When should we trust our senses to give us the truth Essay Example

When should we trust our senses to give us the truth? Paper The meaning of the word truth can never mean the same thing in every bodies eyes, it is a word which can have many different meanings, some people believe it to be a fact that has been verified and this comes from a reliable source, I also agree with the statement as it fits my definition as I feel that truth is an accurate explanation of an event however that would only apply it actual physical situation as truth can also be applied to knowledge and the ways of knowing. If we are gaining knowledge we have to be gaining the truthful knowledge which is correct otherwise it would not be correct. It is believed that humans have more than 10, including balance and motion senses. When us as humans are in danger we rely on our senses to help us and prevent danger. So in this essay I will focus on the traditional 5 senses which are touch, see, hear, smell, taste and how we use these to help us acquire knowledge and the truth. We use our sense of touch to help us to prevent ourselves from danger. If we ever touch a hot pan then we know that it is dangerous to touch it again so we know not to burn ourselves. We also use this sense to test for any rough surfaces or unsupported floors which can cause us harm, also we use our sense of touch as a way of gaining knowledge through bodily kinaesthetic learning when we act out physical movements to help us learn and this is helped by the sense of touch. We will write a custom essay sample on When should we trust our senses to give us the truth? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on When should we trust our senses to give us the truth? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on When should we trust our senses to give us the truth? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We use our sense of sight to help us gain knowledge and know the truth, as we are able to see if a road is clear to know it is safe to cross to the other side, and we are able to spot if we are in danger by seeing a sharp object or a dangerous person and then we know we are in danger and also learning visually and this is one of the easiest ways of learning and this helps provide us with the truth and viewing what we have to learn in a lesson for example and reviewing notes. We use our sense of hearing to help us gain knowledge and truth, as we know when a person is in danger as we hear a scream or we know about history or about space if it is explained to us and this helps us gain truth and knowledge, we also know if we are in danger from an unusual sound coming from somewhere, and after this happens we mostly automatically know we are in danger. Also to compose music we are required to know the sense of sound otherwise it would be very difficult to compose a piece of music without being able to hear the tones and notes. We also need to be able to hear a lecture or know what a teacher is saying to help us to understand and learn in a lesson or lecture from a professor. We use our sense of smell to help give us truth as we know if we smell smoke or gas indoors in a home there could be danger, either from a gas leak or from fire and this would help us to keep safe and they should be trusted, also to know when milk is sour, as if we had no sense of smell we wouldnt know if we were drinking sour milk or not as they both look similar, we do not normally use our sense of smell to provide us with knowledge, but we do use it if we want to create a perfume or scent and we need to know what is a good smell and bad smell and we learn from our mistakes of making a bad smelling perfume. Most people have different taste buds and tastes can be unique to some, for example somebody having different tastes in food and not liking hot chillies. A chef would need to trust his sense of taste to help him create dishes which taste good, and suit a wider range of peoples desires and preferences. We only use our sense of taste to help us gain knowledge for food and learning what food we do or do not like. I personally think that we should always trust our senses to provide us with truth as we should always view truth as a positive and personal thing, and what our senses teach us may be different to another person which means that we should always use our senses to suit our needs, and we should take certain professions based on our senses.

Some or Any for Absolute Beginners to English

Some or Any for Absolute Beginners to English The use of some and any is rather challenging for absolute beginner English learners. You will need to be especially careful and model many times when introducing some and any. Repeating students mistakes while accenting the mistaken word is especially helpful as the student will be prompted to change his / her response. Practicing some and any also offers a perfect opportunity to review the use of there is and there are to introduce countable and uncountable nouns. You will need to bring in some illustrations of both countable and uncountable objects. I find a picture of a living room with many objects helpful. Part I: Introducing Some and Any With Countable Objects Prepare the lesson by writing Some and a number such as 4 at the top of the board. Under these headings, add a list of the countable and uncountable objects that you have introduced - or will be introducing - during the lesson. This will help students recognize the concept of countable and uncountable. Teacher: ​(Take an illustration or picture that contains many objects.) Are there any oranges in this picture? Yes, there are some oranges in that picture. (Model any and some by accenting any and some in the question and response. This use of accenting differing words with your intonation helps students learn that any is used in the question form and some in a positive statement.) Teacher: (Repeat with several different countable objects.)  Are there any  glasses in this picture? Yes, there are some  glasses in that picture. Teacher: Are there any  glasses in this picture? No, there arent ​any  glasses in that picture. There are  some apples. (Repeat with several different countable objects.) Teacher: Paolo, are there any books in this picture? Student(s): Yes, there are some books in that picture. Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part II: Introducing Some and Any With Uncountable Objects (At this point you might want to point out the list you have written on the board.) Teacher: (Take an illustration or picture that contains an uncountable object such as water.) Is there any  water in this picture? Yes, there is some  water in that picture. Teacher: (Take an illustration or picture that contains an uncountable object such as water.) Is there  any  cheese in this picture? Yes, there is some  cheese in that picture. Teacher: Paolo, is there any cheese in this picture? Student(s): Yes, there is some cheese in that picture. Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part III: Students ask questions Teacher: (Hand out the various images to the students, you can also make a game out of this by turning over the images and having students choose one from the pile.) Teacher: Paolo, ask Susan a question. Student(s): Is there any water in this picture? Student(s): Yes, there is some water in that picture. OR No, there isnt any water in that picture. Student(s): Are there any oranges in this picture? Student(s): Yes, there are some oranges in that picture. OR No, there arent any oranges in that picture. Teacher: (Continue around the room - make sure to repeat students incorrect sentences accenting the mistake so that they may correct themselves.)

Use a Function as a Parameter in Another Function

Use a Function as a Parameter in Another Function In Delphi, procedural types (method pointers) allow you to treat procedures and functions as values that can be assigned to variables or passed to other procedures and functions. Heres how to call a function (or procedure) as a parameter of another function (or procedure) : Declare the function (or procedure) that will be used as a parameter. In the example below, this is TFunctionParameter.Define a function that will accept another function as a parameter. In the example below this is DynamicFunction type   Ã‚   TFunctionParameter function(const value : integer) : string;...function One(const value : integer) : string;begin   Ã‚   result : IntToStr(value) ; end;function Two(const value : integer) : string;begin   Ã‚   result : IntToStr(2 * value) ; end;function DynamicFunction(f : TFunctionParameter) : string;begin   Ã‚   result : f(2006) ; end;...//Example usage: var   Ã‚   s : string; begin   Ã‚   s : DynamicFunction(One) ;   Ã‚   ShowMessage(s) ; //will display 2006   Ã‚   s : DynamicFunction(Two) ;   Ã‚   ShowMessage(s) ; // will display 4012end; Important Notes Of course, you decide on the signature of the TFunctionParameter: whether it is a procedure or a function, how many parameters does it take, etc.If TFunctionParameter is a method (of an instance object) you need to add the words of object to the procedural type name, as in:TFunctionParameter function(const value : integer) : string of object;If you expect nil to be specified as the f parameter, you should test for this using the Assigned function.Fixing the Incompatible type: method pointer and regular procedure

Health care marketing Essay Example | Topics and Well Written Essays - 250 words - 14

Health care marketing - Essay Example a need of people in contrast to the cosmetic plastic surgery to advertise which, the marketers have to make additional efforts like involving popular celebrities and stars in the marketing to motivate the people because cosmetic plastic surgery can generally be lived without. It is absolutely true that in times of crisis, organizations in the contemporary age have to take objective steps without wasting any time to control the damage and save their image from getting tarnished among the public because the channels and networks of information have become omnipresent and the flow of information through them is rampant. People make use of such social media websites as Facebook and Twitter to run campaigns against such companies during the times of crisis, and by condemning the activities of such companies in their posts. Organizations that wait to control the damage before sufficient damage has been cost cause themselves a lot of damage as a result of declined value amongst the public in general and the stakeholders in

Response Assignment Example | Topics and Well Written Essays - 250 words - 18

Response - Assignment Example The student should clarify this. Moreover, the student does not identify any nonverbal communication. In a noisy environment, it is quite obvious that the two would have probably used several facial expressions or gestures. These are important aspects of the transactional model of communication. Student 2 was having a discussion with his friends at the San Francisco Aquarium. The two friends were discussing their previous experiences. Student 2’s friend responded using nonverbal communication when asked if they liked the beach in San Diego. Student 2 was keen to observe the facial expression and gestures of his friend. He noted the wink and thumb up which indicated that his friend liked the place. The success of the communication was based on the ability of student 2 to understand non-verbal communication. I agree with the idea that, the reaction from his friend indicated that he liked the place, and he would like to visit the place again. Their conversation was interrupted by the loud noise of the train. They could no longer communicate and had to get back to the aquarium. Noise interrupts the smoothness of a conversation and can stop conversations. However, the student should clarify if they attempted nonverbal communication during the noise. This is necessary in e xplaining the transactional model of

Designing lesson plan Essay Example for Free

Designing lesson plan Essay Introduction A. Background To achieve the Content Standard (Standar Isi) in the curriculum which covers the Competency Standard (Standar Kompetensi (SK)) and the Basic Competency (Kompetensi Dasar(KD)), students should go through the teaching and learning process. Educational Ministry Regulation number 41, the year of 2007 about the Process Standard states that every school teacher should make Lesson Plans (Rencana Pelaksanaan Pembelajaran(RPP)) to foster the teaching and learning process to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative and self reliance according to their talents, motivations, and physical as well as psychological development. Through out this module, the important elements of a lesson plan will be discussed. You are supposed to be able to implement your knowledge concerning language teaching and learning such as language competency, methodology and approaches to foreign language learning, media and learning resources, and language assessment in developing lesson plans. By completing of every parts presented in this module you will be able to design lesson plans which can fulfill the required process standard mentioned above. B. Objective Through the elaborations and the discussions of important factors and elements in lesson planning, you will be prepared to be able to carry out the teaching and learning process as requested by the new curriculum (KTSP) C. Indicators After completing this module you are supposed to be able to : 1. state the important elements of lesson planning. 2. determine the indicators of achieving the basic competencies 3. formulate the objectives of the teaching and learning 4. select relevant learning materials 5. plan the stages of teaching and learning activities 6. assess the students achievements DESIGNING LESSON PLAN A. The Concept of Lesson Plan Activity 1 Instructions : Think about these three questions Discuss them; how they relate to the lesson planning A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation No. 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. But by the discussion you have just done, we may conclude that those components could be summarized into three important aspects; the purpose of the instruction (question 1), the learning activity (question2), and the feedback or evaluation (question3). Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of syllabus which illustrates the teaching and learning activities to achieve the goals of the basic competency. Every teacher who uses school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to motivate students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development. This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved. B. The components of a Lesson Plan Activity 2 Instructions : Share your experiences with your friends for the lesson plans you have ever made. Which components do you think is the most difficult to write? A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be written in the lesson plan are as follows: 1. Identity of the subject matter which consists of; a. Title of the lesson b. Class/ Semester c. Program (especially for Senior High) d. Theme e. Time allotment 2. Competency Standard Competency Standard is the qualification of the students’ minimal ability, which illustrates the mastery of knowledge, attitude, and skill obtained through each class or semester for every subject. 3. Basic Competency Basic competency is a sum of students’ ability for certain subjects as the reference for determining the indicators for competency achievement in a subject. 4. Indicator for competency achievement The measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are formulated with operational verbs that can be measured which cover the knowledge, attitude, and skills. 5. The Instructional goal Instructional goal illustrates the process and the learning outcome achieved by the students in accordance to the basic competency 6. Instructional material It includes the fact, concept, principle, and the relevant procedure, and written as suitable items in relation to the indicators for competency achievement. 7. Time allotment Time is allocated as much as needed to achieve the Basic competency and the learning load. 8. Methodology Methods are used by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of specified indicators. The choice of methods should consider the students’ situation and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects. 9. Learning activities a) Pre- activity This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focuss the students’ attention as well, so that they can particà ­pate actively during the lesson. b) Whilst activity This is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes. c) Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity : 10. Evaluation The procedure and the instruments for assessment should be based on the indicators for competency achievement and refer to the evaluation standard 11. Learning Resource Selecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teaching and learning activities and also the indicators for competency achievement. C. The Principles of Designing Lesson Plan Activity 3 Instructions : Take any English lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration? a. Individual differences Consider the individual differences concerning students’ level of mastery, interest, motivation, potential, emotion, learning style, special need, learning speed, socio cultural background, values, and living environment. b. Fostering students’ participation The lesson should be students-focus and fostering, crea ­tivity, initiative, inspiration, self reliance, and learning motivation. c. Developing students’ reading and writing habits Teaching and learning should develop students’ reading habits on various resources and their ability to express feelings and opinions in different forms of writing. d. Giving feedback and follow up A lesson plan should include activities which can give positive feedback, reinforcement, enrichment, and remedial. e. Link and Unity Lesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity. f. Employing the information and communication technology Lesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition. D. The Stages of Developing a Lesson Plan A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the content standard (SK) and the graduation standard (SKL). Therefore students should be able to achieve what so called the minimum requirements which have been stated in those two documents. The students’ interest relates to the learning materials and depends on how the learning activity is conducted. Therefore you must employ various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increasing the students’ motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting. But the English curriculum and syllabus developed in the content standard are directed to follow the two cycles (oral and written), and the four stages (building  knowledge of the field, model of the text, joint construction, and independent construction). Therefore, English lesson plans should be integrated units which may cover more than one single basic competency; listening and speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. Here are the stages of designing an English Lesson Plan : Mapping the Competency Standard and the Basic Competency Determining the indicators for basic competency achievement Setting up the Purpose Selecting the Learning Material Structuring the stages of instruction Preparing the assessment The flow of a lesson development : 1. Mapping the Competency Standard and the Basic Competency This stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the communicative competency which covers the actional competence, linguistic competence, socio cultural competence, and strategic competence. The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5: Model Kompetensi Komunikatif (Celce-Murcia et al. 1995:10) In general, there four Competency Standards; Listening, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles). Here is examples of mapping the basic competencies : Class VII/ Semester 1 SK 1 dan 3. KD Listening 1.1 dan KD Speaking 3.1 3.2 Merespon makna , melakukan : Tindak tutur : Menyapa orang yang belum/sudah dikenal Memperkenalkan diri sendiri/orang lain Memerintah atau melarang Class IX/ Semester 1 SK 5 dan 6 KD Reading 5.3 dan KD Writing 6.2 Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika: monolog descriptive dan recount 2. Determining the indicators for basic competency achievement. Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills. i.e. : knowledge : mentioning, interpreting, defining, completing, summarizing, explaining, developing, etc. attitude : participating, adjusting, helping, proposing, serving, inspiring, etc. skill : expressing, practicing, fixing, arranging, demonstrating, etc. 3. Setting up the Purpose Educational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learning outcome expected to be achieved by the students referring to the basic competency. (Tujuan pembelajaran menggambarkan proses dan ha ­sil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar). The two aspects you have to include in setting up the purpose are : a.The process It reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students’ motivation, interest, challenge, and creativity. i.e. Listening : minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking : interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading : scanning, skimming, reading intensively, predicting, classifying, etc. Writing : co-operative writing, drafting, analyzing, guided writing, programming, listing, revising, reviewing, giving comments, summarizing, etc. b.The learning outcome It refers to the achievement of the basic competencies covering the knowledge, attitude, and skills. i.e. : responding meaning to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc. 4. Selecting Learning Material The learning materials prepared for the lesson plan should be based on the students’ literacy level; performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize simple written English. While in the functional level students are supposed to learn to use English to get things done, for  survival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.) You have to remember that our English curriculum is text based. Therefore we have to select the material according to the suggested text type. For junior high school are descriptive, procedure, recount, narrative, and report. While news item, discussion, explanation, exposition, and review are for senior high school. There are various resources where we can get the learning materials. Any learning material will be applicable as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional conversation, Interpersonal conversation, Informational texts (spoken and written) in the daily life context. For example : Transactional conversation : giving directions in various contexts (kitchen, street etc.) Interpersonal conversation : talking about how to do things casually for the sake of maintaining conversation 5. Structuring the stages of instruction The lesson is carried out through three phases; Pre-activity, Whilst-activity, and Post-activity. a. Pre- activity  This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focus the students’ attention as well, so that they can participate actively during the lesson. b. Whilst activity This is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development; Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standard;  exploration, elaboration, and confirmation. Exploration = BKOF Elaboration = MOT Confirmation = JCOT, and ICOT c. Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities. 5. Preparing the assessment Assessment is a method of evaluating student performance and attainment, Microsoft ® Encarta ® 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they have done. You usually can do by gathering students work and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess : Communication that happens in texts Students’ ability to create and respond to texts In listening, speaking, reading, and writing The texts that we may use : Spoken : Informational texts -Transactional and interpersonal dialogues Monologues in the target genres Written : Informational texts Essays in the target genres Test items should not measure the students’ knowledge on the rules of the language. Instead they should be focus on meanings. The meanings tested are : Ideational meaning (isi berita) Interpersonal meaning (tujuan text, tindak tutur) -Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagasan) 6. An Example of a Lesson Plan Engish Version : SMP/MTs: †¦. Subject : English language Class/Semester : VII (Seven) / 1 Text types : Transactional / Interpersonal Theme : Personal Life Skill : Listening Time allotment : 2 x 40 minutes Competency Standard : 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies : 1.1. To response the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves: greeting people/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar people Introducing selves and other people Ordering / forbidding Indicators for Achievement : The students are able to: a. response the expression of hello from the strangers b. response the expression of self introduction. c. response the expressions of other people’s introductions. d. response the comment expression. e. response forbid expression. f. response the expression of hello from the familiar people Purpose : Through modeling and interactive activities, students can conduct simple communication in the transactional and interpersonal dialogues. Learning Materials: Dialogues that uses the following expressions : 1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too 3. A : Don’t do that ! B : No, I won’t. Don’t worry 4. A : Stop it ! B : Ok Vocabularies related to text-type and theme, e.g : name, live, address, etc. Verbs : live, meet, do, stop, have To be : is, am, are Personal Pronouns : I, you, we, they, he, she, it Standard expression : Good morning Don’t worry Thanks Nice to meet you OK How are you ? a. Teaching method/ Strategy : Three-phase technique A. Pre- activities Question and answer about things related to students’ life Students answer the questions of personnal identity B. Whilst activities 1. To discuss new vocabulary of the texts 2. To listen some sentences of teachers models 3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers’ pornounciation 5. To listen to the dialogue of introductions 6. To answer the question of the content of the dialogue. 7. To response to the expressions of greeting, introduction, command, and prohibition. 8. To act out the teacher’s commands. C. Post-activities 1. To ask the students’ difficulties in learning activities. 2. To summarize the learning materials. 3. To give students some tasks of using expressions in the real situation Learning Resources The relevant text book : ( title, author, publisher, year, page ) Script of dialogues or dialogue recording The relevant pictures Evaluation Technique: Responding to the expressions / questions orally and written . Forms : oral questions Test Items : Part I : Listen to the expressions and give your response orally Good morning. How are you? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hi, I’m Reno and you are? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Are you Anisa? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hello, it’s nice to meet you †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Who is that girl? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Part II : Listen to the expressions and choose the best response, a, b, c or d. 1. A: Hello, how are you ? B : †¦ a. Fine, thanks b. I’m Renny c. Thank you d. Don’t worry 2. A: Is that your sister, Anna ? B : †¦ a. Yes, it is b. No, she’s not here c. I don’t know d. Very well, thanks. 3. A: Budi, this is my friend, Susan. B : Hi, Susan †¦ a. Fine, thanks. b. It’s Ok c. Nice to see you d. I’m alright 4. A: Open the door ! B : †¦ a. OK b. Fine b. Fine c. Good d. Really 5. A: Don’t be late to school. B : †¦ a. Yes, Sir b. No, Sir c. Ok, Sir d. Fine, Sir Scoring guide: 1. For part I, each correct item is scored 3 2. For part II, each correct item is scored 2 3. Total Score Part I : 5 x 3 = 15 Part II : 5 x 2 = 10 TOTAL : 25 4. Maximal score = 10 5. Students’ score = Rubrics for Part I: No. Uraian Skor I Content and grammar are correct The content is correct, grammar is wrong Content and grammar are not correct No answer 3 2 1 0 II For every correct answer For every wrong answer/ no answera 2 0 Approved by : School Principal English Teacher . RESOURCES FOR LESSON PLAN IDEAS ON THE INTERNET PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www.pbs.org/teachersource/ Best of Education World ® 2002 http://www.education-world.com/best_of/2002/ Education World ® Lesson Planning Center http://www.education-world.com/a_lesson/ Education World ® National Standards http://www.education-world.com/standards/national/index.s

Asian Crisis Essay -- essays research papers

The financial crisis that erupted in Asia in mid-1997 has led to sharp declines in the currencies, stock markets, and other asset prices of a number of Asian countries. It is hard to understand what these declines will actually do to the world market. This decline is expected to halve the rate of world growth in 1998 from the four percent that was projected pre-crisis to an estimated outcome of about 2 percent. The countries that are included in the East Asian crisis, known as "Tiger" economies, are Hong Kong, Indonesia, South Korea, Malaysia, the Philippines, Singapore, Taiwan and Thailand. For these countries to participate effectively in the exchange of goods, services, and assets, an international monetary system is needed to facilitate economic transactions. To be effective in facilitating movement in goods, services, and assets, a monetary system most importantly requires an efficient balance of payments adjustment mechanism so that deficits and surpluses are not prolonged but are eliminated with relative ease in a reasonably short time period. The Asian crisis of recent falls into this category of inefficient balance of payments facilitated by depreciation of its currency. By competitively depreciating its currencies, Asia is exporting its deflation, its overcapacity and its lack of growth to the West, particularly to the US. History The past ten or fifteen years have seen an unprecedented expansion in the extent to which the countries of the world are tied ...

“Because I Could Not Stop for Death”: An Analysis of Emily Dickinson’s Style

Emily Dickinson was an exceedingly eccentric poet of the Romanticism movement, whose fascination with death and the afterlife is embodied in her poem â€Å"Because I Could Not Stop for Death. † The piece opens from the viewpoint of a female speaker, who is called upon by the personified character of Death to take the journey to the afterlife. It is evident that the poet’s troubled life and disillusionment with society spurred many deep and insightful works about her perspective on her own existence. Dickinson effectively uses the tools of personification and imagery to portray a soul’s odyssey through death. Using subtle symbolism and by personifying Death as a suitor in her poem â€Å"Because I Could Not Stop for Death,† Dickinson paints an image of her concept of the final departure based on her own personal experiences. Emily Dickinson was born to a middle-class family on December 10, 1830 in Amherst, Massachusetts. Her father was a Yale-graduate, chief financial officer, lawyer, congressman, and an intellectual; he was not very involved in Dickinson’s life, albeit serving as her inspiration (Spiller 810). On the other hand, she did not get along with her mother: â€Å"Emily Norcross was not an intellectual by nature- she barely understood much of her daughter’s poetry†¦ the mother was lonely and nonliterary,† (Forman n. p. ). Forman also states that Dickinson was frustrated that her educational horizons were limited as a woman, although she attended the esteemed Mount Holyoke Female Seminary (Emily n. p. ). Furthermore, her education was terminated due to her lifelong health complications resulting from polio. Her family consistently failed to support her, and she felt fettered by the life she was living. Around the age of 28, Dickinson suffered from an emotional crisis which caused her to write prolifically; she drew into herself and her profound mind, preferring to express herself mainly through letters and poems (Blake n. p. ). Throughout the course of her life, Dickinson exhibited many strange tendencies. She always dressed in white and remained a recluse. She refused to leave her home for any reason (Forman n. p. ). This was the direct result of her experiencing the death of two childhood friends, as well her chronic health issues; Dickinson often felt disconnected to the world around her. She was inspired by a world manifesting itself as unpredictable, violent, and terrifying. She had suspected that the world was defective for some time† (Blake 218). Her perspective on her life, as well as her disillusionment from her surroundings, became reflected in her poems. â€Å"[Her] work†¦should be seen in terms of traditions of withdrawal from the world and of her resistance to them†(Wolosky n. p. ). Most notably during this phase in her life, however, Dickinson developed an occupation with the concept of death and the possibility of an afterlife. Many of her poems have come to embody her personal contemplations about mortality and death, particularly â€Å"Because I Could Not Stop for Death,† (Explanation n. p. ). Primarily in this work, Dickinson effectively uses the character of Death to convey the message that death is not a cruel, cold process. â€Å"Death is personified, or described in terms of human characteristics†¦. Figuratively, this poem is about one woman’s ‘date’ with death. Death is a gentleman,†¦ who makes a call at a home of a naive young woman. †(Explanation n. p. ). By representing mortality as a kind, courteous suitor whom the narrator seems to have been anticipating, the notion arises that Death is nothing but an old friend who was always expected to come. It becomes an inevitability; it is not unpleasant in the least. Dickinson envisions Death as a person she knows and trusts: The carriage holds but the two of them, yet the ride, as she states with quiet emphasis, is a last ride together. Clearly there has been no deception on his part. †¦ Indeed, his graciousness in taking time to stop for her at hat point and on that day in her life when she was so busy she could not possibly have taken time to stop for him, is a mark of special politeness. She is therefore quite willing to put aside her work (Johnson 222). The narrator welcomes Death, and although he was an unexpected caller, knows that he was bound to come. Thus, she â€Å"had put away/ [Her] labor, and [her] leisure too,/ For his civility† (Dickinson 1). Dickinson also effica ciously uses symbolism in this poem to bring out various feelings and emotions in the reader, strengthening the overall mood, and therefore the meaning of the poem. By her use of specific syntax and diction, the poem is able to showcase the exact feelings evoked by death and immortality, as well as the feelings associated with the unconventional exposure to Death himself. In the poem â€Å"Because I Could Not Stop for Death†, the narrator’s journey was described as a slow scenic drive, across the fields of grain and past the setting sun (explanation, n. p. ). The fields of grain represents society and how while alive, the fields of grain escaped the notice of the narrator, but now, while traveling with Death, she finally can appreciate the true beauty and power of nature. The setting sun reflects the end of one journey and the beginning of another, just like how the setting sun ends the day and signals the start of nighttime (explanation, n. p. ). Dickinson uses the transition of the setting sun to show the narrator’s transition from life to death. Dickinson was able to portray, through her extensive use of imagery, the ambiguity as to whether the narrator is alive or dead; the fact is not directly stated in the poem. Rather, there is a slow transition of the narrator’s state of being. The narrator starts off leaving the comfort of her house, invited for what feels like a ride in the park. However, as the poem progresses, the narrator is seen growing cold, and her clothes fade â€Å"only tippet only tulle†. The light gossamer articles of clothing and the coldness suggest that the narrator has indeed died, and faded into the afterlife. The whole concept of time is also manipulated to give the poem such a dream-like feel. During her journey with Death, time slows down to a point where it doesn’t exist; time is a human creation, and death does not follow time (Priddy, n. p. As she passes the children frolicking in the playground, she vicariously lives through her childhood again; another lifetime has passed, from the youthful days of childhood to the ripening of the grain to the setting of the sun (Johnson, n. p. ). The- sense of time being inconsistent and changing allows the journey with Death to gain a truly surreal and abstract feeling. From start to finish, Dickinson masterfully creates a striking image of the human process of death, putting to full use the tools of personification and imagery, as well as subtle symbolism in her poem â€Å"Because I Could Not Stop for Death. Her own personal struggles with the concept of death give Dickinson the ability to capture the mystery and possibilities of the final departure with words; she was able to translate the true emotions associated with death into poetry. To Dickinson, the existence of an afterlife made death not only the end of one journey, but also the start of another; death is not an evil, but rather a necessary process. The net effect of literary devices combined with Romanticist beliefs results in a work that provides monumental insight into the world Emily Dickinson built around herself, specifically pertaining to her image of Death .

The Danielles Gordon Rule Architecture Essay

For my Gordon Rule Paper I have decided to compose about the Egyptians since I have ever found them intriguing. The primary subject I will be discoursing would be the manner in which the antediluvian Egyptians would see, and considered decease, due to how immensly different we as Americans view decease today. The huge bulk of Americans fear decease more than anything else. We go to great lengths to guarantee our wellness, saftey, and endurance. To us there is nil worse than decease, whereas to every Egyptian decease was seen as a desirable transmutation, ? the transition of the true ageless life? ( Guide to The Valley of The Kings page 159, 1996 ) . Death in no case was considered a calamity or an terminal but as a welcomed ansition into the Afterlife. As decease was of such an importance it was necessary that great attention be taken for a smooth passage to immortality, this is a major ground that the Pharaohs contents of the grave were of such importance. Egyptians accent on the im portance of rites, imposts and beliefs every bit good as funerary architecture can be seen clearly in the find of the grave of King Tutankhamun, or as most people know him King Tut. The planning that went into every Pharaohs grave was highly complex, as each grave was significantly different in footings of the grave layout and wall ornaments. The tombs construction and layout had to somehow reflect the formation and projection of the solar star. Wall ornaments in the grave Don? t represent the Pharaohs mundane life but that of their Afterlife and the challenges the Pharaoh has to set about in order to make the Kingdom of Orisis – land of the Afterlife. These graves were expansive and consisted of a figure of suites and courtyards, grave walls were normally stoned lined walls and limestone columns. This type of grave was built below the land, as normally the chapel was built on the surface and the burial Chamberss below the land. Rock cut chapels were more normally used by Pha raohs and those of the richer society as the bouldery parts of Egypt best suited the edifice of these graves. The Nile country was bouldery and featured many drops, so these were first-class locations for the film editing of the graves straight in the hillside. The most common chapel consisted of a door which lead into a transverse hall, behind which was a corridor that ran directly to the drop. Over clip stone grave became more luxuriant, and became more cosmetic and narrower as they now ran straight into the drop, these graves were the most impressing of all the grave in Egypt, as they featured expansive frontages frequently with pillars and big staircases. Tombs contained wall ornaments, which dealt with the Afterlife and the way the Pharaoh will take to make the land of Orisis. A royal grave could be completed within a few months for a simple grave or for a more larger and complex grave it varied from six to ten old ages. Decorations varied for each Pharaoh from luxuriant pictur es to imitations of papyrus. All texts painted on walls were taken from? the great charming faith anthologies of the clip such as the Book of the Dead and the Book of the Earth? ( Guide to the Valley of The Kings page26, 1996 ) . These charming and spiritual texts were drawn on the walls for the deceased to inform, and usage as a valuable tool for them to do certain that they had adequate cognition of charming expressions for them to utilize during the Afterlife. The New Kingdom royal graves featured ceiling ornaments, which included star maps, which represented the day-to-day birth of the Sun. Puting a burial underneath a symbolic symbol was considered of great importance for the Resurrection of the organic structure. Texts and drawings on grave walls contained assorted colorss ; each coloring material used represent Egyptian rites. Colorss such as white represents Silver, Blackrepresented decease and ageless saving and Red represents fire and blood. As a lead up to the star the li fe of the deceased is painted, including all facets of the asleep households life. Today we chiefly bury our loved 1s in conformity with thier wants, or in a cemetery next to other asleep loved 1s. We bury them six pess under-ground, ( typically ) but merely because that is the minimum deepness a disintegrating cadaver can be buried without holding any consequence on the universe under-which it was buried. Typically it takes about seven yearss from the clip we die untill we are laid to rest. That allows us plentifulness of clip to take a good grave sight, excavation it up, lay the dead down, state some sort words, and make full the hole once more. Ancient Egyptians, on the other manus, took well longer.Before a organic structure was buried the procedure of embalming took topographic point for 70 yearss. Historian Herodotus Tells of three classs of mummification that depended upon the sum of money the deceased had. The most expensive process was the embalming which resembled the God Osiris. The ritual took topographic point normally within 70 yearss and a contract was drawn up between the embalmer? s and the asleep household, which specifies the sum of clip the embalming process will take topographic point. The organic structure was so placed on a wooden tabular array and was purified by rinsing the organic structure in a solution of Nutron. The encephalon was removed from thenasal pit, and the venters was cut and all variety meats were removed and so purified with olfactory property. Once the variety meats were removed they were placed into jars and placed inside the grave. The organic structure is so stuffed with straw, sawdust, clay or linen ; this assists in retaining the deaths organic structures form and is besides wrapped with linen and patchs. Egyptian rites and beliefs besides played an highly of import portion in the lead up to a asleep entombment. The instillment of the entombment, and its grave content, takes topographic point outside the grave. The conveyance of thebody to the grave took signifier of a ritual emanation that usually began on the East bank of the Nile River. After traversing the river to the West the organic structure was placed on a sleigh and drawn by cattle to the grave. Close to the mummy stood two adult females who usually were used to portray the diving grievers Isis and Nephthys who represented the married woman and sister of the God Osiris followed by grievers of the deceased. The last griever in the emanation burnt incense and sprinkled milk at the emanation as they wound their manner to the grave. Ritual terpsichoreans, known as Muu and a priest who honours the deceased now greet the emanation. The ancient rite of the â€Å" gap of the oral cavity † now takes topographic point ; this is the most important portion of the burial traditions, as the intent of this ceremonial is to reconstruct the ma and their power of address, sight and hearing.The organic structure has now completed the first port ion of Egyptian rites. When the asleep approaches the Entrance of the grave a priest who impersonates the God Anubis stands the organic structure in an unsloped place. The priest now touches the oral cavity of the deceased with ritual instruments, which now restores their senses. The following phase is the offering of apparels, unctions and offerings of nutrient so the asleep can take them into the Afterlife. The ma is now ready to be placed into it? s burial chamber, after the door is sealed all footmarks around the grave is swept off and the last rites are read. The phases taking up to the entombment of the deceased was an built-in portion of the Egyptians beliefs and rites, as the Egyptians regarded the dead as being really much alive, populating in their graves like they had antecedently lived in their places. This nexus between the house and the grave was really of import, the grave chapel was normally referred to? the house of infinity? . Outside the chapel it was common to see alcoholics gardens, and tombs environing as Cemeteries were planned to look like illumination metropoliss like the one at Giza. All the above beliefs and rites were clearly uncovered in November 1922 by British archeologist Howard Carter when he discovered the integral grave of King Tutankhamun. Analysis of Tutankhaman? s ma reveals that he was aproxamatly 18 old ages old when he died. The Kings life is still a enigma to this twenty-four hours as historiographers such as Carter believes that it? s about impossible to state whether the King was a victim of unwellness, accident, blackwash or was physically frail like his old inheritors when he passed off. Historians identified the month of his decease to be that of January by analyzing the types of fruit and flowers such as the strawflower which were buried with him. The strawflower normally reaches adulthood in March, and from these findings it is believed that? Amenophis III last boy died some clip in January 1343? ( Tutankhamun and the Discovery of the Tomb page 158, 1972 ) . Tutankhamuns grave features a simple design, which is typical of the Eighteenth Dynasty. The grave features starts, corridors, and Chamberss. The male monarch grave has a figure of suites such as the Annexe, Antechamber, Burial Chamber and the exchequer and all of these suites featured important ornaments. King Tutankhamens grave was so alone as the hoarded wealths inside the grave lay undisturbed to robbers, and during digging Carter recovered over three thousand five 100 articles such as expansive elegant furniture, statues, jewelry, and shrines that were placed in his grave to assist him through to the Afterlife.The male monarchs decease like other Pharaohs was a expansive matter, and was mourned by all of Egypt. By and large after a Pharaohs decease there was a three-month interval between his decease and his entombment. During this clip the complex rite of embalming took topographic point. The embalming of a Pharaoh was known as the? House of Vigor? ( Tutankhamen: Life and Death of a Pharaoh page 163, 1965 ) in which the Pharaohs organic structure was purified and all drosss were removed. After the concluding stage of the mummification ritual takes topographic point, the Pharaoh now passes into infinity. When King Tutankhamuns organic structure was bandaged, each bed contained a hoarded wealth such as aureate objects. When the Kings organic structure was unwrapped over 143 hoarded wealths were found such as pendents, talismans and aureate cots. Like the hoarded wealths wrapped in between the patchs the grave itself was fluxing with hoarded wealths, ? About everything was made of cherished stuff, and gold? this covered a broad mixture of articles necessary to guarantee infinity for the dead? ( Tutankhamun and the Discovery of the Tomb page 70, 1972 ) . All of the Kings suites inside the grave featured important ornaments. The Antechamber held the Tuta royal throne, which is one of the best known objects, found inside the grave. This throne engaged wood with sheets of gold and its dorsum is covered with a scene of the Pharaoh and his married woman Ankhesenamun. The burial chamber features the first wooden casket and the Kings ma. The scenes painted on walls show King Tutankhamun with his Ka at the ceremonial of the? gap of the oral cavity? ( The Discovery of the Tomb Tutankhamun page 37, 1977 ) and his replacement Ay. His burial bay the? ruddy quartzite sarcophagus? ( The Discovery of the Tomb Tutankhamun page 39, 1977 ) casket had five caskets, the first to the 3rd were apelike wooden caskets, the Forth was aureate and the fifth was his ma. The King Tutankhamuns entombment was the same as any Pharaoh and followed all rites and beliefs every bit good as mummification rules. The lone difference was that the King was so immature at the clip of his decease and that boulder clay this twenty-four hours no other grave has been uncovered that all points inside the grave are still integral.It can be seen that burial and decease in general in Egypt was of tremendous importance within the Egyptian society particularly when it was refering person of h igher position like that of a Pharaoh. Egyptians believed in the Afterlife and this played an of import portion in reenforcing the rites and beliefs of decease in Egyptian society as decease was non believed to be the terminal but the beginning of 1s life. This is why rites and beliefs every bit good as architecture and ornaments of graves were emphasised and carried out in the visible radiation of 1s decease. When an antediluvian Egyptian died, he was non buried into the land, mourned and so bury, as people are today. Nor was his grave merely visited at certain times and some nominal words spoken over it, so that one time once more he is forgotten until following visit, like so many of us do. Maybe its the manner we as people have evolved to get by with the hurting of fring a loved one. We as a state do non believe that decease is a good thing in any manner, and we are taught from bith to fear it and fly it for every bit long as we perchance can. I for one bash non fear decease. No t that I look upon it as a good thing like Egyptians, merely as a nessesary thing that all of us must hold happen.

Biography of Galileo Galilei, Renaissance Philosopher

Biography of Galileo Galilei, Renaissance Philosopher Galileo Galilei (February 15, 1564–January 8, 1642) was a famous inventor, mathematician, astronomer, and philosopher, whose inventive mind and stubborn nature ran him into trouble with the Inquisition. Fast Facts: Galileo Galilei Known For: Italian Renaissance philosopher, inventor, and polymath who faced the wrath of the Inquisition for his astronomical studies.  Born: February 15, 1564, Pisa, Italy.Parents: Vincenzo and Giulia Ammannati Galilei (m. July 5, 1562)Died: January 8, 1642, Arcetri, Italy.Education: Privately tutored; Jesuit monastery, University of Pisa.Published Works: The Starry Messenger.  Spouse: Marina Gamba (mistress 1600-1610).Children: by Marina: Virginia (1600), Livia Antonia (1601), Vincenzo (1606). Early Life Galileo was born in Pisa, Italy on February 15, 1564, the oldest of seven children of Giulia Ammannati and Vincenzo Galilei. His father (c. 1525–1591) was a gifted lute musician and wool trader, who wanted his son to study medicine as there was more money in medicine. Vincenzo was attached to the court, and was often traveling. The family was originally named Bonaiuti, but they had an illustrious ancestor named Galileo Bonaiuti  (1370–1450) who was a physician and public officer in Pisa. One branch of the family broke off and began calling itself Galilei (of Galileo), and so Galileo Galilei was doubly named after him. As a child, Galileo made mechanical models of ships and watermills, learned to play the lute to a professional standard, and showed an aptitude for painting and drawing. Originally tutored by a man named Jacopo Borghini, Galileo was sent to the Camaldlese monastery at Vallambroso to study grammar, logic, and rhetoric. He found the contemplative life to his liking and after four years joined the community as a novice. This was not exactly what father had in mind, so Galileo was hastily withdrawn from the monastery. In 1581, at the age of 17, he entered the University of Pisa to study medicine, as his father wished. The University of Pisa At age twenty, Galileo noticed a lamp swinging overhead while he was in a cathedral. Curious to find out how long it took the lamp to swing back and forth, he used his pulse to time large and small swings. Galileo discovered something that no one else had ever realized: the period of each swing was exactly the same. The law of the pendulum, which would eventually be used to regulate clocks, made Galileo Galilei instantly famous. Except for mathematics, Galileo was soon bored with the university and the study of medicine. Uninvited, he attended the lecture of court mathematician Ostilio Ricci- Ricci had been assigned by the Duke of Tuscany to teach the court attendants in math, and Galileo was not one of those. Galileo followed up the lecture by reading Euclid on his own; he sent a set of questions to Ricci, the content of which impressed the scholar greatly. Galileos family considered his mathematical studies subsidiary to medicine, but when Vincenzo was informed that their son was in danger of flunking out, he worked out a compromise so that Galileo could be tutoredin mathematics by Ricci full-time Galileos father was hardly overjoyed about this turn of events, since a mathematicians earning power was roughly around that of a musician, but it seemed that this might yet allow Galileo to successfully complete his college education. The compromise didnt work out, for Galileo soon left the University of Pisa without a degree. Becoming a Mathematician After he flunked out, to earn a living, Galileo started tutoring students in mathematics. He did some experimenting with floating objects, developing a balance that could tell him that a piece of, say, gold was 19.3 times heavier than the same volume of water. He also started campaigning for his lifes ambition: a position on the mathematics faculty at a major university. Although Galileo was clearly brilliant, he had offended many people in the field, who would choose other candidates for vacancies. Ironically, it was a lecture on literature that would turn Galileos fortunes. The Academy of Florence had been arguing over a 100-year-old controversy: What were the location, shape, and dimensions of Dantes Inferno? Galileo wanted to seriously answer the question from the point of view of a scientist. Extrapolating from Dantes line that [the giant Nimrods] face was about as long/And just as wide as St. Peters cone in Rome, Galileo deduced that Lucifer himself was 2,000 arm-lengths long. The audience was impressed, and within the year, Galileo had received a three-year appointment to the University of Pisa, the same university that never granted him a degree. The Leaning Tower of Pisa At the time that Galileo arrived at the University, some debate had started up on one of Aristotles laws of nature, that heavier objects fell faster than lighter objects. Aristotles word had been accepted as gospel truth, and there had been few attempts to actually test Aristotles conclusions by actually conducting an experiment. According to legend, Galileo decided to try. He needed to be able to drop the objects from a great height. The perfect building was right at hand - the Tower of Pisa, 54 meters (177 feet) tall. Galileo climbed up to the top of the building carrying a variety of balls of varying size and weight  and dumped them off of the top. They all landed at the base of the building at the same time (legend says that the demonstration was witnessed by a huge crowd of students and professors). Aristotle was wrong. It might have helped the junior member of the faculty if Galileo had not continued to behave rudely to his colleagues. Men are like wine flasks, he once said to a group of students, †¦look at†¦bottles with the handsome labels. When you taste them, they are full of air or perfume or rouge. These are bottles fit only to pee into! Perhaps not surprisingly, the University of Pisa chose not to renew Galileos contract. The University of Padua Galileo Galilei moved on to the University of Padua. By 1593, he was desperate in need of additional cash. His father had died, so Galileo was now head of his family, and personally responsible for his family. Debts were pressing down on him, most notably, the dowry for one of his sisters, which was to be paid in installments over decades- a dowry could be thousands of crowns, and Galileos annual salary was 180 crowns). Debtors prison was a real threat if Galileo returned to Florence. What Galileo needed was to come up with some sort of device that could make him a tidy profit. A rudimentary thermometer (which, for the first time, allowed temperature variations to be measured) and an ingenious device to raise water from aquifers found no market. He found greater success in 1596 with a military compass that could be used to accurately aim cannonballs. A modified civilian version that could be used for land surveying came out in 1597 and ended up earning a fair amount of money for Galileo. It helped his profit margin that 1) the instruments were sold for three times the cost of manufacture, 2) he also offered classes on how to use the instrument, and 3) the actual toolmaker was paid dirt-poor wages. A good thing. Galileo needed the money to support his siblings, his mistress (a 21-year-old Marina Gamba who had a reputation as a woman of easy habits), and his three children (two daughters and a boy). By 1602, Galileos name was famous enough to help bring in students to the University, where Galileo was busily experimenting with magnets. Building a Spyglass (Telescope) In Venice on a holiday in 1609, Galileo Galilei heard rumors that a Dutch spectacle-maker had invented a device that made distant objects seem near at hand (at first called the spyglass and later  renamed the  telescope). A patent had been requested, but not yet granted, and the methods were being kept secret, since it was obviously of tremendous military value for Holland. Galileo Galilei was determined to attempt to construct his own spyglass. After a frantic 24 hours of experimentation, working only on instinct and bits of rumors, never having actually *seen* the Dutch spyglass, he built a 3-power telescope. After some refinement, he brought a 10-power telescope to Venice and demonstrated it to a highly impressed Senate. His salary was promptly raised, and he was honored with proclamations. Galileos Observations of the Moon If he had stopped here, and become a man of wealth and leisure, Galileo Galilei might be a mere footnote in history. Instead, a revolution started when, one fall evening, the scientist trained his telescope on an object in the sky that all people at that time believed must be a perfect, smooth, polished heavenly body- the Moon. To his astonishment, Galileo Galilei viewed a surface that was uneven, rough, and full of cavities and prominences. Many people insisted that Galileo Galilei was wrong, including a mathematician who insisted that even if Galileo was seeing a rough surface on the Moon, that only meant that the entire moon had to be covered in invisible, transparent, smooth crystal. Discovery of Jupiters Satellites Months passed, and his telescopes improved. On January 7, 1610, he turned his 30 power telescope towards Jupiter, and found three small, bright stars near the planet. One was off to the west, the other two were to the east, all three in a straight line. The following evening, Galileo once again took a look at Jupiter, and found that all three of the stars were now west of the planet, still in a straight line. Observations over the following weeks led Galileo to the inescapable conclusion that these small stars were actually small satellites that were rotating about Jupiter. If there were satellites that didnt move around the Earth, wasnt it possible that the Earth was not the center of the universe? Couldnt the  Copernican  idea of the Sun at the center of the solar system be correct? Galileo Galilei published his findings, as a small book titled The Starry Messenger. A total of 550 copies were published in March of 1610, to tremendous public acclaim and excitement. It was the only one of Galileos writings in Latin; most of his work was published in Tuscan. Seeing Saturns Rings And there were more discoveries via the new telescope: the appearance of bumps next to the planet Saturn (Galileo thought they were companion stars; the stars were actually the edges of Saturns rings), spots on the Suns surface (though others had actually seen the spots before), and seeing Venus change from a full disk to a sliver of light. For Galileo Galilei, saying that the Earth went around the Sun changed everything since he was contradicting the teachings of the Church. While some of the Churchs mathematicians wrote that his observations were clearly correct, many members of the Church believed that he must be wrong. In December of 1613, one of the scientists friends told him how a powerful member of the nobility said that she could not see how his observations could be true, since they would contradict the Bible. The lady quoted a passage in Joshua where God causes the Sun to stand still and lengthen the day. How could this mean anything other than that the Sun went around the Earth? Charged with Heresy Galileo was a religious man, and he agreed that the Bible could never be wrong. However, he said, the interpreters of the Bible could make mistakes, and it was a mistake to assume that the Bible had to be taken literally. That was one of Galileos major mistakes. At that time, only Church priests were allowed to interpret the Bible, or to define Gods intentions. It was absolutely unthinkable for a mere member of the public to do so. Some of the Church clergy started responding, accusing him of heresy. Some clerics went to the Inquisition, the Church court that investigated charges of heresy, and formally accused Galileo Galilei. This was a very serious matter. In 1600, a man named Giordano Bruno was convicted of being a heretic for believing that the earth moved about the Sun, and that there were many planets throughout the universe where life- living creations of God- existed. Bruno was burnt to death. However, Galileo was found innocent of all charges, and cautioned not to teach the Copernican system. Sixteen years later, all that would change. The Final Trial The following years saw Galileo move on to work on other projects. With his telescope he watched the movements of Jupiters moons, recorded them as a list, and then came up with a way to use these measurements as a navigation tool. He developed a contraption that would allow a ship captain to navigate with his hands on the wheel, but the contraption looked like a horned helmet. As another amusement, Galileo started writing about ocean tides. Instead of writing his arguments as a scientific paper, he found that it was much more interesting to have an imaginary conversation, or dialogue, between three fictional characters. One character, who would support Galileos side of the argument, was brilliant. Another character would be open to either side of the argument. The final character, named Simplicio, was dogmatic and foolish, representing all of Galileos enemies who ignored any evidence that Galileo was right. Soon, he wrote up a similar dialogue called Dialogue on the Two Great Systems of the World. This book talked about the Copernican system. Inquisition and Death Dialogue was an immediate hit with the public, but not, of course, with the Church. The pope suspected that he was the model for Simplicio. He ordered the book banned, and also ordered the scientist to appear before the Inquisition in Rome for the crime of teaching the Copernican theory after being ordered not to do so. Galileo Galilei was 68 years old and sick. Threatened with torture, he publicly confessed that he had been wrong to have said that the Earth moves around the Sun. Legend then has it that after his confession, Galileo quietly whispered And yet, it moves. Unlike many less famous prisoners, he was allowed to live under house arrest in his house outside of Florence and near one of his daughters, a nun. Until his death in 1642, he continued to investigate other areas of science. Amazingly, he even published a book on force and motion although he had been blinded by an eye infection. The Vatican Pardons Galileo in 1992 The Church eventually lifted the ban on Galileos Dialogue in 1822- by that time, it was common knowledge that the Earth was not the center of the Universe. Still later, there were statements by the Vatican Council in the early 1960s and in 1979 that implied that Galileo was pardoned, and that he had suffered at the hands of the Church. Finally, in 1992, three years after Galileo Galileis namesake had been launched on its way to Jupiter, the Vatican formally and publicly cleared Galileo of any wrongdoing. Sources Drake, Stillman. Galileo at Work: His Scientific Biography. Mineola, New York: Dover Publications Inc., 2003.Reston, Jr., James. Galileo: A Life. Washington DC: BeardBooks, 2000.  Van Helden, Albert. Galileo: Italian Philosopher, Astronomer and Mathematician. Encyclopedia Britannica, February 11, 2019.Wootton, David. Galileo: Watcher of the Skies. New Haven, Connecticut: Yale University Press, 2010.

A History and Effects of Concussions in Football and Hockey

A History and Effects of Concussions in Football and Hockey A concussion is a mild traumatic brain injury which results from a bump blow or jolt to either the head or body causing the brain to move rapidly in the skull. A concussion affects normal brain function and can have severe and long-term health effects (McGannon, et al., 2013). In this regard, an individual should not ignore the slightest bump on the head as it can have serious long-term effects. The signs and symptoms of a concussion include headaches, nausea, fatigue, memory problems, confusion and sleep disturbances or even mood changes. Symptoms manifest right after the injury, but some are not recognized until later. It is estimated that 1.6 to 3.8 concussions occur each year in the US associated with sports and recreation. Concussions in Football and Hockey since the 1990’s Diehl (2010), asserts that the National Football League continues to have an increased number of retired players who have suffered concussions and developed memory and cognitive issues such as Alzheimer’s, depression and chronic traumatic encephalopathy (CTE). CTE is a degenerative brain disease associated with multiple head traumas. In 1994, Paul Tagliabue the NFL commissioner created the Mild Traumatic Brain Injury committee. He also asserts that concussions are a part of the profession and as an occupational hazard. In the same year, Troy Aikman a Dallas quarterback took a knee to head an event that landed him in the hospital. In the same year, Chicago Bears Merrill Hoge retires due to multiple injuries on the head which result into not being able to recognize anyone. The NFL commissioner dismissed the reports on the media that concussions were increasing as mere assumptions. In 1995, Pellman experimented with Boomer Esiason’s return from a concussion by using an unproven system involving QB’s sitting before a computer screen and concentrating. In 1997, The American Academy of Neurology published its guidelines recommending removal of players after having concussions, but NFL dismisses it. In 1999, NFL issued millions in disability payments to retired players. In 2,000, research indicates 61% of former NFL players have had concussions. 49% of the players had numbness or tingling, 28% had neck or cervical spine arthritis, 31% had memory loss issues, and 16% could not dress while 11% could not feed themselves (Macciocchi, 2001). In 2012 NFL reported 261 concussions, 229 in 2013, 206 in 2014 and 271 in 2015. In 2016, the NFL and NFL Players’ Association implemented a new policy to enforce concussion protocol. In Ice Hockey, total concussions are relatively small as compared to football. There is lower participation in the game at both high school and college level. Research indicates that since 1990 through to 2004, the rate of concussions in men who participated in the sport stood at 0.41 per 1000. Concussions in hockey players happen at 6.3% during practice and at 10.3% during the game. The relationship between age and shocks, however, remains unclear. Since 1995 to 1997, the concussion rate was higher in ice hockey players. Since 2006 to 2013, only 511 incidents were reported in 844 games (Iverson et al., 2001). How the media portrays concussions in football compared to Ice hockey? Slobounov and Sebastianelli (2014) cite that the concussion issues in sports have recently attracted considerable media coverage in the past few years. The media focused on professional football or Ice Hockey and such like high-speed games where there is full contact between powerful players. Despite there has been a dramatic improvement on how the media reports on the severity associated with serious brain injuries and concussions, more need to be done to improve the health of the players. It is of essence that the media reports on facts rather than sensationalizing issues that could lead to misinterpretation of such sports. Hockey and Football are the collision sports with the highest rate of concussions according to media reports. The discrepancy between reported cases and actual injuries are similar in football, which has the largest cases of concussions (Womble and Collins, 2016). The American media leaves the impression that TBI and violence are part and parcel of hockey and cannot be avoided. In the past, the media focused on TBI only when star players were affected, however, there is a shift in focus since all players are included. In both Ice Hockey and Football, the media would in the past indicate that protective gear was a way to ensure player’s safety, but they now say that protective gear is part of the problem since it makes the players feel invulnerable invoking risk taking in them. The media has been blamed for fanning fear of the long-term effects associated with head injuries. The NHL accused media of speculation and spreading fear rather than having scientific evidence (Niranjan and Lunsford, 2014). Further, the Commission denied media reports that concussions are likely to lead to CTE in the long run. The media has covered all players who have died in the NHL as being suspected of having CTE. The media has investigated all deaths of Ice hockey players by first assuming that they had brain related injuries, as a result of concussions they acquired from the field. It is no different with football players in the NFL. Despite numerous reports associating head injuries to brain damage, the NFL still denies the connection. The media reports about the players who are reluctant to report injuries for fear of missing play time. Such players do not realize the long term effects until they retire from the field. Concussions in Ice hockey and football Both football and hockey are physical contact sports that can have strenuous effects on the body. In respect to concussions or overall injuries, football appears to be affected than hockey. The American Sports data carried out research in 2006 that indicates that in every 100 participants of ice hockey 9.5 received concussions while the number doubled in football. Other determinants of injuries include the position of the players in both games. Defensemen and forwards in hockey are likely to sustain concussions since they spend a lot of time skating and in contact with others In football, however, goalkeepers are less liable to sustain injuries as compared to other players in touch with the opposition. Concussions are similar in both sports with most of them resulting from T-bone hits or between the eyes. The hit rattles the brain’s center of gravity. Further, the run makes the mind to rock dangerously forward and backward such that it hits the skull. In younger players, the brain is flush with the bone making the effect less severe. What’s more, helmet to helmet hits can cause serious injuries. Bumps to the side of the head are far more serious since the spinning of the brain during a rotational concussion can lead to serious injuries. Experts assert that rotational forces result in breakage of nerve cells and fibers eventually causing a stretch in the blood vessels beyond their ability to stay intact. After a hit, the brain gradually accelerates releasing neurotransmitters which eventually become chaotic and useless. The cell fails to transmit nerve impulses since it’s impaired and not –functional. Protocols for football and hockey athletes Throughout history, considerable information has been accumulated regarding the psychological and physical attributes of high profile players. Based on the present information, desirable fitness profiles are laid out for elite players particularly in hockey, and the patterns are used to compare future players. The protocols are necessary to identify a player’s weaknesses, fitness and physical or physiological capability of a player. There is a model for sports injury prevention which follows a conceptual process. The model determines the extent of harm; it also determines the mechanism of particular injury that needs to be prevented, developing and implementing interventions as well as reassesses the injury incidence to determine whether the process was a success. The NHL and NLF have come up with measures to prevent concussions likely to lead to brain damage in the future. They organizations have established concussion management protocols which entail baseline testing that requires all athletes to complete an Impact Neurocognitive as well as a Biodex balance system baseline test before they are cleared as first-year athletes. The test includes checking concussion history, cognitive assessment, and symptom evaluation. The NHL and NFL have made significant strides in reducing the number of a concussion occurring in the field. While concussions cannot be eliminated, they can be reduced. In this regard, technological advancements in finding solutions have been adopted. The NFL, for instance, introduced protective gear and new helmets, therefore making profound changes progressively and quickly. The newly introduced helmets have a cut out at the front meant to make it flex more but at the same time maintain an overall stiffness. Additionally, the thick padding that is behind the free space makes it move less, but just enough such that the player can take big hits. The impact from any side allows flex in the helmet such that it can dissipate the hit before the impact is felt on the head. Those are just a few of the features relating to new helmets and mouth guards intended to reduce injuries. It is worth noting that the new initiatives introduced before there are significant reduction and significance to the athletes. Besides new improved attire, the league implemented two rule changes with an objective of augmenting athlete’s safety. Firstly, an offensive player intending to catch a ball that has already been intercepted will be ruled as defenseless, therefore, cannot be attacked in the neck area or head by the opposition as possession changes and a penalty will be enforced. Moreover, the league has issued certified players trainers who are located in sky boxes in every game the mandate to stop play at the touch of a button once they see a player exhibiting injury signs even if he sustained the injuries in previous games. What’s more, the NFL is liaising with Canadian football league to improve concussion treatment. NHL, on the other hand, recommends the use of standardized helmets to reduce incidents of skull injuries besides issuing proper training to determine head and neck injury. The NHL concussion protocol stipulates that players must get approval from the team doctor before r eturning to play. They are taken to a calm place to be evaluated; their memories, balance as well as general awareness are assessed. However, the NHL and NFL need to do much more to reduce incidents of injury in the field. Firstly, there should be mandatory sit out periods for concussed players. Additionally, there should be independent doctors to examine the players. The NHL and NFL should ensure retired players are taken care of with proper remuneration as well as medical covers. Evolving Technologies likely to prevent concussions Lots of focus has been placed on developing technologies and equipment with an objective of preventing head injuries. Since 1990’s, helmets were designed to minimize head injury resulting in morbidity and mortality. Such helmets were nothing more of leather padding, therefore, were slowly replaced with metal helmets with plastic to reinforce protection. Although helmets can assist players to minimize the extent of the injury sustained, recent innovations such as the Q-collar made by Q-30 innovations utilizes a radical approach to determine the extent of injuries on a player (Fainaru-Wada and Fainaru, 2014). The device lightly clamps down a player’s jugular veins causing the brain to swell and fit more appropriately within the skull. The idea is to create a backfill in the brain such that the volume of blood increases. The device, therefore, assists in determining the actual number of hits a player sustains. Current technologies seem to concentrate on improving helmets b y redesigning them such that they can displace the force of a blow or minimize the impact for the part of the face or head that takes the most hit. NFL and NHL health care plan for players Health and wellness entail much more than the emotional or physical well-being. It means having resources and support to ensure stability and productivity in all areas of life. Players need health care benefits as well as specialized treatment programs. What’s more financial assistance and career building are imperative. The NFL offers a comprehensive wellness program to its athletes (Webbe, 2011). The program involves providing free consultation on a medical issue for the players and their family. Players are checked before games and have a health insurance package. Moreover, retired players have access to a neurological care program that provides access to comprehensive tests in six hospitals across the US. The players also have access to the spine treatment program across selected hospitals in the US. Moreover, they have a joint replacement program, prescription drug card program, priority access to assisted living as well as a vested inactive life insurance. NHL, on the other hand, provides medical cover for the players on a contractual base of seven years and beyond that if a player sustains injuries. Moreover, the league provides insurance to some players through a temporary total disability program where each team pays a premium according to the salaries of the five top paid players but it can administer the coverage in a manner it sees fit. Effects of Concussions on NHL and NFL players Concussions, as established earlier, have long become part of hockey and football. However, minimal concussions can be experienced through recommended precautionary measures combined with the recent technologies. It is imperative that players maintain their well-being for the sake of the game as well as their lives in the long haul. Concussions have led to a loss of talented athletes or long term irreversible injuries. Once a player sustains a head injury, the resulting effect is that he gets pulled out of the game, sometimes never to play again which is a costly affair to the team. Benefits packages offered to players who have had concussions can affect the associations negatively such that they may fail to have enough resources for the active players. Concussion issues have led to numerous lawsuits that are costly for both leagues (Robidoux, 2001). Long-term effects of multiple concussions Exposure to concussions can cause an individual player to have mild cognitive impairments (MCI’s), CTE as well as other adverse outcomes. Additionally, multiple concussions can lead to post-concussion syndrome (PCS) (Robidoux, 2001). As such, it is paramount that a player fully recovers from a single concussion rather than risking a subsequent concussion. Failure to adhere could lead to severe neurological damage. With such an understanding, managing concussions calls for comprehensive, specialized and state of the art methods. Conclusion The media has taken personal interest researching and reporting on concussions experienced in football, ice hockey, and all contact sports. Despite the growing awareness about the long-term effects of concussions from contact sports, calls by the media and the public to burn such sports may be premature. Collision sports expose individuals to neurological dangers, but they come with a host of benefits as well. The media has sensitized the public about the dangers linked to concussions prompting the NHL and NFL to take appropriate actions to reduce concussion rates. As such, one could argue that the media has played a significant role in saving the lives of individual players or highlighting their plight. Many athletes have received treatment and benefits due to media exposure.

Investment Appraisal Project Essay Example | Topics and Well Written Essays - 2000 words

Investment Appraisal Project - Essay Example WACC=wdkd(1-T)+wpkp+wsks Where   Kd = interest on debt   Kp = cost of preference shares   Ks = cost of shares and retained earnings.   WACC is calculated by multiplying the cost of equity by the market value of the equity and cost of debt by the market value of the debt. Cost of equity can be defined as the minimum rate of return that a company must generate and offer to their investors in order to provide a return on their investment and for assuming some level of risk. If the company does not offer this risk to the investors, there is a chance that the shareholders might sell these shares in the market. Selling of the company shares can be interpreted as a negative sign for the financial outlook of the company and will put a downward impact on the market value of the company. Cost of company’s equity can be calculated through ‘Dividend Growth Model’ and ‘Capital Asset pricing model.’ The formula for dividend growth model is as follows. E = D o Ke - g Where E is the market value of the equity, Do is the recent dividend paid or the dividend projected for the next year, Ke is the cost of the equity and g is the growth rate of the dividend. The dividend growth model assumes that the dividend grows in perpetuity at a definite rate. This growth rate can be computed by observing the historical dividend pattern of the company and calculating the growth rate through simple discount rate formula. Cost of debt is actually the rate at which the present value of the interest payments and redemption amounts equals the current market value of the debt. The following formula further clarifies. Where M is the market value of the bond currently on which it is being traded in the market, i is the interest payment and kd is the rate of return required by the debt holder. From the formula it can easily be deduced that the market value of any bond is the present value of the interest payment. But the above formula is only applicable in the c ase of debt having maturity till perpetuity. In case tax is involved, the interest is taken after tax. Cost of debt is basically the internal rate of return. As provided in the given information, the company’s debt equity ratio is 50%, which means that 50% of its operations are financed through debt and the other half is through equity. The company has available cash balance of ?450,000 and thus, in case the company opts to purchase any of the buildings, it will have to issue bonds by acquiring more debt. Since the company anticipates that the interest rates are likely to be increased in the future, it would be prudent to raise more funds through equity in order to curtail the impact of increased finance charge on the profitability of the company. The project under consideration requires a careful estimation of all the relevant costs and revenues; a misjudgment in the forecast will cause an error in the project net present value, which might result in the acceptance of a proj ect which is not financially viable. CALCULATION BASED ON DISCOUTNED CASHFLOW First, consider the building A which costs ?1,112,000. The following table presents the calculation of the Net Present Value (NPV) of the particular investment decision. Item Amount in ? '000 Years Now 1 2 3 4 5 6 7 8 9 10 Cost of the site (1,112) Cash in-flow