The Jungle Questions for Study and Discussion

The Jungle Questions for Study and Discussion The Jungle is one of the greatest (and most controversial) works by   Upton Sinclair.. Dedicated to the Workingmen of America, the novel detailed the unhealthy conditions of the meatpacking industry and eventually led President Theodore Roosevelt to pursue  new federal legislations.   Here are a few questions for study and discussion to think about before and after reading this work. What is important about the title: The Jungle?What are the conflicts in The Jungle? What types of conflict (physical, moral, intellectual, or emotional) did you notice in this novel?How does Upton Sinclair reveal character in The Jungle?What are some themes in the novel? How do they relate to the plot and characters?What are some symbols in The Jungle? How do they relate to the plot and characters?Is Jurgis Rudkus consistent in her actions? Is he a fully developed character? How? Why?Do you find the characters likable? Are the characters persons you would want to meet?Does the novel end the way you expected? How? Why?What is the central/primary purpose of the novel? Is the purpose important or meaningful?Why is the novel usually considered a work of protest literature?How essential is the setting to the story? Could the story have taken place anywhere else?What is the role of women in the text? How are mothers represented? What about single/independent women?Would you recommend this novel  to a friend?

Planning and Design of Airports

Planning and Design of Airports Airports have become a part of everyday existence, as air travel is necessary for many aspects of life. The design and technology that goes into building and engineering an airport is unseen but is very complex and structured. There are many details that are important to keep in mind in order to build a well functioning and effective airport.Advertising We will write a custom term paper sample on Planning and Design of Airports specifically for you for only $16.05 $11/page Learn More The runway is key part of any airport and at first, it might seem simple enough. The landing and takeoff of an airplane are considered to be one of the most important parts of any flights and so, great care must be taken in designing and building the runway. Usually, it is made of asphalt or concrete and the specifics of the plane are taken into account. The runways have a close relationship with the Earth’s magnetic poles and their shifts. The changes in magnetic poles, which can slowly drift in a certain direction, will result in a name or number change for the runway. Some runways are designed for takeoff and some for landing. This is due to the fact that during landing the physics are different when compared to takeoff or rolling of the plane into position. Runways are connected by ramps and the path that connects the two is called taxiway. As most of the airports are busy and the speed of traffic adds to the effectiveness of the functioning, taxiways are constructed to be used for a high speed usage. The markings on runways, ramps and taxiways are extremely important as they tell the pilots their specific purpose. It is done with letters, numbers and different color lighting. The marking lights are heavily relied on during night time for obvious reasons. There is a great amount of technology used to test and monitor surfaces, markings and other safety details of the airport and its features (Woods 23). Most of the time runways are made with con crete to provide obstruction free, smooth and hard surface. The thickness of concrete depends on the planes that are used and their mass is what determines if it is 10 inches or 1 meter thick. Modern airplanes that are used for commercial transports have one of the highest masses and so, the pressure from the chassis or landing gear is a key determinant. The construction and materials for the runways are very expensive and so, the manufacturers of the aircraft must keep in mind the amount of wear that the airplane will have on the concrete. Due to this, the weight of the airplane must be equally distributed between the touching points and the amount of tires play an important role in the pressure on the pavement.Advertising Looking for term paper on air transport? Let's see if we can help you! Get your first paper with 15% OFF Learn More Weather conditions are also taken into consideration, as some places are suscepted to frosting conditions while others neve r have to deal with temperatures below zero degrees. The pavement surface is an integral part of the runway because it is an area that comes into most contact with the plane. The contact between the surface and the tires must be maximized for braking and acceleration. As sometimes there is heavy rain, the surface is made with grooves that let water flow into them, which decreases hydroplaning or gliding of tires along the surface. Some of the materials that are used for the surface layer are asphalt, concrete, clay, a mixture of several materials called composite, coral which is made from coral reefs and others. The surface of the runways is important but so is the direction. It is determined by the wind, as takeoff and landing happen as closely as possible to the wind direction. As the wind changes, so does the â€Å"active† runway being used. The length of the runways is related to the mass of the plane and geographical elevation. At least 1800 meters is required for aircra ft that are below 90000 kilograms. Planes that are larger in size and wider in their dimensions will have a minimum 2400 meters takeoff length. The higher the altitude the longer the runways will be. This is because the air is less dense at a higher altitude and more speed and distance is needed for an airplane to takeoff (Ashford 80). The changes in technology have greatly affected the design of the airports. The engines are made to have more power and so, the design of the airport is changed and aligned according to the plane, its power and dimensions. The amount of fuel needed for the plane will have an effect on its mass and power output, so the types of planes that use the airport play a key role. The airplane itself has many characteristics that differentiate it from others. The wing span, seating capacity, length of the fuselage, amount of fuel needed, on board specifications and age, all play a role in the development of the airport (Ashford 76). For example, a higher wing s pan will decrease the flying speed of an airplane and the speed of landing and takeoff will also be lower. The purpose of the plane plays a significant role in the design of the airport. If it is a military base or an airplane used by the military might land in a particular airport, the mass and dimensions are taken into account. Commercial and private airplanes have a great number of specifications that dictate the design of the airports.Advertising We will write a custom term paper sample on Planning and Design of Airports specifically for you for only $16.05 $11/page Learn More The amount of traffic and the loads are also factors that determine the layout and details of engineering a smooth functioning airfield. The safety of people on the ground and on the plane is an important matter and so, the conditions of the surface are constantly monitored. The wear on the runways is inevitable and specific division of airport workers must have a close eye on any defects and irregularities. Another factor that affects the design of the airport is the area it is located in and the usage by the public. A major city airport will have a larger area with bigger size terminal and more pockets or aprons for plane parking (Graham 207). The greater the amount of people that uses the airport, the higher is the amount of airplanes and the tower must take more effective and orderly control of the large number of airplanes. Smaller or private airports are not so demanding when comparing to major city airports and military bases. The airports that are used by the army have different types of aircraft: helicopters, smaller and faster airplanes and transport planes, which are sometimes more demanding than those used publicly (Edwards 71). Overall, a lot of engineering thought and planning goes into designing an airport. It is an intricate structure of systems that are all connected and serve a specific purpose. It is a place of extreme speeds and condition s that are taken very seriously, which reflects in the organization of both airplanes and airfields. Ashford, Norman. Airport Engineering: Planning, Design and Development of 21st Century Airports, Hoboken, John Wiley Sons, 2011. Print. Edwards, Brian. The Modern Airport Terminal: New Approaches to Airport Architecture, Abingdon, United States: Routledge, 2004. Print.Advertising Looking for term paper on air transport? Let's see if we can help you! Get your first paper with 15% OFF Learn More Graham, Anne. Managing Airports, Burlington, United States: Routledge, 2003. Print. Woods, Jessica. A Study of Airport Pavement-aircraft Interaction Using Wavelet Analysis, Ann Arbor, United States: ProQuest, 2008. Print.

For this paper you will compare and analyze different primary Essay

For this paper you will compare and analyze different primary documents of the same topic or historical era - Essay Example II. An Old Whig An article published in The Massachusetts Gazette on November 27, 1787 questioned whether or not the â€Å"proposed constitution† was rushed (AntiFederalist Papers No. 1-85). This article written by and titled â€Å"An Old Whig† pointed out that the constitution itself would require that every state in the union revise its existing laws so that those laws are consistent with the US Constitution. It therefore makes sense that the proposed constitution be revised and debated to ensure that it does accomplish that which it sets out to accomplish: the formation of a â€Å"great republic† (AntiFederalist Papers No. 1-85). The article expressed fear that the proposed constitution was rushed primarily because the public demanded its passage. However, in rushing the proposed constitution, it was important not to lose sight of the dangers of putting too much power over the entire domain of the country into the hands of so few. Such a constitution must care fully consider the fundamental freedoms of the people and methods by which to safeguard against the abuse of powers by so few over the majority. Therefore it is important that the proposed constitution be revised and accompanied by a carefully drafted Bill of Rights otherwise, the proposed constitution could eventually turn the US into a monarchy (AntiFederalist Papers No. 1-85). III. ... Unlike An Old Whig, the Philanthorpos provided specific examples of why the new constitution as it was threatened liberties and challenged the formation of a great Republic. For example the new constitution confers upon Congress the power to regulate commerce but does not give Congress the authority to borrow money. Moreover, Congress will have the power to appoint members of the judiciary and can exercise that power for altruistic reasons (AntiFederalist Papers No. 1-85). Philanthorpos like An Old Whig predicted that the new constitution would lead to unstable and autonomous rule. While An Old Whig predicted the formation of a monarchy, Philanthorpos predicted the formation of a â€Å"tyranny† and â€Å"despotism† (AntiFederalist Papers No. 1-85). The rich and powerful will fight to retain power and the poor will struggle to gain some measure of power and improvement in their lives. The likely outcome would therefore be a civil war (AntiFederalist Papers No. 1-85). The refore the predictions made by Philanthorpos were far more devastating than those made by An Old Whig. The latter article merely called for a careful reframing and revision of the proposed constitution and the former expressed the belief that it was a downgrade on the previous constitution and would, if presented as it stood lead to political unrest, divisions among the people, autonomy and eventually civil war. IV. Madison The Federalist Papers unlike the Anti-federalist papers supported the new constitution and were written by Jon Jay, Alexander Hamilton and James Madison between late 1787 and May 1788. James Madison’s The Union as a Safeguard Against Domestic Faction and Insurrection, took an entirely different view of the Philanthorpos and An Old Whig

Global Operation management Essay Example | Topics and Well Written Essays - 250 words

Global Operation management - Essay Example â€Å"The company was then bought out by EBay†. (Grabionowski) EBay was already expanded globally when they purchased PayPal. The purchasing of PayPal required global operations management to help set up PayPal to be able to reach a global market. This was important so that PayPal could service as many customers as possible regardless of demographic location. This global transition had to happen so that PayPal could work in unison with E Bay on a global level. General Motors shows a great global management approach for the company. â€Å"General Motors is originally from the U.S. but has a larger market in China.† (GM2010) The global management approach by GM is a terrific demonstration of a successful global expansion. GM was able to achieve this success by allowing global operations management to oversee the necessary flaws in global marketing and perfecting them. This practice is proof of success. These examples demonstrate why it has become so important for companies to become competitive in a global business environment. Businesses are not just reaching out to areas nearby. There is a global market that can be reached if the right steps are taken. The further the global outreach means for a bigger profit. The advancements of other companies in other countries has allowed for companies in the United States to be better able to conduct business with the foreign companies. When companies in other countries are able to compete with the United States on the same technologically advanced level it creates a larger need for global operations. Other countries are expanding to the United States and it is important for the United States to expand to the other countries. It is certain that these advancements in other countries have affected the operations of American companies. Companies can either step it up globally or lose out. Many companies big and small are able to reach a global market. Business is not like it once was. The ability to seek business

Future of Educational Finance Essay Example for Free

Future of Educational Finance Essay Gary Marx stated â€Å"identifying, monitoring and considering the implications of trends is one of the most basic processes for creating the future† (Stevenson, 2010 p. 1). The world of education is forever changing at a pace that gets more rapid as the years go on. The decisions made in the past have laid the foundation of education today, as will recent changes affect the future. Programs such as choice schooling and No Child Left Behind will impact school funding. Rulings such as the Lemon Test and separation of church and state will impact decisions that can potentially result in litigation and court rulings dictating educational decisions. In his work regarding educational trends, Kenneth Stevenson (2010) stated, â€Å"a continuing recession, escalating political polarization, rising racial/ethnic tensions, a growing national debt, and a widening divide between the haves and the have nots portend a future fraught with unprecedented challenges to and clashes over the form and substance of public education in America† (p.1). Analysis of the Lemon Test The Lemon Test was created by Chief Justice Warren Berger as a result of the court case Lemon v. Kurtzman (1971) and is based on the principles stated in Everson v. Board of Education. The case of Lemon v. Kurtzman (1971) centered on Rhode Island’s Salary Supplement Act. This act approved a salary supplement of up to fifteen percent for teachers who taught secular subjects in private religious schools or non-public elementary schools. The courts determined that approximately twenty-five percent of Rhode Island’s students attended non-public schools. Furthermore, ninety-five percent of the parochial schools were Roman Catholic. Pennsylvania offered a similar program that reimbursed non-public schools for expenses related to secular education and required schools to account for the expenses separately. Approximately twenty percent of Pennsylvania’s children attended non-public schools and ninety-six percent of the schools had a religious affiliation. The high courts looked at its own precedents and determined that, in order  for a law to be in compliance with the Establishment clause it, â€Å"must have a secular legislative purpose; second, its principal or primary effect must be one that neither advances nor inhibits religion; finally, the statute must not foster an excessive government entanglement with religion (Barnes, 2010, p. 2-3). The Lemon test was created to, â€Å"determine when a law has the effect of establishing religion† (The Basics, 2014, p. 3). The court applied the Lemon test to the Pennsylvania and Rhode Island supplemental funding programs and deemed that the programs in both states were unconstitutional (The Lemon Test, 2009). Both programs met the first requirement of the Lemon test as they had a secular purpose. However, the court determined that it was unclear if the programs met the second set of criteria as â€Å"while the aid was intended for secular use, it was not entirely secular in effect† (The Lemon Test, 2009, p. 1). The court decided that it did not need to establish if the programs met the second part of the Lemon test as they failed to meet the third criterion as both programs â€Å"excessively entangling state administrators with the operations of parochial schools† (The Lemon Test, 2009, p. 1). The Lemon test has â€Å"become an extremely influential legal doctrine, governing not only cases involving government funding of religious institutions but also cases in which the government promoted religious messages. Over the years, however, many justices have criticized the test because the court has often applied it to require a strict separation between church and state† (The Lemon Test, 2009, p. 1). The test has been the foundation for many of the court’s ruling regarding the establishment clause since 1971. The choice  The idea of vouchers for education was first introduced in early 1950 in a move to privatize education. In that same year, as a result of Brown v. Board of Education, the southern states put the first voucher program into action as a way to â€Å"enable white students of all income levels to attend the segregation academies and continue receiving a publicly-funded, all white education† (Save our Schools NJ, 2014). In 1989, Wisconsin’s more modern voucher programs, focused on poor children of all races. (Save our Schools NJ, 2014). Regardless of the nature of the voucher program, the impact is the same- taxpayer funds being diverted from public school funding. In 2002, the Supreme Court ruling of the case of Zelman V. Simmons-Harris  stated that it was not a violation of the Establishment Clause to provide scholarships for some students to attend private or parochial schools. This ruling had a subsequent impact on the development of S1872, also known as the Opportunity Scholarship Act. This act allowed for vouchers to go to private or religious schools. Changes from S1872 resulted in an almost $1 billion dollar revenue loss for school funding by the end of its fifth year (NJEA, 2011). In addition to the government revenue lost, a 100% tax credit is given to companies who donate to these funds thus losing additional revenue. The children given these scholarship vouchers are children from targeted failing school areas, which then result in that already failing district to lose additional weighted funding for those children. â€Å"Shifting a handful of students from a public school into private schools will not decrease what the public school must pay for teachers and facilities, but funding for those costs will decrease as students leave† (NCSL, 2014). A study by the American Federation of Teachers in 2011 looked at the revenue lost in several states as a result of money being diverted to voucher programs. In most cases, these programs obtained funding by either increasing taxes or by reducing state aid to local school districts. Both the Milwaukee Parental Choice Program and the Cleveland Scholarship and Tutoring Program did just that. The Milwaukee program, in 2009, cost taxpayers roughly $130 million and the Cleveland program reduced Disadvantaged Pupil Impact Aid to the Cleveland public schools by $11,901,887 in 2007 (American Federation of Teachers, 2011). One of the most significant issues with voucher programs is the fact that they do not have the same monitoring and regulations as public schools in order to obtain funding. â€Å"Perhaps the biggest critique of market-based reforms, such as school choice and performance based accountability is that they will further exacerbate inequalities in education† (Fusarelli and Young, 2011, p. 92). Not all program funding is distributed in the programs based on poverty. Parents of special education students are not guaranteed special education services. In addition, many programs are not monitored for the way they appropriate money. When a review of the Arizona tax credit programs was conducted, it was discovered that â€Å"almost two-thirds of all voucher orga nizations kept more funds for overhead than allowed under state law† (AFT, 2011, p. 7). Per student revenue that local districts lose to  these programs is not guaranteed to be 100% applied to the students attending the private school. In 2011, the U.S. Department of Education had a budget cut of $5 billion (The Education Trust, n.d.). In 2013-2014, over 35 states are providing less funding per students, more than 10% in fourteen of them. (Leachman Mai, 2014). With decreasing numbers such as these, voucher programs only continue to threaten to take limited funding away from local districts. Continued funding cuts will have an impact on the economic future of our country. As stated by Brimley et al. the more education provided, the more wealth developed; the more wealth created, the more funds available for investment; the more investment undertaken, the more wealth available for investment in physical and human capital: (Brimley et al., 2012, p. 3). The Impact of No Child Left Behind (NCLB) The No Child Left Behind Act of 2001 (NCLB) is the largest federal funding program in the history of the United States. No Child Left Behind is a, â€Å"reauthorization of the Elementary and Secondary Education Act (ESEA), which originated in 1965 as part of the War on Poverty† (Braden and Schroeder, n.d., p. 1). While NCLB provides additional funding from the federal government it also imposes mandates that states must follow. The supplementary funding provided under the No Child Left Behind Act is not necessarily enough for states to meet the standards required by the act. The main focus of NCLB is Title I funding which the federal government allocates to states to help provide an education to economically disadvantaged students. No Child Left Behind includes eight other forms of Title funding such as school safety, teacher quality, assessments, and American Indian education (Braden and Schroeder, n.d., p. 1). Title I funds are the most important part of No Child Left Behind as the majority of the funds are earmarked for Title I purposes and Title I funding holds states accountable for student achievement as evidenced on state assessments. The move towards holding states accountable for student achievement began prior to the No Child Left Behind Act of 2001. Most states included accountability in their education reform acts during the 1990s (Ladd, 2001). By the year 2001, the same year as NCLB, more than forty states published a school report card, more than half had some type of school achievement rating, and numerous states offered assistance or sanctions to schools with low student  performance (Meyer, Orlofsky, Skinner, Spicer, 2002). In January of 2002, No Child Left Behind was signed into law and for the first time in history the federal government was involved in, â€Å"setting broad parameters, implementation timelines, and sanctions for state accountability systems† (Dun combe, Lukemeyer, Yinger, 2006, p. 1). States began to implement NCLB in 2002 during a time of financial difficulties. This created concerns based on the cost involved in funding a program of its magnitude as well as questions regarding the extent to which the NCLB program was funded. Most estimates concerning the cost of implementing the program were far from accurate. This prompted states, such as Connecticut and Utah, to pass legislation which allowed them to either ignore the parts of NCLB that required funding from the state or sue the federal government for a lack of funding (Duncombe et al., 2006). While NCLB involves many federal education programs, the act’s requirements in regards to school improvement, accountability, and testing are a priority. No Child Left Behind required states to test students in grades three through eight yearly in math and reading. Students in grades ten through twelve must be tested once. In addition students must be tested in science once in grades three through five, six through eight, and tenth-twelfth. In addition, states, school districts and individual schools are to â€Å"publicly report test results in the aggregate and for specific student subgroups, including low-income students, students with disabilities, Eng lish language learners, and major racial and ethnic groups† (New America Foundation, 2014). Another requirement of NCLB is that all teachers must be highly qualified. Teachers must pass a licensure exam and be certified by the state they teach in. Teachers who teach a specific subject area must demonstrate their subject knowledge by passing the subject knowledge portion of the licensure exam. NCLB specifies that states develop a plan â€Å"to ensure that low-income and minority students are not taught by teachers who are not highly qualified at higher rates than are non-minority and low-income students† (New America Foundation, 2014). In addition, NCLB give parents and guardians the right to know the qualification of their child’s teacher and if their child is receiving instruction from a paraprofessional and if so the qualifications of that individual. NCLB requires that school district’s notify parents in writing if their child will receive instruction from a teacher who is not highly  qualified for longer than four weeks (New America Foundation, 20 14). No Child Left Behind stated that all school districts in the United States were to guarantee that each child enrolled in their district would score proficient in the state’s reading and math assessments by 2014. Each state was given the freedom to define what grade level proficiency meant in regards to their state standards. NCLB required that schools make â€Å"adequate yearly progress† (AYP) towards achieving their goal. Proficiency rates increased yearly up to 2014 and individual states were allowed to choose their rate of increase. In order for a state to make AYP they must meet their goal for student achievement in reading and math every year (New America Foundation, 2014). Forty-three states, Washington D.C., Puerto Rico, a group of California school districts as well as the Bureau of Indian Education applied for waivers exempting them from being required to meet their targets and other requirements of NCLB from the Department of Education. In September of 2011, President Obama and Arne Duncan, Secretary of Education, announced that the Obama administration, â€Å"would allow states to request flexibility in meeting some of the requirements under NCLB in the absence of the law’s reauthorization† (New America Foundation, 2014). For a state to qualify to receive flexibility throu gh a waiver, the state needs to show they have adopted or will implement reforms to their, â€Å"academic standards, student assessments, and accountability systems for schools and educators† (New America Foundation, 2014). According to No Child Left Behind schools that do not make AYP for two consecutive years will be identified for school improvement, and will have to create a school improvement plan (SIP), and apply a minimum of ten percent of their federal Title I funds to professional development. Schools that do not make AYP for a third year will be under corrective action, and will be required to apply interventions to improve school performance, â€Å" from a list specified in the legislation† (New America Foundation, 2014). If a school fails to make AYP for a fourth year they will be, â€Å"identified for restructuring which requires more significant interventions† (New America Foundation, 2014). If a school fails to make AYP for a fifth year, â€Å"they must implement a restructuring plan that includes reconstituting school staff and/or leadership, changing the school’s governance arrangement, converting the school to a charter, turning it over to a private management company, or some other major change†Ã‚  (New America Foundation, 2014). Specific school districts that have a high percentage of schools that fail to make average yearly progress for multiple years could be, â€Å"identified for school improvement, corrective action, and restructuring† (New America Foundation, 2014). The Future of Church-State Relations As religion continues to hold influence on the American culture the U.S. judicial system remains the authority for interpreting the constitutionality of matters of religion. The separation of church and state comes as a result of America not having an established religion for all of the residents to follow; the people were given freedom of religion. According to Thomas Jefferson, God is acknowledged as the creator of mankind and government is not a divine organization therefore it is the responsibility of the citizens to oversee the institution of government. In 1791 the government discontinued support or promotion of any religion. The decisions made so long ago continue to greatly impact organizations such as schools today. In the classroom teachers are held accountable to the state that they will remain neutral on the subject of religion while on school grounds (The Boisi Center, n.d.). Cases such as Committee for Public Education and Religious Liberty v Nyquist (1973) and Mueller v Allen (1983) have kept the courts busy on the subject of funding religion in the educational system (Pew Research Center, 2008). The Free Exercise Clause permits students to practice their faith privately on campus as long as it does not cause disruptions to the academic day and students are not being persuaded to follow his/her beliefs. School vouchers and tax credits that were distributed from 1983-2002 were considered constitutional under the Establishment Clause as they approved a parent’s choice to have their child attend a religious school. The courts accepted these practices because they did not show intent to persuade on the side of religion (The Boisi Center, n.d.). During this time all over the country courts were hearing cases to oppose the allowance of vouchers to religious organizations as they felt it went against the separation of church-state. In some states courts ruled that vouchers could only be used for parents that wanted to move their child to a higher performing public school so that private religious schools did not receive state education funds. Now and in the future the United States  will continue to permit religious liberty to the people, the government will not be accountable nor will it dictate ones religious practices (The Boisi Center, n.d.). With the increased cases that continue to build against religion in schools and educational funding to religious private schools it is predicted that the future of church-state relations in educational funding will give more authority to the state education departments on the placement of funds. The state will seek more control of religious private schools, as the voucher program seems to be here to stay. The state is going to want more control of curriculum if they will be providing financial support (Pardini, 1999). Tax credit programs are also popular and seem to offer a compromise of church-state relations. Tax credits provide financial support to families that choose to place their child in private schools. As time progresses state government will advocate for an increase in charter schools, this will allow for state funds in the form of vouchers and tax credits to support schools that do not have a religious focus (Pardini, 1999). This battle will continue until a decision is m ade by the U.S. Supreme Court on the constitutionality of the Blaine Amendments. These amendments were established in 1875 to disallow states to financially support private schools that teach religion. At this time there are approximately thirty states that incorporate Blaine language in their constitution, which disrupts the success of vouchers being used by parents that wish to relocate their child to a higher performing and/or religious private school (DeForrest, 2003). Future Trends in Court Decisions and Power over Educational Financing The courts have had a hand in education dating back to the creation of the United States Constitution. Although there was no specific mention in the Constitution as to who was responsible, who carried the power in terms of financing education, education was valued in the early days, and many early settlers used the Bible to teach the young to read. As time went on people challenged the use of teaching the Bible in Public Schools. People used the First Amendment of the United States Constitution to argue about the intermingling of church and state and the use of direct government support for parochial, and private schools (Brimley, Verstegen, Garfield, 2012). The courts found themselves hearing cases of people challenging the use of government funds in schools other than public schools and, in the case of Pierce v. Society of Sisters  (268 U.S. 510-1925), the courts ruled for using public funds for church-related schools. Because of this ruling financing public schools has seen some great changes, and will continue to see changes. This court ruling could potentially change the makeup and the system of education in the United States. States will implement more stringent guidelines as to what they expect from schools in regards to performance standards since they are the ones providing the funds. These guidelines are the result of schools continuing to fail to meet state requirements, running low on funds due decreased income from property taxes, or the need for states take over more schools or shut them down, To date there has not been a proven method that will solve the problems of educational financing. Politics have a large influence in financing education. This was evident during the Bush administration, when money went into funding Laura Bush’s library after other school programs were cut. For nearly forty years the constitutionality of the way schools are financed has been scrutinized. There have been one hundred thirty-nine lawsuits in forty-five states promoting finance reform after the ruling of Serrano v. Priest (Education Next, 2010). The states are required by their individual state constitutions to provide an adequate education to all students. Currently there is no solution to the challenges of financing public schools so that all individuals feel like they are being treated equally. The debates and challenges have been going on for decades and will continue for years to come. Responsibility is placed on the states to ensure that their State Constitution requirements are being met and to provide funding for local schools. Conclusion As previously stated education as it is known today continues to change at a rapid rate and will continue to change forever as the world that we all reside in is ever changing. Technology has had a major influence on education, and the world in general. â€Å"If students are not being taught to use technology, and not being taught adequate math, science, and communication skills, the United States will continue to lose its superiority to other countries† (A Nation at Risk, 1983). In order for the United States to keep up with the competitive commerce, today’s students need to be pushed a little more to achieve more and not just be satisfied with mediocrity. There was a time when funding private and/or parochial  schools was not even an issue, as it was clearly understood that government monies was allocated for public schools. As time went on, needs changed, be it individual needs such as students with disabilities, or families of low income. With these needs came reasons to challenge the norm. Attorneys were contracted, and the status quo was challenged. Nobody could have predicted the changes that would happen nor is it possible to predict the future from today. It is impossible to guess the future of financing education because no one knows what the needs will be in fifteen to twenty-five years from now. It is crucial that past rulings be thoroughly examined to assist with preparing for future financial direction, although that is not the magic solution. References A Nation At Risk: The Imperative For Educational Reform (1983). American Federation of Teachers (2011). School vouchers: The research track record. Retrieved September 29, 2014 from: http://www.aft.org/pdfs/teachers/vouchertrackrecord0211.pdfBarnes, M. (2010, September 13). The Lemon Test and the Establishment Clause: A Proposal For Modification. Retrieved September 29, 2014. Barry, C., and Wysong, C. 2010. School-Finance Reform in Red and Blue. Where theMoney Goes Depends on Who’s Running the State. Retrieved Summer 2010 / Vol. 10, N0. 3 from: educationnext.org/school-finance-reform-in-red-and-blue/ Braden, J., Schroeder, J. (n.d.). High-Stakes Testing and No Child Left Behind: Information and strategies for Educators. Retrieved September 29, 2014, from http://www.nasponline.org/communications/spawareness/highstakes.pdfBrimley, Vera R., Verstegen, Deborah A., Garfield, Rulon R. (2012). Financing education in a climate of change (11th ed.). Boston: Allyn and Bacon DeForrest, M. (2003). An Overview and Evaluation of State Blaine Amendments: Origins, Scope, and First Amendment Concerns. Harvard Journal Of Law Public Policy, 26(2), 551.Duncombe, W., Lukemeyer, A., Yinger, J. (2006, September). The No Child Left Behind Act: Have Federal Funds Been Left Behind? Retrieved September 29, 2014, from http://cpr.maxwell.syr.edu/efap/Publications/costing_out.pdfFusarelli, Bonnie and Young, Tamara (2011). Preserving the â€Å"public† in public education for the sake of democracy. Journal of Thought. 46(1) p. 85-96 Ladd, H. 2001. â€Å"School-Based Educational Accountability Systems: The Promise and Pitfalls.† National Tax Journal 54 (2): 385-400. Leachman, Michael and Mai, Chris (2014). Most states funding school less than before the recession. Center on Budget and Policy Priorities. May 2014. Meyer, L., G. Orlofsky, R. Skinner, and S. Spicer. 2002. â€Å"The State of the States.† Quality Counts 2001. January 10.. National Conference of School Legislatures (2014). School Vouchers. Retrieved September 28, 2014 from: http://www.ncsl.org/research/education/school-choice-vouchers.aspxNew America Foundation. Background Analysis. (2014). Retrieved September 28, 2014, from http://febp.newamerica.net/background-analysis/no-child-left-behind-overviewPardini, P. 1999. Church/state complexities. Retrieved from www.rethinkingschools.orgSave our Schools NJ (2014) School Voucher Basics. Retrieved September 27, 2014 from: http://www.saveourschoolsnj.org/vouchers/The Basics of Separation. (2014). Retrieved September 29, 2014, from http://candst.tripod.com/tnppage/tnpidx.htmThe Boisi Center. Date Unknown. Separation of church and stat e. Religion and American Public Life. Retrieved from www.bc.eduThe Lemon Test. (2009, May 14). Retrieved September 28, 2014.

Archimedes :: essays research papers

Archimedes (287-212 BC), preeminent Greek mathematician and inventor, who wrote important works on plane and solid geometry, arithmetic, and mechanics. Archimedes was born in Syracuse, Sicily, and educated in Alexandria, Egypt. In pure mathematics he anticipated many of the discoveries of modern science, such as the integral calculus, through his studies of the areas and volumes of curved solid figures and the areas of plane figures. He also proved that the volume of a sphere is two-thirds the volume of a cylinder that circumscribes the sphere. In mechanics, Archimedes defined the principle of the lever and is credited with inventing the compound pulley. During his stay in Egypt he invented the hydraulic screw for raising water from a lower to a higher level. He is best known for discovering the law of hydrostatics, often called Archimedes' principle, which states that a body immersed in fluid loses weight equal to the weight of the amount of fluid it displaces. This discovery is said to have been made as Archimedes stepped into his bath and perceived the displaced water overflowing, and after viewing that had ran outside into the streets naked screaming "Eureka!(I found it!)" Archimedes spent the major part of his life in Sicily, in and around Syracuse. He did not hold any public office but devoted his entire lifetime to research and experiment. During the Roman conquest of Sicily, however, he placed his gifts at the disposal of the state, and several of his mechanical devices were employed in the defense of Syracuse. Among the war machines attributed to him are the catapult and-perhaps legendary-a mirror system for focusing the sun's rays on the invaders' boats and igniting them. After the capture of Syracuse during the Second Punic War, Archimedes was killed by a

Literary Analysis: Hemingway’s Hills Like White Elephants

Ernest Hemingway’s short story ‘Hills like White Elephants’ depicts a couple, â€Å"the man† and â€Å"the girl†, casual conversation over drinks while awaiting the arrival of a train to Madrid. The story ends, as vaguely as it started, with the two about to embark on the train. Heminways’s use of ambiguous and vague language, dialogue, characterization, and metaphors in ‘Hills like White Elephants’ could leave his readers bewildered to the underlying subject matter of its plot. However, by properly citing and analyzing the literary techniques used by Hemingway; one is able to conclude that the main characters discuss their feelings and concerns about the possibility of an abortion. Throughout the short story ‘Hills like White Elephants’, Hemingway has chosen to address his main characters as â€Å"the man† and â€Å"the girl†. By patterning these words in addressing his main characters, Hemingway alludes to their difference in age and emotional maturity towards the conflict that they face. Hemingway, to suggest the female character’s younger age and her naivety about an abortion, uses the word â€Å"girl†. The reader is able to confirm that Hemingway does not conceder all females to be â€Å"girls† through the introduction the secondary character, the waitress, who brings the couple their drinks. Hemingway then continues to address this secondary as â€Å"the woman†; and thus, alluding the word â€Å"girl† only refers to the young and naive character of Jig. On the other hand, Hemingway’s usage of the word â€Å"man†, in referring to his male character, indicates a more mature and realistic view the character has on the idea of an abortion as a solution to the unwanted pregnancy. The metaphor employed by Hemingway to allude towards an abortion can be found in paragraph 46, where â€Å"the man† explains to â€Å"the girl† that the operation will simply â€Å"†¦let the air in and then it’s all perfectly natural. † (p. 445). The male character then ambiguously refers to his feelings to the pregnancy as, â€Å"†¦the only thing that bothers us. It’s the only thing that’s made us unhappy. † (p. 445). An earlier allusion to the differences between the main characters, and how each will respond to their conflict, has been conveyed through their conversation found in paragraphs 17-32. The dialogue by, and associated with, â€Å"the man† is confidante, assuring, tentative, and slightly condescending towards â€Å"the girl†. Likewise, the dialogue in paragraphs 17-32 connected with â€Å"the girl† is uncertain, passive aggressive, childlike, and earnestly striving for her partner’s guidance. Ernest Hemingway’s short story â€Å"Hills like White Elephants† depicts a young couple in the mist of an uncomfortable conversation regarding their choice of action towards an unwanted pregnancy. Though the subject of an abortion is not directly addressed, in â€Å"Hills like White Elephants†, Hemingway uses ambiguous metaphors, vague dialogue, and generalized characters help him to set mood between his two main characters. The reader’s understanding and ability to recognize the usage of literary tools by Hemingway is the key to decode this hazy plot.

12 Angry Men Sociological Analysis

â€Å"12 Angry Men† focuses on a jury’s deliberations in a capital murder case. A 12-man jury is sent to begin deliberations in the first-degree murder trial of an 18-year-old Latino accused in the stabbing death of his father, where a guilty verdict means automatic death sentence.The case appears to be open-and-shut: The defendant has a weak alibi; a knife he claimed to have lost is found at the murder scene; and several witnesses either heard screaming, saw the killing or the boy fleeing the scene. Eleven of the jurors immediately vote guilty; only Juror No.8 (Mr. Davis) casts a not guilty vote.At first Mr. Davis’ bases his vote more so for the sake of discussion after all, the jurors must believe beyond a reasonable doubt that the defendant is guilty. As the deliberations unfold, the story quickly becomes a study of the jurors’ complex personalities (ranging from wise, bright and empathetic to arrogant, prejudiced and merciless), preconceptions, backgro unds and interactions.That provides the backdrop to Mr. Davis’ attempts in convincing the other jurors that a â€Å"not guilty† verdict might be appropriate. A huge feel of the film is gotten through the time period it took place in.People’s views on race were made very publicly within the jury. Many of them seemed to have personal vendettas against different races. They deemed the boy’s Hispanic race to be slum and nothing more than that. A universal problem that is shown in several ways throughout the film is personal prejudice getting in the way of judgment.Juror number ten’s reason for saying the accused boy was guilty was because he felt people from slums should not be trusted and that they kill one and another for fun. His prejudice lead him to discriminate against the boy initially by voting guilty earlier in the film, before being convinced in voting not guilty.This was during the civil rights era and all of that. We all know blacks werenâ €™t treated equally and this makes it apparent that it wasn’t easy for any minority within the US. They’d rather lock them up and throw away the key than give them a fair trial. Tensions run high the second the jury went into the private room to deliberate.It was a very hot day outside and the fan wasn’t working nor would the windows open. No man wanted to  spend more time than what they thought would be efficient to determine the verdict. Some even spoke about their plans for right after, thinking it would be a sure bet they’d be out of there soon with the whole night ahead of them.They were wrong. From then on the film turned into an example straight out of a sociology textbook. Everyone didn’t deviate from the norm of the group†¦ All except one, Juror #8. The rest of the jury was outraged and deemed him a radical. They could not believe two things.One, that he voted not guilty, and second, that he went against the group norm. He tried not one bit to conform. Rather, he stood up in grand fashion and presented his doubts to his fellow jurors. Slowly but surely his grand scheme was working. He did not know for sure whether he was guilty or not guilty, but he had a reasonable doubt and that’s all about what the justice system stands for.It’s so interesting when you bring a group of 12 random people into a setting like a jury and see what you come up with. All of these men, from different walks of life , they all brought something special to the table that was vital to their key decision. The sociological theory that tone of this film could easily fall under is the conflict perspective.At the very beginning, viewers can clearly see the tension is between the jurors whom most have a personal prejudice against the boy for certain reason. Some jurors simply expected that a boy from the slums would commit an act like that they were stereotyping that all people who come from slums are criminals.Even if a per son is not personally prejudiced against and individual or group, stereotypes can have them make discriminatory actions such as vote guilty. The reason most of the jurors stereotyped the actions of the accused boys is because of socialization.The way of transmission was most likely through media; crimes shown by television new or new papers are frequently from neighborhood of low economics standing. Deviance a topic I touched on earlier, is another sociological aspect that can be examined in this film. Deviance is a very relative term where depending on the group and situation, it varies.Juror 8 was the only that felt from the beginning the boy was not guilty. When the first vote most of the other jurors by the fact he could think the boy was innocent and even were upset at him for thinking that. As the film progressed the jurors began changing their votes, eventually the roles were reversed; juror number 3 appear to be the one committing the deviant act since it is revealed his own reason for voting  guilty is because of issues with his own son.One of the most important things I learned in observing the sociological aspects of this film is how easy norms can change. The norms of eleven out of the twelve men voted guilty, changed entirely to guilty as the film came to a chose.

Childhood Obesity a Big Problem Essays

Childhood Obesity a Big Problem Essays Childhood Obesity a Big Problem Essay Childhood Obesity a Big Problem Essay While all of these reasons are part of why more than nine million American adolescents are obese today, there are two groups who have the power and the influence to make a drastic change in how seriously kids take their health; those people are parents and teachers. The nation-wide problem of obesity can be solved by having more classes on nutrition and physical activity in high schools. A recent study by Healthy Child Care Magazine discovered that children from the ages of 4 to 10 are more willing to eat at fruits and vegetables If their parents do (Healthy Child Care, 1). This shows just how much of an influence parents are on kids in this age group. Eating more fruits and vegetables can go a long way in improving a childs health. According to a study taken by Preventive Medicine Magazine, overweight girls reported 0. 7 fewer [fruits and vegetables] a day than girls who reported their weight to be about right (Nostrum, 1 This study provides clear evidence that there Is a direct correlation between eating fruits and vegetables, and a childs weight. Hillier need to eat more healthy foods In order to prevent obesity In adolescence, which can lead to obesity in adulthood (N. A. C. H. 1). The statistics provided by Healthy Child Care, which were stated earlier, show that parents have a good amount of influence on kids until they are right around 10 years old, meaning that they have the responsibility to teach their child good eating habits and feed them properly when they are this age and still have a lot of control over them. While parents have a good amount of Influence on kids from the ages of 5 to 10, however, the Influence they have on their kids tends to dwindle as the kids get older (Harvest, 1). A recent study by the Social Report discovered that more than half of teens today believe they do to see enough of their parents (Harvest, 1). Based on these statistics it appears that parents have more control over what their kids eat when they are younger than they do once they become teenagers. One example of this can be shown In a recent study by Arizona State university. The School of Human Evolution and Social Change at the multiversity Interviewed many Tamales Trot a southeastern unlace states community which has very high obesity rates, about what they believe to be a healthy diet. We find that parental models are very consistent with biomedical understandings reduce fat, reduce sugar, portion control, etc. ). Regardless, childrens diets are extremely high in calories overall as well as in high sugar and fat food items, (Brewers, 1). In this quote parental models is a term used to define how parents believe their children should be eating. Compared to what medical studies show to be a healthy diet, they were found to be pretty similar. This is a good example of how parents are seeing less of their kids, as 57 percent of the kids in this study were teenagers and over half of teens today believe that they do not see enough of their parents (Harvest, ). When a kid does not see his/her parent(s), the parents have much less control over what their child can eat. These statistics further backup the notion that it is far more difficult for parents to monitor teenagers diets than it is to monitor the diets of children younger than that. This is where schooling comes in. Because parents have a much larger influence over kids before they hit their teen years (Harvest, 1), it would be more productive to teach more nutrition and physical education classes in high school and middle school rather than in elementary school, and it can work. A cent study done by the Centre of Allied Health Evidence discovered that there was convincing evidence that school-based interventions are effective, at least short-term, in reducing the prevalence of childhood obesity, (Gonzalez-Square, 1). School-based interventions here is referring to small amounts of time that schools spend to teach kids about proper nutrition. This comes in a variety of ways, most notably in a small portion of a health class or in a school-wide presentation. This study shows that obesity prevention methods in school can work, there Just needs to be more of them. While nearly every elementary school and middle school across the country have required physical educa tion classes for every grade (College Board, 1), physical education requirements drop off as kids get older. According to the National Conference of State Legislature, only 23 out of the 50 states require physical education in high school in 2005, and of those 23 states, only two states have duration requirements to go along with it (NCSC, 1); those two states are Illinois and New York. New York only has an obesity rate of 24. 4 percent, well below the national average of 26. Percent (Hit, 1). For comparison, Mississippi only requires physical education at varying grade levels, with no requirements in physical education to graduate high school (NCSC, 1). As a result, Mississippi leads the nation with an obesity rate of 32. 8 percent (Hit, 1). As you can see, there is a very strong correlation between high obesity rates and states that do not require physical education in high school. P. E. Classes should be kept up in elementary schools but need to be reinforced in a lot of high schools, and there is definitely room for it. Most high schools today require that English and Social Studies to be take for 4 years, and Math and Science to be taken for three years (College Board), leaving a lot of room for more required classes throughout high school, as these account for 28 credits out of the roughly 46 credits needed to graduate at a 4-year high school (College Board). This leaves plenty of room for more physical education classes, along with a few nutrition classes, to be added to the list of requirements. The statistics from New York are very encouraging when trying to get an idea of Just how much physical education needs to De Implemented Into cocoons. I nee Idea AT navels not Just required Pensacola education classes, but having a required amount of time spent doing physical activities is appealing. Doing this would make sure that teens are being active daily and for a healthy amount of time. As most people know, too much physical activity can be unhealthy. But allowing the high schools to monitor not only how much exercise teens are getting, but also if they are doing the exercise correctly, would be a very efficient way to make sure that teens are staying physically active. Other states should take a page out of Illinois and New Works book and have recommended hysterical education classes in high school. By this point it is clear to most people in this country that obesity is a problem. With the constant temptations of fast food mixed in with the lack of encouragement kids are getting from parents and schools, its no wonder that obesity rates have tripled since 1980 (N. A. C. H. 1). From the statistics discovered in this paper it seems pretty clear that parents have a great deal of influence on obesity rates for kids before they reach their teen years. But once they reach their teen years, when kids are less influenced by their parents, it is the schools responsibility to make sure that kids maintain an active and healthy lifestyle.

10+1 Reasons Why Students HATE College

10+1 Reasons Why Students HATE College This article’s going to bluntly set the record straight and explain why modern students increasingly hate college. Is it just the unwillingness to wake up in the morning and go to classes? Boring lectures? Poor grades? Teacher-student relations? We believe there is much more about the college hating issue and we are going to dig deeper. It’s not going to be pretty so be forewarned. Read at your own risk and enjoy! Reason #1: Students Feel Forced Into It Many youngsters see no other good options, it’s â€Å"student debt or bust.† The workforce seems in rapid systemic decay and the military isn’t their cup of tea. For whatever reason, these folks don’t believe they’re ready to be entrepreneurs. So, while they go through the motions and get decent grades perhaps, their heart really isn’t in it because they feel backed into a corner where college is the only escape. Reason #2: College is Earning a Bad Rap In the Western World â€Å"college† is definitely on the decline. 60% of college graduates are living at home with parents or working minimum wage jobs that don’t technically even require a high school diploma. The central banks high-jacked college educated and turned it into a debt-disbursement mechanism that few students seem to be benefiting from and the overall morale is suffering. Reason #3: The Costs are Getting Ridiculous It’s insane. In America over the last 30 years the price of a general college degree has risen by over 1000%! Interest rates have also gone up, along with the amount of student loans (over a trillion in the student loan bubble so far) bogging down the system. The whole mess wanes on the minds of students†¦ Reason #4: Social Anxiety Awkwardness Some college cultures are awesome beyond words, while others are hell holes for those that aren’t socially proficient or who havent yet matured enough to get along with the general college-going crowd. Reason #5: High School Days are OVER! In high school they were kick ass. In high school they were popular. In high school they rolled with the cool kids. In high school they were someone. Then they arrive on a four year college campus as a freshmen and find out that a) all that’s gone and b) they aren’t nearly as talented as they thought. This happens often in music departments, among thespians, sports, the arts, etc. Reason #6: Most Course Knowledge is Online Now Seriously, the system’s charging outrageous rates for knowledge that can be found via a quick Google search for free. How about all the free and inexpensive e-courses showing up online? How about the increasing library of free and inexpensive e-books containing the same knowledge directly from experts in their fields? The list goes on and on†¦yet still many are compelled by the â€Å"piece of paper† the established route awards (diploma). Reason #7: The Food’s Crummy With the amount of cash flowing into the bank coffers you’d think colleges could afford to feed students nothing but the best. They should be shelling out 5-Star delicacies for these prices! But, alas, dorm food is usually crummy and anything bought on-campus tastes like cheap buffet grubs. Reason #8: Indecisiveness Students get to college and have no idea what to do, what to major or minor in, or why they’re on campus at all. This indecisiveness can be crippling, daunting, and overwhelming to say the least. It causes both social and scholastic paralysis and this does not make their experience all that pleasant. Reason #9: Low Grades and Gargantuan Classes These two things go together because they feed on one another. Low grades obviously suck, but oftentimes the reason behind poor performance has to do with a lack of proper engagement with experts within the major. Being just another face in a crowd, or one in 50-100 students in a classroom, isn’t inspiring. Reason #10: Dashed Expectations Throughout middle school and high school they built up this fantasy of what college would be like, or should be like. Within a couple months of their freshmen year all these expectations are promptly laid to waste. Maybe they aren’t being invited to the mega parties. Maybe they didn’t make the team. Maybe the major they chose turned out to be a bummer in terms of course work. You get the idea. Extra Reason: The Future of College is Uncertain So there’s all of that stuff†¦ coupled with the rise of automation, AI, the digital workforce (no college necessary), and culture-wide disillusionment with â€Å"higher† education. Where will the traditional college institution be in another 4 or 5 years? It’s hard to say. Many will have closed their doors, while others will have transitioned into something else altogether. Speaking of which, when you picture the colleges of the future, what do you see? Do they even exist or has the internet and mobile devices completely taken over? Do you hate college too? Or is there a bright side?

Is Ham correct that the connection between science and naturalism is Assignment

Is Ham correct that the connection between science and naturalism is 'arbitrary' - Assignment Example Regardless, a theory that lacks a few of the criteria may still be scientific if it is accompanied by sufficient reasons. But if a theory lacks most or all of these criteria, it falls short of being scientific (Losse 137-149). The defining feature of all theories of science and their accompanying understanding is the capacity to make testable predictions, which then limits the room for error. The bearing and certainty of those estimations helps to determine how scientific theory will be useful in the future. By contrast, supernatural theory lacks any observable predictions, thus fails the minimum thresholds for scientific evidence in what enables prospective scientists to refrain from that particular line of (Losse 177). Supernatural causes advocated by Ham are based on predictions which are not reasonably certain for scientific testing, thus are also not useful. Losse said falsifiability of scientific criteria makes scientific theory more reliable than Ham’s supernatural causes, especially when applied in important predictions (178). Ham’s rigid, faith-based creationist philosophy is unacceptable as scientific because it does not obligates its members to explore various formulae to test its reliability overtime and or make important adjustments to it, hence the lack of evidence-based growth. And by being supported by several independent bodies of evidence, rather than one foundation, the scientific criteria outperform Ham’s supernatural theory which does not have any divergent criteria drawing similar conclusions about nature hence the its lack of its acceptability in science. The criteria also make scientific knowledge look consistent with past experimental outcomes, which lack in supernatural theory and thus, create the best platform for drawing accurate predictions of the future in the same way past theories have been made (Losse 107). By being correctable, scientific theory outperforms the rigid supernatural theory in the sense

First assigment Essay Example | Topics and Well Written Essays - 750 words

First assigment - Essay Example Personally, this artwork is the most beautiful set of limestone that I have ever seen in my entire life that is why I chose it for this assignment. The artwork is the Floor Mosaic Fragment Depicting Bacchus. The artwork is made of limestone tesserae with a dimension of 117.5 x 117.5 cm. The estimated date of its creation is before 5th century and its provenance is Daphne, from a villa at Daphne near Antioch or modern Antakya, Turkey (RISD Museum, nd). The artwork is an image of Bacchus in the center of the mosaic floor. The form of the whole artwork is a perfect square and inside the square is circle with a series of wave inside it. The color is flesh and inside the wavy circle is the image of Bacchus looking in the upper left corner of the box. He is wearing the typical roman garb with laurels on his head indicating that he holds a special position in roman society. I would like to compare the style of the artwork to Rembrandt’s later works where thick marks of brushes can be seen in the painting. It may look rough when scrutinized closely but its beauty is revealed when looked at a distance. The same is true with the floor mosaic fragment of Bacchus where its beauty can only be appreciated when looked at a distance because the color blends to form a complete whole portrait of Bacchus. There are also some details and decorations that may not be seen when the artwork is observed closely but can be appreciated when one steps back to appreciate the whole picture. For example, the roman leaves on the head of Bacchus may be just pebbles or lime stones when observed closely but when steps back, the intricate detail of the artwork can be appreciated. The same is true for the dress. Up close, it does not resemble to any work of art but just a collection of lime stones until of course one steps back and realize that it is in fact a dress. One has to remember that during that time, the formal method of drawing or painting did not yet