today, the 19th century migratory have been faced with a plethora of different types of reactions by their newfound territories Including both positive and negative In nature. Many Individuals exhibited numerous viewpoints Including the various governments who understood the advantages tot immigration. We will write a custom essay sample on Experiences of Migration or any similar topic only for you Order Now Immigration certainly holds the potential to live a more lucrative elite In another part of the world as most immigrants enjoyed the venous employment opportunities and enhanced lifestyles. Although some immigrants traveled with their families. There were Individuals who set out to find a new life while leaving their loved ones behind. In one such case, and individual by the name of Taffeta Broker. ‘Ã'Ÿaka was left behind in Warsaw Poland as her husband sent out to find a new existence. Unfortunately for Taffeta. Re husband never returns as we read in her correspondence to him. 893. Dear husband; up to the present I live with Rabbinic. I am not very Well satisfied, perhaps because was accustomed to live for So many years quietly, With you alone. And today you are at one and Of the world and I at the Other. So when I kick at strange corners don’t know what to do from longing and regret _ You wont forget me, that you Will remain noble as you have been I have only the sort Of the friends think that I own thousands and from time to time Sorenson comes to me, skins me to lend her a dozen rubles. 1894. P to the present I thought and rolled that you would still come back to Warsaw, but since you write that you will come I comply with the will of God and with your will. I shall now, the days and weeks until take me to America Such a sad elite ! Go almost to nobody, tort as long as PU were in Warsaw everything was deferent. Formally we had friends, and everybody was glad to see us, while now, if I go to anybody they are afraid need something from them and they show me beforehand and indifferent face (Hunt et al. 012, 778). Forward and left loved ones behind. For the ones that did follow their loved ones, their experiences were that of excitement, apprehension and anxiousness as these immigrants were met with both open arms and rejection as the population receiving the immigrant’s viewed these people as deserters and without patriotism. The following: gives us insight of the feelings from one immigrant as he is traveling to Im bound for young America, farewell old Scandinavia. Vive had my America. Fill of cold and toil, all for the love of mother soil. You poets with your rocks and rills can stay in starve-on words, no-frills. They are, out west, a man breaths free, while here one slaves, a tired bee, gathering honey filled the hive of wise old rulers, on us they thrive. In toil we over before their thrones while they take to slumber like lazy drones. Drunk with our nectar they’ve set us affright, but opportunity has knocked, and will take our flight (Hunt et al. 2012, 779). It is clear, that at least for some, immigrants left their homelands in search of freedom along with economic stability hat they felt could not be provided in their own country. How to cite Experiences of Migration, Papers

Nuclear a Harmful Source of Energy free essay sample

NUCLEAR: A HARMFUL SOURCE OF ENERGY TABLE OF CONTENTS Chapter I Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Thesis Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Specific questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Significance of Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Chapter II Theoretical Framework†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Chapter III Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦62 Recommen dation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦62 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 63 Operational Definition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 65 CHAPTER I INTRODUCTION: The researcher finds the topic about nuclear interesting because it is one of the issues that our country is facing. She learned that a senator pursues the opening of the nuclear power plant. She wanted to prove that the nuclear has different effects to the people and environment. She wanted to know if the nuclear can really be harmful. The researcher will conduct different studies to come up to a definite conclusion. She is going to conduct researches in the internet. She will read books, magazines and newspapers and review previous articles. She will watch news for current issues about the topic and movies related to it. She is also going to conduct interviews and surveys about the opinions of different people. The topic is about the effects of nuclear to everyone. Nuclear is different forms. There are what we call nuclear weapons, nuclear power plants, nuclear fission and fusion. The nuclear fission is the process in which the nuclei of atoms split into two or more fragments under bombardment by neutrons. Nuclear fusion is also called thermonuclear fusion. Nuclear power plants are powered by nuclear radiation using nuclear fission as heat that produces electricity. Nuclear weapons are commonly bombs that cause large destruction. THESIS STATEMENT: â€Å"Nuclear results to destructive and serious problems. SPECIFIC QUESTIONS: 1. What are the effects of nuclear to humans? 2. What are the damages of nuclear to animals and surroundings? 3. Is nuclear really the best solution to energy shortage? SIGNIFICANCE OF STUDY: The researcher wants to give information to everyone especially now that the nuclear power plant is proposed to be open. She wanted to give a little help to persons near the power plants and let others know the bad effects of it. She wanted to prove that nuclear are very harmful to all of us. CHAPTER II THEORETICAL FRAMEWORK 1. Indian nuclear workers deliberately poisoned BANGALORE, India (AFP) – Workers at a nuclear power plant in southern India were treated for poisoning after drinking water was deliberately spiked with radiation, senior government officials said Sunday. Routine tests showed 55 employees from the plant in Kaiga in the state of Karnataka had increased levels of the radioactive element tritium, which is used in nuclear reactors. B. Bhattacharjee, a member of the National Disaster Management Authority, said someone had inserted contaminated water into a water cooler, according to the Press Trust of India. The employees had not suffered any ill effects and had returned to work, plant officials told AFP. Atomic Energy Commission chairman Anil Kakodkar, speaking on the Headlines Today television network, blamed the sabotage on an insider who has played mischief. Kakodkar said security was fool-proof and there was no chance of an outsider gaining access to the station. The Nuclear Power Corporation of India, which operates the countrys civil nuclear facilities, said in a statement that preliminary enquiries revealed no radioactive leak or security breach. It is possibly an act of mischief, the statement said. State ministers assured local residents that their health was not at risk. The Kaiga plant was shut down in October for annual maintenance and is due to reopen shortly. The news was included by the researcher because she believes that it is a proof that nuclear really dangers the health of the people that was affected by its radiation. It shows that working on this nuclear plants are really dangerous. 2. A Girls Epilation Caused By Acute Radiation Effects This girl (11 years old) was on the second floor of a wooden house which was situated 2 kilometers from the hypocenter. Since she was indoors, she did not receive any burns, but about a week later, epilation started. She suffered from loss of appetite, bleeding from the gum, and fever. She was recovered a little when this photograph was taken. Epilation is a characteristic external sympton of exposure to radiation. It can occur as early as 5 or 10 days after exposure, but in most instances the hair loss commenced in the second or third week. Fever begins a few days after the start of epilation and rises to about 40 degrees centigrade. Many people died in this condition. Even those who were shielded and did not receive any external wound or burn suffered from symptons such as epilation, fever, bleeding and bloody excrement if they were within 1 kilometer of the hypocenter. Many of these victims died within 7 days. The researcher believes that the nuclear explosion that happened there was really disastrous and really harmful. Just take a look at the effect of this to the people nearby. Even after the explosion, there were still effects of it and it even killed people with its simple radiation. 3. Windscale Fire On October 10, 1957, the core of the Windscale nuclear reactor (which was being used for research and defense purposes) in Cumbria, England caught fire and burned for nearly two days before being extinguished. The incident resulted in the release of radioactive material into the surrounding area that spread across much of northern Europe and western Scandinavia. Within days of the accident, the British government initiated an official inquiry into the causes of the fire. Although no serious environmental or health effects were noted in the aftermath of the event, it was nonetheless the largest accidental release of radioactive material in the history of the British nuclear industry. Prior to information becoming available regarding the Soviet nuclear program, the Windscale fire was considered the worst nuclear disaster before Three Mile Island in 1979 and Chernobyl in 1986. The accident On October 7, 1957, operators initiated an annealing cycle for Windscale Pile 1 by reducing airflow into the core. The next day, they slowly increased the power to the reactor in order to raise the temperature of the core, but it soon became apparent that a gradual release of energy from the graphite was not occurring as it should. In response, the operators further increased power in the hopes of accelerating the annealing process, but because the thermocouples were not located in the hottest parts of the core, they were unaware that some areas were considerably hotter than others. All that was visible on the instruments was a moderate increase in temperature, which was to be expected during annealing. By October 9, the highest recorded temperature in the core had exceeded the permitted maximum of 400 degrees Celsius. Though the temperature was supposed to fall as the energy release ended, fan dampers were nonetheless opened for 15 minutes to induce a cooling flow of air through the reactor. This succeeded in removing much of the excess heat, but one thermocouple indicated that the temperature continued to rise in the core. Early in the morning of October 10, operators noticed that the temperature had not dropped at all from the previous day. It was then that workers in the control room realized that the radiation monitoring devices that measured activity at the top of the discharge stack were at full-scale reading; the extremely overheated graphite core and uranium fuel rods had been burning in the air coolant, and their byproducts were pushed up and out of the stack. The fire Unable to examine the pile with a remote scanner, operators had to don protective gear and physically go to the front face (the charge face) of the reactor to retrieve an inspection plug. It was then that they discovered that the uranium cartridges in four fuel channels were â€Å"glowing bright cherry red. † There was now no doubt that the core was dangerously overheated and the fuel elements were on fire and had been for almost 48 hours. Soon more red-hot fuel cartridges were found glowing in the channels at the rear of the reactor, and flames were visibly licking at the reinforced concrete containment – concrete whose specifications required that it be kept below a certain temperature to prevent disintegration and collapse. Further exacerbating the situation was the operators’ inability to discharge the overheated and burning uranium rods: the metal aluminum canisters that housed them had been distorted by thermal expansion and could not be removed from the channels. Firefighting attempts Operators first tried to extinguish the blaze by turning the cooling fans to full power and blasting air into the reactor core, but this only fanned the flames. The decision was then made to use scaffolding poles to ram the damaged fuel cartridges through the reactor and into the water duct behind it. No matter how much force was applied, however, the rods refused to budge, and the poles were withdrawn with their ends glowing red-hot. At one point, a pole was returned dripping with molten irradiated uranium. The next step was to try to quench the fire by injecting liquid carbon dioxide into the reactor. Twenty-five tons of liquid CO2 was rigged up to the charge face of Pile 1, but the fire inside the reactor was so hot that it stripped the oxygen from whatever carbon dioxide could be applied. By the next day, eleven tons of uranium were ablaze. Temperatures inside the reactor core were extreme: one thermocouple registered 1,300 degrees Celsius, which was over three times the prescribed maximum. Additionally, the concrete biological containment surrounding the reactor was in severe danger of collapsing because of the heat. Faced with this potentially deadly crisis, operators finally decided to flood the core with water. This solution, itself a dangerous risk to take, was considered a last resort for good reason: molten metal oxidizes when it comes into contact with water. Stripping the oxygen from water molecules leaves free hydrogen, which could mix with the incoming air and explode, tearing open the already weakened containment. A dozen nozzle-less hoses were hauled to the charge face of the reactor and fed into the fuel channels about a meter above the heart of the fire. All cooling and ventilating air entering the reactor was shut off in order to minimize the effect of a possible explosion. The water was turned on and as the pressure gradually increased, the flames leaping from the discharge face slowly died away. Operators continued to pump water into the core for the next 24 hours until the reactor was completely cold. The aftermath The limited instrumentation of the reactor at Windscale Works provided little information regarding the quantity of radioactive material released. Subsequently, discharge measurements were based on environmental evidence taken from surrounding areas, ranging from northwestern England to mainland Europe. For the researcher, this event didn’t harm the people through its radiation but really damage the environment. She is thinking that if it wasn’t fired out and worse, spread to other places, how many lives will it take? The fire from it wasn’t really easy to cool because of the substances that made up this power plant. Persons behind this business should be hundred percent careful of their jobs because they can cause a real disaster. All that we can thank for is that, eventhough radiations really spread out; no one was affected by it. 4. Chelyabinsk nuclear waste accident, 1957 The accident occurred at a facility involved in processing and storage of nuclear wastes. Following removal of plutonium, liquid high-level nitrate-containing wastes were stored in underground stainless steel tanks in concrete trenches. The tanks were located about 2 km from the plant, each with a volume of about 300 cubic meters. The tanks included heat exchangers to remove heat buildup in the tanks. The heat exchanger on one tank was shut down in 1956 due to a fault, and it was concluded it was safe to leave the tank uncooled. However, water evaporation in the tank allowed a buildup of nitrates and acetates on the surface of the tanks contents, in contact with air, before a spark from monitoring equipment detonated the contents on 29 Sept. 1957. This chemical explosion had an energy release of 5-10 tons of TNT, releasing about 70-80 tons of wastes with a total activity of about 20 megacuries. Of this, about 18 megacuries was deposited in the immediate area of the explosion site and about 2 megacuries was dispersed over a large area downwind. The area with deposition of at least 2 curies per square km (about 20 times the level of global fallout) extended 105 km downwind and was 8-9 km wide, for a total of about 1,000 sq. km; this corresponded to an initial exposure rate of about 0. 7 rad per day. About 600 residents were evacuated about 7 to 10 days after the accident, and by 18 months after the accident about 10,180 people had been evacuated. According to Russian reports maximum exposures reached 52 rem, with up to 150 rem to the gastrointestinal tract due to ingestion of radionuclides in food and water; some studies showed blood count changes, but no acute radiation injuries were observed. In 1958 590 sq. km in Chelyabinsk province and 470 sq. km in Sverdlovsk province were removed from agricultural use. Following ploughing under of surface soil, all but 220 sq. m was returned to agricultural use between 1961 and 1978. The Soviet government concealed evidence of the accident; it was first discussed in the West by Z. Medvedev in 1976, and first acknowledged by the Soviet government in 1989. The Soviet and Russian governments have denied reports that hundreds of casualties resulted from the accident. A Russian scientist who first reported the disaster estimated that hundreds died from radiation sickness. For the researcher, the news only shows that misuse of such materials and plants may lead to a very great danger. They are harmful and really not safe to use. No one can be absolutely sure that the facilities are safe and cannot release radiation. 5. Hiroshima Was Burnt To Ashes The building was the former Hiroshima Prefecture Industrial Promotion Hall, Where special products of Hiroshima were exhibited and various gatherings were held until the A-bomb was dropped. Since it was located just under the hypocenter, blast pressure was vertically exerted on the building and only the dome-shaped framework and part of the outer wall remained. It has come to be called the A-bomb Dome, and it has come to symbolize to the people of the world No More Hiroshimas. As years passed, however, the ruin has deteriorated further due to winds and rain. A civic movement was started calling for permanent preservation of the A-bomb Dome, and money was contributed from all over Japan, not to mention from Hiroshima. Within a year after the fund-raising campaign was started, the restoration funds had been collected. In August 1967, the reinforcing construction was completed. That is why the present A-bomb Dome gives a different impression from that in the photograph. The bridge located to the south of the Dome is Motoyasu Bridge, and the area to the west of the bridge is the present Peace Park. The hill a little right from the center is Ninoshima, which is about 9 kilometers from the spot where the photograph was taken. The researcher feels pity for the luxurious structure that was once a great help to the citizens of Hiroshima. Nuclear used was really a big disaster to the economy and environment of the place. 6. The Huge Atomic Cloud / The Mushroom Cloud Blowing Up The atomic cloud (mushroom cloud) produced just after the burst is one of the most intensive characteristics of the A-bomb explosion. The Hiroshima Meteorological Observatory reported that just after the flash, black smoke rose from the ground up to the sky reaching an altitude of several thousand meters, and covered the whole city. When the fireball disappeared, the angry clouds, like grey smoke, rose and reached an altitude of 8,000 meters in 5 minutes after the explosion. One of the EnolaGay crew recorded in his flight diary, 9:00a. m.. Clouds were observed. Altitude of 12,000 meters or more. From a distance the cloud formation looked like a mushroom growing out of the ground, with white cloud at the top and yellowish clouds enveloping reddish-black clouds, creating a color that cannot be described as while, black, red or yellow. In Nagasaki, from an observation point at the air-raid lookout post on Kouyagi Island located about 8 kilometers south of the city, just after the flash it appeared that a huge fireball covered the city, as if it were suppressing the city from the sky. Around the fireball there was a doughnut-shaped ring from the midst of which black smoke and flames rose up to the sky in an instant. The ring of the flames did not initially reach the ground. When the fireball scattered with a flash, the city was covered with darkness. The smoke rising from the midst of the ring, glittering in colors of red, white and yellow, reached an altitude of 8,000 meters in only 3 or 4 seconds. After reaching an altitude of 8,000 meters, the smoke ascended more slowly and took about 30 seconds to reach an altitude of 12,000 meters. Then, the mass of smoke gradually discolored and scattered in wads of white clouds. The researcher observed that the photo seems to be a volcanic eruption. The smoke really covers a great distance. She is very sure that even those smoke, and not the eruption itself can killed many people already. 7. Victims Who Escaped Hell On Earth August 6. 1945. This is one of the six photographs recording the disaster of Hiroshima. A precious photograph taken only three hours or so after the explosion. Towards the right and beyond is the center of Hiroshima City, and the raging fire is creeping up. Both ends of this bridge, which was the longest one in Hiroshima at that time, were filled with A-bomb victims. Many of them were students of the Hiroshima Prefectural Daiichi Middle School and the Hiroshima Girls Commercial School who were exposed to and injured by the A-bomb while participating in the demolition of buildings. Mr. Matsushige, who was a news cameraman then, wrote in the Hiroshima Tokuho, issued on August 6, 1980, based on his experience, ads follows: in front of the police box of Senda township located at the west end of Miyuki Bridge, a policeman took off the lid of an oil can and started to give first aid treatment to the people with burns, but the number of the injured increased rapidly. I thought this must be photographed and held the camera in position. The scene I saw through the finder was too cruel. Among the hundreds of injured persons of whom you cannot tell the difference between male and female, there were children screaming Its hot, its hot! and infants crying over the body of their mother who appeared to be already dead. I tried to pull myself together by telling myself that Im a news cameraman, and it is my duty and privilege to take a photograph, even if it is just one, and even if people take me as a devil or a cold-hearted man. I finally managed to press the shutter, but when I looked the finder for the second time, the object was blurred by tears. Because of the atomic bombing, there were no newspaper reports in hiroshima for August 7th and 8th of 1945. The The Hiroshima Tokuho (the phantom newspaper) was published on August 6, 1980, faithfully reflecting the feeling of that time based on the news collected by three reporters and a cameraman who heated toward the hypocenter immediately after the detonation of the A-bomb. The place was described as hell after the event. Meaning it was really hot there. The researcher really pities the innocent victims because of this attack. They were alive but they almost experience the hell with what happened to them. 8. Nuclear power Compared to coal, oil or gas, very small amounts of uranium can make a lot of electricity, and it does not pollute the air with chemicals or solids. Nuclear power is ideal for spacecraft and submarines: a nuclear-powered spacecraft can keep its instruments working for years, while a nuclear-powered submarine can travel around the world without refueling and does not pollute the air with waste gases. But few nuclear power stations are now being built because of the dangers. Nuclear waste is hard to dispose of remaining dangerously radioactive for thousands of years. Making old nuclear reactors safe is expensive. There is also the chance of accident. The researcher believes that having an expensive energy is preferable than always being bothered with your safety. We can still earn money for paying for our consumed energy but we can never buy new lives when they are gone. 9. 300-Year-Old Camphor Tree Uprooted By The Blast In the precincts of the Kokutaiji Temple, the big camphor tree, said to be over 300 years old was designated as a natural monument. Its branches and thick leaves provided a place of comfort for the passers-by during summertime. Its roots spread out in all directions for 300 meters, and the street car lines shown on the left in the photograph had to avoid the tree, which formed an archway over the sidewalk. By a blast pressure of 19 tons per square meter, the tree was uprooted. Also, hundreds of tombstones were knocked in all directions by the complex flow of wind from the blast. The white building seen on the extreme right is the Hiroshima branch of the Bank of Japan. Because it was built of strong ferro-concrete and stonework, the exterior remained uncollapsed but the interior burned. The researcher feels sad for the result of this explosion to think that even those historical and very important monuments of their place were destroyed. No one can ever bring back that tree and even those who were already dead suffered this attack in their place. 10. Disaster Near The Hypocenter Around the Matsuyama-cho intersection which is close to the hypocenter, victims were burned to death in their last gesture grasping at the air or trying to escape. Everything that burns was burnt. Roof tiles were crushed into small pieces and scattered all over, air-raid shelters and street cars were burned and ruined. All tell the miserable story without words. In the Record of the Nagasaki A-bomb War Disaster, the situation in Matsuyama Township is described as follows: A huge fireball formed in the sky. Directly beneath it is Matsuyama Township. Together with the flash came the heat rays and blast, which instantly destroyed everything on earth and those in the area fell unconscious and were crushed to death. Then they were blown up in the air and hurled back to the ground. The roaring flames burned those caught under the structures who were crying or groaning for help. When the fire burnt itself out, there appeared a completely changed, vast, colorless world that made you think it was the end of life on earth. In a heap of ashes lay the debris of the disaster and charred trees, presenting a gruesome scene. The whole city became extinct. Citizens who were in Matsuyama Township, the hypocenter, were all killed instantly, excepting a child who was in an air-raid shelter. The researcher learned that everything on the center of the explosion was crushed. Nothing can be recovered. Thousands of death can be recorded on that place. Many lives were lost and suffered this explosion. 11. Thermal Rays Leave Human Shadow On Stone Steps The photograph shows the stone steps of the main entrance of Sumitomo Bank which is only 250 meters from the hypocenter. It is believed that a person sat down on the steps facing the direction of the hypocenter, possibly waiting for the bank to open. By a flash of the heat rays with temperatures well over a 1,000 degrees or possibly 2,000 degrees centigrade, that person was incinerated on the stone steps. Up to about 10 years after the explosion, the shadow remained clearly on the stones, but exposure to rain and wind has been gradually blurring it. So, when the bank was newly built, the stone steps were removed and are now preserved at the Hiroshima Peace Memorial Museum. The researcher proved that the rays were very high that even shadows of a person leaved a trace. They can never deny the fact that the radiation caused by the explosion was really dangerous to all the people there. 12. Nuclear radiations effects on humans High Doses Exposure to high doses of radiationat least 80 remkills human cells, damaging tissue and organs immediately. This anatomical response, referred to as acute radiation syndrome, was seen in many atomic bomb survivors in 1945 and about 134 plant workers and firefighters in Chernobyl, Ukraine, the site of the worlds worst nuclear power plant disaster. Of the 134 workers, exposure rates of 80 rem to 1,600 rem killed 28 within three months of the accident. Exposures up to100 rem can damage the stomach lining, interfering with its water and nutrient intake function. The immune system sustains damage at exposure rates up to 300 rem, subjecting the subject to infection and disease, and exposures of 400 rem and above are expected to kill 50 percent of subjects within 60 days of exposure, largely due to infection. Lower Doses Exposure to lower doses of nuclear radiationless than10 remcan have a cumulative effect on human cells. Though no immediate cell damage is apparent at these dosage levels, continued exposure for long periods can change the structure of the cell. It usually takes five to 20 years for appreciable change to occur, with the main health concerns being cancers and abnormal genetic mutation. Radiation-altered genes can cause stillbirths, congenital abnormalities, infant mortality, decreased birth weight and childhood mortality. Genetic effects due to radiation exposure can be passed on to the exposed persons children, or can affect children born several generations later. Exposure to nuclear radiation is five times more likely to cause cancer than genetic alteration. No evidence of genetic mutation was found in the offspring of Hiroshima or Nagasaki atomic bomb survivors. Non-Cancer Diseases According to a 1998 Radiation Effects Research Foundation study on atomic bomb survivors, a number of noncancer diseases are caused by radiation exposure, as well. The study found a higher incidence of hypertension and myocardial infarction, noncancerous thyroid disease, cataracts, chronic liver disease, uterine, kidney and ureter disease in the studys subjects, as compared to nonexposed individuals. Although a direct causal relationship between radiation exposure and heart disease has been proven, the evidence linking radiation exposure and other diseases largely remains statistical. The researcher strongly disagrees with the use of nuclear in any place because it can really damage the lives of any human being. No one can ever say what can happen and assure the safety of this radiation. 13. Thermal Rays Leave Shadow Of Handrail The photograph shows the shadow made by the heat rays. This place is about 800 meters from the hypocenter, and the unshielded asphalt surface was scorched, whereas the surface shielded by the handrail appears to be a whitish shadow. The peculiarity characterizing the heat rays from the A-bomb is that an enormous amount of heat is emitted in a short time for 3 seconds after the explosion. The thermal loss by heat conductivity is very little because of the short time, and consequently the surface temperature of a material becomes very high. Within a 1 kilometer radius of the hypocenter, there were many instances where the roof tiles melted and left bubbles. The photograph made the researcher really convinced that the explosion was really great. The rays of the heat were traced on the road proving that it was a very high radiation. The traces of the radiation can show the amount of radiation the place received by the shadows it leaves on the road. 14. Three Mile Island accident The Three Mile Island accident of 1979 was a partial core meltdown in Unit 2 (a pressurized water reactor manufactured by Babcock Wilcox) of the Three Mile Island Nuclear Generating Station in Dauphin County, Pennsylvania near Harrisburg. It was the most significant accident in the history of the American commercial nuclear power generating industry, resulting in the release of up to 481 PBq (13 million curies) of radioactive gases, but less than 740 GBq (20 curies) of the particularly dangerous iodine-131. The accident began at 4:00 a. m. n Wednesday, March 28, 1979, with failures in the non-nuclear secondary system, followed by a stuck-open pilot-operated relief valve (PORV) in the primary system, which allowed large amounts of reactor coolant to escape. The mechanical failures were compounded by the initial failure of plant operators to recognize the situation as a loss of coolant accident due to inadequate training and ambiguous control room indicators . The scope and complexity of the accident became clear over the course of five days, as employees of Metropolitan Edison (Met Ed, the utility operating the plant), Pennsylvania state officials, and members of the U. S. Nuclear Regulatory Commission (NRC) tried to understand the problem, communicate the situation to the press and local community, decide whether the accident required an emergency evacuation, and ultimately end the crisis. In the end, the reactor was brought under control, although full details of the accident were not discovered until much later, following extensive investigations by both a presidential commission and the NRC. The Kemeny Commission Report concluded that there will either be no case of cancer or the number of cases will be so small that it will never be possible to detect them. The same conclusion applies to the other possible health effects. Several epidemiological studies in the years since the accident have supported the conclusion that radiation releases from the accident had no perceptible effect on cancer incidence in residents near the plant, though these findings have been contested by one team of researchers. Public reaction to the event was probably influenced by the release (12 days before the accident) of a movie called The China Syndrome, depicting an accident at a nuclear reactor. Communications from officials during the initial phases of the accident were felt to be confusing. The accident was followed by a cessation of new nuclear plant construction in the US. The researcher found out that people are really behind these accidents and eventhough they also didn’t want it, still it’s their fault. Precautionary measures should always be implemented. If everyone should be very cautious, no one will be in danger. 15. The China Syndrome(Movie) This gripping 1979 drama about the dangers of nuclear power carried an extra jolt when a real-life accident at the Three Mile Island nuclear plant in Pennsylvania occurred just weeks after the film opened. Kimberly Wells (Jane Fonda) is a TV reporter trying to advance from fluff pieces to harder news. Wells and cameraman Richard Adams (Michael Douglas, who also produced) are doing a story on energy when they happen to witness a near-meltdown at a local nuclear plant, averted only by quick-thinking engineer Jack Godell (Jack Lemmon). While Wells and Adams fruitlessly attempt to get the story on their station, Godell begins his own investigation and discovers that corporate greed and cost-trimming have led to potentially deadly faults in the plants construction. He provides evidence of the faulty equipment, which could lead to another meltdown (the China syndrome of the title), to the stations soundman to deliver to Wells and Adams at a hearing on nuclear power. However, on the way to the hearing, the soundman is run off the road by evil henchmen, leading Godell to realize that his own life is threatened, possibly by his bosses at the plant. Driven to the edge of a breakdown, Godell takes over the plants control room at gunpoint and demands to reveal his findings on TV. The plants management, however, has other plans, and the facility itself is becoming dangerously unstable. Whether or not you agree with the films clear anti-nuclear bias, its sobering message and riveting, realistic story and performances are still difficult to ignore. The movie was based on a real nuclear accident. The researcher thinks that producing movies like this is also a way of informing everyone of the isastrous effect of nuclear. They should continue doing this to teach and inform everyone. 16. The Hills have eyes(movie) Horror auteur Wes Craven followed his threadbare but horrifically compelling cult classic Last House on the Left with this wonderfully demented morality fable about a bloody war of attrition between two extremely different families. The story opens on the journey of the Carters, a mildly dysfunctional extended family led by pat riarch Big Bob Carter (Russ Grieve), as they travel across the California desert in search of an inherited silver mine. When a broken axle leaves them stranded in the middle of a former nuclear testing site, their attempts to find help lead them unwittingly into the territory of a savage family of cave-dwelling cannibals, the apparent progeny of the bearlike Jupiter (James Whitworth) and an abducted prostitute. Jupiters eldest son Pluto (professional movie weirdo Michael Berryman) leads the first brutal attack on the defenseless Carters who, through necessity, are driven to equally extreme measures in order to survive. Though the film is not overtly bloody, the scenes depicting this confrontation are rendered with an unflinching directness, and the violations visited on the Carters are so brutal as to make the survivors regression into savagery all the more convincing. No one is spared from the nightmare: Jupiters boys have even kidnapped the youngest member of the Carter family a mere infant to serve as fodder for their next barbecue, and the baby becomes the main point of contention between the rival clans. Craven nevertheless refuses to take the easy way out by depicting his monsters as soullessly evil; parallels between either familys values are clearly drawn as the differences between the two clans begin to blur. The researcher wanted everyone to be informed that nuclear are really harmful to humans and environment. In this movie, the people living on the nuclear testing site were born deformed because of the radiations that the nuclear are emitting. They got angry to everyone and try to make a revenge by killing people that passes their place. 7. Nuclear Winters It is the term referring to the global environmental catastrophe that might occur as a result of dramatic changes in the earth’s atmosphere caused by nuclear war. The theory holds that the dust and debris hurled into the sky by nuclear bombs would remain in the air for years, blocking a large percentage of the sun’s light and resulting in freezing temperatures throughout the world. Nearly all crops will die, fo od chains will be interrupted, and many species of plants and animal life would become extinct. Agriculture as we know it would no longer be possible. The researcher proves that nuclear is not only harmful to humans but even to plants and animals. Even the source of income of many will be totally damaged. Lives would be really hard for them. Even the natural processes of the environment will be interrupted. 18. Pregnancy and Radiation Exposure The following information pertains to reproductive risks of radiation exposures to women who are pregnant and have questions about the risk of birth defects and miscarriage. It is also for men and women who are concerned about radiation exposures they have had that might impact the development of their sperm or their eggs (ova) and their risk of genetic diseases because of the radiation exposure. The next few paragraphs are some basic concepts as an introduction to help understand the more specific information provided later. It must be remembered, however, that every healthy woman without personal or a family history of reproductive or developmental problems begins her pregnancy with a 3 percent risk for birth defects and a 15 percent risk for miscarriage. These are background risks for all healthy pregnant women. Ionizing radiation is the kind of electromagnetic radiation produced by x-ray machines, radioactive isotopes (radionuclides), and radiation therapy machines. There is potential for the embryo or fetus to be exposed during the diagnostic or therapeutic procedures for women who are pregnant and have x rays, fluoroscopy, or radiation therapy or are administered liquid radioactive materials. To determine the risks of a radiation exposure, it is best to request a consultation from a health physicist who works at or consults for the organization where the procedures were performed. In many instances, an evaluation of the radiation exposure would not be necessary because the radiological procedure did not expose the developing embryo. Most diagnostic procedures expose the embryo to less than 5 rad or 50 mSv. 1 This level of radiation exposure will not increase reproductive risks (either birth defects or miscarriage). According to published information, the reported dose of radiation to result in an increased incidence of birth defects or miscarriage is above 20 rad or 200 mSv. Another important consideration is the stage of pregnancy in which the radiation exposure occurred: †¢In the first two weeks postconception or the second two weeks from the last menstrual period, the embryo is very resistant to the malforming effects of x rays. The embryo is, however, sensitive to the lethal effects of x rays, although doses much higher than 5 rad or 50 mSv are necessary to cause a miscarriage. From the third to the eighth week of pregnancy, the embryo is in the period of early embryonic development but is not affected with birth defects, pregnancy loss, or growth retardation unless the exposure is substantially above the 20 rad (200 mSv) exposure. †¢From the eighth to the fifteenth week of pregnancy, the embryo or fetus is sensitive to the effects of radiation on the central nervous system. But h ere again, the exposure has to be very high. The threshold has been estimated to be higher than 30 rad (300 mSv) before an effect can be seen on the IQ of the developing embryo. General diagnostic studies do not reach these levels and, therefore, these effects are rarely of concern for patients. †¢Beyond the 20th week of pregnancy, when the fetus is completely developed, it has become more resistant to the developmental effects of radiation. In fact, the fetus is probably no more vulnerable to many of the effects of radiation than the mother in the latter part of pregnancy. But the most important thing is that practically none of the diagnostic radiological procedures will affect an embryo at this late stage of pregnancy and certainly there is no risk for birth defects or miscarriage from the range of exposures that occur from diagnostic studies. †¢The reproductive risk of nonionizing radiation, which includes electromagnetic fields emitted from computers, microwave communication systems, microwave ovens, power lines, cellular phones, household appliances, heating pads and warming blankets, airport screening devices for metal objects, and diagnostic levels of ultrasound, has been studied extensively. Two national committees of scientists evaluated the risk from these nonionizing radiation sources. Both of the committees published books on the subject. The first came out in 1993 from the Oak Ridge Associated University panel created by the White House while the second was the product of the committee of the National Academy of Sciences. Both of these groups concluded that the reproductive risk of nonionizing radiation is minimal if even existent. The researcher shows that even pregnancy can be harmed by radiations. It can also cause birth defects because of the exposure of the ova and sperm before an embryo was formed. The cells and hormones of man and women can be destroyed by radiation. 19. Radiation Injury The damaging effects of radiation depend on several factors: †¢The amount (dose) †¢How rapidly the dose is received †¢How much of the body is exposed †¢The sensitivity of particular tissues to radiation A single, rapid dose of radiation to the entire body can be fatal, but the same total dose given over a period of weeks or months may have much less effect. The effects of radiation also depend on how much of the body is exposed. For example, more than 6 Gy is usually fatal when the radiation is distributed over the entire body. However, when concentrated in certain small areas and spread out over a period of weeks or months, as in radiation therapy for cancer, 10 or more times this amount can be given without serious harm. Some parts of the body are more sensitive to radiation. Organs and tissues in which cells multiply quickly, such as the intestine and bone marrow, are harmed more easily by radiation than those in which cells multiply more slowly, such as muscles and brain cells. The thyroid gland is susceptible to cancer after being exposed to radioactive iodine because radioactive iodine concentrates in the thyroid gland. Radiation and Children: Children are more susceptible to radiation injury because their cells typically divide more rapidly than those of adults. The fetus is exceptionally sensitive to damage from radiation. In the fetus, exposure in excess of 300 mGy during 8 to 25 weeks after conception may cause reduced intelligence and poor school performance. Birth defects may occur due to exposure in the womb to high doses of radiation. However, at doses less than 100 mGy, particularly at the even lower doses used in imaging tests a pregnant woman might typically undergo, there is no apparent increase beyond the normal risk of having a birth defect. Radiation and Cancer: A large radiation exposure increases the risk of cancer because of damage to the genetic material (DNA) in cells that survive the radiation. However, radiation is a weaker cause of cancer than people think. Even a whole-body dose of 1 Gy (over 300 times more than the average annual background radiation dose) increases a typical persons lifetime risk of dying from cancer from 25% to about 30%. Childrens risk of radiation-induced cancer is several times higher than that of adults. Children may be more susceptible because their cells divide more often and because they have a longer lifespan during which cancer may develop. The lifetime risk of cancer for a 1-year-old who has a CT scan of the abdomen is estimated to increase by 0. 18%. Radiation and Inherited Defects: In animals, irradiation of the ovaries or testes at high doses has been shown to lead to defective offspring (hereditary effects). However, no increase in the percentage of birth defects was observed in the children of survivors of the nuclear detonations in Japan. It may be that the radiation exposure was not high enough to cause a measurable increase. Symptoms depend on whether radiation exposure involves the whole body or is limited to a small portion of the body. At high doses, whole-body exposure causes acute radiation illness, and partial body exposure causes local radiation injury. Acute Radiation Illness: Acute radiation illness typically occurs in people whose entire body has been exposed to very high doses of radiation all at once or over a short period of time. Doctors divide acute radiation syndromes into three groups based on the main organ system affected, although there is overlap among these groups: †¢Hematopoietic syndrome †¢Gastrointestinal syndrome †¢Cerebrovascular syndrome Acute radiation illness usually progresses through three stages: †¢Early symptoms such as nausea, loss of appetite, vomiting, tiredness, and, when very high radiation doses are received, diarrhea (collectively called the prodrome) †¢A symptom-free period (latent stage) †¢Various patterns of symptoms (syndromes), depending on the amount of radiation received Which syndrome develops, its severity, and its rate of progression depend on the radiation dose. As the dose increases, symptoms develop earlier, progress more rapidly (for example, from prodromal symptoms to the various organ system syndromes), and become more severe. The severity and time course of the early symptoms are fairly consistent from person to person for a given amount of radiation exposure. Thus, doctors often can estimate a persons radiation exposure from the timing, nature, and severity of the early symptoms. The hematopoietic syndrome is caused by the effects of radiation on the bone marrow, spleen, and lymph nodes—the primary sites of blood cell production (hematopoiesis). Loss of appetite (anorexia), lethargy, nausea, and vomiting may begin 1 to 6 hours after exposure to 1 to 6 Gy of radiation. These symptoms resolve within 24 to 36 hours after exposure, and people feel well for a week or more. During this symptom-free period, the blood-producing cells in the bone marrow, spleen, and lymph nodes begin to waste away and are not replaced, leading to a severe shortage of white blood cells, followed by a shortage of platelets and then red blood cells. The shortage of white blood cells can lead to severe infections. The shortage of platelets may cause uncontrolled bleeding. The shortage of red blood cells (anemia) causes fatigue, weakness, paleness, and difficulty breathing with hysical exertion. After 4 to 5 weeks, if people survive, blood cells begin to be produced once more, but people feel weak and tired for months. The gastrointestinal syndrome is due to the effects of radiation on the cells lining the digestive tract. Severe nausea, vomiting, and diarrhea may begin in less than 1 hour after exposure to 6 Gy or more of radiation. The symptoms may lead to severe dehydration, but they resolve within 2 days. During the next 4 or 5 days (latent stage), people feel well, but the cells lining the digestive tract, which normally act as a protective barrier, die and are shed. After this time, severe diarrhea—often bloody—returns, once more result in dehydration. Bacteria from the digestive tract may invade the body, producing severe infections. People who have received this much radiation also develop the hematopoietic syndrome, which results in bleeding and infection and increases their risk of death. After exposure to 6 Gy or more of radiation, death is common. However, with advanced medical support, about 50% of people may survive. The cerebrovascular syndrome occurs when the total dose of radiation exceeds 20 to 30 Gy. People rapidly develop confusion, nausea, vomiting, bloody diarrhea, tremors, and shock. The latent phase is brief or absent. Within hours, blood pressure falls, accompanied by seizures and coma. The cerebrovascular syndrome is always fatal within a few hours to 1 or 2 days. Local Radiation Injury: Radiation therapy for cancer is one of the most common causes of local radiation injuries. Other causes produce similar symptoms. Symptoms depend on the amount of radiation and the area of the body treated. Nausea, vomiting, and loss of appetite may occur during or shortly after irradiation of the brain or abdomen. Large amounts of radiation to a limited area of the body often damage the skin over that area. Skin changes include hair loss, redness, peeling, sores, and, possibly eventual thinning of the skin and dilated blood vessels just beneath the skins surface (spider veins). Radiation to the mouth and jaw can cause permanent dry mouth, resulting in an increased number of dental caries and damage to the jawbone. Radiation to the lungs can cause lung inflammation (radiation pneumonitis), and very high doses can result in severe scarring (fibrosis) of lung tissue, which can cause disabling shortness of breath and later death. The heart and its protective sac (pericardium) can become inflamed after extensive radiation to the chest, causing symptoms such as chest pain and shortness of breath. High accumulated doses of radiation to the spinal cord can cause catastrophic damage, leading to paralysis, incontinence, and loss of sensation. Extensive radiation to the abdomen (for lymph node, testicular, or ovarian cancer) can lead to chronic ulcers, scarring, and narrowing or perforation of the intestine, causing symptoms such as abdominal pain, vomiting, vomiting blood, and dark, tarry stools. Occasionally, severe injuries develop long after the completion of radiation therapy. Kidney function may decline 6 months to a year after people have received extremely large amounts of radiation, resulting in anemia and high blood pressure. High accumulated doses of radiation to muscles may cause a painful condition that includes muscle wasting (atrophy) and calcium deposits in the irradiated muscle. Occasionally, radiat ion therapy may result in a new cancerous (malignant) tumor. These radiation-induced cancers typically occur 10 or more years after exposure. Diagnosis Exposure to radiation may be obvious from peoples history. Radiation injury is suspected when people develop symptoms of illness or skin redness or sores after receiving radiation therapy or being exposed during a radiation accident. The time until symptoms develop can help doctors estimate the radiation dose. No specific tests are available to diagnose radiation exposure, although certain standard clinical tests may be used to detect infection, low blood counts, or organ malfunction. To help determine the severity of radiation exposure, doctors measure the number of lymphocytes (a type of white blood cell) in the blood. Typically, the lower the lymphocyte count 48 hours after exposure, the worse the radiation exposure. Radioactive contamination, unlike irradiation, can be determined by surveying a persons body with a Geiger-Muller counter, a device that detects radiation. Swabs from the nose, throat, and any wounds also are checked for radioactivity. The early symptoms of acute radiation illness–nausea, vomiting, and tremors–can also be caused by anxiety. Because anxiety is common after terrorist and nuclear incidents, people should not panic when such symptoms develop, particularly if the amount of radiation exposure is unknown and may have been small. The researcher learned that there are so many diseases associated with these radiations and we cannot avoid it. All we can do is to be very cautious and avoid these radiations that can really cause harm to our lives. 20. Survey Question: â€Å"do you believe that nuclear plants should be totally banned everywhere? † Out of 30 people who answered the survey, 83% believes that it should be banned and should not be used anywhere because it is very dangerous. 13% said that it should not be banned because it can serve as a source of cheap energy. % said that it can still be used but only those who can assure that it should not leak. The survey shows that most people don’t want to use nuclear as a source of energy. Even nuclear is cheap and affordable to use, they can really harm the people around he plant. Safety is really an issue when nuclear plant is proposed. 21. Effects of nuclear explosions The energy released from a nuclear weapon detonated in the troposphere can be d ivided into four basic categories: Blast—40-50% of total energy Thermal radiation—30-50% of total energy Ionizing radiation—5% of total energy Residual radiation—5-10% of total energy However, depending on the design of the weapon and the environment in which it is detonated the energy distributed to these categories can be increased or decreased to the point of nullification. The blast effect is created by the coupling of immense amounts of energy, spanning the electromagnetic spectrum, with the surroundings. Locations such as submarine, surface, airburst, or exo-atmospheric determine how much energy is produced as blast and how much as radiation. In general, denser mediums around the bomb, like water, absorb more energy, and create more powerful shockwaves while at the same time limiting the area of its effect. The dominant effects of a nuclear weapon where people are likely to be affected (blast and thermal radiation) are identical physical damage mechanisms to conventional explosives. However the energy produced by a nuclear explosive is millions of times more powerful per gram and the temperatures reached are briefly in the tens of millions of degrees. Energy from a nuclear explosive is initially released in several forms of penetrating radiation. When there is a surrounding material such as air, rock, or water, this radiation interacts with and rapidly heats it to an equilibrium temperature (i. e. so that the matter is at the same temperature as the atomic bombs matter). This causes vaporization of surrounding material resulting in its rapid expansion. Kinetic energy created by this expansion contributes to the formation of a shockwave. When a nuclear detonation occurs in air near sea level, much of the released energy interacts with the atmosphere and creates a shockwave which expands spherically from the hypocenter. Intense thermal radiation at the hypocenter forms a fireball and if the burst is low enough, it’s often associated mushroom cloud. In a burst at high altitudes, where the air density is low, more energy is released as ionizing gamma radiation and x-rays than an atmosphere displacing shockwave. In 1945 there was some initial speculation among the scientists developing the first nuclear weapons that there might be a possibility of igniting the Earths atmosphere with a large enough nuclear explosion. This would concern a nuclear reaction of two nitrogen atoms forming a carbon and an oxygen atom, with release of energy. This energy would heat up the remaining nitrogen enough to keep the reaction going until all nitrogen atoms were consumed. This was, however, quickly shown to be unlikely enough to be considered impossible. Nevertheless, the notion has persisted as a rumour for many years. The researcher feels bad about this thing because of learning that even the atmosphere can be totally damaged when nuclear exploded and reached it. Every gram of nuclear can result to a more disastrous explosion. 22. Direct effects An estimate of the size of the damage caused by the Atomic bombings of Hiroshima and Nagasaki. A modern hydrogen bomb would be tens[3] of times more powerful and cause similar levels of damage at 2-5 times the distance. Blast damage The high temperatures and pressures cause gas to move outward radially in a thin, dense shell called the hydrodynamic front. The front acts like a piston that pushes against and compresses the surrounding medium to make a spherically expanding shock wave. At first, this shock wave is inside the surface of the developing fireball, which is created in a volume of air by the X-rays. However, within a fraction of a second the dense shock front obscures the fireball, causing the characteristic double pulse of light seen from a nuclear detonation. For air bursts at or near sea-level between 50-60% of the explosions energy goes into the blast wave, depending on the size and the yield-to-weight ratio of the bomb. As a general rule, the blast fraction is higher for low yield and/or high bomb mass. Furthermore, it decreases at high altitudes because there is less air mass to absorb radiation energy and convert it into blast. This effect is most important for altitudes above 30 km, corresponding to

ACT Syllabus What’s on the Exam and How to Prep

ACT Syllabus What’s on the Exam and How to Prep SAT / ACT Prep Online Guides and Tips Are you preparing for the ACT but aren’t sure which topics the exam covers?We’re here to help! This guide will give you an in-depth look at the ACT syllabus and explain exactly what you can expect to see on the test. For each of the five ACT sections, I’ll explain the format of the section, the types of questions you’ll see, and the skills that section tests.Afterward, I’ll also go over the top three tips you need to know when studying for the ACT to help you achieve your highest score. ACT Syllabus Overview Let’s first take get a broad overview of what the ACT covers before diving into the specific sections. There are four required sections on the ACT: English, Math Reading, and Science, as well as the optional Writing section. To be an expert on the ACT syllabus, you’ll have to be comfortable with each of these sections. Section Minutes Given Number of Questions English 45 75 Math 60 60 Reading 35 40 Science 35 40 Writing (Optional) 40 1 essay Total 3 hours, 35 minutes (2 hours, 55 minutes without the essay) 154 (+1 essay prompt) The ACT sections will always go in this order, beginning with English and ending with Writing (if you choose to take it). Below, for each section of the ACT, I’ll explain which subjects it covers and the skills it requires. ACT English Syllabus Number of Questions Minutes Given Time Per Question 75 45 36 seconds Format The ACT English section contains five passages along with 75 multiple-choice questions, so there will be about 15 questions per passage. All questions will be based on the passages. Some of the questions will ask about specific phrases or sentences in the passage, and others will ask about a paragraph or the entire passage as a whole. Skills Tested ACT English tests two main content areas:Usage and Mechanics andRhetorical Skills.Usage and Mechanics tests your knowledge of punctuation, grammar, usage, and sentence structure and requires a solid understanding of punctuation and grammar rules. Rhetorical Skills focuses on your comprehension of the passage as a whole and your ability to understand and improve the passage's organization and style. Questions Types There are six main types of questions on ACT English: three types of Usage/Mechanics questions and three types of Rhetorical Skills questions. Below, the three Usage/Mechanics question types are listed first, then the three Rhetorical Skills question types. Punctuation Punctuation questions test your knowledge of internal and end-of-sentence punctuation. To get these questions correct, you’ll need to know comma, apostrophe, period, and semicolon rules. Grammar and Usage These questions test your knowledge of grammar rules such as subject/verb agreement, agreement between pronoun and antecedent, and agreement between modifiers and the word modified. There are also questions on verb formation, pronoun case, idioms, and adverbs. Sentence Structure Sentence structure questions focus on your knowledge of relationships between and among clauses, placement of modifiers, and shifts in construction. Strategy These types of questions test your ability to develop a given topic by choosing words or phrases that fit with an essay's audience and purpose. You’ll need to take the whole passage into account and consider whether the possible revision clarifies or confuses the passage's message. Organization Organization questions measure how well you organize ideas and choose effective opening, transitional, and closing sentences. These questions tend to focus on the beginning and ends of paragraphs. Style Style questions test your ability to choose an appropriate word, maintain the level of style and tone in an essay, and avoid unclear pronoun references, wordiness, and redundancy. ACT Math Syllabus Number of Questions Minutes Given Time Per Question 60 60 1 minute Format ACT Math has 60 questions, all of which are multiple choice. You’ll be able to use a permitted calculator for this entire section. Skills Tested and Question Types ACT Math tests six major skill areas. They are listed below, along with the percentage of questions asked about them and the more specific topics each area focuses on. Pre-Algebra (20-25%) Basic operations using whole numbers, decimals, fractions, and integers Place value Square roots and approximations The concept of exponents Scientific notation Factors Ratio, proportion, and percent Linear equations in one variable Absolute value and ordering numbers by value Elementary counting techniques and simple probability Data collection, representation, and interpretation Understanding simple descriptive statistics Elementary Algebra (15-20%) Properties of exponents and square roots Evaluation of algebraic expressions through substitution Using variables to express functional relationships Understanding algebraic operations The solution of quadratic equations by factoring Intermediate Algebra (15-20%) The quadratic formula Rational and radical expressions Absolute value equations and inequalities Sequences and patterns Systems of equations Quadratic inequalities Functions and modeling Matrices Roots of polynomials Complex numbers Coordinate Geometry (15-20%) Graphing and the relations between equations and graphs, including points, lines, polynomials, circles, and other curves Graphing inequalities Slope Parallel and perpendicular lines Distance Midpoints Conics Plane Geometry (20-25%) Properties and relations of plane figures, including angles and relations among perpendicular and parallel lines Properties of circles, triangles, rectangles, parallelograms, and trapezoids Transformations The concept of proof and proof techniques Volume Applications of geometry to three dimensions Trigonometry (5-10%) Trigonometric relations in right triangles Values and properties of trigonometric functions Graphing trigonometric functions Modeling using trigonometric functions Use of trigonometric identities Solving trigonometric equations As you can see, the majority of the questions, over 50%, focus on algebra and pre-algebra. About 40% of the questions are on geometry, and the remaining 5-10% are on trigonometry. ACT Reading Syllabus Number of Questions Minutes Given Time Per Question 40 35 52 seconds Format The ACT Reading section contains four passages or passage pairs and 40 multiple-choice questions, meaning that there will be about ten questions per passage. All questions in this section are based on passages, and there will be three single passages and one passage pair.The Reading passages will always include four different subject areas: humanities, natural science, social science, and literary fiction. Skills Tested For ACT Reading, you’ll be using skills often required in your English classes, such as critical reasoning and referring skills. You’ll need to be able to use these skills to accomplish the following: Understand main ideas Locate details within a passage and interpret them Interpret sequence of events and flow of ideas Make comparisons Understand cause-effect relationships Determine the meaning of words, phrases, and statements in context (these are usually straightforward, but may be used in an unusual or significant way in context) Draw generalizations Analyze the author's or narrator's tone and purpose Question Types There are five main types of questions on the ACT Reading section. Main Idea Main idea questions ask about the main point or theme of the passage. Detail These questions will typically refer you to a specific line in the passage and ask what it means. Vocabulary These questions will select a specific word or phrase in the passage and ask what it means or how it functions in context. These questions often point to a common word or phrase that might be being used in an unusual way. Function and Development Function and Development questions test your ability to describe a phrase, sentence, or paragraph in the context of the entire passage. Implied Ideas These questions ask you to infer the meaning of a line, paragraph, or complete passage. ACT Science Syllabus Number of Questions Minutes Given Time Per Question 40 35 52 seconds Format Like the English and Reading sections, all of ACT Science’s questions are based on passages. This section contains 40 multiple-choice questions and seven passages.Each of the passages can include diagrams such as graphs, charts, and tables. The passages could focus on topics such as biology, chemistry, physics, and earth/space sciences (including geology, astronomy, and meteorology). Each passage will be followed by four to seven questions. Skills Tested Although ACT Science includes questions on a wide range of scientific topics, this section tests your scientific skills more than your knowledge of specific facts or subjects.So, while you won’t be tested on specific facts, your science classes will teach you important analysis and reasoning skills you need to understand the scientific method and language and do well on this section. The ACT website recommends you take at least three years of science in high school, including at least one biology course and one physical or earth science course by the time you take the exam. By taking science courses, you’ll learn about the scientific method, how to collect and analyze data, and how to evaluate a theory or hypothesis. These skills will help you do well on ACT Science. Question Types There are three main types of questions you’ll see on ACT Science. Data Representation (30-40% of questions) Data Representation questions require you to read graphs, interpret scatterplots, and explain information presented in tables. Research Summaries (45-55% of questions) These questions require you to interpret the design and results of experiments discussed in passages. Conflicting Viewpoints (15-20% of questions) Conflicting Viewpoints questions test your ability to understand, analyze, and compare alternate viewpoints or hypotheses. These questions will center around a single situation or issue, and you’ll read two different viewpoints and analyze the similarities and differences. ACT Writing Syllabus Number of Questions Minutes Given Time Per Question 1 essay 40 40 minutes Format The ACT Writing section is the only optional section of the exam. If you choose to take it, you’ll have 40 minutes to plan and write one complete essay. Skills Tested The major skills you are graded on for the essay are your ability to analyze different arguments and combine different opinions and viewpoints into a coherent essay.While you’ll want your essay to be clear and easy to understand, a few minor spelling and grammar errors won’t lose you points, so you don’t have to worry about your essay being technically perfect. Question Types On the Writing section, you’ll see a short passage on a given topic, followed by three different perspectives on that topic. Your task will be to evaluate the three perspectives and relate them back to the original issue. This can involve analyzing the strengths and weaknesses of each argument, comparing and contrasting them, and explaining how they could be improved. How Does This Information Help You Prepare for the ACT? Now you're an expert on the ACT syllabus, but how does this information help you on the exam? First, knowing what's on the ACT will make you feel more comfortable on test day. You'll know the format, content, and types of questions you'll be asked. This can help you feel more prepared and help reduce test anxiety. Second, understanding the ACT syllabus can also help during your ACT prep. When you know what subjects are tested on the ACT, you'll know what to focus on during your studying, and you'll be less likely to overlook material you should go over or study material that won't be on the test. Additionally, when you take practice ACTs and review your answers to see where you made most of your mistakes, your knowledge of the ACT will help you pinpoint the specific area(s) you should work on. Maybe your ACT Math score was lower than you wanted it to be, but where exactly did you make mistakes? Did you get all the geometry questions correct but struggled with algebra? Then you can focus primarily on studying algebra topics. Knowing what's tested on the ACT will help you pinpoint the areas where you need to improve and increase the effectiveness of your studying. Tips forGetting Your Best ACT Score Knowing what subjects the ACT covers will help you become more familiar comfortable with the test, which can help boost your score. Follow these three tips to help ensure you’re getting the most out of your ACT prep and achieving your highest score. Create a Study Plan Before you really dive into your ACT studying, you should first create a study plan. Planning out your studying in advance can help you know when you’re supposed to be studying and can keep you on track. Setting aside a regular time to study each day or week, such as weekdays from 8:00-9:30 or Saturdays from 12:00-4:00, will make it easier to study because you’ll know ahead of time when you should be studying and can fit the rest of your schedule around it. You should also include regular goals in your study schedule that you hope to meet, such as, â€Å"I want to understand how to answer trigonometry questions by the end of the weekend,† or â€Å"I want to raise my ACT Science score ten points by the end of the month.†Setting these goals can help motivate you to study and help you stay on track. Use High-Quality Study Resources Your studying will only be as effective as the prep materials you use, so be sure to use high-quality ACT study material.A high-quality prep book can be one of the best resources you use. Check out our guide to the best ACT prep books available. A good prep book will effectively explain the content tested on the exam, have high-quality practice questions similar to those on the real ACT, and include full-length practice exams (discussed more below). Take Complete Practice Exams During your studying, you’ll want to take at least one (and ideally at least three to four) complete practice ACTs.Taking full-length practice ACTs is important because it gives you the most accurate idea of what the real ACT will be like.You’ll learn how taking a test for several hours affects you and if you get tired and distracted towards the later sections. Also, after you score your exam, you’ll have a good idea of how well you’d do on the actual test, and you can use this information to identify which topics you should focus on for future studying. Be sure to take your ACT under realistic testing conditions. This means take the exam all in one sitting, timed, and with minimal distractions.Try to use official practice tests since they’ll be the closest to the real ACT. We have links to several free and official ACT practice exams you can use. Conclusion: Understanding the ACT Syllabus Knowing the syllabus of the ACT will help you know what to expect for the test and how to prepare for the exam.Each of the four main sections of the ACT covers multiple subject areas and contains several question types. There is also an optional Writing section with an essay at the end of the test. To help you prepare for the ACT, be sure to create a study schedule early on, use high-quality study resources, and take full-length practice tests to get a good idea of the progress you’ve made and where you can improve. What's Next? Looking for more practice tests? We have links to free and official practice ACTs you can use during your studying! Trying to get a top score on the ACT? Learn everything you need to get a perfect 36 on the ACT by reading our guide, written by a full-scorer. What score should you be aiming for on the ACT? Learn what a good ACT score is and how to set a goal score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

EVIDENCE ASSIGNMENT 2015 Essays - Evidence Law, Criminal Law, Doubt

EVIDENCE ASSIGNMENT 2015 Essays - Evidence Law, Criminal Law, Doubt Introduction In British, the phrase the burden of proof has two meanings. Firstly, the risk of not persuading the jury and second the duty of going forward with the evidence to satisfy the judge. The presumption of innocence is the fundamental rule is criminal cases in which means the defendant is presumed to be innocent until proven guilty. There are in fact two different types of burden recognized by the law. These burdens are commonly known as legal burden and evidential burdens . A legal burden in criminal trials generally falls on prosecution to prove the elements of offence charged beyond reasonable doubt. This was decided by House Of Lords in the case of Woolmington v DPP .Here Viscount Sankey LC declared not the trial judges decision of reversing the burden of proving the defence on the accused was wrong and this burden should be borne by prosecution. Meanwhile, evidential burden is burden of adducing sufficient evidence to convince the judge there is an issue to put before court. This burdens is usually carried by the defendant to raise reasonable doubt by pointing to or adducing evidence in order to make his defence live issue. Once the defence is made, the prosecution must disprove the defence in order to prove their case beyond reasonable doubt. However it is doubtful how far it has had either effect, even after the Human Right Act 1998 Exceptions of the presumption Through the web of English Criminal law, one golden threat is always to be seen that is duty of the prosecution to prove prisoners guilt. Viscount Sankey in Woolmington case referring in reverential terms to the golden thread while even the acknowledging two sets of exceptions one ,the defence of insanity based on the common law and other based on statute, either by express or implied provision. The first exception insanity to the Woolmington can be traced back to the advisory opinions of the judges in MNaughtens Case. Whenever the accused raises the insanity defence, therefore it is for him to establish on a balance of probabilities that at the time of the offence he was labouring under such defect of reason, from disease of mind, as not to know the nature and quality of his act or if he did know it, that he did not know he was doing what was wrong. However, it should be noted, in H v UK (1990) the European Court of Human Rights ruled that the insanity exception didnt breach Art 6( 2) since the rule didnt concern the presumption of innocence, but the presumption of sanity. Looking at the statutory exceptions to the reversal of legal burden , the accused will bear the legal burden if the parliament intends in statute. It can be either implied or express reversal of burden . All form of reversals will raise issue of compatibility with the presumption of innocence as stated in the Art 6 (2) of ECHR. Many statutes expressly impose a burden of proof on the accused to prove his case. When express statutory provision obliges accused to prove his defence, it will automatically swift a legal burden on him to prove his defence on the balance of probabilities without any assessment attached. Its deemed regardless of the principle set down in Woolmingtons case. In situation of implied reversals, the parliament tend to be silent as did not suggest who holds the burden. Therefore, the judges required to interpret Parliaments intention by using various tools of interpretation. There are number of cases where an enactment may be constructed as impliedly imposing a legal burden on the accused. S101 of the Magistrates Courts Act 198013 lays down the general principle in respect of summary offences and where the statute does not expressly state who bears the legal burden . The effect of the section is that where the conduct of the accused creates an offence but in circumstances where the statute creates a defence in respect of an exception, exemption, proviso, excuse or qualification, the burden of proving of the defence will be placed on the accused. The principle originates partly from the notion that it is easy or easier for the accused to prove that he fall within the scope of defences

Informal proposal Research Example | Topics and Well Written Essays - 750 words

Informal - Research Proposal Example For instance, there has been a significant decrease in the employee retention rate within the company which stands at 40 percent, a scenario that impact negatively to the branch. The main purpose of this proposal is to identify ways in which Roanoke Branch can motivate its employees and reduce the unprecedented employee turnover. This paper will solve the problem of employee dissatisfaction and high turnover through training of both the employees and the management on effective communication, job evaluation, and a review of the existing compensation for the employees. There is no denying that the employee retention rate has been on a declining trend for the past three months. I have noted that two of the branch’s senior managers have in the recent past resigned from their positions. My investigation has informed me that the senior managers, the art director, and one of the accountant executives, are currently working for a rival company. Furthermore, I have received information from three of the graphic designers and four of the copywriters of their dissatisfaction with the company citing the manner in which their innovations are being modified by the senior management without their knowledge. Moreover, I noted that over 40% of the employees recruited in our branch will leave within the next two years. These unfortunate scenarios within our branch threaten our existence, particularly our ability to create a competitive advantage in the advertising industry. Unarguably, a highly motivated human resource is a valuable asset to an organizatio n. It is therefore important for Roanoke Branch to develop a retention plan to retain its human resource, thereby keeping the employee turnover as minimal as possible. As such, I am convinced that Roanoke Branch is able to restore its reputation by achieving the following objectives: After carrying out an investigation on the causes of employee dissatisfaction at Roanoke Ranch, I realized that the main

Does Teaching Kids To Get 'Gritty' Help Them Get Ahead Annotated Bibliography

Does Teaching Kids To Get 'Gritty' Help Them Get Ahead - Annotated Bibliography Example In this respect, the grit concept helps instilling life skills on the students. This helps in preventing students from becoming slaves to education. However, it is hard to establish the extent to which grit is a determinant of a success among students. This is because it is hard to assess this concept. The concept of grit enhances the performance of students. It works best for students like the virtue of curiosity and courage. Grit is also associated with risks. These include the academic mistakes students are subjected to, in their daily tasks. The fortitude enables the students to stay through the course with regard to their academic performance. This helps students learn and make appropriate improvements. In the long-run, grit becomes a culture, which is based on the self-drive and excellence. Students are bound to learn from the success and failures of other people, who have applied grit in their academic endeavors. It is true that grit helps people to appreciate and explore their potentials in their academic