The Harm of Milk Essays -- Health Nutrition Milk Essays

The Harm of Milk Got Milk? Well, Austin Powers, Tracy McGrady, Serena Williams, Britney Spears, and even Elvis all do. But, do they know what they are selling in this Got Milk? Advertisements? The Got Milk? campaign was based on a milk deprivation strategy that reminded consumers how inconvenient it was to be without milk. The advertisment made milk a very popular drink because of its attractiveness not because of the nutrients and health issues. It has been believed by many that milk is needed to have a strong and healthy body, when actually milk can be extremely harmful and the nutrients needed for a good body can be found in many other sources. Statistics show that milk consumption is on the rise in the United States since the Got Milk? campaign was launched. In 1993, 58.1 billion pounds of milk was consumed. It had risen to 59.5 billion pounds by 2002, an increase of 1.4 billion pounds (ERS, Animal Products Branch). Another factor causing the milk industry to grow is dairy farmers. They risk the collapse of their industry if the population does not consume enough milk. So, of course, the farmers are pushing us to drink not just one glass, but two and three glasses of milk a day. Their main priority is to make money by getting us to drink milk as much as possible, not to inform us that milk may not be all that healthy because we are not aware of the risks, we tip our glasses and drink up. Milk is not as nutritionally essential as it is portrayed, but rather it is harmful to our bodies. Heart disease is America ¡Ã‚ ¯s number-one killer. The main causes of this disease have been believed to be such things as smoking, stress, and even lack of companionship. However, according to an article in Earth Island Journal, milk consumption is probably the number one cause of heart disease. By the time the average American turns fifty-two, he or she will have consumed in milk and dairy products the same amount of cholesterol contained in one million slices of bacon (  ¡Ã‚ °Milk: The Deadly Poison ¡Ã‚ ±). Dairy products are the most instant source of saturated fat. Saturated fat increases cholesterol production in the liver. This leads to the formation of fatty deposits in the arteries which increase one ¡Ã‚ ¯s risk of heart attack and stroke ( ¡Ã‚ °The Case against Dairy ¡Ã‚ ±). The high levels of saturated fat and cholesterol found in milk intensify your chances of by pass surge... ...or most people, especially if you don ¡Ã‚ ¯t have some sort of workout plan. As for me I am told to drink milk to gain muscle, because it is the easiest protein for your body to take in. With all of the physical activities that I do being on the Penn State Football Team, I will have less of a risk of having heart problems than people who do not participate in physical activity. That is why it is very important to get the right amount of exercise in order to burn the excess calories from the saturated fat that is contained in regular milk. Even with all of the exercise in the world, there are still problems that can not be taken care of by the consumer. The only way to be sure that you are not going to have physical problems because of milk is to refrain from drinking regular, whole milk and to drink liquids that contain the healthier calcium and protein that milk in known for.   Ã‚  Ã‚  Ã‚  Ã‚  If you are a milk drinker, I encourage you to take a long hard look at all the risks involved with consuming this product. It could prevent you from having heart disease or other ailments associated with milk. So next time you see an advertisement for  ¡Ã‚ °Got Milk? ¡Ã‚ ± as yourself,  ¡Ã‚ °Got Something Else? ¡Ã‚ ± The Harm of Milk Essays -- Health Nutrition Milk Essays The Harm of Milk Got Milk? Well, Austin Powers, Tracy McGrady, Serena Williams, Britney Spears, and even Elvis all do. But, do they know what they are selling in this Got Milk? Advertisements? The Got Milk? campaign was based on a milk deprivation strategy that reminded consumers how inconvenient it was to be without milk. The advertisment made milk a very popular drink because of its attractiveness not because of the nutrients and health issues. It has been believed by many that milk is needed to have a strong and healthy body, when actually milk can be extremely harmful and the nutrients needed for a good body can be found in many other sources. Statistics show that milk consumption is on the rise in the United States since the Got Milk? campaign was launched. In 1993, 58.1 billion pounds of milk was consumed. It had risen to 59.5 billion pounds by 2002, an increase of 1.4 billion pounds (ERS, Animal Products Branch). Another factor causing the milk industry to grow is dairy farmers. They risk the collapse of their industry if the population does not consume enough milk. So, of course, the farmers are pushing us to drink not just one glass, but two and three glasses of milk a day. Their main priority is to make money by getting us to drink milk as much as possible, not to inform us that milk may not be all that healthy because we are not aware of the risks, we tip our glasses and drink up. Milk is not as nutritionally essential as it is portrayed, but rather it is harmful to our bodies. Heart disease is America ¡Ã‚ ¯s number-one killer. The main causes of this disease have been believed to be such things as smoking, stress, and even lack of companionship. However, according to an article in Earth Island Journal, milk consumption is probably the number one cause of heart disease. By the time the average American turns fifty-two, he or she will have consumed in milk and dairy products the same amount of cholesterol contained in one million slices of bacon (  ¡Ã‚ °Milk: The Deadly Poison ¡Ã‚ ±). Dairy products are the most instant source of saturated fat. Saturated fat increases cholesterol production in the liver. This leads to the formation of fatty deposits in the arteries which increase one ¡Ã‚ ¯s risk of heart attack and stroke ( ¡Ã‚ °The Case against Dairy ¡Ã‚ ±). The high levels of saturated fat and cholesterol found in milk intensify your chances of by pass surge... ...or most people, especially if you don ¡Ã‚ ¯t have some sort of workout plan. As for me I am told to drink milk to gain muscle, because it is the easiest protein for your body to take in. With all of the physical activities that I do being on the Penn State Football Team, I will have less of a risk of having heart problems than people who do not participate in physical activity. That is why it is very important to get the right amount of exercise in order to burn the excess calories from the saturated fat that is contained in regular milk. Even with all of the exercise in the world, there are still problems that can not be taken care of by the consumer. The only way to be sure that you are not going to have physical problems because of milk is to refrain from drinking regular, whole milk and to drink liquids that contain the healthier calcium and protein that milk in known for.   Ã‚  Ã‚  Ã‚  Ã‚  If you are a milk drinker, I encourage you to take a long hard look at all the risks involved with consuming this product. It could prevent you from having heart disease or other ailments associated with milk. So next time you see an advertisement for  ¡Ã‚ °Got Milk? ¡Ã‚ ± as yourself,  ¡Ã‚ °Got Something Else? ¡Ã‚ ±

Maths

GCSE Mathematics Specimen Papers and Mark Schemes For first teaching from September 2010 For first examination in Summer 2011 For first award in Summer 2012 Subject Code: 2210 Foreword The awarding bodies have prepared new specifications to comply with revised GCSE criteria. The specimen examination papers accompanying new specifications are provided to give centres guidance on the structure and character of the planned examinations in advance of the first examination.It is intended that the specimen papers and mark schemes contained in this booklet will help teachers and students to understand, as fully as possible, the markers’ expectations of candidates’ responses to the types of questions set at GCSE level. These specimen papers and mark schemes should be used in conjunction with CCEA’s GCSE Mathematics specification. GCSE Mathematics Specimen Papers and Mark Schemes Contents Specimen Papers Unit T1 Mathematics (Foundation Tier) Unit T2 Mathematics (Foundatio n Tier) Unit T3 Mathematics (Higher Tier) Unit T4 Mathematics (Higher Tier) Unit T5 Mathematics (Foundation Tier) Paper 1Unit T5 Mathematics (Foundation Tier) Paper 2 Unit T6 Mathematics (Higher Tier) Paper 1 Unit T6 Mathematics (Higher Tier) Paper 2 1 3 23 43 63 83 93 107 121 Mark Schemes General Marking Instructions Unit T1 Mathematics (Foundation Tier) Unit T2 Mathematics (Foundation Tier) Unit T3 Mathematics (Higher Tier) Unit T4 Mathematics (Higher Tier) Unit T5 Mathematics (Foundation Tier) Paper 1 Unit T5 Mathematics (Foundation Tier) Paper 2 Unit T6 Mathematics (Higher Tier) Paper 1 Unit T6 Mathematics (Higher Tier) Paper 2 133 135 137 143 149 157 163 167 171 175 Subject Code QAN 2210 500/7925/6A CCEA Publication  © 2010 You may download further copies of this publication from www. ccea. org. uk SPECIMEN PAPERS DIVIDER PAPER FRONT 1 SPECIMEN PAPERS DIVIDER PAPER BACK 2 Centre Number 71 Candidate Number General Certificate of Secondary Education 2011 Mathematics For Examine r’s use only Question Marks Number Unit T1 (With calculator) Foundation Tier [CODE] SPECIMEN EXAMINATION PAPER TIME 1 hour 30 minutes INSTRUCTIONS TO CANDIDATES Write your Centre Number and Candidate Number in the spaces provided at the top of this page. Write your answers in the spaces provided in this question paper.Answer all twenty five questions. Any working should be clearly shown in the spaces provided since marks may be awarded for partially correct solutions. You may use a calculator for this paper. INFORMATION FOR CANDIDATES The total mark for this paper is 100. Figures in brackets printed down the right-hand side of pages indicate the marks awarded to each question or part question. Functional elements will be assessed in this paper. Quality of written communication will be assessed in questions 6 and 23. You should have a calculator, ruler, compasses and a protractor.The formula sheet is overleaf. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 T otal Marks 3 Foundation Tier Formulae Sheet Area of trapezium = 1 (a + b)h 2 Volume of prism = area of cross section ? length 4 Answer all questions 1 (a) Write 80% as a decimal Answer _____________ [1] Answer ___________ % [1] Answer_____________________ [1] Answer_____________ [1] Answer_____________ [1] (b) Write 0. 35 as a percentage (c) Write 48 million in figures (d) 5729 people attended a football match. Write the number 5729 to (i) the nearest 10 (ii) the nearest 100 2 (a)Find the next 2 terms in the sequence and explain the rule you used: 6, 11, 16, 21, _____, ______ Rule _________________________________________________ [3] (b) Find the next term in the sequence 0. 2, 0. 4, 0. 8, 1. 6, _______ [1] 5 3 The diagram shows a tiled patio in the shape of a rectangle 3 by 16, covered with 48 square tiles. Write down the length and width of 2 other possible rectangles which can be covered with 48 of these square tiles. Answer__________ by__________ __________ by__________ 4 [1] [1 ] Michael recorded the colours of cars in the school car park in a tally chart. ColourTally Frequency Red |||| 4 Blue || 2 Yellow ||| Black |||| || White |||| |||| Silver |||| Green |||| (a) Complete the frequency column. [1] (b) On the grid opposite, draw a frequency diagram to show this information. [3] 6 (c) What is the most popular colour of car in the car park? Answer_________________ (d) [1] Using the frequency table, write down the fraction of the total cars which are yellow. Answer_________________ 7 [1] 5 (a) (i) Shade the major segment in the circle below [1] (ii) (b) PQ is called a _________________ of the circle. (i) Shade the minor sector in the circle below. 1] [1] (ii) OS is called a _______________ of the circle. 8 [1] 6 The table below shows the percentage of pupils at a High School who obtained a grade C or better in GCSE Mathematics during the past five years. Year % of pupils (a) 2004 75 2005 78 2006 82 2007 84 2008 90 Which year showed the smallest improvement? Answer______________ (b) [1] Your quality of written communication will be assessed in this question The school wants to show this information using a statistical diagram. Which type of diagram would you use? Answer__________________________ [1] Give a reason for your answer. _______________________________________________________________ ________________________________________________________________ 7 [2] Here is a list of numbers 25 27 32 35 8 21 9 (a) From the list write down those numbers which are (i) multiples of 5 Answer____________ (ii) [1] Answer____________ [1] factors of 54 9 (b) From the list of numbers (i) calculate the mean Answer_____________ Answer_____________ (ii) 8 [2] [2] find the median In a mid season sale a clothing shop has 20% off all its items. Clare bought a dress which originally cost ? 50 and a hat which originally cost ? 25 (a)How much did she save in the sale? Answer ? _____________ Answer ? _____________ (b) 9 [2] [1] Answer_____________ [2] What wa s her total bill? Simplify 5p ? 2r ? 3p + 5r 10 10 (a) Jo bought 6 roses at 67p each. What change did she get from a ? 5 note? Answer ? _____________ (b) Five kilograms of potatoes and two kilograms of onions cost ? 4. 10 in total. The potatoes cost 62p per kilogram. How much would it cost in total to buy one kilogram of potatoes and one kilogram of onions? Answer ? _____________ 11 [2] [4] The brick shown below is in the form of a cuboid, measuring 6. 4 metres by 3. metres by 2. 6 metres. Calculate the volume of the brick. Answer_____________ 11 [3] 12 Calculate (a) the square root of 1. 44 Answer_____________ Answer_____________ (e) 13 [2] Answer_____________ (d) [1] Answer_____________ (c) [1] Answer_____________ (b) [1] [2] the cube of 2. 8 2. 32 ? 1. 69 3 of 125 5 5. 62 ? 3. 4 The table below gives the maximum and minimum temperatures of six different cities in Europe in March. City Belfast Minimum 2 ° C Dublin ?1 ° C 9 ° C London 4 ° C 16 ° C Edinburgh 0 ° C 11 ° C Barcelona 10 ° C 19 ° C 8 ° C 20 ° C Paris (a) Maximum 10 ° C Which minimum temperature was the lowest?Answer____________________ ° C 12 [1] (b) In two of these cities the temperatures had increased from minimum to maximum by 12 ° C. Write down the names of these two cities. Answer____________________ and ____________________ [2] What is the difference in minimum temperature between Dublin and Paris? (c) Answer_____________ ° C 14 [1] Answer_______________ [1] Answer_____________ % [1] Answer_____________ % [1] Results of a Year 12 Physics test 9 8 7 6 5 4 2 0 2 7 4 6 Key 5 4 (a) 5 1 5 8 6 7 6 8 9 7 9 8 9 9 means 54% How many pupils sat the Physics test? (b) What is the modal percentage mark? c) What is the range of percentage marks? 13 15 The diagram shows the plan for a rectangular garden. Calculate (a) the area of the garden Answer____________m2 [2] Answer____________m2 [2] (b) the area of the plot for the trees A border needs to be dug around the perimeter of the garden. (c) Calculate the perimeter of the garden. Answer____________m 14 [2] 16 The diagram shows a pizza which has been divided into 8 equal parts. The shaded parts are eaten. (a) Write down, as a fraction in its lowest terms, the fraction that is eaten. Answer_____________ Answer___________ % (b) 17 [2] [1]What percentage is left uneaten? Which fractions from the list given below are not equivalent to 2 ? 3 8 10 16 4 12 , , ,, 12 15 28 6 16 Answer_____________ 15 [2] 18 In a survey 300 men were asked which sport they liked best. The pie-chart below shows the results. (a) Measure the angle which represents Basketball. Answer_____________? (b) [1] What fraction of men chose Rugby as their favourite sport? Answer_____________ (c) [1] Answer_____________ [2] How many men chose Hurling as their favourite sport? 16 19 (a) Expand 3(x + 1) Answer______________ [2] Answer_____________ [2] (b) Solve 2y + 3 = 19 0 In the diagram the point P (? 4, 4) has been plotted. (a) Plot the follow ing points on the diagram, labelling clearly Q (? 2, ? 3), R (5, ? 3) and S (3, 4) [3] (b) Join up the points in order and name the quadrilateral formed. Answer____________________ 17 [1] 21 (Diagram not drawn accurately) Calculate (a) x x = ___________? [1] y = ___________? [1] (b) y 22 Draw the net of the matchbox tray (no lid) shown in the diagram, which has base 5cm by 3cm and height 2cm, on the square grid provided. [3] 18 23 Your quality of written communication will be assessed in this question Fred has just won ? 00. 1 1 of it to his son, James. He has promised of it to his daughter, Kathy and 5 4 How much will he have left after he gives Kathy and James their shares? Show clearly each step of your working out. Answer ? _____________ 19 [4] 24 The positions of two towns A and B are shown on the grid. (a) A third town C is 3km east and 2km north of A. Using a scale of 1cm = 0. 5km, show the position of C. (b) [2] How far is C from A? Answer_____________km 20 [3] 25 The follow ing information shows how Sinead spends her time on a Saturday. Activity Cleaning Watching TV Number of hours 2 Using Shopping he Exercising Internet 5 4 3 2 Sleeping 8 Draw a pie chart to illustrate this data. [4] 21 ___________________________________________ THIS IS THE END OF THE QUESTION PAPER ___________________________________________ 22 Centre Number 71 Candidate Number General Certificate of Secondary Education 2011 Mathematics Unit T2 (With calculator) Foundation Tier [CODE] SPECIMEN EXAMINATION PAPER TIME 1 hour 30 minutes INSTRUCTIONS TO CANDIDATES Write your Centre Number and Candidate Number in the spaces provided at the top of this page. Write your answers in the spaces provided in the question paper.Answer all twenty three questions. Any working should be clearly shown in the spaces provided since marks may be awarded for partially correct solutions. You may use a calculator for this paper. INFORMATION FOR CANDIDATES The total mark for this paper is 100. Figures in b rackets printed down the right-hand side of pages indicate the marks awarded to each question or part question. Functional Elements will be assessed in this paper. Quality of written communication will be assessed in questions 5 and 17. You should have a calculator, ruler, compasses and protractor. The formula sheet is overleaf.For Examiner’s use only Question Marks Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Total Marks 23 Foundation Tier Formulae Sheet Area of trapezium = 1 (a + b)h 2 Volume of prism = area of cross section ? length 24 Answer all questions 1 Five kilograms of potatoes and two kilograms of onions cost ? 4. 10 in total. The potatoes cost 62p per kilogram. How much would it cost in total to buy one kilogram of potatoes and one kilogram of onions? Answer ? _____________ 2 Answer_____________ (a) [4] [2] Answer_____________ [2] Simplify 5p ? 2r ? 3p + 5r (b) Expand ?2(2y ? 3) 25 3 Calculate a) the cube of 2. 8 Answer______________ Answer__ ____________ (b) (c) [1] [1] Answer______________ [2] 2. 32 + 1. 69 5. 62 ? 3. 4 26 4 Results of a Year 12 Physics test 9 8 7 6 5 4 2 0 2 7 4 6 Key 5 4 (a) 5 1 5 8 6 7 6 8 9 7 9 8 9 9 means 54% How many pupils sat the Physics test? Answer_____________ (b) [1] What is the modal percentage mark? Answer___________% Answer___________% (c) 5 [1] [1] What is the range of percentage marks? Quality of written communication will be assessed in this question Fred has just won ? 900 1 1 He has promised of it to his daughter Kathy, and of it to his son James. 4 How much will he have left after he gives Kathy and James their shares? Show clearly each step of your working out. Answer ? ______________ 27 [4] 6 The positions of two towns A and B are shown on the grid. (a) A third town C is on a bearing of 120? from B and at a distance of 2. 5 km from B. Using a scale of 1 cm = 0. 5km, show the position of C. [3] (b) How far is C from A? Answer _____________ km [2] 28 7 The following information sho ws how Sinead spends her time on a Saturday. Activity Cleaning Watching TV Shopping Number of hours 2 5 4 Using the Exercising Internet 3 2 Sleeping 8Draw a pie chart to illustrate this data. [4] 8 Solve (a) x = 15 4 Answer x = _____________ (b) [1] Answer y = _____________ [2] 6y ? 2 = 13 29 9 Write down the next two numbers in the sequence 11, 10, 8, 5, ____, _____ Answer________, _________ 10 [2] In the diagram the volume of the cuboid is 48cm3. It holds exactly 48 sugar cubes each 1cm by 1cm by 1cm. The length of the cuboid is 4cm and the breadth is 3cm. (a) What is the height of the cuboid? Answer_____________ (b) Write down the dimensions of another cuboid that the 48 cubes could fit into exactly. Answer______cm by______cm by______cm 1 (a) [3] Find the value of [1] 3. 8 ? 6. 2 giving your answer correct to 1 decimal place. 9. 1 ? 2. 7 Answer_____________ 30 [2] (b) A plasma TV has a marked price of ? 790 In a sale its price is reduced by 15% What is the sale price of the TV? A nswer ? _____________ (c) [3] Mary’s family drink 3 cartons of orange juice in 5 days. How many cartons would Mary need to buy to last a full week? Answer _____________cartons 12 [3] Write down an expression for the total cost of x bars of chocolate at 35p each and y bottles of water at 50p each. Answer_______________________ 31 [2] 13Draw the graph of y = 4x–3 on the grid below. [3] 14 (Diagram not drawn accurately) The quadrilateral shown has angles x, 79? , 3x, and 97? Work out the value of x Answer x = _________________o 32 [4] 15 (a) (Diagram not drawn accurately) In the triangle ABC shown above BC = 8. 5 cm and AX = 6. 4 cm. Calculate the area of the triangle ABC. Answer___________________cm2 [2] (b) (Diagram not drawn accurately) ABCDE is a regular pentagon, with O as its centre. Calculate the size of angle AOB. Answer Angle AOB = _____________? 33 [2] 16 Find the area of a circle with a diameter of 3 metres.Take ? = 3. 14 Answer___________________m2 17 (a) [2] The speeds, in miles per hour, of the cars passing the gates of a primary school during lunch hour are recorded in the table below. Speed (mph) No. of cars 0–5 2 6–10 5 11–15 34 16–20 61 21–25 29 26–30 4 Represent this information using a bar chart. [3] 34 (b) Which is the modal class interval? Answer________________ (c) [1] Your quality of written communication will be assessed in this question Katy wants to know how many times a month, on average, the people in her town go to the cinema. She asks 200 people in her school.Explain why Katy’s sample may not be representative of the people in her town. _______________________________________________________________ _______________________________________________________________ 35 [2] 18 (a) Write 72 as a product of prime factors Answer______________ (b) [2] Find the lowest common multiple (LCM) of 72 and 108 Answer______________ Answer______________ (c) 19 [2] [2] Find the highest comm on factor (HCF) of 72 and 108 Susan puts ? 1700 in her bank account at 4. 2% simple interest each year. Calculate the total amount in her bank account after 3 years. Answer ? ________________ 36 [3] 0 (a) Expand and simplify 4(2 – 3x) + 3(x + 4) Answer________________ Answer________________ [2] Answer x =________________ (b) [2] [3] Answer________________ [2] Expand x ( x 2 – 6) (c) Solve for x 7x + 18 = 2(x – 6) 21 (a) ? A regular polygon has an exterior angle of 18 Find the number of sides in the polygon. 37 (b) The diagram shows a play tent in the shape of a triangular prism. Calculate the volume of the tent. Answer_____________________cm3 38 [6] 22 A teacher recorded the number of hours 50 students used the internet over a 7 day period. The information is shown in the table below. Number of Hours 0? h

Basics About Blended Fuels, What Are They

Blends are mixtures of traditional and alternative fuels in varying percentages. Blends can be thought of as transitional fuels. The lowest-percentage blends are being marketed and introduced to work with current technologies while paving the way for future integration. For example, B5 and B20 (biodiesel) can be pumped directly into the tank of any diesel car or truck. Ethanol is also blended (about 10 percent) into much of the gasoline dispensed in the United States, especially in metropolitan areas, to reduce emissions. Importance It’s all part of the transition to using more alternative fuels. Although pure alcohol (ethanol or methanol) will burn independently, cold weather starting can be a problem. An engine has to be designed exclusively for a particular fuel to take advantage of all the characteristics of that fuel. Without the infrastructure in place to support pure alcohol fuels, flex-fuel vehicles (FFVs) have been designed to run on both alcohol and gasoline. FFVs marry the best characteristics of both ethanol and gasoline (or methanol and gasoline) and make it possible to utilize higher blend percentages such as E85 (ethanol) and M85 (methanol). Pros Cleaner burning than straight gasoline: Reduced exhaust emissions.Partially renewable: A portion of the fuel used can be replenished without fossil fuel reliance. Cons Corrosive: High alcohol content can be damaging to fuel systems.For the higher blends such as E85, an FFV is needed. Safety Handling The blends tend to be less volatile than gasoline with a reduced chance of explosions in accidents. Potential As transitional fuels, blends are extremely popular with excellent potential. Ethanol has captured most of the developmental resources encouraging the planning and building of new refineries for these grain-based alcohols.

Children and Families in a Diverse Society - Free Essay Example

Sample details Pages: 3 Words: 922 Downloads: 2 Date added: 2017/09/12 Category Advertising Essay Did you like this example? Eliminate Stereotypes in the Classroom ECE 405: Children and Families in a Diverse Society Eliminate Stereotypes in the Classroom Stereotypes are all around us and they occur on a regular basis. They exist in our workplace, at home and in schools. Stereotypes have a â€Å"powerful influence on children’s perceptions of reality† (York, 2006, pg. 151). As educators it is essential that we encourage an anti-bias classroom environment by implementing material in the classroom that reflects multiculturalism and diversity. According to Stacey York, â€Å"many commercial teaching materials are outright stereotypical† (York, 2006, pg. 152). In the classroom, there are many things that teachers can do in order to help eliminate stereotypes in the classroom. At such a young age, children pick up behaviors, attitudes and beliefs from adults. Adults set the example for young children and help build the foundation for life-long beliefs, values and attitudes. Toddlers are â€Å"sensitive and catch feelings from adults† (York, 2006, pg. 15). Don’t waste time! Our writers will create an original "Children and Families in a Diverse Society" essay for you Create order If a child is in a classroom where the teacher is implementing prejudice attitudes or implementing stereotypical material, the children will pick up on these attitudes towards other students and will be easily influenced by other educators as well. As an educator, one can prevent stereotypes by promoting social skills and social action. This can be done by finding classroom materials that encourage children to engage in pro-social skills and social action by displaying a peace pledge or kindness pledge. Steps can be created for children in order to resolve nonviolent conflict with another. A bulletin board can also be created that is dedicated to recognizing people in the classroom, school, and local community who are working towards making a difference in social change (York, 2006, pg. 153). Photographs and posters of individuals working towards social change can also be put around the classroom and on the bulletin board. Introducing the children to diversity by adding materials that reflect the home cultures of the children in the classroom can help get the students interested in multiculturalism and diversity. Removing any material that is not culturally relevant and stereotypic materials in the classroom can help students gain a better understanding and appreciation for diversity. Adding materials that represent diversity present in the local community and in the United States can also be useful. Various interest centers in the classroom can help eliminate stereotypes by engaging children in a diverse setting with multicultural material. For example, the music area â€Å"offers children a chance to experiment with and enjoy a variety of music and allows teachers to teach children songs with simple words and melodies from other cultures. These songs encourage differences, acceptance and cooperation† (York, 2006, pg. 157-58). In the dramatic play area children act out every day experiences, play out their perceptions of the world, try on adult roles, and explore relationships among people. Dramatic play area also encourages cooperative play and children are able to gain a sense of the lifestyles that are available to them (York, 2006, pg. 158). Stereotypes can be eliminated by children gaining a sense of appreciation for diversity and being able to explore a variety of lifestyles, including family systems, economic class, disability, and culture. Children are also able to play roles of people of different ages, skills and occupations. Material used in the dramatic play area should include multiethnic dolls that are dressed in nonstereotypic play clothes and international meal sets that allow the children to see and explore the different utensils, food and produce used in other countries. Multicultural children’s books can help eliminate stereotypes in the classroom. This material can be used by teachers to introduce culture and diversity. Books that connect children to their home culture are books that should be chosen. Children need to see themselves and their lives reflected through literature. These books help children identify with and feel proud of their home culture (York, 2006, pg. 163). If a book is read that judges the student’s culture, this could cause other students to ridicule peers or later stereotype a person based on the views from the author. Books read to the students should promote confidence in self-identity within a cultural context and should encourage the class in learning together about others. In order to prevent students from picking up stereotypes from literature, it is critical that teachers do not use books that could become problematic and are associated with stereotypes of other cultures. This could influence children’s perceptions of reality. The goal of the teacher in a diverse classroom is to increase use of materials and books that reflect in nonstereotypical ways to children and adults of color as well. Images should accurately reflect ethnic groups in the community and in U. S. ociety in a variety of different work and recreational situations. People of various backgrounds should be shown doing work and engaging in recreational pursuits with their families, not as dependent and passive (Rodriguez, 1998). The world is changing every day. We must learn to accept and get along with all cultures, races, and religions in order to become productive citizens of the world. It is our job as teachers to prepare our students for the real world, and the real world i s a multicultural one (Pre-KPages. Com, 2010). By doing this, teachers can help eliminate stereotypes in the classroom. References: Pre-KPages. Com. (2010). Multicultural Classroom. Retrieved from, https://www. pre-kpages. com/multicultural/. Rodriguez, G. (1998). Critical Issue: Meeting the Diverse Needs of Young Children. Retrieved from, https://www. ncrel. org/sdrs/areas/issues/students/earlycld/ea400. htm York, S. (2006). Roots wings: Affirming Culture in Early Childhood Programs. Upper Saddle River: Pearson Education, Inc.

It is widely accepted that people drink alcohol in order...

It is widely accepted that people drink alcohol in order to deal with stress. Therefore would that also hold true with college students? Do Eastern Michigan University students drink to be social and to deal with stressors associated with college life? Information on the significance of the problem addressed College should be the best four years of our lives. Instead studies are showing that students are showing record levels of stress in regards to college. Academics, finances, family issues, and concerns with finding a job after graduation top the list of stressors. The Michigan State University student newspaper, The Independent Voice (Feb. 2013) noted that â€Å"more than half of college students reported above average or†¦show more content†¦Students who binge drink are more likely to put themselves and others at risk for injury by operating or riding in a motor vehicle after drinking. Annually an estimated 30,000 college students require medical treatment after overdosing on alcohol. Lastly, students who attend schools with high rates of binge drinking experience a greater number of secondhand effects such as disruption of sleep or study, property damage, and verbal, physical, or sexual violence. One statistical forecast we found while reviewing the literature stat ed that between 2% to 3% of the nation’s college undergraduates will ultimately die from alcohol-related causes. The National Epidemiologic Survey on Alcohol and Related Conditions conducted a recent survey which noted that 19% of college students’ age eighteen to twenty-four years of age met the criteria from the Diagnostic and Statistical Manual on Mental Disorders for alcohol abuse or dependence. Five percent of those same students sought treatment for alcohol problems in the past year while 3% of them thought they should seek help but did not. The U.S. Surgeon General and the U.S. Department of Health and Human Services (USDHHS) identified binge drinking among college students as a major public health problem. In â€Å"Healthy People 2010† which sets U.S. public health goals through the year 2010, the Federal government has singled out binge drinking among college students for a specific, targeted reduction (i.e., from 39 to 20Show MoreRelatedThe Nature vs. Nurture Debate in Learning More about Alcoholism2588 Words   |  11 Pagesnurture debate concerning alcohol abuse and alcoholism. STATISTICS: The abuse of alcohol alone is estimated at $144.1 billion dollars annually. Every man, woman and child in America pays nearly $1,000 a year to cover the costs of unnecessary health care, auto accidents, crime and lost of productivity resulting from alcohol abuse. Alcohol deaths account for approximately five percent of all deaths occurring in the United States. 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Natural Theory of Law in Commonwealth Caribbean

Question: Discuss about theAustralia and the World. Answer: Introduction The author of the present article intends to examine the significance of the Anzac concept, in the light of the past as well as present relation between Australia and New Zealand. Anazac, which is the abbreviated form of the Australian and New Zealand Army Corps, has always been a source of great celebration for both the countries, for signifying the unquestionable solidarity and unity among the troops of the two nations. However, the author of this article critically examines the relation existing between the two nations. The author claims that although the Anazac day is celebrated by both the nations, the sense of unity and mutual support inherent among the troops of both the nations is more than dubious. The authors point is substantiated when he shows how there were differences in opinion, lack of faith and reluctance to collaborate, among the troops of both the nations, in the Truce monitoring Group. The New Zealanders found themselves more reserved and controlled unlike the aggressive Australians, and hence they had differences while formulating a joint strategy (Rankin, 2016). Both the nations had a strong sense of identity, and as such both effused to form a true sense of unity, though they allied with each other, for political reasons. The troops of both the nations had different viewpoints regarding the operational style or the formulation and implementation of the strategies (Kelsey, 2015). The author claims that though the Anazac is a celebrated concept for both the nations, yet there are much untold differences and conflict that underlie the relation between the troops of the two countries. The very remarkable quality that characterizes the article is that the author breaks through and challenges the sense of mutual dependence and unconditional support, with which the Australian and New Zealand army has always been associated. However, it should be remembered that though the author substantiates his perspective by referring to various wars, it is still undeniable that the Anzac legend is an important and inextricable part of the national identity of both the countries (James, 2015). The article shows how cultural differences, can give rise to a lack of a sense of co-operation among the people of various countries. The author draws on how the issues of safety and alacrity were more important to the Australians, while careful planning methods were given priority by the Australians. Even the author also highlights how owing to different cultural backgrounds, the troops of both the nations had altogether different operational styles or strategic outlooks. The author continually emphasizes the cultural conflict that underlined the difference in opinion and attitude of the Australian and New Zealand while execution of a plan. It is important to note that the author makes an excellent contribution to knowledge expansion, by questioning the sense of unity and solidarity associated with the concept of Anzac legend. However, the author did not enlighten the readers on the instances that exhibited the joint efforts and co-operation of the troops of both the countries, and devotes only a single paragraph for the discussion on the same (Shanks et al., 2015). Reference List: James, C. (2015).New territory: the transformation of New Zealand, 198492. Bridget Williams Books. Kelsey, J. (2015).The New Zealand experiment: A world model for structural adjustment?. Bridget Williams Books. Rankin, K. (2016). Australia and New Zealand.Only in Australia: The History, Politics, and Economics of Australian Exceptionalism, 14. Shanks, G.D., Milinovich, G.J., Waller, M. and Clements, A.C.A. (2015). Spatio-temporal investigation of the 1918 influenza pandemic in military populations indicates two different viruses.Epidemiology and infection,143(09), pp.1816-1825.

Kosovo 1999 Hacking the military

Chechnya 1994: Propaganda Advance in technology and easy access to the internet has resulted in increased cyber crime and terrorism. Hackers are on a daily basis getting access to information that belongs to organizations and government agencies without prior consent. This jeopardizes the security of information and data since the data is either made available to everyone or it is used for malicious purposes.Advertising We will write a custom report sample on Kosovo 1999: Hacking the military specifically for you for only $16.05 $11/page Learn More The attackers of websites and other sites on the internet use the internet as a tool to spread propaganda (Denning 2001; Bednarz, 2004). The major aim of cyber attacks other than the spread of propaganda is to sabotage organizations, political reasons, alterations of data and information, economic espionage, monetary gains, revenge, and black mail (Henry, 2010; Denning 2001) The report is based on the 1999 hac king of the Kosovo military that affected NATO’s websites and computer servers, as well as the websites of both the US and the UK governments. The paper addresses the motivation behind the attacks, the methods of attack, and the responses of the defenders to these attacks. The motivation of the attacker(s) The 1999 Kosovo military hacking by the Serbian Groups (Geers, 2008) was aimed at deleting information and data stored in the NATO database. Although this was not the major motivation of the attack, it is believed that the hackers’ â€Å"goal was to disrupt the NATO’s military operations† (Geers, 2008). The kind of motivation where information is destructed through unauthorized entry into organizational systems has been supported by Henry (2010). With the information on logistics of the NATO’s operation under siege, the organization could not undertake its military operations conclusively as they were compromised. Database information was lost up on the attack and pictures and anti NATO messages posted on NATO’s website (Nuttall, 1999). Basically, the attack was a form of propaganda that was being used to dent the public relations of NATO and the Yugoslavia military. Sabotage was another motivator to the attacks. This has been acknowledged by Nuttall (1999) who reports that the Serbia based Black Hand group attack of the NATO’s website was to sabotage the organizations military operations. The attack methods used The attackers infiltrated NATO’s database and website by the use of a virus. According to the case study report, the UK, the US, and NATO computers were invaded through â€Å"email-of-service and virus-infected email (Geers, 2008). The attacks were reported to have defaced the White House website.Advertising Looking for report on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More It was also reported that NATO’s websites at its headquarters in Belgium were inoperable. The virus that was used on the email had twenty five virus strains. From a single email infected with the virus, it had multiplied within a very short period of time. The email server of NATO’s become chocked as a result of multiple emails streaming in (Nuttall, 1999; Geers, 2008). Following these attacks, NATO was forced to upgrading its system in a bid to ensure that its computer servers and network remain secure. Unfortunately, the network attacks started to spread to other parts of the globe thus affecting international network systems. Based on the Nuttall (1999) as presented on the BBC News, the `ping’ bombardment strategy was applied by the hackers. Ping storm has been defined as a process that entails the use of a program to â€Å"send a flood of packets to server to test its ability to handle a high amount of traffic† (Nuttall 1999). It is also used with the intention of making a server inoperable. Based on thes e two definitions and the case study, applications were made. Database information and data were invaded by the viruses and deleted (Nuttall, 1999). The response of the defenders The US responded by stating that its websites were affected but nothing had been lost. However, the UK reported having lost multiple databases that had vital information to the organization. The spokesman of NATO reported of having experienced line saturations which were blamed on the Belgrade based hackers. The Yugoslavian Foreign Secretary was reported saying that they would step up efforts to win the propaganda war started b the hackers (Nutall 1999). The NATO spokesman later apologized on a briefing on the eventful attack on its websites and the information it provided to people. Conclusions Based on the case study analysis, the hackers used virus and ping storm to attack the computer servers belonging to NATO. They also used the same methods to attack the UK and U.S Whitehouse websites. The intentions of the attacks were malicious and intentional, with the aim of spreading propaganda and deleting important files that contained military operations. In essence, the main aim was to cripple down NATO’s military operations as its websites and servers were rendered inoperable. By sending affected email that multiplied and streamed itself to the NATO’s email server, the systems and network become inoperable.Advertising We will write a custom report sample on Kosovo 1999: Hacking the military specifically for you for only $16.05 $11/page Learn More The attacks were spread over to other destinations within a short period of time. The defenders of the attacks claimed that it was used to spread propaganda and the NATO was ready to fight it back. Although the US claimed the attacks had done little harm, NATO claimed to have lost data and so was the UK. Lastly, the attackers were used to sabotage the military operations and dement the public relatio ns of the parties involved. Reference List Bednarz, A. (2004). Profiling cybercriminals: A promising but immature science. Network World. Web. Denning, D.E. (2001). Is cyber terror next? Web. Geers, K. (2008). Cyberspace and the changing nature of warfare. Web. Henry, J. (2010). Reducing the Threat of State-to-State Cyber attack against critical infrastructure through international norms and agreements. Center for International and Security Studies at Maryland, School of Public Policy. University of Maryland. Nuttall, C. (1999). Sci/Tech Kosovo info warfare spreads. BBC News. Web. This report on Kosovo 1999: Hacking the military was written and submitted by user Spr1te to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.