Church of the Sagrada Familia | Architecture Analysis

Church of the Sagrada Familia | Architecture Analysis Apertures of Ascension: Style and Design in the Sagrada Familia by Antoni Gaudi The church of the Sagrada Familia, perhaps more than any of Gaudi’s earlier works, expresses his belief that a ‘mystic symbolism inhabits the form of architecture.’ (Schmutzler 1962, 212). The church was a lifetime commission and remained uncompleted upon his death in 1926 a reflection of the ambition and scale of the project. It has been described as the most important ecclesiastic building since the late eighteenth century (Schmultzer 1962, 227) with its most poignant features being the rich decoration and towers with their Expressionist shape and form. On the approach the eye is caught by the spindle-shaped towers ascending to differing heights. They were designed to represent the twelve Apostles, the Evangelists, Mary, with the tallest representing Jesus. One is immediately aware of the importance of verticality in Gaudi’s design both in the exterior and interior. The towers are yet to be completed, with work currently underway on constructing the tower of Jesus. However, the finished towers are strikingly tapered, standing proud against the skyline. Gaudi was a great believer in the importance of spiritual meaning in architecture and this is reflected in the placing of a symbol of each apostle on the highest point of each tower on the meeting place between the sky and the extent of the structure. The towers are decorated with Hosanna, Excelsis, and Sanctus, and the doors of the Passion faà §ade reproduce words from the Bible in different languages. Yet the placing of the symbols in such a prominent position is paramount here as it suggests that a language of symbols, without words, is the ultimate form of communication between man and God. In the model of the Sagrada Familia (see below) we see the tower of Jesus bearing the symbol of the cross itself pointed and finite: Source: http://en.wikipedia.org/wiki/Sagrada_familia This image of the structure tapering to a single point, with all its supporting towers, illustrates Gaudi’s belief in the human effort to have faith in the single, omnipotent presence of God. This sense is conveyed upon entering the church when one becomes fully aware of the monumental scale of the structure and the diversity of forms which are incorporated into the design. Gaudi wanted to disassociate himself from the Gothic features of existing cathedrals, such as Chartres, where flying buttresses and external buttresses are an expected feature. The interior arches are thus not common in western architectural tradition and use non-circular shapes, called ‘parabolic’ or ‘catenary.’ (Huerta 2006: 324). The arches of the interior and the towers of the exterior both seek the same lines of ascension. Furthermore, there is a twofold sense of the infinite in both the interior and exterior design: firstly, the fact that the plans for both inside and outsid e have still not yet been executed illustrates how Gaudi’s ideas transcended the timeframe in which he had to work and might even exceed the 100th anniversary of his death. Secondly, it is evident that Gaudi wanted the finished Sagrada Familia to be a structure of indefinite permanence this can be seen in his use of weight bearing columns instead of flying buttresses. He refused to use the gothic buttresses, stating that they were akin to the ‘crutches of a cripple.’ http://www.gaudiclub.com/ingles/i_vida/i_sagr2.asp. Furthermore, the fact that his buttresses were inside the building was imperative to him, as they avoided being subjected to the elements, which would have accelerated their deterioration and threatened the building’s permanence. There is perhaps even a symbolic meaning to this inclusion of the buttresses: it might suggest that spiritual strength in a human being as well as a building is internal and people should look within themselves for the way to communicate with God and not to others, or the material world. The Sangara Familia appears from the outside as a slender, insurmountable form, with the towers having an organic texture, like that of a honeycomb or wattle. This might be Gaudi suggesting that the natural world is imbued with spiritual importance with features such as the honeycomb having an intrinsic place within God’s design. As it has been said of Gaudi’s work, ‘artifice is made to resemble nature and nature to resemble artifice; contradictions are harmonized; planes, lines and intersections are constrained; the subtle and the hazy are cast in bronze and set in stone; music is injected into the solid, colour into the air, and even soul into mathematics. (Cassou et al 1962, 23). This tendency of Gaudi’s to decorate and design using natural imagery is continued in the interior with a richness of decoration and the inclusion of spiral staircases in the apse and bell towers. In the windows of the apse there are many features which are inspired from natur e, and are enhanced by light and shade contrasts. http://www.sagradafamilia.org/eng/index.htm. The subtle play on light in the interior is developed more expressively on the extravagant and diverse exterior facades, where the Nativity spires have colourful textured surfaces made of Gaudi’s technique of using mosaic tiles and broken Venetian glass. Figures of an emancipated Christ are juxtaposed against this rich decoration. Indeed, Gaudi has been described as not just an architect, but as a sculptor too, possessing the ‘ability to imbue structures with sculptural qualities, to conceive of architecture as a large shape that can be experienced tactually.’ (Collins 1962, 10). Yet his techniques differ considerably from one part of the church to the next. In the inner faà §ade of the transept we see geometrically pure, rectangular, rectilinear, or cubic forms (Schmutzler1962:,227), radically different to the prismatic external towers. It is as if he wanted his building to be prophetic, to see beyond the time of which it was born to the more dynamic eras ahead. This is reflected in his diverse style and his intention for the building to be illuminated at night to ‘proclaim the Almighty God.’ (Collins et al 1962, 161). He thus gave the spires openings where searchlights were to be installed, focusing on a huge cross on the central cupola and on the street below, reflecting his wish that the building’s presence could be felt and seen by all those in its vicinity, and for a long time to come. Bibliography Cassou, J., Langui, E., Pevsner, N., 1962, Gateway to the Twentieth Century: Art and Culture in a Changing World. New York: McGraw-Hill Crasemann Collins, C, ( transltr), Christiane Crasemann; Conrads, U., and Sperlich, H.G., 1962, The Architecture of Fantasy: Utopian Building and Planning in Modern Times. New York: Frederick A. Praeger Huerta, S., 2006, ‘Structural Design in the Work of Gaudi.’ Architectural Science Review. Volume: 49. Issue: 4. P. 324+. University of Sydney, Faculty of Architecture Schmutzler, R., 1962, Art Nouveau. New York: Harry N. Abrams URL’S Antoni Gaudi Website. Available from:  http://www.gaudiclub.com/ingles/i_vida/i_sagr2.asp  [Accessed 06/03/07] Online Encyclopaedia. Available from:  http://en.wikipedia.org/wiki/Sagrada_familia  [Accessed 06/03/07] Sagrada Familia information pages. Available from:  http://www.sagradafamilia.org/eng/index.htm.  [Accessed 06/03/07] Spectroscopy of Salicylates | Lab Report Spectroscopy of Salicylates | Lab Report The scenario is that a woman has been stopped by the police due to the condition of her driving. She tells the police that her driving was erratic due to trying to take the lid of a bottle of aspirin which she required for a severe headache. The police could not find the aspirin bottle within the car and the woman then told the police that it got thrown out of the vehicle. Serums samples were taken from the woman to do alcohol and drug tests. Aspirin is an analgesic drug that provides pain relief without causing unconsciousness and anesthesia. Aspirin is used to help with pain, fever, osteoarthritis, inflammatory conditions, migraine headaches and many other things. Salicylates are the main substance in aspirin and this is what is being tested for. To test for this substance visible spectroscopy will be used. Spectroscopy has a variety of methods that are the interaction between light and matter. For this practical the method used is visible spectroscopy via the use of a spectrophotometer. This equipment measures the amount of light absorbed by passing a beam of light through the sample and the amount of light is measured by a detector. This produces an absorbance value which can be used to calculate concentrations. The aim of this test is to calculate the concentration of the serum samples to find out whether the levels of salicylic acid in these samples are toxic or not. Methods and Materials The materials that were used are 0.2mg/ml Salicylic acid, Ferric Nitrate solution, 0.039M HNO3, water and a sample of the womans serum. The equipment used was a spectrophotometer, a graduated pipette and cuvettes. To be able to find out the salicylic acid concentrations of the serum samples, six standard solutions had to be created first. Each standard solution was composed of a combination of H2O, salicylic acid, Ferric nitrate and HNO3 all totalling up to 2ml in each solution. The components of the solutions seen in table 1 were placed into test tubes using a graduated pipette. The solutions were then mixed thoroughly and left for 5 minutes. After five minutes a sample of each solution was placed into cuvettes using the pipette. The spectrophotometer was then set a 540nm.Using solution 1 as the blank; the spectrophotometer was then set to zero. Every other standard solution was then inserted into the spectrophotometer to obtain absorption measurements using the blank as a zero reference. Three 2ml samples of the womans serum were then created using a combination of the materials seen above. The components of the serum solutions were then placed into test tubes at the volumes shown in table 2. These samples were then mixed thoroughly and left for five minutes. After five minutes the samples were then placed into cuvettes, and then the spectrophotometer. The spectrophotometer was again set at 540nm and the serum blank used as the blank. The other two serum samples were then placed into the machine and the absorption results recorded. Results The measurements from the spectrophotometer where recorded and concentrations of Salicylic acid calculated for the standard solution. These concentrations then created a calibration curve to allow the serum sample concentrations to be discovered. The concentrations in table 3 where calculated using C1V1=C2V2. Where C1 is 0.02mg/ml, the original concentration of salicylic acid, V1 is the volume of salicylic acid, C2 is the unknown concentration and V2 is 1ml, the total volume of H2O and Salicylic acid. For example standard 3 has the concentration 0.06mg/ml. From looking at table 1 it is seen that C1 is 0.02mg/ml andV1 is 0.3ml. it is then known that C2 is unknown and V2 is 1ml. The equation is then rearranged to C2 = C1V1/ V2 to produce C2=0.02mg/ml x 0.3ml / 1ml = 0.06mg/ml. The concentration and absorption results are then put into a graph to create a calibration curve. Calibration curve The calibration curve shown in figure 1 was plotted from the results in table 3. This curve was then used to calculate the concentration of the serum solutions. Concentration and absorbance results for the three serum samples The results in table 4 where done as a duplicate to make the results more accurate and reliable but due to an error within the practical. An average was later calculated to correct the inaccuracy created by the error, but ideally the test should have been done with 3 samples. Discussion Using the results from table 4 and the calibration curve from figure one it can be determined if the results agree with the drivers story. The average serum sample had a salicylic acid concentration of 0.116mg/ml. In relation to the standard solutions this result is quite high therefore the results confirm she did in fact take aspirin. From this it cannot be fully determined if the level is toxic or not. Salicylic acid toxicity causes many bio-chemical that target no specific organ. An acute overdose would cause symptoms like nausea, vomiting and tinnitus. If the overdose was chronic there would be symptoms like confusion, fever, hypoxia, dehydration and metabolic acidosis. Other symptoms of toxicity are respiratory alkalosis, alkaline urine and headaches. Comparing the symptoms with the scenario some of the symptoms could explain the reasons for her erratic driving but there still could be other reasons. Serum levels of salicylic acid provide if the ingested amount was therapeutic, toxic or chronic toxicity. A therapeutic level is 15-30mg/ml and a toxic level is 40-50mg/ml. Any serum level above 60mg/ml is a chronic level. To compare the concentration of the serum to toxicity levels the serum concentration must be converted to mg/dl. For this it is need to be known that there are 100 millilitres in 1 decilitre, therefore 0.116mg/ml needs to be multiplied by one hundred. The serum level is then 11.6mg/dl; this level is not a toxic level but does confirm that aspirin was taken at a possible therapeutic level. This confirms that the woman was telling the truth about taking aspirin but does not confirm why her driving was erratic. Other test could also be done to test for salicylic acid, these as urine pH, a bedside ferric chloride test and arterial blood gases. Also high-performance liquid chromatography could be used but this requires time that would not be available in a serious toxicity. Salicylic acid has many related compounds, for example, benzoic acid, phenol, magnesium salicylate and aminosalicylic acid. Test for these could also be done to help determine the source. Conclusion In conclusion the results from the visible spectroscopy show that the woman did not have salicylic acid toxicity even though she did take aspirin. As her levels where not toxic there has to be another reason for her driving. To confirm this more test could be done like the urine pH and the arterial blood gasses. Also test on the related compounds could be carried out to confirm is she did take aspirin or if the levels in of salicylate in her blood are from elsewhere. The next thing to do would be to test for alcohol and other drugs both legal and illegal. Other drugs to test for could be things like cocaine, opiates, amphetamines, marijuana, methadone, tramadol and oxycodone. These could be testing for either through the blood, urine or hair.

‘’Reunion’’ by John Cheever

A. An essay analyzing the short story This essay is going to be an analysis and interpretation of the short story ‘’Reunion’’ by John Cheever. It will begin with a summary of the short story. Afterwards the plot, the conflict and the setting will be analyzed. Then I’ll move on to the characterization, the possible surprise ending and the theme and message. Finally I will draw parallels between the short story ‘’Reunion’’ and the essay ‘’Living With Strangers’’ by Siri Hustvedt. ‘’Reunion’’ is a short story about a boy called Charlie and his last interaction with his father.Charlie was travelling by train from his grandmother’s to a cottage his mother had rented. He would be in New York for about an hour and thirty minutes while waiting for the new train and therefore he wanted to meet his father. He hadn’t seen his father for three years and Charlie was exi ted to see the man he looked up to again. Because of the lack of time, they couldn’t go and see the father’s club, so they had to find a restaurant in the area. They went to four restaurants and they get more or less thrown out of all four. The father in this short story was either really drunk or/and very arrogant.In all occasions he talked down to waiters or behaved bad in one way or the other. In spite of his bad behavior they managed to get a ‘’Beefeater Gibson’’ at one place. It all ended with the father going up to a newsstand, again with a bad attitude, which was the final straw for Charlie who said ‘’Goodbye, daddy’’ and walked towards the station. That was the last time Charlie saw his father. This short story is one big flashback. The whole story is a flashback that concedes chronologically. It starts with a very short introduction in which Charlie just says ‘’The last time I saw my father was in Grand Central Station.’’, and from thereon he tells the story as a flashback.The conflict in this story is the high expectations from Charlie. Charlie admires his father very much, but when he meets him, he’s an arrogant and probably drunk jerk. Three years have gone, since they last saw each other and that is a long time. People can change a lot during three years and this is probably what also happened to the father or else Charlie just remembered him differently. The end shows that the conflict was too much to bear for Charlie as he says ‘’†¦that was the last time I saw my father. ’’.The reason why it was the last time they saw each other is probably because of the disappointment Charlie must have felt. Probably he doesn’t want to see his former ‘’hero’’ anymore, because he actually is a jerk. The setting takes places in New York City or more precisely around the Grand Central Station. Furt hermore it takes place in four restaurants and by a newsstand. It is most likely to take place in the last half of the 20th century. It was first published in 1962, but the scene could still take place today. The fact that Charlie’s parents are divorced also makes the story more modern, since that problem is very common nowadays.Back in that time where it was written it was unusual to be divorced, actually it was almost weird. Now let?s move on to the characterizations. Charlie is the main character and he’s probably a young boy. He lives with his mother, as his parents are divorced. His age is not mentioned, but in the text there is a line that makes him sound young: ‘’I knew that when I was grown I would be something like him’’. This makes the reader picture him as a child as he says ‘’when I was grown’’. But o the other hand later on he drinks alcohol with his father, which makes him seem to be almost a grownup.T o begin with, he looks very much up to his father, that changes and it all ends with him not wanting to be with his father and actually never wanting to see him again. During the story he doesn’t really say much. Of course he’s the narrator, but it is the father who leads the conversations. The father owns a club and has a secretary. He smells of ‘’†¦a rich compound of whiskey and after-shave lotion, shoe polish, woollens, and the rankness of a mature male. ’’. The fact that he smells partly of whiskey suggests that he had been drinking. His behavior could also verify that, as he behaved like an unstable person.He could also just be very, very arrogant as he almost feels that he is more than for example the waiters. He talks down to people and is generally very unpleasant. Neither his name or age is mentioned, but he might be in the mid-forties. The characters are directly told about by the narrator for example in this part of the text à ¢â‚¬ËœÃ¢â‚¬â„¢I smelled my father the way my mother sniffs a rose. It was a rich compound of whiskey and after-shave lotion, shoe polish, woollens, and the rankness of a mature male’’. He describes his father directly with a comment on his smell.It is called ‘’direct characterization’’ The father is a flat character – he remains the same throughout the story. He remains being a jerk, while Charlie is a round character as he develops throughout the story. At first he is excited to see his father again, but he ends up not wanting to ever see him again. We are dealing with a first person narrator, who in this story is the protagonist. The ending could be seen as a surprise ending since Charlie starts being excited to see his father but ends up saying ‘’Goodbye’’ and never wanting to see him again.On the other hand it isn’t really surprising, as the father throughout the story seems very unpleasant and may be even embarrassing to be around. It is a case of argument. The themes in this short story are love, father and son relationship, expectations, abuse of alcohol, disappointment (the grass isn’t always greener on the other side) and the hard word ‘’goodbye’’. The message here must be not to have too high expectations and that people change. Now it’s time to draw parallels between ‘’Reunion’’ and ‘’Living With Strangers’’. These two stories both take place in New York and they both touch the subject ‘’the meeting with strangers’’.In ‘’Living With Strangers’’ the narrator tells us about strange strangers, but in ‘’Reunion’’ Charlie’s father actually is the strange stranger. He marks the people he talks down to, with his boisterousness. They will maybe think back some time of the ‘’drunk/arrog ant jerk, who thought he owned the world’’. Generally these two stories show the two sides of a story. Another parallel could be the ‘’not making a big deal out of something’’. The waiters f. ex. don’t make a big deal out of the boisterousness, they just send Charlie’s father outside. That is the ‘’PRETEND IT ISN’T HAPPENING’’-rule.

Failing Public Education In America Education Essay

The American public instruction system is neglecting on the international graduated table. This is no longer the sentiment of merely a few people ; it is being proved clip and clip once more over the old ages by many bureaus describing upon academic accomplishment of pupils worldwide. In this essay, I will back up my claim that the instruction system presently in topographic point is unequal, and that there are many successful theoretical accounts that could be followed in order to reform our system, and accomplish success internationally. Some of the most successful school systems in the universe, such as those in South Korea or Finland, have immensely different patterns from schools in the United States, in things such as length of school twelvemonth and makings required for pedagogues, and the success from these patterns is much greater relatively. I enjoy larning and I succeeded in the public schooling system, but I can candidly impute about all of that success to personal motive. Of class over the old ages I had a few phenomenal instructors, unluckily, they were immensely outnumbered by instructors who did n't care about the success of their pupils in the least spot. I had instructors like Ms. Leighton and Mrs. Friedman, who inspired me to work harder than of all time before and are my motive to go a instructor. On the other terminal of the spectrum, I had instructors like Mrs. Phillips, who believed the schoolroom was her public forum for touting her spiritual beliefs and dedication upon an waxy group of kids, as opposed to learning English, or Mr. Connell, whose category consisted of nil at all related to Geometry. He would speak his cell phone and topographic point commands for points on EBay, while the pupils were left to their ain devices. I can retrieve from a really immature age that I was actively engaged in school. I loved everything about school, the societal interaction, the new experiences, and particularly the acquisition of cognition. I was non matched in enthusiasm by any of my fellow pupils until the 2nd class. That was when I met Daye. Daye ‘s household had moved here from South Korea merely a couple hebdomads before the school twelvemonth started. Daye completed her work rapidly and expeditiously, and managed to be personable with the instructor and her fellow pupils, even though she was non talking her native linguistic communication. I can candidly state, for a seven twelvemonth old, she was more dedicated to her instruction than any individual I have of all time met, even to this twenty-four hours. Even though I was really immature at the clip, this was the first clip I had of all time felt challenged academically. I was self-motivated to maintain gait with Daye, chiefly because I refused to be 2n d best. And despite the fact that she challenged me, or possibly because of it, she became my best friend. Her household moved off the following twelvemonth, and we did n't maintain in touch. Possibly holding a pen buddy was excessively dashing a undertaking for eight twelvemonth olds, even for childs every bit motivated as us. As I furthered in my instruction beyond simple school, I started to detect a difference in my instructors. The older I got, the less interested they seemed in their occupations. Of class a few instructors were still involved with their pupils, and challenged them to work harder than accomplishing at the course of study ‘s low criterions, but the remainder merely acted as though instruction was merely a manner to pay the measures, and nil else. In the 6th class, I clearly remember one of my instructors, upon being told by a pupil that they could non read, she merely shrugged and walked off. I was smart and a good pupil ; I was besides despairing for the attending of my instructors. I would raise my manus for every inquiry that was asked, merely to have a simple â€Å" right or wrong. † By the clip I reached high school, even I had lost the motive I one time had. I still completed all of my work to the best of my ability, but all of the enthusiasm I one time held for my instruction was gone. Equally shortly as the school allowed, I started taking advanced arrangement and awards categories. There, I found instructors who cared about their pupils, and other pupils who really wanted to larn. The remainder of the school still consisted of all the things I had grown to resent. I ‘m certain I was told about hebdomadal about how my school was rated among the best public high schools in the state, with their star jocks with 3rd grade reading degrees and the D norms required to take part in athleticss or â€Å" honor pupils † with straight A ‘s, three out of their four categories being Gym, Weightlifting, and Fitness Principles, all of which they could take every semester throughout high school. I had found advanced arrangement categories to be an flight from my disappointment each twenty-four hours, but I was non convinced that thi s is what school should be ; I ‘m still non convinced. Over half of my category graduated with awards ; I ‘m certain that was a hard effort sing approximately 90 % of work was graded on completeness as opposed to correctness, but the school bragged about it however. Success of a school should n't be based upon an award winning football squad or the ability for most pupils in classs nine through 12s to go through a trial based on the reading, authorship, and arithmetic accomplishments that should hold been mastered by 6th class. I know from both the statistics and from friends and household that my school is non the lone one of such low quality or substandard patterns, but that it represents our state ‘s public schools as a whole in most instances. My sister Teachs 6th grade math in Baltimore, and has told me on several occasions about how non merely herself, but even English instructors, are non allowed by the disposal to rectify kids ‘s grammar, and that her pupils come to her category with math accomplishments accommo dating that of a 2nd or 3rd grader, but she is expected to hold them prepared for the 7th class by the terminal of the twelvemonth. Teachers at my sister ‘s school are told non to rectify the kids ‘s grammar in fright of aching their feelings, but if no 1 corrects them in school, what are the opportunities that kids form these accomplishments by the clip they enter the work force? Administrative policies, non single instructors, are to fault for the low criterion of instruction. What instructors could genuinely be motivated to learn in a system where wage class is non based upon success or consequences, merely clip physically spent in the schoolroom? The public school system is neglecting both nationally and in single provinces. Among the international rankings every bit late as 2010, the United States ranks fourteenth in reading, 25th in mathematics, and seventeenth in scientific discipline ( Shepherd ) . The United States is non even within the top 10 of any mensural topic. The top five states in the universe for instruction include South Korea, Finland, Canada, New Zealand, and Japan ( Shepherd ) . Twenty-five per centum of United States high school pupils fail to graduate within the allotted four old ages, and as the Miami Herald states it, â€Å" many of those who do graduate are ill-prepared for the demands of college and calling, † ( Bush ) . Why are other states turn outing more successful in their instruction patterns? House Education and Labor Chairman, George Miller, claims, â€Å" The difference between the states at the top of these rankings and the U.S. is that the states who are surpassing us have made developing the best instruction system in the universe a national goalaˆÂ ¦They ‘ve recognized that the strength of their economic system will be inextricably tied to the strength of their instruction system in the twenty-first century, † ( Graves ) . This is evidently support for the fact that instruction should go a greater precedence in this state. As George Miller stated above, a successful instruction system in bend leads to a successful economic system. Any significant addition in quality of instruction would straight ensue in economic addition in the millions, merely in the following few decennaries ( Graves ) . Despite passing some of the highest sums globally on instruction, we are still n on wining, imparting to the thought that the support is non the job, but how it is being put to utilize ( Bush ) . One author, Amy Richards studies, â€Å" 25 per centum of the United States population is functionally illiterate, unable to confer with a dictionary, to read marks or follow basic written waies, † ( Richards ) Based upon recent nose count informations, the population of the United States is about 311,591,917, which harmonizing to Richards ‘ claim, means that there are about 77,897,979 people in the United States entirely that are illiterate ( Google Public Data Explorer ) . That is surely a huge figure of people, and an unexpected figure for such a developed state as the United States. One account as to why precisely our public school systems are neglecting is the being of zero-tolerance policies for regulations within schools, which in bend lead to increased rates of suspension and ejection. Amy Richards cites the illustration, â€Å" Philadelphia provides a perfect instance survey in interior metropolis instruction, throw outing pupils at a rate of three 100 per twenty-four hours. On norm, pupils are about four old ages behind in reading degree in Philadelphia, † ( Richards ) . Higher rates of suspension and ejection mean one thing for the instruction system, less pupils are in the schoolroom acquisition. Richards cites Philadelphia as an illustration, nevertheless the same tendency can be found in inner-city school systems throughout the state. One school system that critics argue is really much the gilded criterion is that of Finland. Finland ranks 2nd in both reading and mathematics severally, but ranks highest in scientific discipline in the universe ( Shepherd ) . One compelling statement for Finland ‘s success in instruction is the fact that private schools do non be, even on the university degree. There are really few independent schools in being, but even those are all publically funded. What this means is that all pupils in Finland are having an equal instruction, that which can non be elevated by any tuition fee ( Partanen ) . Pasi Sahlberg is the manager of the Finnish Ministry of Education ‘s Center for International Mobility and has late authored the book Finnish Lessons: What Can the World Learn from Educational Change in Finland? ( Partanen ) . In an interview about his new book, he cites the deficiency of private schools as one ground for success, but besides includes many strong statements as to why their system is so successful. Some of the patterns that Sahlberg claims are the most successful include the absence of standardised trials, and besides the fact that â€Å" in Finland all instructors and decision makers are given prestigiousnesss, nice wage, and a batch of duty. A maestro ‘s grade is required to come in the profession, and teacher preparation plans are among the most selective professional schools in the state, † ( Partanen ) . Pasi Sahlberg besides brings up thoughts that are n't frequently contemplated as success enabling in the United States such as, â€Å" Finland offers all students free school repasts, easy entree to wellness attention, psychological guidance, and individualised pupil counsel, † ( Partanen ) . Are the absences of such patterns the ground for the huge spread between Finland ‘s esteemed instruction plan and the second-rate opposite number of the United States? Standardized testing is considered a aspect in public i nstruction in the United States, yet pupils in Finland merely have single testing created and graded by instructors, and have a much greater border of success. Finland implements educational patterns that are about wholly opposite to those of the United States. Critics argue that the Finnish theoretical account would non work in the United States because of the utmost differences in size and cultural diverseness, nevertheless Samuel Abrams, of Columbia University ‘s Teaching College argues against this point by mentioning the state of Norway as a premier illustration. Abrams argues that though Norway is similar in size and cultural diverseness to Finland, Norway ‘s educational system is much more similar to that of the United States, and granaries similar, sub-par, consequences to those of the United States ( Partanen ) . I have explained possible grounds for the defects of the United States. These include, betterment of instruction non being a chief end for Americans, standardised testing, high-rates of suspension and ejection, and unequal pay-grade determiners for instructors. For some of these jobs, there are obvious solutions, such as abolishment of standardised testing and zero-tolerance policies. I have besides offered a possible solution, the Finnish theoretical account, which our state ‘s instruction system would be more than capable of accommodating to if there was governmental policy alteration. Any alteration for the better to our instruction system could potentially give unfathomable sums of economic growing and the ability to vie in international rankings. Citations: Shepherd, Jessica. â€Å" World Education Rankings: Which Country Does Best at Reading, Maths and Science? † The Guardian. Guardian News and Media, 07 Dec. 2010. Web. 16 Sept. 2012. & lt ; hypertext transfer protocol: //www.guardian.co.uk/news/datablog/2010/dec/07/world-education- rankings-maths-science-reading & gt ; . Bush, Jeb. â€Å" How To Better Our Failing Education System. † The Miami Herald. N.p. , 30 May 2012. Web. 16 Sept. 2012. & lt ; hypertext transfer protocol: //www.miamiherald.com/2012/05/30/2824609/how-to- improve-our-failing-education.html & gt ; . Graves, Lucia. â€Å" House Education Chair: U.S. School System Is ‘Failing Our State ‘ † The Huffington Post. TheHuffingtonPost.com, 07 Dec. 2010. Web. 16 Sept. 2012. & lt ; hypertext transfer protocol: //www.huffingtonpost.com/2010/12/07/george-miller-education- failing_n_793363.html & gt ; . Richards, Amy. â€Å" Why The American Public School System Keeps Failing Our Young person. † ReLIFE ‘s Blog. N.p. , 24 Oct. 2011. Web. 16 Sept. 2012. & lt ; hypertext transfer protocol: //relifeinc.wordpress.com/2011/10/24/why-the-american-public-school-system- keeps-failing-our-youth/ & gt ; . â€Å" Google Public Data Explorer. † Google Public Data Explorer. N.p. , n.d. Web. 16 Sept. 2012. & lt ; hypertext transfer protocol: //www.google.com/publicdata & gt ; . Partanen, Anu. â€Å" What Americans Keep Ignoring About Finland ‘s School Success. † The Atlantic. N.p. , 29 Dec. 2011. Web. 16 Sept. 2012. & lt ; hypertext transfer protocol: //www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring- about-finlands-school-success/250564/ & gt ; .

Mineral and Water Function Essay - 614 Words

1 Mineral and Water Function Essay Melissa Eaves SCI/241 09/30/2012 Lori Jumps 2 Mineral and Water Function Essay Minerals and water are two very important of the body. There are many things that can affect them which cause the body to suffer. This essay will discuss the functions and sources of minerals as well as the function of water and the general effect of dehydration on the body. There are seven minerals that play a large part in the body and how it functions. The seven minerals are sodium, chloride, potassium, calcium, phosphorus, magnesium, and sulfur. All of these minerals have a certain function and its own source. Sodium is needed to balance fluid and help muscle contractions. Good†¦show more content†¦Magnesium is a mineral that is found in the bones. It is needed for a healthy immune system and needed for making protein. It also helps with muscle contraction and nerve transmission. Sources of magnesium are nuts and seeds, seafood, chocolate, and leafy green vegetables. Sulfur is a very common mineral. Its main function is that it is found in protein molecules. Sulfur â€Å"occurs in foods as part of protein†. Some good sources of sulfur are meat, eggs, poultry, milk, fish, legumes, and nuts. Water also plays a large part in making sure that the body functions properly. The body consists of 58-77 percent water. In order for the body to stay hydrated, it has to consume a certain amount of water throughout the day. 3 Mineral and Water Function Essay Water has three main functions. The three main functions of water are that it helps transport oxygen and nutrients throughout the body, it helps remove toxins and waste that is in the body, and it helps regulate body temperature. There are numerous effects that dehydration can cause. Some of these effects are fatigue, muscle weakness, poor concentration, headaches, dizziness, and decreased metabolism. There are also many symptoms of dehydration. These symptoms are extreme thirst, lack of sweating, rapid heartbeat, and delirium. As you can see, minerals and water play very important roles in the functioning of the body. Without these minerals and water the body can become very weak and lackShow MoreRelatedIntroduction . Salt, Scientifically Referred To As Halite,1209 Words   |  5 PagesIntroduction Salt, scientifically referred to as Halite, is chemical composition of Sodium and Chlorine minerals. It’s presence in the everyday lives of individuals is incalculable; Salt is evidently prevalent in our diet and methods used for food preservation, however, salt is surprisingly present in other elements of our lives as significant as language. This essay will appreciate the various roles that salt plays along with the risks that are attached to the ingestion of this particle. 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