Preliminary Biology Yearly Notes - 6280 Words

Biology Year 11 Yearly Notes Chapter One – A local ecosystem 1.1 Terrestrial and Aquatic Environments -Ecosystem: any environment containing living organisms interacting with each other and with the non-living parts of that environment. -Environment: the environment of an organism is its surroundings, both living and non-living -Habitat: the habitat of an organism is the place where it lives. Australian Environments * Terrestrial environments are environments on land. Land covers about 35% of the Earth’s surface. * Aquatic environments are water environments. Oceans cover about 65% of the Earth’s surface. * Terrestrial and aquatic environments have very different abiotic characteristics. Abiotic Characteristics†¦show more content†¦All living things ultimately depend on this process. The compounds plants make during photosynthesis provide nutrients and energy to organisms that consume plants. Organisms that consume the plant-eaters gain nutrients and energy from them, so both energy and materials are passed from organism to organism. Plants capture light energy and transform it into chemical energy. This chemical energy is transferred from plants to animals via the food chains. -Respiration: the process by which cells obtain energy. In this process, organic molecules, particularly sugars, are broken down to produce carbon dioxide and water, and energy is released. Without photosynthesis there would not be energy or carbohydrates available for the growth and reproduction of (almost) all organisms. In addition photosynthesis produces oxygen, which is essential for the release of energy in cells by the process of respiration. Uses of Energy by Organisms Energy from respiration powers all the processes of life. Some energy is released as heat. Other activities include: * Growth * Muscle contraction and movement * Synthesis of complex chemicals * Repair of damaged cells * Reproduction Aerobic Cellular Respiration -Aerobic: requiring the presence of oxygen. Respiration involves a chain of biochemical reactions. It’s a controlled process occurring as a sequence of around 50 different reactions, each one catalysed by a different enzyme. 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Bullying And Its Effects On Society - 1709 Words

The world today needs to understand that bullying is not something that happens just on the playground anymore where the bully stole your lunch money. Bullying has evolved just like everything else in the world. It has taken over the social network that today’s teens have seemingly become obsessed with. Social media websites such as Twitter, Facebook and Instagram allow users to insult, bully and threaten other users without any fear of punishment. Along with the social network, bullying has taken over majority of today’s technology, such as smart phones, tablets, and computers. Although the bullies themselves remain to be peers, they have just become more malicious than ever. According to the United States Department of Health and†¦show more content†¦To help stop cyberbullying, parents need to be more involved in what their teens are doing on websites such as these because with the freedom these adolescents believe they contain, it allows them to bully a nd threaten others with ease, which in turn can lead the victim to take drastic measures whether it is in concealment or in a public area and teens need to be educated on the real life cases that have already happened to help prevent it from happening again. Parents need to be more involved and better monitor what their teens are doing on social media. Teens feel they are completely free to do and say what they want online without any fear of consequences. These sites allow cyberbullies to hide behind a screen without facing an actual person at all. Many states do not have laws against this type of verbal assault. Unfortunately, attention only rises to these situations after the victim has taken drastic measures. This is where parents need to be more involved. If these bullies had more guidance, restrictions, and education at home, there would be a major decline in the amount of cyberbullying that plagues today’s youth. Several cities around the nation are considering passing laws that will hold parents responsible for the actions of their children in desperation to stop cyberbullying among youths (Swan 2015). Studies from 2013 showed that 15% of students in high school were bullied online by their peers (U.S Department of Health and Human Services). If

Terminal Paper Mechanics Free Essays

ABE INTERNATIONAL COLLEGE The Big Orange Building. 328 Edsa Caloocan City TERMINAL PAPER MECHANICS PAPER TYPE 1. For the proposal and final oral stages, the researcher may use short, white bond paper. We will write a custom essay sample on Terminal Paper Mechanics or any similar topic only for you Order Now 2. The template is used for the final paper. (See Appendix B). 3. No colored or textured bond paper should be used. PRINT COLOR 1. Blank ink is required for the text. No colored printout is allowed. Graphs and figures should also use varying shades of black. This so because color distinction may not appear definite once the paper is photocopied. 2. The printout must be clear, intelligible, and neat. ILLUSTRATIONS 1. No unnecessary illustrations are allowed. 2. If consequential, all illustrations and photos should be properly labeled so that readers can understand them without having to rely entirely on the picture. 3. Chapter separator pages are unnecessary. PRINT SIZE 1. The required font is Arial. The required font size throughout the paper is 12. Smaller fonts are allowed for charts and graphs. 2. Chapter titles, major and minor headings, paragraph heading, and table and figure titles are all typed using font size 12. . Chapter titles must be in all capital letter formats (AAAA) while major and minor headings, paragraph heading, table and figure titles must be in a title format (Aaaa). 4. Page numbers should also be reformatted in Arial in font size 12. MARGINS AND SPACING 1. For the proposal and final defense papers using plain, short white bond paper, the margins are as follows: Top:1. 00 Bottom:1. 00 Left:1. 50 Right:1. 0 0 2. For the final paper printed on the paper template, the margins are as follows: Top: 1. 70 Bottom:1. 20 Left:1. 80 Right:1. 20 3. Indentation for paragraphs, reference entries, table of content entries, etc. should be consistent throughout the paper. The suggested tab stop position is 0. 5. 4. Preliminary and end pages use single spacing except title page, approval sheet and recommendation for oral defense. (See Appendix C) 5. Line spacing for the text is 1. 5. 6. Within the text, single spacing is used for block quotations. 7. Two spaces are required between chapter headings, major and minor headings, paragraph headings, table and figure titles. NUMBERING A. Preliminary Pages (See Appendix C) 1. Use lower case Roman numerals for all preliminary pages. 2. The title page bears no number but is designates as page i. 3. A blank page (flyleaf) bearing no number is placed before the title page. 4. The approval sheet or the endorsement sheet bears no number, but is designated as page ii. 5. Preliminary pages do not appear in the Table of Contents. 6. Page numbers appear on the center bottom of the page. BIBLIOGRAPHICAL ENTRIES 1. Every bibliographical entry must use APA style of writing. e. g. Document source and Online sources 2. The reference page is an alphabetical list of all sources actually used in the research. The researcher should include only the sources that he/she has cited in the text. 3. If there are two or more sources by the same author, do not repeat his/her name for the entries other than the first. In place of the author’s name, use an unbroken underline of 8 spaces long followed by a period. 4. Should there be more than 10 entries in the reference page, divide these into the following: books, journals, and periodicals, other sources (unpublished theses and dissertations, brochures, Internet sources). (See Appendix D) TABLES AND FIGURES 1. All table titles appear above the table; figure titles go below. . All table title must carry complete information: the table number, description of the subject matter, locale, year the survey was conducted (e. g. Table 12. Mean of Burnout Causes among Teacher respondents of Liceo de Los Banos and Los Banos High School, 2003). 3. Never cut tables. 4. Tables and figures presented in landscape format. Appendix B. Research Paper Template 1 . 0 â€Å" 1. 5 â€Å" 1. 0 â€Å" Appendix C. Sample Preliminary Entries Appendix D. Sample Bibliography Entries Appendix D. Sample Bibliography Entries ———————– 1 CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Backup refers to producing copies of data used as additional copies in case of a data loss event. Data restoration is the primary purpose of backup. Through the additional copies made during the backup, restoration of data is taken as a strategy in place of the lost data. Backups are typically the last line of defense against data loss and the most convenient to use. Since backup makes copy of data, data storage is also considered. Data storage can be with the use of a device such as CD-ROMs, hard drives and other storage media. Through proper organization of storage space, these data storages can be useful for making backups. . 0† APPROVAL SHEET The Independent Study in Information Technology entitled â€Å" iPad: Integrated Paperless Document Checking with Template-based Editor for Electronic Thesis † prepared and submitted by Cristielle Faith R. Adriano and Jelyn Y. Lopez in partial fulfillment of the requirements for the degree of Bachelor of Science in Computer Scie nce is hereby approved and accepted. Mr. Enrico P. Chavez Adviser Mr. Teodoro F. Revano Jr. Ms. Mary V. Acabo PanelistPanelist Mrs. Susan S. Caluya Lead Panelist Accepted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Information Technology (BSIT). Ms. Ma. Gracia Corazon E. SicatMr. Jonathan M. Caballero ICT Project/ Research Coordinator CS Department Chair Dr. Charlemagne G. Lavina Dean, College of Information Technology Education RECOMMENDATION FOR ORAL EXAMINATION The thesis entitled â€Å"iPad: Integrated Paperless Document Checking with Template-based Editor for Electronic Thesis† prepared Cristielle Faith R. Adriano and Jelyn Y. Lopez in partial fulfillment of the requirements for the Degree of Bachelor of Science in Computer Science has been examined and is recommended for acceptance and approval for oral examination. Mr. Enrico P. Chavez Adviser DEDICATION G. R. H. and J. A. V. iv ACKNOWLEDGMENT Cristielle Faith R. Adriano and Jelyn Y. Lopez ABSTRACT Adriano ,Cristielle Faith R. , Lopez, Jelyn Y. â€Å"A Development of Sales and Inventory System with Online Product Estimates Service for J. O. B. Auto Parts Supply†. Unpublished Thesis. Technological Institute of the Philippines. Arlegui, Manila. May 2009. vi TABLE OF CONTENTS Title Approval Sheet Recommendation for Oral Examination Dedication Acknowledgement Table of Contents List of Tables List of Figures CHAPTER I: The Problem and Its Background1 Introduction 1 Background of the Study 1 Theoretical Framework3 Conceptual Framework4 Statement of the Problem6 Hypothesis7 Significance of the Study7 Scope and Limitation of the Study8 Definition of Terms9 CHAPTER II: Related Literature and Studies11 Related Literature11 Related Studies21 Synthesis24 CHAPTER III: Research Methodology26 Research Method26 Research Design28 Respondents of the Study31 Data Gathering Procedure32 Statistical Treatment 33 vii APPENDICES A Letter of Permission B Research Questionnaire C System Prototype D Curriculum Vitae viii LIST OF TABLES Table Number Table Description Page |1 |Respondents Matrix |32 | |2 |Likert’s Scale |35 | |3 |Frequency Result of Respondents |36 | |4 |Frequency Result of IT Office Staff Respondents |37 | |5 |Frequency Result of the Respondent’s Length of Years in the Position |38 | |6 |Frequency Result of the Respondent’s Primary Responsibility in their office’s |40 | | |files and documents | | |7 |Frequency Result of Respondents Make Back-up |42 | |8 |Frequency Result of Respondents Using Back-up Utility |42 | |9 |Frequency Result of the Respondents’ Familiarity on the Selected Existing |43 | | |Back-up Utilities | | |10 |Frequency Result of the Importance Rate of Back-up File |45 | |11 |Frequency Result of the Respondents’ Knowledge Rate |46 | |12 |Summary Result of the Online Back-up Utility on the Basic Capability Criteria |48 | |13 |Summary Result of the Online Back-up Utility on Performance Evaluation Criteria |50 | |14 |Difference Between the Means of the Manual Back-up Process and Online Back-up |52 | | |Utility on Functionality Criteria | | |15 |Difference Between the Means of the Manual Back-up Process and Online Back-up |54 | | |Utility on Reliability Criteria | | ix LIST OF FIGURES Figure Number Figure Description Page |1 |Research Paradigm |5 | | 2 |Research Design |28 | |3 |Frequency Result of IT Office Staff Respondents |38 |4 |Frequency Result of the Respondent’s Length of Years in the Position |39 | |5 |Frequency Result of the Respondent’s Primary Responsibility in their office’s |41 | | |files and documents | | |6 |Frequency Result of the Respondents’ Familiarity to the Selected Existing |44 | | |Back-up Utilities | | |7 |Frequency Result Frequency Result of the Importance Rate of Back-up File |45 | |8 |Frequency Result of the Respondent’s Back-up Files and Process Knowledge Rate |47 | |9 |Summary Result of the Online Back-up Utility on the Basic Capability Criteria |49 | |10 |Summary Result of the Online Back-up Utility on Performance Evaluation Criteria|51 | |11 |The t-Distribution of the Differences Sample Means of the Manual Back-up |53 | | |Process and Online Back-up Utility on Functionality Criteria | | |12 |The t-Distribution of the Differences Sample Means of the Manual Back-up |55 | | |Process and Online Back-up Utility on Reliability Criteria | | |13 |The t-Distribution of the Differences Sample Means of the Manual Back-up |56 | | |Process and Online Back-up Utility on Availability Criteria | | x iv Book Okuda, M. , Okuda, D. (1993). Star trek chronology: The history   Ã‚  Ã‚  Ã‚  Ã‚  of the future. New York: Pocket Books. James, N. E. (1988). Two sides of paradise: The Eden myth according to Kirk and Spock. In D. Palumbo (Ed. ), Spectrum of the fantastic   (pp. 219-223). Westport, CT: Greenwood. _ _ _ _ _ _ _ _ (2004). Evaluation of Systems. USA: McGraw-Hill Osborne Media. Encyclopedia Article Sturgeon, T. (1995). Science fiction. In The encyclopedia Americana (Vol. 24, pp. 390-392). Danbury, CT: Grolier. Journal Article Devine, P. G. Sherman, S. J. (1992). Intuitive versus rational   Ã‚  Ã‚  Ã‚  Ã‚  judgment and the role of stereotyping in the human condition: Kirk or Spock? Psychological Inquiry, 3(2), 153-159. doi:10. 1207   Ã‚  Ã‚  Ã‚  Ã‚  /s15327965pli0302_13 Hodges, F. M. (2003). The promised planet: Alliances and struggles of   Ã‚  Ã‚  Ã‚  Ã‚  the gerontocracy in American television science fiction of the 1960s. The Aging Male, 6(3), 175-182. Retrieved from Academic Search   Ã‚  Ã‚  Ã‚  Ã‚  Premier database. Magazine Article Mershon, D. H. (1998, November/December). Star trek on the brain:   Ã‚  Ã‚  Ã‚  Alien minds, human minds. American Scientist, 86(6), 585. Newspaper Article Di Rado, A. 1995, March 15). Trekking through college: Classes   Ã‚  Ã‚  Ã‚  Ã‚  explore modern society using the world of Star trek. Los Angeles  Times, p. A3. Websites Lynch, T. (1996). DS9 trials and tribble-ations review. Retrieved   Ã‚  Ã‚  Ã‚  October 8, 1997, from Psi Phi: Bradley’s Science Fiction Club   Ã‚  Ã‚  Ã‚  Ã‚  Web site: http://www. bradley. edu/campusorg/psiphi/DS9/ep   Ã‚  Ã‚  Ã‚  Ã‚  /503r. html National Aeronautics and Space Administration, Jet Propulsion   Ã‚  Ã‚  Ã‚  Ã‚  Laboratory. (2007). M ission could seek out Spock’s home planet. Retrieved January 7, 2009, from PlanetQuest: Exoplanet Exploration Web site: http://planetquest. jpl. nasa. gov/news/planetVulcan. fm The Roddenberry legacy of human potential: If only, if only. (2007). Retrieved January 7, 2009, from Star Trek: Official Site Web site:   Ã‚  Ã‚  Ã‚  Ã‚   http://www. startrek. com/startrek/view/news/editorials/article/2310913. html Wiki Star trek planet classifications. (n. d. ). Retrieved January 7, 2009, from   Wikipedia: http://en. wikipedia. org/wiki/Star_Trek_planet   Ã‚  Ã‚  Ã‚  _classifications PowerPoint Presentation Oard, D. W. (2001). Bringing Star trek to life: Computers that speak and   Ã‚  Ã‚  Ã‚  Ã‚  listen [PowerPoint slides]. Retrieved from University of Maryland   Ã‚  Ã‚  Ã‚  Ã‚  TerpConnect Web site: http://terpconnect. umd. edu/~oard/papers   Ã‚  Ã‚  Ã‚  Ã‚  /cpsp118t. ppt How to cite Terminal Paper Mechanics, Essay examples

Women In Combat Essays - Aerial Refueling, Women In Combat

Women in Combat The idea of women in combat is not unusual anymore. They should be able to hold combat positions beacause although physical strength matters, the military still needs the intelligence that women can bring. Also, banning women from the combat hurts their military careers. Although women account for only ten percent of the enlisted personnel (Time, 8/21/95/ Pg. 31), they are still a major part in the armed forces. Their performance recently has generated support from Congress and the public for enhancing the role of females in the military. During the Persian Gulf War, women were sent to the Middle East to fly helicopters, service combat jets, refuel tankers, and load laser-guided bombs. Their performance has led the world to realize that women are extremely useful in combat. Defense secretary Dick Chaney said "Women have made a major contribution to this [war] effort. We could not have won without them." Leaders in the field agreed. The Gulf War had the largest deployment of women in the armed forces in history. These women encountered the same risks as the men they served with. Twenty one females lost their lives (Holm, Women in Combat: The New Reality, pg. 67-68). In the Persian Gulf, there were no exact positions and all areas were equally vulnerable, so the idea of safe havens for women was not really applicable. By many armed forces policies, females are banned from combat jobs and units, but in the Persian Gulf War females were assigned to battleships, aircraft carriers, and marine support groups dug into the desert. From their experience in the Persian Gulf, military women have earned the right to be treated as equals with men and not as protected individuals. In spite of their record as able combat personnel, there are laws and policies that restrict women in the United States Military from serving in positions that require them to engage in direct combat. Women in the Air Force and Navy are barred from aircraft and vessels that have a chance to be exposed to combat. The official, established policies of the Army and Marine Corps exclude women from combat (Snyder, pg. 75-76). These policies prohibit women, on the basis of gender only, from over twelve percent of the skill positions and thirty-nine percent of the total positions offered by the Department of Defense. Such policies excluding women from combat need to be repealed by Congress. The Fourteenth Amendment's "Equal Protection Clause" insures every citizen "the equal protection of the laws." Although the clause is not applicable to Federal government, the Supreme Court said the Due Process Clause in the Fifth Amendment prohibits the federal government from making unreasonable classifications. Therefore the set laws and policies that exclude women from combat not only violate the Fifth Amendment, but also deny women their fundamental right to engage and excel in their chosen occupation. There have been many court cases involving women in combat over the years, although there has never been a case directly challenging the constitutionality laws and regulations banning women from combat. In the case of Frontiero vs. Richardson, the court rejected the idea that "man is, or should be, woman's protector or defender," which in actuality, put women not on a pedestal, but in a cage. In Satty vs. Nashville Gas Co., the decision stated that gender does not determine who is able to perform capably as a soldier. In the case of Schlesinger vs. Ballard, it was realized by the Supreme Court that the combat exclusion hinders the abilities of women to gain the experience needed for promotion within the military. The combat exclusion puts women wishing to obtain qualification for high-level positions at a disadvantage, because leadership training is usually acquired in combat-type positions. Although many females are not eager to go into combat, there are women who can and want to do the job. In a time where technology takes over battle lines and brains might be more important than brawn, a reason to exclude women is non-existant. By: Megan Craven, Jennifer Kopper, Stacey Rohrer Sources: Time Magazine, Aug 21, 1991 p.31. Holm, Jeanne, Women in Combat: The New Reality, pg. 67-68. Snyder, Kathy L. "An Equal Right to Fight." Women In Combat Essays - Aerial Refueling, Women In Combat Women in Combat The idea of women in combat is not unusual anymore. They should be able to hold combat positions beacause although physical strength matters, the military still needs the intelligence that women can bring. Also, banning women from the combat hurts their military careers. Although women account for only ten percent of the enlisted personnel (Time, 8/21/95/ Pg. 31), they are still a major part in the armed forces. Their performance recently has generated support from Congress and the public for enhancing the role of females in the military. During the Persian Gulf War, women were sent to the Middle East to fly helicopters, service combat jets, refuel tankers, and load laser-guided bombs. Their performance has led the world to realize that women are extremely useful in combat. Defense secretary Dick Chaney said "Women have made a major contribution to this [war] effort. We could not have won without them." Leaders in the field agreed. The Gulf War had the largest deployment of women in the armed forces in history. These women encountered the same risks as the men they served with. Twenty one females lost their lives (Holm, Women in Combat: The New Reality, pg. 67-68). In the Persian Gulf, there were no exact positions and all areas were equally vulnerable, so the idea of safe havens for women was not really applicable. By many armed forces policies, females are banned from combat jobs and units, but in the Persian Gulf War females were assigned to battleships, aircraft carriers, and marine support groups dug into the desert. From their experience in the Persian Gulf, military women have earned the right to be treated as equals with men and not as protected individuals. In spite of their record as able combat personnel, there are laws and policies that restrict women in the United States Military from serving in positions that require them to engage in direct combat. Women in the Air Force and Navy are barred from aircraft and vessels that have a chance to be exposed to combat. The official, established policies of the Army and Marine Corps exclude women from combat (Snyder, pg. 75-76). These policies prohibit women, on the basis of gender only, from over twelve percent of the skill positions and thirty-nine percent of the total positions offered by the Department of Defense. Such policies excluding women from combat need to be repealed by Congress. The Fourteenth Amendment's "Equal Protection Clause" insures every citizen "the equal protection of the laws." Although the clause is not applicable to Federal government, the Supreme Court said the Due Process Clause in the Fifth Amendment prohibits the federal government from making unreasonable classifications. Therefore the set laws and policies that exclude women from combat not only violate the Fifth Amendment, but also deny women their fundamental right to engage and excel in their chosen occupation. There have been many court cases involving women in combat over the years, although there has never been a case directly challenging the constitutionality laws and regulations banning women from combat. In the case of Frontiero vs. Richardson, the court rejected the idea that "man is, or should be, woman's protector or defender," which in actuality, put women not on a pedestal, but in a cage. In Satty vs. Nashville Gas Co., the decision stated that gender does not determine who is able to perform capably as a soldier. In the case of Schlesinger vs. Ballard, it was realized by the Supreme Court that the combat exclusion hinders the abilities of women to gain the experience needed for promotion within the military. The combat exclusion puts women wishing to obtain qualification for high-level positions at a disadvantage, because leadership training is usually acquired in combat-type positions. Although many females are not eager to go into combat, there are women who can and want to do the job. In a time where technology takes over battle lines and brains might be more important than brawn, a reason to exclude women is non-existant. By: Megan Craven, Jennifer Kopper, Stacey Rohrer Sources: Time Magazine, Aug 21, 1991 p.31. Holm, Jeanne, Women in Combat: The New Reality, pg. 67-68. Snyder, Kathy L. "An Equal Right to Fight."

Antigone Versus Socrates in the Crito essays

Antigone Versus Socrates in the Crito essays Sophocles play Antigone illustrates the conflict between obeying human and divine law. The play opens after Oedipus two sons Eteocles and Polyneices have killed each other in a civil war for the throne of Thebes. Oedipus brother in law Creon then assumes the throne. He dictates that Eteocles shall receive a state funeral and honors, while Polyneices shall be left in the streets to rot away. Creon believes that Polyneices body shall be condemned to this because of his civil disobedience and treachery against the city. Polyneices sister, Antigone, upon hearing this exclaims that an improper burial for Polyneices would be an insult to the Gods. She vows that Polyneices body will be buried, and Creon declares that anyone who interferes with his body shall be punished. This is where the conflict begins. Thus the theme of this play becomes the priority of unwritten law. The question is whether duties to the gods are more essential then obedience of the state and law. Creon calls the rottin g of Polyneices body an obscenity because he believes that burial of the dead is a necessity of human law and not of a citizen. . There is no compromise between the two both believe in the absolute truth of their obedience. Antigone believes that the unwritten and natural law supercedes any form of human written law. Honor and a principled responsibility to gods and family are given equal weight in her self-defense. She says that she fears, not men's condemnation, but penalties from the gods if she does not act The painful evils that beset her life (the loss of mother, father, and brothers) make death a gain in her eyes By contrast, if she had left her mother's son unburied, she would have grieved She expects to win glory for her gesture to the gods. Antigone displays the characteristic trait of pride in the way she justifies and carries out her decisions. She is obstinate in h...

Martin Van Buren Biography and Presidency

Martin Van Buren Biography and Presidency Martin Van Burens Childhood and Education: Martin Van Buren was born on December 5, 1782 in Kinderhook, New York. He was of Dutch ancestry and grew up in relative poverty. He worked at his fathers tavern and attended a small local school. He was finished with with formal education by the age of 14. He then studied law and was admitted to the bar in 1803. Family Ties: Van Buren was the son of  Abraham, a farmer and tavern keeper, and  Maria Hoes Van Alen, a widow with three children. He had one half-sister and half-brother along with two sisters, Dirckie and Jannetje and two brothers, Lawrence and Abraham.  On February 21, 1807, Van Buren married  Hannah Hoes, a distant relative to his mother. She died in 1819 at 35, and he did not remarry. Together they had four children: Abraham, John, Martin, Jr., and Smith Thompson.   Martin Van Burens Career Before the Presidency: Van Buren became a lawyer in 1803. In 1812, he was elected a New York State Senator. He was then elected to the US Senate in 1821. He worked while Senator to support Andrew Jackson in the Election of 1828. He held the seat of New York Governor for only three months in 1829 before becoming Jacksons Secretary of State (1829-31). He was Jacksons Vice President during his second term (1833-37). Election of 1836: Van Buren was unanimously nominated to be President by the Democrats. Richard Johnson was his Vice Presidential nominee. He was not opposed by a single candidate. Instead, the newly created Whig Party came up with a strategy to throw the election into the House where they felt they could have a better chance of winning. They chose three candidates who they felt could do well in particular regions. Van Buren won 170 out of 294 electoral votes to win the presidency. Events and Accomplishments of Martin Van Burens Presidency: Van Burens administration began with a depression that lasted from 1837 until 1845 called the Panic of 1837. Over 900 banks eventually closed and many people went unemployed. To combat this, Van Buren fought for an Independent Treasury to help ensure the safe deposit of funds. Contributing to his failure to be elected to a second term, the public blamed Van Buren’s domestic policies for the 1837 depression, Newspapers hostile to his presidency referred to him as â€Å"Martin Van Ruin.†    Issues arose with British held Canada during Van Burens time in office. One such event was the so-called Aroostook War of 1839. This nonviolent conflict arose over thousands of miles where the Maine/Canadian border had no defined boundary. When a Maine authority tried to send Canadians out of the region, militias were called forward. Van Buren was able to make peace through General Winfield Scott before fighting began. Texas applied for statehood after gaining independence in 1836. If admitted, it would have become another slave state which was opposed by the Northern states. Van Buren, wishing to help fight against sectional slavery issues, agreed with the North. Also, he continued Jacksons policies concerning the Seminole Indians. In 1842, the Second Seminole War ended with the Seminoles being defeated. Post Presidential Period: Van Buren was defeated for reelection by William Henry Harrison in 1840. He tried again in 1844 and 1848 but lost both of those elections. He then decided to retire from public life in New York. However, he did serve as a presidential elector for both  Franklin Pierce and James Buchanan. He also endorsed Stephen Douglas over Abraham Lincoln. He died on July 2, 1862 of heart failure. Historical Significance: Van Buren can be considered an average president. While his time in office was not marked by many major events, the Panic of 1837 ultimately led to the creation of an independent Treasury. His stance helped avoid open conflict with Canada. Further, his decision to maintain sectional balance delayed admitting Texas to the Union until 1845.

Ch7 - reflectional journal Essay Example | Topics and Well Written Essays - 250 words

Ch7 - reflectional journal - Essay Example The advantages of questioning in learning show that questions trigger divergent thinking, encourage reflection, build inward understanding, promote factual knowledge, and nurture convergent thinking. When questioning, teachers should consider the structure of questioning so that they can balance the appropriateness of the questions in the teaching and learning process. Teacher responses influence effective learning process and are vital because the teacher must consider the answers given by the learners in an encouraging way so that the learner can feel motivated. Additionally, the teacher should respond in an extensive way whereby he/she expands the student’s answer for better understanding of the content being asked. Expansion of a student’s response encourages and motivates the learner in the sense that the learner attains a sense of appreciation and within the right path to getting the right answer. Finally, the teacher should also probe when answering to leaners questions; this is whereby the teacher questions further the answers given by the learner. This method tests whether the learner has understood the concept being learned. In summation, the author points that teachers should adopt an appropriate way of questioning and answering during the teaching and learning process so that the objectives of the lesson are outstandingly met making the teaching effective. In summation, the author points that teachers should adopt an appropriate way of questioning and answering during the teaching and learning process so that the objectives of the lesson are outstandingly met making the teaching