Technetium Facts - Periodic Table of the Elements

Technetium (Masurium)Â   Atomic Number: 43 Symbol: Tc Atomic Weight: 98.9072 Discovery: Carlo Perrier, Emilio Segre 1937 (Italy) found it in a sample of molybdenum that had been bombarded with neutrons; erroneously reported Noddack, Tacke, Berg 1924 as Masurium. Electron Configuration: [Kr] 5s2 4d5 Word Origin: Greek technikos: an art or technetos: artificial; this was the first element made artificially. Isotopes: Twenty-one isotopes of technetium are known, with atomic masses ranging from 90-111. Technetium is one of two elements with Z 83 with no stable isotopes; all of technetiums isotopes are radioactive. (The other element is promethium.) Some isotopes are produced as uranium fission products. Properties: Technetium is a silvery-gray metal that tarnishes slowly in moist air. Common oxidation states are 7, 5, and 4. The chemistry of technetium is similar to that of rhenium. Technetium is a corrosion inhibitor for steel and is an excellent superconductor at 11K and below. Uses: Technetium-99 is used in many medical radioactive isotope tests. Mild carbon steels may be effectively protected by minute quantities of technetium, but this corrosion protection is limited to closed systems because of technetiums radioactivity. Element Classification: Transition Metal Technetium Physical Data Density (g/cc): 11.5 Melting Point (K): 2445 Boiling Point (K): 5150 Appearance: silvery-gray metal Atomic Radius (pm): 136 Covalent Radius (pm): 127 Ionic Radius: 56 (7e) Atomic Volume (cc/mol): 8.5 Specific Heat (20Â °C J/g mol): 0.243 Fusion Heat (kJ/mol): 23.8 Evaporation Heat (kJ/mol): 585 Pauling Negativity Number: 1.9 First Ionizing Energy (kJ/mol): 702.2 Oxidation States: 7 Lattice Structure: Hexagonal Lattice Constant (Ã…): 2.740 Lattice C/A Ratio: 1.604Â   Sources: CRC Handbook of Chemistry Physics (18th Ed.)Crescent Chemical Company (2001)Langes Handbook of Chemistry (1952)Los Alamos National Laboratory (2001)

The Story of an Hour by Kate Chopin - 596 Words

In â€Å"The Story of an Hour,† Kate Chopin focuses on the idea of freedom throughout the story. Mrs. Mallard is a lonely wife who suffers from heart trouble. She is told by her sister Josephine and her husband’s friend Richards that her husband has passed away in a train accident. She locks herself in a room expecting to be devastated, but instead feels freedom. Later, she exits her room and her husband walks through the door, causing her to die of a heart attack. Chopin uses this story to demonstrate that too much freedom is often dangerous. Mrs. Mallard is not a positive character. She is portrayed as lonely, tired, and depressed. She is the character who holds the story together. She is the protagonist and everything in the story seems to revolve around her. She is well taken care of by the other characters because of her heart disease. Louise Mallard is also described as â€Å"young, with a fair, calm face,† which tells the reader that she is not only young, but she is also a calm and relaxed person (288). It does not seem like she worries much. From the story, one can tell that the reason she is tired and sad is that her life has become a never- ending circle. She lives the same routine every day of her life. There is nothing exciting about it in her mind. She feels exhausted to have to go through her day. Living a normal day should not be something one dreads, but once every day starts to feel the same, the sense is overwhelming. After Louise Mallard finds out about theShow MoreRelatedThe Story Of An Hour By Kate Chopin1241 Words   |  5 Pagesâ€Å"The Story of an Hour† by Kate Chopin is a wonderful short story bursting with many peculiar twists and turns. Written in 1894, the author tells a tale of a woman who learns of her husband’s death, but comes to find pleasure in it. Many of the elements Kate Chopin writes about in this story symbolize something more than just the surface meaning. Through this short story, to ld in less than one thousand one hundred words, Kate Chopin illustrates a deeper meaning of Mrs. Mallard’s marriage with herRead MoreThe Story Of An Hour By Kate Chopin855 Words   |  4 PagesThe Story of an Hour In the â€Å"Story of an Hour† by Kate Chopin, is about pleasure of freedom and the oppression of marriage. Just like in Kate Chopin’s story, inside most marriages, even the ones that seem to be the happiest, one can be oppressed. Even though, one might seem to be happy deep inside they miss the pleasure of freedom and living life to the fullest. Just like, in this story Mrs. Mallard feels trapped and when she hears about her husband’s death she first feels distraught, but ultimatelyRead MoreThe Story Of An Hour By Kate Chopin1457 Words   |  6 PagesEmotions and Death Everyone who reads a story will interpret things slightly different than the person who reads it before or after him or her. This idea plays out with most every story, book, song, and movie. These interpretations create conflict and allow people to discuss different ideas and opinions. Without this conflict of thought there is no one devoting time to debate the true meaning of a text. Kate Chopin’s â€Å"The Story of an Hour† tells about a woman who is informed of her husbands deathRead MoreThe Story Of An Hour By Kate Chopin987 Words   |  4 PagesIn Kate Chopin’s short story, â€Å"The Story of an Hour† reader’s see a potentially long story put into a few pages filled with rising action, climax and even death. In the beginning of the story, character Louise Mallard, who has a heart condition, is told of the death of her husband by her sister and one of her husband’s friends. Afterwards Mrs. Mallard is filled with emptiness and then joy of freedom. This joy of freedom is actually what consequently leads to her death in the end when she discoversRead MoreThe Story Of An Hour By Kate Chopin1061 Words   |  5 PagesThroughout the short story, â€Å"The Story of an Hour†, readers are introduced to characters whose lives change drastically in the course of this writing. Through Kate Chopin’s story we can identify many different themes and examples of symbolism in her writing. Chopin’s choice of themes in this writing are no surprise due to the time frame of which this story was written. Chopin often wrote stories with of women’s rights, and is noted as one of America’s first open feminists. As this story of an ill, helplessRead MoreThe Story Of An Hour By Kate Chopin972 Words   |  4 Pagesâ€Å"The Story of an Hour† by Kate Chopin expresses Ms. Mallard’s feelings towards her husband’s death in an appalling train accident. Due to her bad heart, her sister Josep hine had to be the bearer of bad news and approach his death gently to her. According to the quote, â€Å" But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought†, it lets us know thatRead MoreThe Story Of An Hour By Kate Chopin998 Words   |  4 Pagesâ€Å"The story of an hour† by Kate Chopin was a story that was ironical yet profoundly deep. As a student I have been asked to read â€Å"a story of an hour† many times, and every time I’m surprised by how I enjoy it. People can read thousands of stories in their life times and only a handful will every stand out to them, stories that can draw out an emotion or spark a thought are the ones that will standout more. For me and â€Å"a story of an hour† the thought of freedom is what draws me the most as a teenageRead MoreThe Story Of An Hour By Kat e Chopin1542 Words   |  7 PagesIn the short story, â€Å"Story of an Hour†, Kate Chopin writes about a woman with heart trouble, Mrs. Mallard, who, in finding out about the death of her husband, Mr. Mallard, experiences some initial feelings of sadness which quickly transition into the exhilarating discovery of the idea of a newfound freedom lying in front of her. When it is later revealed that her husband is not actually dead, she realizes she will not get to taste that freedom. The devastation kills her. What Mrs. Mallard goes throughRead MoreThe Story Of An Hour By Kate Chopin886 Words   |  4 Pages In Kate Chopin â€Å"The Story of an Hour†, the reader is presented with the theme of prohibited independence. In Kate Chopin â€Å"The Storm†, the scenery in this story builds the perfect atmosphere for an adulterous affair. The importance of these stories is to understand the era they occurred. Kate Chopin wrote stories with exceptional openness about sexual desires. In â€Å"The Storm†, a short story written by Kate Chopin in a time when women were expected to act a certain way and sexual cravings was consideredRead MoreThe Story Of An Hour By Kate Chopin1540 Words   |  7 PagesIn Kate Chopin’s â€Å"The Story of an Hour†, the main character, Mrs. Louise Mallard, is a woman with a heart problem that gets horrifying news that her husband has passed away in a train crash. When she starts thinking about her freedom, she gets excited; she is happy to start her new, free life. However, a few hours later her husband walks in the door and she finds out it was all a mistake. When she realizes her freedom is gone her heart stop and she then dies. In â€Å"Desiree’s Baby† Desiree is an orphaned

Causes and Effects of the War of 1812 Free Essays

Causes and Effects of The War of 1812 The nineteenth century brought major change to The United States turning it from a developing country into a world power. The addition of Alaska, Oregon, Texas, and Florida, the Mexican Cession and The Louisiana Purchase made The United States a world power. The War of 1812 catalyzed this great expansion. We will write a custom essay sample on Causes and Effects of the War of 1812 or any similar topic only for you Order Now There were four main concerns that led to The War of 1812. Maritime and trade issues, the Embargo Act, territorial expansion, and War Hawks. Although they were major concerns, one alone did not start up the war. â€Å"On June 18, 1812, the United States declared war against Great Britain. In what is often called America’s second revolution, the countries were locked in a series of battles for more than two years, which led to few gains on either side. It was one of the most unpopular wars in American history; when its treaty was signed on December 24, 1814, diplomats agreed that the countries should return to the situations they were in before the start of hostilities. † The troubles with maritime and trade issues on the high seas could have been the biggest concern. As America increased in it’s foreign affairs it began to effect Great Britain and France and their on going quarrel. So President Jefferson declared The United States a neutral power. However this tactic did not work because Britain felt anyone trading with France was an enemy. So from 1803 until 1812 Britain impressed approximately 10,000 Americans, forcing them to work on British ships. And in 1805 Britain decided in The Essex Case that any American commercial ship traveling between enemy or neutral ports will be seized. When word of this British interference and impressments of sailors came back to America citizens were outraged and anti-British feelings began to rise. The Embargo Act was signed on December 22,1807 by Congress under President Jefferson. As a result of tension between Great Britain and France and the risk of losing American ships to either side this act was passed to ban all foreign trade. There was talk of amending the Non-Importation Act and The Secretary of the Treasury Albert Gallatin even suggested going into a full out war, but Jefferson failed to see the benefit of a restrictive economic policy like the Non-Importation Act and preferred a peaceful end. Although it was a noble idea to end the tension with a peaceful means, the act failed to make Great Britain and France respect American rights. The Embargo Act ended up affecting everyone at home more than it did Great Britain or France. The economy of The United States started spiraling downward since the act passed, and the smuggling trade began to increase. â€Å"Although it was successful in averting war, news of evasions and other such negative consequences of the Embargo forced Thomas Jefferson and Congress to consider repealing the measure. The American economy was suffering and the American public opinion was not in support of its continuation. Ultimately, the embargo failed to have a significant effect on the British. Goods still reached Great Britain through illegal shipments; British trade was not suffering as much as the framers of the embargo had intended†. The act only had a major effect at home; making Americans furious Britain would not open up free trade. Britain began to see the increasing tension between themselves and the United States, so British officers in Canada began making friends with Indians residing in the Northwest region of The United States. It was easy for Britain to befriend the Native Americans because they felt threatened by Americans and their desire to push westward, and take their land. One of the greatest Indian chiefs in North American history, a Shawnee chief, Tecumseh, prepared to protect their land. He began by traveling the Mississippi valley as far south as Tennessee looking for assistance to create an Indian confederacy strong enough to fight the Americans. He enlisted his brother, Prophet, to begin to unite the tribes of the west to fight against Americans. A disagreement broke out over an American purchase of three million acres of land in Indian Territory. In a battle outside of Prophet’s town of Tippecanoe River, Prophet foolishly decided to attack American militiamen while they were sleeping. The town was torched in the battle that followed, and years of planning and organization was wasted. After this incident in June 1812, Tecumseh and a small company of Native Americans joined the British at Amherstburg. During the war, American’s called for an invasion of Canada mainly because the support the British gave to American Indians. In the Battle of Thames, Tecumseh died and an American victory is gained. The War Hawks were a number of young representatives voted into the twelfth congress. They were typically people from southern and western states like Henry Clay, Speaker of the House at the time, John Calhoun of Kentucky and Langdon Cheves of South Carolina who spoke in Congress advocating going to war with Great Britain. They believed it was our right to expansion, and declared that a thousand Kentucky riflemen could take on Canada alone. They expected the war to be short, considering the British were in Europe fighting Napoleon. Although opposed by the Federalist of New York, New Jersey, and most of New England, on June 18, 1812 James Madison declared war on Great Britain. â€Å"However the War Hawks had displayed much more energy in talking about war than in planning and preparing for war. At the beginning of hostilities there were about 7,000 men in the regular forces and these were commanded by senior officers who were old, incompetent or lacking in experience. Congress had voted for war, but seemed reluctant to spend the necessary funds upon equipment and supplies. A bill introduced into Congress with the purpose of increasing the size of the American Navy was turned down by the members. Volunteer soldiers were badly fed and disgracefully clothed. In winter, the unfortunate sentries who patrolled the Canadian-American border shivered and shook on duty because they lacked overcoats. † Some historians say the war hawks are the ones to blame for the war, because they wanted to wage a war knowing the United States military was inadequate at the time. The war ended December 24,1814 with The Treaty of Ghent. Not a single senator voted against peace. Although the war did not have much effect at the time, besides gaining land conquered during battle, the effect of the War of 1812 would become grate. After the war, America gained international respect for resisting Great Britain’s control for the second time in less than forty years. Also, marking the last armed conflict between the two countries. Not only did the war prove the United States military, but also it’s army. It gave The United States battle tested leaders, and the opportunity to train servicemen; which proves to be needed to expand by land acquisitions from the Spanish-American and Mexican-American Wars. The British blockade leading up to the War of 1812 strengthened the United States economy by requiring workers to manufacture most goods normally imported, diminishing foreign dependence. After the federalist did not support the war and were considered traitors for attempting to secede at the Hartford Convention, the party was destroyed. The end to this party marked an era of Good Feeling for the United States, since they did not have to deal with inter-party disputes. â€Å"Manifest Destiny†, America’s destiny to span from the Atlantic to the Pacific, would not be possible without the courage and wisdom The War of 1812 gave America. The military would not have be what it is today without taking off the way it did after the war, or the nationalism Americans felt and have been able to span the difference between the oceans. Many nations saw how The United States struggled but kept holding on throughout the war to come to a peaceful agreement. By showing this, America became a force to be reckoned with and would prove to be a world power. Bibliography â€Å"American History Timeline- War of 1812. † Accessed November 20, 2011. http://americanhistory. about. om/od/warof1812/a/war-of-1812-timeline. htm Dooley, Patricia L. â€Å"The Declaration of the War of 1812. † The Early Republic: Primary Documents on Events from 1799 to 1820. Santa Barbara, CA: Greenwood, 2004. ABC-CLIO eBook Collection. Web. 27 Nov 2011 â€Å"Embargo of 1807,† Accessed November 20, 2011, http://www. monticello. org/site/research-and-collections/embargo-1807. Volo, Dorothy Denneen, James M. Volo. â€Å"WAR HAWKS. † Enc yclopedia of the Antebellum South. Santa Barbara, CA: Greenwood, 2000. ABC-CLIO eBook Collection. Web. 28 Nov 2011. â€Å"War of 1812, 1807. Accessed November 20, 2011. http://www. u-s-history. com/pages/h2621. html â€Å"War of 1812. † Accessed November 20, 2011, http://www. warof1812. ca/intro. html â€Å"War of 1812: Battle of the Thames. † Accessed November 20, 2011, http://www. historynet. com/war-of-1812-battle-of-the-thames. htm ——————————————– [ 1 ]. â€Å"Embargo of 1807,† accessed November 20,2011, http://www. monticello. org/site/research-and-collections/embargo-1807. [ 2 ]. â€Å"War of 1812. † Accessed November 20, 2011, http://www. warof1812. ca/intro. html How to cite Causes and Effects of the War of 1812, Essay examples

Market Matching Principle and Concept †Free Samples to Students

Question: Discuss about the Market Matching Principle and Concept. Answer: Introduction: Sources of funds means the areas from which we can arrange funds or can raise funds. There are many sources like market sources of shares or institutions like Banks, NBFCs etc. Application of funds means where we have applied that funds. In financial terms, Sources are also known as Liabilities side of the balance sheet and application of funds denotes asset side of the balance sheet. Now below we have a look at the Sources and application of funds of Tata Motors Limited. SOURCES OF FUNDS: In the balance sheet of Tata Motors limited, there are sources of which they have raised funds i.e. Equity Liabilities. Following are more details of Equity Liabilities: Equity: It is also known as shareholders funds. In other words, these are the funds of shareholders which have been invested in the business. The amount of equity is Rs. 679.18 Cr as at 31-3-16. Shareholders include outside public and also the shares held by promoters. Shareholders invest in the business in the form of shares just to earn investment income in the form of the dividend. As the company has issued 3395680306 ordinary shares So, Issuing of shares to raise funds is a market instrument through any company can issue shares but that has to be listed on stock exchange. Shareholders only invest in the company if the companys financials are strong. Generally, people look for EPS etc. Reserve Surplus: This is the balance of profit cumulative from previous years. This also belong to the shareholder as ultimately the money which is being used in the business belongs to shareholders and they have right on Reserve Surplus. As at 31-3-16 it is Rs 21688.90 Cr. The Company usually declares the dividend from current year profits, and if current year profits are not sufficient, then I can use Reserve and surplus. Liabilities: There are two types of liabilities, one is current Liabilities and other is Non-Current liabilities. Current liabilities are those liabilities who are to be paid with in time span of 1 year and non- current liabilities are those which are to be paid after one year. These are also part of sources of funds as we have to pay to the parties from whom we have bought some material for the business or hired services for the smooth running of business. Short- term borrowings include short term loans etc; trade payables include creditors for materials or for services. These are generally to be paid within 1 year. It also includes provisions and other current liabilities. As at 31-3-16 Current liabilities are 17751.06 Cr and non-current liabilities are 12307.11 Cr. The company should raise long- term debt considering its financials so that its debt-equity ratio does not get affected because it gets affected by raising of debt or equity. Higher the debt higher will be the ratio and bad it is for the company. This shows that company has lower amount of its owned funds than borrowed funds which are not good for liquidity of the company as higher the debt higher will be the interest cost. Interest cost is fixed. It has to be paid and it gets priority over the shareholders. APPLICATION OF FUNDS: The application of funds are known as assets of the company. In simple words where they have applied the money invested in the business is the application of funds. They can be in the form of Fixed Assets, Current Assets etc. Following are more non- current and current assets: Non- current assets: These are those assets which are not going to be realized within 1 year. It includes Fixed Assets of Rs 22244.86 Cr as at 31-3-16 and other than that there is long term investment of Rs 16975.46 Cr. and some long term loans advances. Fixed Assets include Plant machinery, Motor vehicles, land building, etc. There are under fixed assets because they are not going to be realized within the year though we claim the depreciation because those assets which are being used for business purpose and we are earning income from it gets depreciated. Non- current assets should be a productive one. It should not be only for claiming depreciation as if affects return on total assets. More will be the productivity of non-current assets higher will be the return on assets and higher will be the financial strength of the company. Current Assets: These are those assets which are to be realized with in time span of one year. It includes Inventories, Trade receivables, cash bank balances, current investments etc. Current assets should be higher than current liabilities and that will improve current ratio and current ratio defines the liquidity position of the company. Tata Motors figures of current assets are as follows: As it can also be seen that under current assets, trade receivables has been booked because of matching principle though, company has not received payment for it. As we have booked sales and earned income for it so simultaneous expense like of sales commission etc though not paid has to be debited to profit loss account. Conclusion: There are many methods of raising funds like of share capital, short term borrowings etc. We can use either market sources like share capital, options Futures etc and non-market like of banks other financial institutions. Recommendation: Every company should borrow funds either from the market or from the non-market sources but there should not be excess borrowings because that will increase the debt-equity ratio of the company and that will have a bad impact on the investors. References: Reference for Business, Money Market Instrument, viewed 28 April 2017. https://www.referenceforbusiness.com/encyclopedia/Mor-Off/Money-Market-Instruments.html. Accounting- Simplified.com, Matching Principle Concept, viewed 28 April 2017. https://accounting-simplified.com/financial/concepts-and-principles/matching.html. Tata Motors Ltd, Annual Report, viewed 28 April 2017, https://www.tatamotors.com/investors/financials/71-ar-html/pdf/Funds-Flow-Last-Five-Years.pdf.

Believes is a Verb

Believes is a Verb Believes is a Verb Believes is a Verb By Maeve Maddox Some bloggers, academics, and authors with books on Amazon seem to be confused about the verb believe and the noun belief. Here are just four examples: INCORRECT: Manobo Religious Believes and Practices- title of paper published at Academia.edu. CORRECT : Manobo Religious Beliefs and Practices INCORRECT: A recent study examines how religious and spiritual believes can impact our health in different ways.- Science World Report. CORRECT : A recent study examines how religious and spiritual beliefs can impact our health in different ways. INCORRECT: Awakening of Religious Believes of Islam- Facebook page title. CORRECT : Awakening of Religious Beliefs of Islam INCORRECT: Why do I mention believes, I really mean  religious believes, because more or less we have been forced to belief that a supernatural world doesnt exist, or it is a  world where only god’s reside.- Paul J. Linke, The Conspiracy Rhetoric of Mankind, Xlibris, 2012. CORRECT : Why do I mention beliefs, I really mean  religious beliefs, because more or less we have been forced to believe that a supernatural world doesnt exist, or it is a  world where only gods reside. Believe is a verb. Its principal parts are believe/believes, believed, (has) believed. Belief is a noun. Paul Brians (Common Errors in English Usage) sums up the difference nicely: People can’t have religious â€Å"believes†; they have religious beliefs. If you have it, it’s a belief; if you do it, you believe. 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 Misused Words category, check our popular posts, or choose a related post below:How to Format a UK Business LetterAnyone vs. Everyone"To Tide You Over"

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buy custom Bilingual Education essay Introduction There is no doubt that being a bilingual has several advantages especially in the United States where there are numerous people from all regions of the world and from all races. A language like Spanish is widely spoken in the United States especially in the southern states (Garcia, 2008). I fact most individuals have realized knowing a second or even third language has significant advantages especially when it comes to issues of employment and increased opportunities. Essentially, bilingual education is a term or concept that has a both generic and specific meaning with regard to children who do not know English. It entails the presence of two instructional languages in educational institutions. Bilingual education programs can be considered as either subtractive of additive depending on their linguistic goals, depending on whether students are encouraged to augment linguistic range or to replace their native languages with the majority language (Baker , 1981). Most importantly, bilingual education assists students who have a language other than English in their homes and need to learn English. Additionally, English specking students can also endeavor to learn English with the aim of becoming proficient in more than one language. Bilingual education has various benefits, which include improved cognitive ability; increased chances of employment; and it increases an individuals understanding of the native language. The primary purpose of this research paper is to provide a detailed and insightful analysis of the advantages of bilingual education. Cognitive Benefits There is a very close association between bilingual education and increased levels of thinking. According to Bialystok (1991), several positive gains or advantages are associated with the learning of a second language especially in childhood. Bilingualism has been established to foster and promote concept formation, creativity, classification skills, visual-spatial skills, analogical reasoning and other critical cognitive gains. However, all these advantages can only be accrued on condition of fluent bilingualism, that is, particular levels of fluency have to be attained by the students in both languages for them to realize the positive cognitive benefits of bilingualism (Baker, 2006). In addition, by knowing two or more words for one idea or subject, bilingual individuals may possess increased cognitive flexibility. For example, the knowledge of two words-one in welsh and the other in English, for a single subject or concept (school) can bolster an individuals concept and perception of school. In welsh; the word ysgol can refer to wither a ladder of school, therefore knowing the word school in Englih and ysgol in welsh provides the learner or student with the opportunity to have the conception of a school as a ladder (Baker, 2006). Further, bilingual students demonstrate greater and advanced story telling ability and this can be attributed to the fact that they are less bound by words and more flexible in thinking because they can express themselves in two languages. Bilinguals are often very conscious of which language to speak in specific situations and circumstances; therefore, they are more sensitive and responsive to the needs of their listeners as compared t o monolingual individuals. Baker (2006) posits that bilingual education bolsters and enhances an individuals intellectual growth and development. It augments a persons mental development. In fact, research suggests the bilinguals are better at taking IQ tests as compared to monolinguals. Building on the childrens previous skills Ideally, Effective learning makes uses of the skills already possessed by the students as the foundation of building fresh skills and acquiring new knowledge. The need to enhance the previous experiences of young children is a fundamental principle of early childhood education in several regions of the world. Within this setting, there is a crucial collaboration between caregivers, parents and early childhood educators (Baker, 2006). Most educational settings strive to develop some level of continuity between the home and school learning. In fact, some of these institutions find creative ways of working hand in hand with guardians or parents who are not English speaking. Some of the educators when faced with different cultures and languages struggle and eventually lower their overall expectations of minority children may perceive discontinuation as an unfortunate yet unavoidable characteristic of contemporary schooling (Garcia, 2008). A considerable number of students or children join school with primary language skills in their native languages or English. Therefore, the very crucial for the teachers to incorporate and use those skills to assist the students develop and expand the requisite academic competencies necessary for a successful life (Garcia, 2008). The educators should be able to recognize and understand the abilities of their new students with the aim of using these abilities as the starting points for considering what the students can do and how to ensure that all the students are benefiting from the learning process. Subsequently, all the potential bilingual children need sustained and significant opportunities to approach their learning in their native or home languages. By building on their prior skills and knowledge and by using their native languages, students or children are provided with the contextual basis that enables them to maintain the pace with their contemporaries while equipping thems elves with the language they will critically need to interact effectively and efficiently in the current society (Rossell et al., 1996) More Job Opportunities There is no doubt that bilingual education enables advancement in two languages and this can prove to be very beneficial in offering future employment advantages and benefits to all the involved students. The demand for individuals who can speak and write in multiple languages is increasing significantly across in a variety of careers and industries, and workers with bilingual proficiency are definitely the potential beneficiaries. The population of Asians and Hispanics is growing steadily within the American society and is expected to triple over the next 40 years (Baker, 2006). Within this evolving and transforming cultural picture, bilingual workers in various trades or careers become more invaluable. For example, opportunities for Spanish speakers can be found in fields such as social work, business, finance and healthcare. In the west coasts, individuals who have the capability to speak in Japanese are also becoming very useful for employers in different industries. The need for bilingual workers is rising significantly is careers such as translation, tourism, healthcare and trained bilingual individuals are getting more career opportunities than ever. Further, research suggests that bilingual workers may earn higher salaries as compared to their monolingual counterparts of equal qualification (Garcia, 2008). Conclusion In conclusion, bilingual education means having two instructional languages within the educational institutions. The benefits of bilingual education are evident in both the professional and social lives of the involved students. I support bilingual education because it has the advantage of offering an increased sensitivity to language, added creativity in thinking and cognitive development; and increasing an individuals understanding for native language. Moreover, bilingual education has the benefit of offering future employment advantages and benefits to all the involved students. The need for bilingual workers and employees is increasing considerably is careers such as translation, tourism, healthcare and trained bilingual individuals are getting more career opportunities than ever before. Even though bilingual education has some disadvantages, the advantages far outweigh the disadvantages. Buy custom Bilingual Education essay

Biblical Criticism Essay Example | Topics and Well Written Essays - 1250 words

Biblical Criticism - Essay Example Biblical criticism is the general term referring to the scholarly investigation and study of biblical scriptures seeking to base grounds for discerning judgment concerning the writings. The discipline studies compositional, historical, and textual questions concerning the Old and New Testaments. In the preceding century, biblical criticism was divided into higher and lower criticism. Higher criticism concerns the study of the history and composition of biblical passages, while lower criticism concerns with closer examination of biblical texts to determine their correct or original meaning (Frigge 15). This paper seeks to discuss the forms of criticism in five ways: source, form, narrative (textual), historical and redaction. Initially, the scholars of the bible tried to harmonize the scriptures and gospels, an argument evident from the harmonization of the two narratives. Instead of harmonizing the gospels, Griesbach established parallel synoptic. The result was an ensuing question r egarding the accountability of the difference and similarities of the two gospels. This led to source criticism, with scholars trying to pin down the relationship between the sources and the synoptic gospels. Griesbach put forth an argument that Matthew was written before Mark citing the Jewish contents as the basis of the argument, but many scholars opposed the argument arguing that the book of Mark abbreviates Matthew (Frigge 68). The theory of Griesbach follows that of St Augustine, a Matthean priority proponent. On the other hand, modern scholars uphold the Markan priority and the source or framework being Mark. According to Taylor, Mark is more probable to be the source, as Luke is a quarry of stone for expanding an already existing establishment. Nevertheless, the proposal did not accurately account for the similarities between Luke and Matthew, which eventfully do not appear in Mark. H. J. Holtzmann put another source criticism theory forth in 1863. The two-source theory, Mar k Source ‘Q’ Luke Matthew, suggested that Matthew and Luke used marks to denote sources, and another common source ‘Q’. B. H. Streeter based his four-source theory on Holtzmann’s theory, with the additional argument that Matthew and Luke had some original contents in them. The four source include Mark, source ‘Q’, special M (unique material by Matthew), and special L (material unique to Luke). These theories however do not solve the mystery in its entirety. Occasionally, Matthew and Luke tend to agree with each other but against Mark. The explanations to these may be theological, traditional, or probably a different interpretation of ‘Q’ differently by Mark. Another possible argument is that one (most likely Luke) was more dependent, unlike Mark. There are also scholarly questions regarding the omission of some parts of Mark in Matthew and Luke, like the account of Jesus walking on water. Some scholars in theology, like Russ ell, believe that the omissions are not surprising. According to them, there is a possibility that each evangelist did some omission to best suit their Christological and theological needs and perspectives (Frigge 93). Another major setback in source criticism is the lack of evidence for source ‘Q’. A majority of theology specialists agree that Luke was using Matthew, as there is more Luke in Matthew than the other way round. Nonetheless, there is still the question concerning the reasons why Luke left the additions made by Matthew to Mark. At this point, the only possible conclusion is that there were different interpretations of the same source. However, existence and contents of Paul’