Fossils Nurse Essay Example for Free

Fossils Nurse Essay A fossil is the prehistoric remains of a plant or an animal. Fossils are usually are kept at their best when they are buried under many layers of sand and mud. Under the great pressure from the ground, the sand and the mud become sedimentary rock. The minerals combine forming a mould of the plant or animal under the ground. A fossil can be a trace fossil or a body fossil. A body fossil is what actual organic material from a creature or plant (like a bone). Trace fossils are signs of plants and animal activity that have been preserved in rock. For example, dinosaur tracks, trails and dung are all trace fossils. A body fossil is usually composed of bones of an animal. Preservation of the â€Å"soft† tissue of a body is rare especially over long periods of time. Most body fossils are made when an animal dies and falls, or is washed into a steam, and is covered with mud. In a few cases, though, fossils have been preserved by freezing (as with mammoths in Siberia and Alaska) or when the animals have become stuck and died in a tar pit (such as the famous La Brea tar pit near Los Angeles, California). Sometimes a fossil is the result of a volcanic eruption. Ash and mud from the volcano can cover animals and plants killing them at the same time. Geology is the study of the Earth, the materials of which it is made, the structure of those materials, and the processes acting upon them. It is also the study of organisms that have inhabited our planet. An important part of geology is the study of how Earths materials, structures, processes and organisms have changed over time. Fossils are linked to geology because, it is the study on how the world has build up over the years and fossils are animals and plants from over the years. They have changed over time because they have become smaller and form in different ways like freezing and volcanic eruptions. Over the years fossils have told us about life forms we had no idea about and is proved with the fossils or bones we have today in museums. This is how fossils are linked to geology.

The Relationship Between History And Geography Education Essay

The Relationship Between History And Geography Education Essay Whilst geography and history are two discrete subjects within the National Curriculum (1999), Martin (2002) believes that it is possible to identify areas of similarity between them from looking at the importance of history and geography statements. Moreover, she points out that there are links between history and geography through the knowledge and understanding, skills, concepts and values and attitudes and therefore it is possible to incorporate cross-curricular links when teaching the subjects. However, before these links are explored it is important to provide an overview of both subjects in their own right. Cooper et al (2006) state that geography is fundamental to childrens understanding of the world they live in. They highlight that geography allows children to study people and develop a sense of place. Furthermore, they point out that geography fosters childrens appreciation of the environment and helps them to understand why sustainability is important. Similarly, Catling and Willy (2009) suggest that primary geography allows children to develop a curiosity about the world through exploring people and the environment. In the Importance of Geography statement the Department for Education and Employment (DfEE) (1999) emphasise that geography allows children to question the natural and human influences within the world and the statement draws upon the importance of using enquiry skills. The importance of geography as an enquiry subject is evident in the organisation of the geography National Curriculum. The National Curriculum (1999) for geography is divided into two sections; the knowledge, skills and understanding and the breadth of study. The knowledge, skills and understanding children acquire fall into four aspects: geographical enquiry and skills, knowledge and understanding of places, patterns and processes and environmental change and sustainable development. The breadth of study specifies the localities through which children are taught the four aspects The National Curriculum (1999) for history incorporates two areas, knowledge, skills and understanding and breadth of study. The knowledge, skills and understanding identify the key concepts including chronological understanding, historical interpretation and enquiry. O Hara and O Hara (2001) argue that history is an important subject because history is not only about what happened in the past. They state its about why we are who we are and about whats next (p.9) and therefore history contributes to childrens social and cultural development. Moreover, Cooper (2006) emphasises the value of history within the curriculum. She suggests that history is an enquiry based subject that allows children to develop an understanding of the past through interpreting evidence from sources. The skill of enquiry is evident in the importance of history statement where the DfEE (1999) point out that history should encourage children to weigh up evidence to reach conclusions. Rowley and Cooper (2009) highlight the benefits of cross-curricular teaching and integration of subjects. They argue that finding links between history and geography makes learning relevant to children and offers a stimulating way to learn across inter-connected topics. They believe that crossing subject boundaries encourages children to improve their enquiry skills and show initiative. Moreover, Barnes (2007) advocates that teachers can make curriculum expectations meaningful for children through cross-curricular planning. He argues that when subjects are integrated children can apply the knowledge, understanding and skills they acquire in one subject to another. Similarly, the Independent Review of the Primary curriculum carried out by Rose (2009) advocates the importance of cross-curricular teaching to enhance childrens learning. The review states that subjects should be reformed into areas of learning with geography and history coming under the area of historical, geographical an d social understanding. Kimber et al (1995) argue that geography and history should allow children to develop positive attitudes and values of the world they live in. Martin (2002) builds upon this arguing that both subjects encompass common attitudes and values. She believes that these attitudes and values allow children to think about their rights and responsibilities in their immediate environment and the world, whilst developing an awareness of alternative viewpoints. Moreover, she points out that through studying geography and history children develop a respect of different lifestyles and cultures both in the past and at present. Martin (2002) states that the knowledge and understanding of history and geography can be linked because both subjects focus on people in different places, at different times. This is supported by the Qualifications and Curriculum Authority (2000) who found that the knowledge and understanding acquired in geography can be used in history. Whilst on school experience I was able to use the topic of ancient Egypt to develop childrens knowledge and understanding in both history and geography. Although ancient Egypt is an option under the world history study in the history National Curriculum (1999), I integrated geographical elements by looking at the River Nile. This is because the River Nile has a deeply geographical focus within a historical context. This enabled the children to consider the connections between rivers, farming and industry whilst looking at the significance of the River Nile in providing food and trade for Egyptians. On this occasion the geographical understanding abo ut rivers helped children to understand Egyptian history. Hoodless (2009) argues that there is a similarity between the skills children are expected to acquire in history and geography. This is further emphasised by Catling (2006) who points out that both subjects incorporate enquiry skills where children have the opportunity to ask questions, observe, record information and interpret evidence. These enquiry skills are reflected in the National Curriculum (1999) for history (historical enquiry 4.a, 4.b) and for geography (geographical enquiry and skills 1.a-1.e). Fraser and Donert (1996) and Hoodless (2009) argue that one way enquiry skills can be developed in the subjects is through examining a local area from a historical and geographical perspective. Moreover, Foley and Kanikoun (1996) suggest that a starting point for a local area enquiry study is to introduce key questions that children will find out the answer to. These enquiry questions include what is the place like? (p.11) which demonstrates a geographical focus for the enquiry and what was the place like in the past? (p.11) which emphasises the historical focus for the enquiry. Catling (2006) argues that in order for children to improve their knowledge of what a local area is currently like and what it was like in the past, they should collect evidence through field work, photographs and maps. He highlights that through an enquiry children will have ideas about why an area develops and how it has come to be like it is (p.14). Although I have not had the opportunity to use a local ar ea enquiry study in school, the humanities local area enquiry project gave me an in-depth understanding of how to plan a unit of work where children can see how the past has impacted on a present locality. Through exploring a range of primary and secondary sources and carrying out field work within my own enquiry I looked at the area from a geographical and historical perspective. Turner-Bisset (2005) suggests that a good way to engage in a local area study is by using historical maps. This idea is evident in a sample cross-curricular history and geography local area unit by Hoodless (2009). He suggests historical maps can be used to find out what the area was like at a particular time in the past. This lesson incorporates the geographical skill of interpreting maps (geographical enquiry and skills 2.c) as well as the historical skill of interpreting sources (historical interpretation 3 and historical enquiry 4.b) and therefore the link between skills in both subjects is evident. However, maps do not only provide a link between historical and geographical skills, Disney and Hammond (2002) argue that maps can highlight links between the concepts in both subjects. When considering the change of a local area they suggest that teachers should use new and historical maps which illustrate similarities and differences in a local area. For example they explain that a map which shows an area before the introduction of the railway and a map that shows the area after the introduction of the railway supports childrens development of the concept of change. They argue that this is because children can see for themselves the significant changes that have occurred in the area. On school experience I was able to develop the childrens concept of change within a cross-curricular geography and history lesson. However, instead of maps I used a range of photographs of the city of London from Victorian Britain until today. This enabled the children to use their interpretation skill s to decide how London has changed and how it is still changing. Martin (2002) further highlights that history and geography can be linked through the concepts of each subject. She points out that there are overlaps through the key concepts of change, chronology and similarity and difference. It is evident in the National Curriculum (1999) that the concept of change appears in both geography and history. In the National Curriculum (1999) for geography children are required to recognise how and why places change (knowledge and understanding of places 3.e) and in history children consider changes within and across different periods studied (knowledge and understanding events, people and changes in the past 2.d). However, whilst the over arching concept of change can take different forms in the two subjects, Hoodless (2009) argues that the concept of change can also be developed in a geographical and historical perspective through exploring the changes in a local area, discussed previously. It is important to highlight how the links between both subjects can impact on the whole school curriculum. Owen and Ryan (2001) argue that a school must produce long term plans that meet the statutory requirements of the National Curriculum (2000). This is further emphasised by the Nuffield Association (2009) who highlight that long term plans allow the school to map out the curriculum. Despite a schools long term plans, Knight (1993) states that an integrated curriculum will only be of value if it is based upon a whole school approach. He argues that a long term commitment to effective integration requires collaboration and agreement amongst a schools staff and shared ways of working (p.125). From looking at the long term planning in school it was clear to see that the cross-curricular links between history and geography were clearly planned. Although the management were wholly responsible for the plans, both the history and geography co-ordinators input was required to ensure that the links between subjects were evident and not left to happen by chance within a lesson. The whole school approach to cross-curricular learning outlined in the long term plans ensured consistency and progression in terms of knowledge, understanding and skills within history and geography. Moreover, the whole school integrated curriculum meant that the teachers did not feel pressured to teach every subject discretely thus freeing up the timetable, an issue acknowledged by Rose (2009). There are also implications for the teacher making links between the subjects and it will be important to consider these implications in my own teaching. Knight (1993) states that cross-curricular learning in history and geography depends on realistic integration (p.125) and he states that teacher must be secure in their own subject knowledge of both subjects to recognise real links. Moreover, Turner-Bisset (2000) and The Nuffield Foundation (2009) warn that cross-curricular learning is unsuccessful when links between subjects are forced or tenuous links are made. Turner-Bisset (2000) suggests that teachers should choose areas where the links are natural and not contrived because without these genuine links it is not possible for teachers to measure childrens progress of learning in either subject. Over my three school experiences I have seen strong examples of cross-curricular geography and history teaching such as integrating the impact of the water supply into Victorian Britain. However, Rowley and Cooper (2009) argue that cross-curricular planning raises issues for teachers because the links between subjects are based solely on their perceptions, there is no guarantee the connections between subjects will be made explicit to the children, nor will the connections make sense to the children. In order for children to understand their learning across subjects, Hoodless (2009) highlights that clear objectives are needed for both subjects and these objectives should be included in short term plans. Whilst on school experience it became apparent to me the lack of resources available to support integrated history and geography lessons. When planning a unit around Victorian London, I was required to produce my own resources. This involved visiting the archives at the Museum of London to collect photographs of the city of London in the Victorian era, as well as taking a trip into the central London to take photographs of the city. Although these resources were a beneficial aid to support childrens learning, a great deal of time was spent collecting and putting the resources together. Knight (1993) acknowledges the lack of good quality resources to enable successful integration. He argues that this puts a burden upon teachers to produce resources.

Prostitution, Motherhood, and Full Equality :: Essays Papers

Prostitution, Motherhood, and Full Equality Just as the needs of individuals change over time, so do the needs of social movements. Leaders come and go. Tactics change from time to time. But the goal always remains the same. While the movement to secure equal rights for the American Negro needed different leaders and different tactics at different times during its history, so it was with the women's movement in America. While the movement initially sought equal treatment for women in everything, the struggle required changes in both leadership and in tactics before the goal was achieved. Early in the history of the movement there was Elizabeth Cady Stanton. Starting with a relative handful of elitist, well-educated female activists, they declared that the right to vote was necessary to make men and women equal under the law and in every facet of daily life. Later, when alliance with other political and social reform movements was made necessary to further the goals of the movement, there was Jane Addams. The argument changed to one of the American woman needing the vote in order to better the daily lives of their families, their friends, and their society. But the goal was always the same: equality for men and women. Equality eventually symbolized by the right to vote. The early women's movement was dominated by an uncompromising attitude of right versus wrong. This attitude came from the involvement of this same segment of society in the abolitionist movement. While intellectually appealing, in "Not Wards of the Nation: The Struggle for Women's Suffrage," William H. Chafe tells us that early women's rights advocates "were generally dismissed as a 'class of wild enthusiasts and visionaries' and received little popular support (Oates 153). One of the founders of this movement was Elizabeth Cady Stanton. At Seneca Falls, New York, in 1848, Stanton helped draft a Declaration of Sentiments and Resolutions. In it, the advocates of women's rights accused "mankind" of "repeated injuries and usurpations" toward women. They said that men had "oppressed them on all sides." And they demanded equal access to education, the trades, professions, and an end to the double standards that existed for men and women. Only by doing away with laws that "restricted women's freedom or placed her in a position inferior to men" could women achieve equality (153). The daughter of a judge, Stanton had first hand knowledge of the plight of women in the judicial system of the United States.

We Should Not Reinstate the Military Draft :: Argumentative Persuasive Argument Essays

We Should Not Reinstate the Draft I never thought I would say this but I think we should reinstate the draft. It has been years since we have wanted or needed a draft, but in view of the United States being attacked on September 11, 2001, I feel our country must be ready and prepared to defend itself. If being prepared means reinstating the draft, a mandatory summons for military service, then I think we should consider this a reasonable proposal. I think the tragic events of September 11 will evoke most people to agree with me. Since September 11 we have seen a surge of patriotism in this country that seemed hidden for many years. I am so glad patriotism was not lost, and I think most Americans would be willing to defend their country in light of this attack. We are a nation and a people who believe in freedom and democracy. It tells other nations who we are and what we stand for. It is these beliefs that lead me to believe that the people of the United States will do anything to preserve our freedom and democ racy even if it means reinstating the draft. I want to prove this notion, but am unsure how to accomplish this. I have not read any recent articles in newspapers or magazines that have dealt with this issue. My textbook was not a source either. So I decided to do two things. First, I went to the Internet for any information, articles, discussions, or statements relating to this issue. Second, I decided to conduct an informal poll. This informal poll consisted of male and female respondents with an age span of eighteen to sixty two. My poll started with classmates in my Western Civilization and Studio Art classes and the professors who instruct these classes. My poll included emailing friends and family who live and work in New York, family currently serving in the Armed Forces, and a family member who is a Veteran of the Viet Nam War. Also included in this poll is a random sampling of the townspeople of Los Alamos. Medical personnel at Los Alamos Women’s Health Services, and the lunch crowd at Cafà ©Ã¢â‚¬â„¢ Allegro rounded out my poll. This cross section of Americans evoked many feelings and opinions and stimulated many conversations and critical thought. These conversations exhilarated me and the results I obtained amazed me.

Personal Narrative: Negative Changes in my Dad :: essays research papers

He makes me feel like I am like none-other, but not in a respectable manner. I remember his eyes, lifeless and dark. His smile had a revengeful look upon it, his canine teeth set in his mouth as if her were a vampire. His heart was cold and full of hate. I remember some of the memories as if they were yesterday. His words would cut me through me faster and deeper then any scalpel could. He smelled of cigarettes and coffee on a daily basis, but tried to always cover the smell with the horrendous Brut cologne. It seems clichà © but all I remember is all the bad, none of the good. I remember the late night fights. All I did was sit in the corner of my plain room. Staring at my plain room that only consisted of a dresser that stood up to my chest, and a twin size squeaky bed. My covers were pink and right above and to the left of the bed, in the corner of the ceiling draped a net filled with my stuffed animals. I would sit and think, trying to drown out the screaming. The words of hate were thrown like daggers from dad to mom. I remember hearing the thundering of mom going down the stairs, but it was not by her own will. I remember hearing the screams of â€Å"I hate you† being yelled at dad, and the yelling of â€Å"You cheated, and you were caught, just admit to it damn it!† I remember when we moved for the second time, the fighting progressively got worse. My mom gave my dad chances to come clean, and to be sorry, but the day where he would say â€Å"I am sorry† never came. My dad left July 4th, 2005 while I was away in New York and it wasn’t until I arrived that my parents told my brother and I that they were going to get a divorce. We were in my dinning room, my chair faced the bookshelf walls, to which I would spend all of dinner time staring at the picture of my grandfather’s picture. We ate meatloaf and mashed potatoes, and corn and green beans. The meatloaf hat tomato paste drooping on top, with sliced onions backed into the paste, the potatoes had sour cream in them to make them smooth. The corn lightly dusted with black pepper setting in a buttery sauce, while the green beans were simple and out of the can.

Computer software Essay

What were some of the problems with DST Systems’ old software development environment? Some of the problems with the DST Systems’ old software development environment were:  often manual and time-consuming  (AS used a mixture of tools, processes, and source code control system without any repository for code or a standardized developer tool set; different groups within the org. used very different tools for soft ware development)  hard to locate where resources were allocated  the DST struggled to update its most important product, AWD B. How did Scrum development help solve some of those problems? Scrum development helped solve some of these problems by accelerating its software development cycle from 24 months to 6 months and developer productivity increased 20%. What the scrum development pretty much acted like was the coach for the team. This is how the scrum development helped solve some of these problems. Information: Agile development approaches like Scrum is designed to reveal problems, not solve them. The solutions are situational — they take different forms depending on the organizational context. Let’s say we have a software development team that is often late in delivering the final product. They’ve been together for a while and delivered multiple releases but they are almost always late. Management and the team decide to try Scrum hoping that a fresh approach will enable the team to deliver on time. The team dives in defining stories, planning sprints and delivering working software iteratively. Will they deliver the final build on time? If the late deliveries stem from poorly defined business requirements and  lack of business participation, Scrum will not solve the problem. What Scrum will do is highlight the lack of business involvement earlier in the project thus providing an opportunity to fix the problem. If the late deliveries result from optimistic work estimates by the development team, Scrum will not solve that problem either. Sprints will deliver less than planned and alert the team that they need to adjust their estimates for future sprints. They may still deliver the final build later than expected but at least the problem will be well publicized in advance. If the late deliveries are caused by lack of teamwork and in-fighting amongst the team members, those behaviours will likely continue. The frequent deliveries mandated by Scrum may draw attention to these issues but won’t solve them. The critical concept behind Scrum, the agile development approaches is continuous improvement — identifying problems and solving them — continuously. The effort will never be perfect — technology changes too fast for that — but the team will continuously adjust and improve. C. What other adjustments did DST make to be able to use Scrum more effectively in its software projects? What management, organization, and technology issues had to be addressed? The other adjustments DST was able to make to use Scrum more effectively in its software projects were by setting up a project evaluation team to identify the right development environment. Another key adjustment was DST’s adoption of CollabNet’s products. This adjustment allowed DST to complete all of their work within the ALM platform. The management issue being addressed was production being slowed down. The organization issue was the lack of organization so processes were breaking down. Finally, the technology issue being addressed was the problem occurring with the software so production was taking a major hit.

Non-violent social change

Chavez, King Jr. and Malcolm X all advocated non-violent struggles for justice and equality. They were all successful in their policy goals. Through the tactics and strategies that they employed, they were able to achieve their goals. Through their leadership, the marches, boycotts, rallies, fasts and strikes led to their objectives. Non-violent struggles proved to be more effective in making people aware and bringing out desired changes.Their experiences also led them to be the leaders of their organizations. Chavez has seen a lot of inequality towards Mexican-Americans especially the farm workers. King Jr., on the other hand, has also experienced inequality and injustice even when he was young. And when he became the leader of the Southern Christian Leadership Conference (SCLC), he saw a lot of racial discrimination and inequality in rights against the blacks. Malcolm X, too, has experienced being harassed when he was young. In fact, his life before being a Muslim could be said as sorrowful. His father was killed, his mother was taken to a mental institution and he and his siblings were split up to different homes.Discrimination seemed to be the factor which drove these leaders to seek change. Chavez has encountered it when he was in elementary schools. King Jr. has seen discrimination against the blacks. Malcolm X has probably experienced discrimination as he talked about black pride. Due to this, they have become resolved in bringing social change and civil rights.I believe that their advocacy of non-violent social change played a big role in their success as leaders. As to Chavez and King, their mothers taught them that there should be no place for violence or any discrimination in one’s heart.These three leaders were long dead, but their legacy still lives. Malcolm X had influenced both the blacks and the whites. The blacks has regarded him as a man of the people and experienced in the ways of the street. The whites, on the other hand, were influen ced by his unwillingness to turn away from hostility. Chavez’s legacy, on the other hand, is his philosophy of service for others, justice, equality and civil rights. And King Jr. has brought the Voting Rights Act and the Civil Rights Act.WORKS CITEDMcElrath, Jessica. Malcolm X. Online. Available: http://afroamhistory.about.com/cs/malcolmx/a/bio_x_malcolm.htm. 30 September 2007.Siqueiros, Ray. â€Å"Who was Cesar Chavez?† People’s Weekly World. 19 Apr 2003: 11 pars. Online. Available: http://www.pww.org/article/articleview/3309/1/