Coventry Canal essays

Coventry Canal essays All the sources prove that life was very hard for boatees on British Canals in the 19th Century. I have been given five sources, I will examine them and use my own knowledge to prove how accurate the statement above is. Firstly, source one is a census return of the boats and who lived on them. This source proves that life was hard because the barges had big accommodation with large families but they were only 6ft by 9ft. It was very hard for families that big to live in barges this small. Second is source two. A poster of a Coventry canal caution. The steerer of a boat, Henry Woodward, tried to Invade the Toll, Payable to the Coventry canal company but did not succeed in doing this. This source proves that it was hard to live on a canal in the 19th century because if Woodward was invading the canal, then I could not have been easy living in conditions which included crime and invasion. I cannot find any other evidence in this source. Now I am onto source three, a photo of a family with six members, who probably all lived on the same boat. The two adults (both women) and four children dont look very wealthy and look very sad, depressed. This source proves the statement because it is a family which obviously, lives on a boat which isnt big enough for them all to live in. Source 4 is a campaign about childrens health and safety on the canal. This source proves life was hard because of the same reason as source three, there is not enough room in the boats for a big family. Children should not have to sleep on tables, in cupboards and under a bed, they need there own space to grow up in. ...

Words with the Suffixes -ance and -ence

Words with the Suffixes -ance and -ence Words with the Suffixes -ance and -ence Words with the Suffixes -ance and -ence By Maeve Maddox One of our readers asks if there is a rule for knowing when to write ence and when to write ance at the ends of words such as: affluence, eloquence, essence, influence, insurgence and ambulance, clairvoyance, finance, ignorance, nuisance In a priority list for English spelling reform, the spellings ence and ance, ent and ant, surely deserve a place near the top. Both ance and ence derive ultimately from Latin endings spelled entia and antia. Before the Sixteenth Century when English scholars busied themselves trying to make English spelling and grammar conform to the logic of Latin, some words that had already entered the language spelled with -ance were altered to ence. NOTE: The silent b came into the word debt at this time. In Middle English the word was usually spelled det or dette, rarely debte. The reforming scholars decided that since the word came from Latin debitum, it needed the b. As for knowing when to write -ence and when to write -ance, I believe that this is a case in which observation and practice offer the best solution. A spell checker can also help. A website called Everything2 formulates several rules for the ence/-ance, -ent/-ant spellings, but the multiplicity of rules and exceptions would seem to demand more mental exertion than simply memorizing the words one has trouble with. I was taught to attach what my teacher called a spelling pronunciation to words that do not sound the way they are spelled. For example, I have no trouble spelling chihuahua because I think /chI hoo-a hoo-a/. The same goes for words in ence and ance, ent and ant. I look at the word and emphasize the ending in my head: de fen DANT, prev a LENT. Do this often enough and the correct spelling will enter your long term memory. CAUTION: Some danger may attach to the use of mental spelling pronunciations: they may slip into your speech. Ive heard more than one TV lawyer pronounce /de fen dent/ as /de fen DANT/. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsTen Yiddish Expressions You Should KnowInspiring vs. Inspirational

Human Resource Management Concepts based on Case Study

Human Resource Management Concepts based on - Case Study Example This is generally known as person specification (Preston, 2011). It includes the minimum requirements with respect to skills, qualifications, attributes and personality traits deemed suitable for the job. Any non conformity to this description or any deviation in the actual requirements may lead to mismatch in the aspirations of the applicants and finally leads to increased turnover. The second step of selection and recruitment process is the interview and test (Preston, 2011). These are basically used to determine the qualititative and quantitative aptitude of the applicants and understanding the fitness of the applicant in the organizational culture. This policy is quite important as it tests the fitness of the candidate in the workplace and ultimately leads to reduced turnover when the candidate is a perfect fit. This also gives candidates a chance to understand the job requirements and helps them evaluate the suitability of the job for themselves (Rees and Smith, 2014). Thus such a recruitment policy where both employers and prospective employees understand the each other leads to reduction in turnover rates. Thus staff turnover is highly affected by the type of recruitment and selection methods that a company uses. The recruitment and selection policies of the organizations should be so designed so as to ensure the matching of the aspiration of the employees at the same time must be profitable for the employer too. There are several advantages of recruiting new employees through the job experience day. The first advantage being that this approach helps new applicants understand the job requirements better through hands on experience of the job. In a traditional interview or test type format where the candidates can only imagine the type of job they are applying based solely on the job description provided (Preston, 2011), in the

Qulaity curriculum - review plan Assignment Example | Topics and Well Written Essays - 750 words

Qulaity curriculum - review plan - Assignment Example Also, the parents showed concern about the education that was being provided since it was not equipping the children to the level of learning that they should have before starting school. This required that the center investigates into the education that is being provided to the 4 years old as they prepare for transition to school. The focus of the review was framed into a question. Why are children not conforming to the recommended level of learning for school-starters and what measures can be taken to bolster the learning and moral development of the children? The guiding principles, as proposed by the Ministry of Education, define and give a framework for ECE centers to work upon. One of the principles maps out the role of the educators and administrators of ECE centers throughout the country. The principle states that, â€Å"Educators will develop and implement curriculum which assists all children to grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society† (The New Zealand Gazette, 1996). This entails that the educators make an analysis of the environment in which the children study and provide â€Å"resources to support the needs of each child and to facilitate quality curriculum and interactions† (The New Zealand Gazette, 1996). The educators must be trained to understand the motivations and thinking of four year old children and should engage in a process to improve curriculum programs. The desirable objectives and practices (DOPs) also require that educators implement a curriculum should â€Å"reflect the holistic way that children learn† (The New Zealand Gazette, 1996). Moreover the ECE center should aim to â€Å"enhance children’s sense of themselves as capable people and competent learners† (The New Zealand Gazette, 1996). The self-review will help the center

The similarities in the feelings of males and females Essay Example for Free

The similarities in the feelings of males and females Essay The similarities in the feelings of males and females towards sexuality rest on the common external influences, especially socio-cultural factors (Greenberg, Bruess Conklin, 2007) that distinguish male and female sexuality. The common exposure to gender roles (Greenberg et al., 2007) creates a common feeling towards sexuality in terms of acceptance of their assigned roles when there is no strong alternative. Family expectations (Greenberg et al., 2007) also comprise a common influence on the feelings of males and females towards sexuality. The family structure, with close links to gender roles, operates to train males and females towards the appropriate attitudes and behavior for their respective genders. Males become breadwinners and females take on domestic responsibility. Ethnic norms (Greenberg et al., 2007) also determine the feelings of males and females towards sexuality in terms of adherence to their place and roles in the home and the wider community as part of their ethnic identity. Media influence (Greenberg et al., 2007) is a common influence on the attitudes of males and females towards sexuality expressed in socialization. The difference in the feelings of males and females towards sexuality depend on the internal factors, particularly biological and psychological factors (Greenberg et al., 2007). Both males and females experience similar exposure to socio-cultural factors but biological factors such as genetic chromosomes and sex hormones (Greenberg et al., 2007) account for differences in feelings toward sexuality. The predominance of testosterone in males accounts for greater tendencies towards aggression (Greenberg et al., 2007) relative to females. Biological developments also give rise to differences in physiological development that influence different drives and perspectives of sexuality. Concurrent psychological factors influence differences in emotions and mentality of males and females towards sexuality. The genders can bridge these differences by challenging socio-cultural factors that no longer or never reflected gender realities, exchanging feedback on their feelings towards sexuality, and negotiating change in perspectives. Reference Greenberg, J. S., Bruess, C. E., Conklin, S. C. (2007). Exploring the dimensions of human sexuality. Sudbury, MA: Jones and Bartlett Publishers.

Simon: The Unexpected DJ :: Personal Narrative Writing

Simon: The Unexpected DJ Driving up Route 9 towards Poughkeepsie in a snow storm was not something I wanted to do. The time itself—an hour’s drive—was elongated by the pretty, but dangerous, falling snow. As my Beetle and I plowed up through Fishkill and made our way to the town of Poughkeepsie, I started getting nervous. I would be interviewing a real live DJ! Since I was a child I had always loved music and the radio. I remember leaping up onto my kitchen counter and perching there, anxiously listening to who would be crowned Number One that week on the Top 40. Or I would be in my cool, newly-furnished bedroom listening to the most-requested five-song countdown on Monday and Wednesday evenings at 8pm. For this assignment, I had emailed local rock and alternative radio station WRRV, explaining my situation and asking if there was a DJ interested in having a 30 minute interview with me. The next day, Simon emailed me back saying he’d like to take me up on that offer. I was to drive up to WRRV and we would conduct the interview in the station in two weeks time. I remember that on the night before the interview I was driving home from Pace, and I was able to clearly receive WRRV (unusual, as the station is normally out-of-range at that location)—and I heard Simon on the radio. How exciting it was, to know that I would be talking to him the very next day! So there I was, thundering (or carefully maneuvering) my way up Route 9. After a quick stop at the local police station to re-orient myself (as I missed a left turn), I pulled into the small parking lot of the small, two-story, stucco-and-shingled building with an enormous satellite dish on it. I double-checked my questions, made sure my recorder was working, and headed in. I sat in the small waiting area as the secretary went to fetch Simon. Palms sweaty, I rubbed them on my jeans to calm myself and let out a little nervous energy. â€Å"Melissa? I’m Simon. Nice to meet you.† A hand stretched out before me, and I rose to shake it. Simon, The Voice From The Radio, was a normal guy! He was taller than me, of medium build, had short, cropped hair, and a welcoming smile.

Taste the Gustatory System

The Enlightenment is an era where intellectuals movement in culture changed the way people viewed the world around them, during a time when Londoner saw their city become engulf in flames on the morning of 2 September, 1666. Strong winds coming from the east quickly caused the fire to spread, some 300 houses were burning at rapid amount of time†; the event once described as â€Å"London was, but is no more. â€Å"(Assayer 2nd peg. 766) Not only had the flames taken most of what Landowner's had lilt, it also came on the heels of a great plague that claimed thousands of lives earlier.Over the course of the next century, London would raise from its ashes and proper as city its known today, as one writer would be quoted saying: â€Å"London is the Centre to which almost all the individuals who fill the upper and middle ranks of society are successively attracted (Assayer 2nd De. peg. 766). Over the course of time, in what some might say the end of the Civil War, one very importa nt issue still stood: ND that was â€Å"how to best govern the nation. â€Å"(Assayer 2nd peg. 68) Thomas Hobbes work had lead him to voice concern that people worry about two things In particular- the fear that someone could take their lives and the grittiness of individuals and their need of empowerment, for that the government role is to see that no such thing happen. But not all agreed with what Thomas Hobbes was teaching; John Locke argued that people are At birth the human mind Is at a untaught state and that over time our surroundings and

Antibiotic Sensitivity Lab

Antibiotic Sensitivity lab A. Define the term selectively toxic. Why is it an important feature of antimicrobial agents? Selective toxicity is the ability of a chemical or drug to kill a microorganism without harming its host. Selective toxicity is important to microbial agents because it enables these agents to inhibit or kill a microorganism by interacting with microbial functions or structures different from those of the host thereby showing little or no effect to the host. B. What are broad and narrow spectrum antimicrobials? What are the pros and cons of each?Broad spectrum antimicrobials are drugs that are effective against a wide variety of both gram positive and gram negative bacteria. Narrow spectrum antimicrobials are effective only against gram negative bacteria. Pros and cons of each: Narrow spectrum microbial is normally better to use because they cause less damage to the body's normal flora. They are less likely to cause drugs resistant strains of microorganisms because they are specific in nature and are less likely to cause super infection by opportunistic microorganisms like yeast infections.The main disadvantages are that Narrow spectrum microbial sometimes is more prone to allergic reaction to the host. Broad spectrum antimicrobials on the other hand also have their own advantages in that they are able to deal with more than one kind of bacteria and as such one does not have to use drugs indiscriminately reducing chances of allergic reactions and drug toxicity. The main disadvantage is that they cause more harm to the body's normal flora. C. What is direct selection? Direct selection is the selection of antibiotic-resistant normal floras in an individual whenever this individual is given an antibiotic.This process is normally accelerated significantly by either improper use or the overuse of antibiotics. D. What is the difference between an antibiotic and an antimicrobial chemical? Antibiotics are substances that are produced as metabolic pro ducts of one Microorganism which are able to inhibit or kill other microorganisms. Antimicrobial chemicals are chemicals that are synthesized in a laboratory and can be used therapeutically on microorganisms. E. What is the mode of action for each of the following: a. acitracin: works by inhibiting peptidoglycan synthesis in actively dividing bacteria which normally results in osmotic lysis. b. nystatin: exerts its antifungal activity by binding to ergosterol found in fungal cell membranes. Binding to ergosterol causes the formation of pores in the membrane. Potassium and other cellular constituents leak from the pores causing cell death. c. tetracycline: exert their bacteriostatic effect by inhibiting protein synthesis in bacteria. This antibiotic prevents transfer-RNA (tRNA) molecules from binding to the 30S subunit of bacterial ribosomes. . ciprofloxin: Contains agents that inhibit one or more enzymes in the DNA synthesis pathway F. Describe three mechanisms by which microbes mig ht become resistant to the action of an antimicrobial drug? Microbes may become resistant by producing enzymes that will detoxify or inactivate the antibiotic such as penicillinase and other beta-lactamases. Microbes may also alter the target site in the bacterium to reduce or block binding of the antibiotic in the process producing a slightly altered ribosomal subunit that still functions but to which the drug can't bind.Microbes may also prevent the transport of the antimicrobial agent into the bacterium thereby producing an altered cytoplasmic membrane or outer membrane. G. Why do you think neglecting to finish a prescribed course of antibiotics might contribute to the rise of antibiotic resistance? If you don't finish the medication, all the bacteria causing the infection may not be killed. Then, the infection could come back in that same place or even show up somewhere else. When the bacteria are undertreated, some of them may have enough time to have these mistakes occur in th eir DNA.Then, when they multiply, you get a bunch of bacteria that no longer respond to the antibiotics. H. What is a tube dilution test? How is it used to determine susceptibility? Tube dilution test is one of the tests that can be used to tell which antimicrobial agent is most likely to combat a specific pathogen. This test is conducted by preparing a series of culture tubes where each tube contains a liquid medium and a different concentration of an antimicrobial agent. These tubes are then inoculated with the test organism and then incubated. After the incubation they are examined for growth.I. Define the following: a. Minimum Inhibitory Concentration (MIC): this is the lowest concentration of antimicrobial agent that is capable of preventing growth of the organism undergoing the tube dilution test b. Zone of Inhibition: this is the area surrounding the high potency disk of a chemotherapeutic agent where growth is inhibited in an agar diffusion test. J. What were the results of the Kirby-Bauer test for S. epidermidis? S. epidermidis was sensitive to Novobiacin S. epidermidis was resistant to Penicillin S. epidermidis was intermediate in the case of Gentamicin

Ulysses S. Grant Essays - Ulysses S. Grant, Julia Grant, Galena

Ulysses S. Grant Essays - Ulysses S. Grant, Julia Grant, Galena Ulysses S. Grant Ulysses S. Grant rose to command all the Federal armies in the Civil War and lead them to victory. He was respected so much that he went on to be president of the United States for two terms. His time of glory didn't last forever though, he developed cancer and died bankrupt. Ulysses Hiram Grant was born April 27, 1822, in a two room frame house at Point Pleasant, Ohio(Ulysses S. Grant 1). His father, Jesse Root Grant, was foreman in a tannery and a farmer. His mother, Hannah Simpson Grant, was a hard working frontier woman. When Ulysses was a year old, the family moved to Georgetown. There his father bought a farm, built a house, and set up his own tannery. Jesse and Hannah had five more children there, two boys and three girls(Ulysses S. Grant 1). Grant love horses and learned to manage them at an early age. When he was seven or eight he could drive a team and began hauling all the wood used in the house and shops. From that point on until he reached seventeen, Grant did all the work done with horses; such as breaking up the land, furrowing, plowing corn, bringing in the crops when harvested, and hauling wood(Ulysses S. Grant 1). Three months each winter when work was minimized Grant went to a one room schoolhouse, and that's how he was educated until he went to West Point at age seventeen. When Grant turned seventeen, his father got him an appointment to the United States Military Academy at West Point. The congressman who made the appointment did not know Grants' full name, so he left out Hiram and added Simpson. Simpson, was Grants', mothers' maiden name(Ulysses S. Grant 1). He was pleased with his new name because he disliked his old initials H.U.G. Cadet Grant did not care for military life and never expected to stay in the army. He was good in mathematics and hoped sometime to teach it. In other subjects he was about average. He was, however, the finest horseman at the academy. Quiet and shy, he made few friends(The Civil War). When he was commissioned, Ulysses was ordered to Jefferson Barracks, near St. Louis, Missouri. While stationed there he met Julia Dent, daughter of a slave owning Southern family(Ulysses S. Grant 2). Within three months he proposed to her and was accepted. Since he had only his pay as lieutenant, the wedding was postponed(Ulysses S. Grant 2). Grant was in almost every battle of the Mexican War. He fought on foot, observing many different commanders and how they lead their troops. This experience, he said, was of great value to him, because he became acquainted with nearly all the officers of the regular army. Some of them including the great soldier Robert E. Lee were to be on the Confederate side in the Civil War(Krick 15). Grant came back from Mexico a captain, with favorable mention. He at once married Julia and took her to his new station, Sackett's Harbor, New York. During the Mexican War Grant formed the habit of drinking. At Sackett's Harbor he joined a temperance society, but he forgot the pledge the next year when he was sent to Detroit(Ulysses S. Grant 1). In 1852 Grant?s regiment was ordered to the Pacific coast by way of the Isthmus of Panama. Mrs. Grant stayed with her parents because she didn?t want to take their two year old child on a trip like that. Cholera attacked the regiment in Panama. Grant showed great leadership and resourcefulness in getting the mules to carry the delirious men across the isthmus(Krick 16). He kept his cool and showed how he could lead men when times got rough. Grant spent two years on the Pacific coast. He missed Julia and wasn?t there when his second child was born. He turned again to drink and wore slovenly uniforms. His colonel asked for his resignation, and Grant borrowed money to return home(Ulysses S. Grant2). Julia?s father gave Grant 80 acres to farm, near St. Louis. Grant called the place Hardscrabble(Ulysses S. Grant2). He cleared the land, built a log cabin, and worked hard but could not make farming pay. Two more children were born and Grant couldn?t support his family. Grant sold his stock and implements and turned to selling real estate in St. Louis. He failed again and walked the streets looking for something to do. Finally his father persuaded his younger sons to take Grant into their leather business at

How to Make a Rainbow Rose (and How It Works)

How to Make a Rainbow Rose (and How It Works) Have you seen a rainbow rose? Its a real rose, grown to produce petals in rainbow colors. The colors are so vivid, you may think pictures of the roses are digitally enhanced, but the flowers really are that bright! So, you may be wondering how the colors are made and whether the rose bushes that produce these flowers always bloom in vibrant colors. Heres how it works and how you can make a rainbow rose yourself. How Real Rainbow Roses Work The rainbow rose was developed by  Peter van de Werken, the owner of a Dutch flower company. While special roses are used, the plants are not bred to produce the rich colors. Actually, the rose bush would ordinarily produce white roses, but the stems of the flowers are injected over time with dyes so that petals form in bright single colors. If the flower isnt treated as it is growing, the blooms are white, not ​rainbow. While the rainbow is a special version of the technique, other color patterns are also possible. Its not a science trick you can achieve quite so well with your home rose bush, at least not without a lot of experimentation and expense, because most pigment molecules are either too large to migrate into the petals or else too toxic for the rose to flower. Special proprietary organic dyes said to be made from plant extracts are used to color the roses. Making Rainbow Roses at Home While you cant duplicate the exact effect, you can get a lighter version of a rainbow using a white rose and food coloring.  The rainbow effect is much easier to achieve with white or light-colored flowers that arent as woody as a rose. Good examples to try at home include carnations and daisies. If it has to be a rose, you can do the same project, but expect it to take longer. Start with a white rose. Its best if it is a rosebud because the effect relies on capillary action, transpiration, and diffusion in the flower, which takes some time.Trim the stem of the rose so that it is not extremely long. It takes more time for color to travel up a longer stem.Carefully split the base of the stem into three sections. Make the cuts lengthwise up the stem 1-3 inches. Why three sections? The cut stem is fragile and likely to break if you cut it into more parts. You can use color science to achieve the full rainbow using three colors - red, blue, yellow or yellow, cyan, magenta - depending what dyes you have available.Carefully bend the cut sections slightly away from each other. Now, one way to apply the dyes would be to bend the stems into three contains (e.g., shot glasses), each containing a single color of dye and a bit of water, but this is hard to accomplish without breaking the stems. An easier method is to use 3 small plastic baggies, 3 rubber bands, and o ne tall glass to hold the flower upright. Into each bag, add a small amount of water and several (10-20) drops of one color of dye. Ease a section of the stem into the bag so that it is immersed in the dyed water, and secure the bag around the stem with a rubber band. Repeat the process with the other two bags and colors. Stand the flower in a glass. Check to make sure each stem section is immersed in the liquid since the flower needs water to live.You may start to see color in the petals as quickly as half an hour, but expect to let the rose soak up dye overnight or possibly for a couple of days. The petals will be the three colors, plus the mixed colors, for petals receiving water from two parts of the stem at once. This way, youll get the whole rainbow.Once the flower is colored, you can trim off the cut section of stem and keep it in fresh water or a homemade flower food solution. Helpful Tips Flowers take up warm water more quickly than cold water.Keep the rose away from light and heat, since these can cause it to wilt and die too quickly.If you want to try injecting flowers with natural colors, learn about natural pigments you can use.

How did Slavery become a powerful Institution in America Essay

How did Slavery become a powerful Institution in America - Essay Example The trade developed rapidly in the country owing to the agrarian revolution that increased the demand for labor in the country as the discussion below portrays. The agrarian revolution refers to a time in the history of the world when agriculture was a key economic activity. Industries in different parts of Europe required raw products such as cotton and sugar cane among others. This led to the spread of colonization especially of the United States a country that presented viable potential for the development of agriculture. When the British colonized the United States, they fostered the growth and spread of the agrarian revolution into the United States as they engaged in extensive agricultural activities. Large tracts of land in both the north and the south of the country exhibited conducive climatic features that would sustain agriculture (David and Steven 290). Despite the existence of large tracts of land, the British required labor to facilitate the growth of agriculture in the country. Slaves were the only cost effective source of labor. As such, the British colonizers instigated slave trade. They coordinated with merchants in different parts of Africa who raided communities and kidnapped the unorganized Africans forcefully before shipping them to the United States among other European countries. The African slaves were cheap and therefore offered an affordable source of labor to enhance the agricultural production. In the United States, slave trade grew to become an important trade and a powerful institution in the country. The colonial government of the United States developed effective infrastructure to enhance the development of the trade in the country to become a powerful institution in the country. The structures persisted even after the country’s independence especially in the form of internal slave trading within the cou ntry. Among the key factors that enhanced the growth of slave trade in the country was the need for labor,