Pirate ship theme party for kids Essay Example | Topics and Well Written Essays - 750 words

Pirate ship theme party for kids - Essay Example The guests’ tour in the ship along with planned events would be calculated in advance. Upon enterance there would be a treasure hunt expedition where the guests would be given a series of clues and instructions in order to search for the treasure. As guests would mingle with staff in the ship, they would be engaged in numerous activities such as games such as paintball, puzzles or trick games, pirate shows and other activities like music, dance and food. Time-consuming activities such as search for treasures or paint-ball will have a great effect on the fun quotient of children as they would engage in the party and lose sense of time. How is staff used to create the sense of theatre created? ? Of the four realms of experience provided by Pine and Gilmore, the Pirate theme would be designed as Escapist with active levels of participation and emersion. Firstly, all the staff will be dressed in pirate costumes to induce a feeling of being in a pirated ship. Most of the staff woul d be wearing uniforms of capitan, officers and ordinary seamen. Adapting the real diversity of Pirates, the staff would speak in a number of accents such as English, American, West Indian, Scottish and Spanish. Other theatrics adopted by the staff in creating a sense of theatre are the use of props such as parrots, pistols, swords, playing cards, box of jewels, board games, dices, musical instruments such as harmonica and fake tobacco. Frequently the staff would engage guests in trick games, converse with them in their accents and show them their visual props. There will also be sound effects in background as lightening or splashes of water, sea storm or voices from another ship. Is the guest‘s role is explained? ? The concept of Experience Economy as explained by Pine and Gilmore dwells upon two particular dimensions of the experience – customer participation, and connection. The escapist realm of Pirate theme experience would actively engage guests by explaining them their part and making them aware that they are active participants of the theme. The guest will be prepared for the role by dressing up as a pirate. Purposefully, each guest would be classified into pirate camps and given different dresses such as a Carribean pirate, an English pirate (seaman) or a Welsh officer. Variations would also be made by giving them different hats, eye patches, beads, hairdos, swords and other accessories. To complete their get-up as a pirate, kids will have a make-up session with their face airbrushed and dark eyes. Before entering the ship, guests would receive a small bag of their belongings including some fake jewels, their prized possessions, tips on playing games and winning treasures etc. Is the proposed transformation of the guest explained? The proposed transformation of kids into a Pirated Ship will be based upon the following activities: Costume designing: Both guests and staff would be wearing pirate themed costumes giving a sense of seventeenth century era. Five Senses: All senses of guests would be stimulated such as Owning pistols (Touch), Pirate ship/costumes/parrots (Sight), Lightening and ship sounds (Hearing), Smell of fresh paint/wood (Smell) and Sea-food (Taste). Games: There will be a number of games such as board and dice games, ship adventure games that will help transform kids into the world of pirates. Pirate Ship Environment: The Pirate Ship Environment such as wooden planks, presence of water, ship sirens, maps and compasses will also assist in guests’

Nanotechnology Essay Example | Topics and Well Written Essays - 250 words

Nanotechnology - Essay Example Synthesis techniques used for the production of carbon nanotubes have also been taken into consideration, which include arc discharge, laser ablation, electrolysis, chemical vapor deposition, ball milling, diffusion flame synthesis, polymer heat treatment, and low-temperature solid pyrolysis (Cheap Tubes Inc.). Techniques for the purification of these tubes, like oxidation, acid treatment, centrifugal concentration, annealing, sonication to break down carbon nanotubes, filtering and functionalization techniques, have also been discussed. The types of energy storage for which carbon nanotubes are used, their modeling aspects and storage features, have been taken into account. These types mainly include electrochemical hydrogen storage, electrochemical lithium storage, gas-phase intercalation, and charge storage in supercapacitors (Loyseau 530). Carbon nanotubes’ exclusive characteristics and matchless nanostructure makes them fundamental components of forthcoming energy storage devices (Luniya). Hence, special focus has been put on the use of carbon nanotubes in energy device industry to discover the limitations and opportunities that exist in this field. The report is accompanied by an extensive literature review to support the significance of the topic. Luniya, Robin. Technology Insight Report: Carbon Nanotubes in Energy Storage Devices. Andrà ¡s Paszternà ¡k, 04 Aug 2010. Web. 14 Sep 2010.

Gender determination Essay Example for Free

Gender determination Essay When an individual is born, he or she has male or female sexual organs and this determines the sex of that individual and consequently how the society expects that person to behave. Gender is different however, in that it transcends the simple biological explanation of why one is a boy and another is a girl. This paper will focus on what makes one a girl putting aside the fact that one was born one. It will also look at the possibility of an individual being born a girl but changing to become a boy. How and why this is done is also part of the discussion. Gender is described as â€Å"the socially constructed roles, behaviour, activities and attributes that a particular society considers appropriate for men and women† (http://www. who. int). This means that to be masculine or feminine depends on a society and not only on the sexual organs that one is born with. Once an individual is born, the society teaches him or her how to behave according to the expectations that specific society has for an individual belonging to his or her particular sex. Every society has some roles that are assigned to male and female members of the society and this determines whether one is male or female. The question then becomes whether one is born with his or her gender or this is learned from the society that one grows in. In my own case, attending a girl’s school determined my becoming feminine and thus becoming a girl despite the fact that I was born a girl. In the school, only girls were around and thus were the only role models that I had. This meant that I only had other girls to emulate in my behaviour and my peers were also girls so together we all aspired to be better girls. The teachers we had were also keen on ensuring that we were trained on how girls should behave in certain occasions and also which aspects were to be admired in a girl and which were abhorrent in a female. This shows that one can be trained to become feminine or masculine but it is important to note that it is not always so. This can be demonstrated by the number of girls who would get into trouble with the teachers for playing truant yet this was supposed to be an undesirable trait for girls and hence was dissuaded. These girls were given the same training as all their peers yet tended to behave differently causing one to question whether gender is completely determined by the society (Morrow 1991). Despite the question that is posed above, it is clear that girls who are educated in girl’s only schools are usually more feminine than those who attend mixed schools. This is because those in mixed schools are not controlled as much as those in girls only schools. The environment they are reared in leans more towards femininity and thus tends to discourage any behaviour that is seen to be masculine. The lack of an alternative form of behaviour leads to their feminine behaviour although some will try deviate by doing what they think others are doing elsewhere (Askew Davey 2005). This then leads to the question whether or not one can change from being a girl into a boy? Apart from the biological way, culture has two different ways of changing an individual’s gender. This can either be done by changing the culture one has been brought up in or by being brought up in an environment that emphasises the behaviour of the opposite sex (Watney 1994). Since gender is determined by the roles that a society assigns to each sex, ones gender can change depending on the culture one finds him or herself in at a particular time. Roles assigned to the sexes by different cultures differs and are interchanged whereby roles assigned to women in one culture may be assigned to men in another culture. In this way a male in one culture may be seen to be feminine in another thus changing a male into a female or vice versa. Another way that one can change ones gender is by rearing a girl in a male environment. The girl tends to adopt the masculine behaviours exhibited by her male counter parts as has been witnessed by the women who venture into fields assumed to be the male domain. This is in politics and business where women who succeed in these environments are seen to be more masculine than feminine thus changing their gender to becoming more male than female (Miller, Lewy Peckham1997). In conclusion, it is correct to say that an individual’s gender is not only determined by his or her sex but also by the culture that they have grown in. the roles that a culture assigns to an individual are used to determine femininity and masculinity of members of the society. It is possible for ones gender to be changed depending on which community one is in. Roles assigned depending on an individuals sex change according to the society. Furthermore, the environment one is in influences the behaviour one has thus influencing the gender that one belongs to. Reference 1. Askew J. Davey M. 2005, Sex Acts: Practices of Femininity and Masculinity, Archives of Sexual Behaviour Vol. 34, Sage Publications, Thousand Oaks 2. Gender, World health organization retrieved on 13th April 2009 from http://www. who. int/topics/gender/en 3. Miller J. B. , Lewy J. Peckham E. 1997, Context Effects on Self-Perceptions of Feminine and Masculine Quantities, Sex: A Journal of Research Vol. 37 4. Morrow F. 1991, Unleashing Our Unknown Selves: An Inquiry into the Future of Femininity and Masculinity, Praeger Publishers 5. Watney S. 1994, Aphrodite of the Future, Artforum International Vol. 32

We see and understand things not as they are but as we are

We see and understand things not as they are but as we are We see and understand things not as they are but as we are. Discuss this claim in at least two ways of knowing. When the theory of knowledge teacher asked a student in the class to examine and describe a paper flower, he boldly described it as soft, weak and small. I also examined the same paper flower and came up with an understanding that the flower is small, weak and soft. This was because we both were observing the same thing. This observation leads to a hypothesis that the existence of knowledge without human minds is not possible. If in that instant of time one of us would unfold the paper flower and make a paper boat to run it on the water surface in a bucket, we both would have mentioned the differences. This assertion points out our ways of acquiring knowledge. Is it worth saying that human mind understands the world and its phenomenon according to the knowledge being saved in to it earlier. Does culture has impacts in the way humans see and understand? Do people of different religions experience the same reality? Through this essay I shall try to look at the above mentioned problems of knowing and come up with an argument that humans do see and understand things not as they (things) are but as we (humans) are. Famously quoted by N. R. Hanson Two third of what we see is behind our eyes. I myself agree with the title of the essay that I see and understand things not as they are but as I am. But why? We wouldnt have any knowledge of the outside world without our perception. For example a person from a different culture than ours would misunderstand the purpose of a finger bowl with a flower petal at a dining table and perceive it as a bowl of soup. The main issue here is that a same thing is perceived differently by different observers due to various aspects in their lives. These perceptions are often strongly influenced by our experiences and memories, religion, personality, culture and even gender. Plato defined knowledge as Justified True Belief. According to the definition, the more justification we can provide for a particular belief, the knowledge constructed from the fact will be easier to understand. Mostly the knowledge human value primarily is based on cultural backgrounds and past knowledge. For example dogs will always scare a man if he has been bitten by dog in the childhood while some people on the other hand have dogs as pets and loves them as their own children. One of the main issues of knowledge in this context would be to explore the question that states that do emotions affect the way we see and understand things? First of all, I must mention that the ways of getting knowledge from emotions are facial expressions, tone of voice or tears. For example if I drag literature into the essay and take a look at the Slumdog Millionaire. There comes a point in the story when the character Jamal witnesses his girlfriend getting rapped. Jamal finds this act of violence more hurtful to himself instead of finding it hurting to his friend. Jamal sees himself as the victim because of the pain he is getting just by hearing the voices and runs from the scene. But in reality his refusal to help his friend makes him as accused of the crime as the perpetrator. The point of interest in this example is that Jamal saw the situation through his mind and his emotions did not let him see the actual reality. So he saw the whole situation as he was, not as the reali ty was. Another example in this context could be a student who is very intelligent but is held down in the class because he is deemed to be selfish. In his point of view he is strong and independent and has great integrity that is why he never bows to altruism. But other students criticize him because of this attitude. Sacrifice of self is highly appreciated in some cultures but in others self reliance is honored the most. This also points me back to the question of the essay and concludes that culture plays a significant role in what we see and how we perceive it. Religion also plays a part in the perception of people. For example Muslims are not allowed to eat pork and they have religious justifications to prove their belief but for the rest of the world it is quite normal to eat pork and they serve it both at their national and holy events. Therefore a same event in time and space cannot be perceived by same point of view by particular group of people. These three examples led me to concl ude that perception is so strongly influenced by emotions, culture and religion that people see the reality as they are not as the reality is. Sometimes one comes across knowledge that seems authentic but that is not true. I will quote the 4th century BCconcept that the earth is flat. Lack of equipment and modern technology lead ancient scientists to claim this hypothesis. The scientists justified this hypothesis by saying that if earth was not flat; rather sphere then the things on the curved surface of the earth would slide and fall down. Moreover they also justified that the earth appears to be flat even viewed from a high altitude. Since their conclusion (justifications) made sense to the people of that era, so they considered this knowledge valuable. But with the passage of time, scientists realized that earth is spherical instead of flat. They justified this belief by showing the fact that if earth was flat then all the bodies in the sky should be visible at the same time for all parts of the surface. Also when a ship disappears in the horizon justifies that the earth is sphere. These justifications were not enough fo r old believers of flat earth. Advancement in science and technology made humans land on moon. When astronauts showed pictures of earth taken from the surface of moon, people started believing the new knowledge. Pictures served as proof for the belief. Even in the presence of these strong reasoning some old religious scientists deny the fact and are still proving their old knowledge. They believe that in such cases pictures can serve as propaganda. Knowledge based on photographs could be biased or subjective. Thus this example shows that the knowledge that people value the most is the one with their own concrete justifications based on the circumstances or the previous knowledge. But how can we know what could be close to reality? Photographs are a ladder to reach knowledge, they dont serve knowledge. They can be manipulated for various purposes as in this example; photographs taken from moon can be a source of propaganda for the country first reached at moon. There also exists knowledge that has similar outcomes yet people do not agree with it. I will take ghosts as example. Spiritual scholars have played a key role in showing existence of ghosts. They showed religious references, pictures, videos and people who can approve their existence but majority of the people do not believe this because they are not able to show their justification to the rest of the world. If I consider myself, I personally believe in ghosts because my religion has strong justifications for that. But those justifications are very weak for the non believers. So when I see a person screaming at night or walking in sleep I consider it as influence of some ghost because this is what my religion and culture taught me. On the other hand modern science has showed evidence to many sicknesses in which a sleeping person might walk and even go to graveyard to remember the dead ones. So a doctor will see this situation completely differently than anyone from old South Asian s ociety. This is also an example of different perception of the same event. The whole discussion in this essay leads me to conclude than more the justifications, more reliable the belief is. But sometimes even justifications and proofs fail to convince people. Forexample we see a toothpick is embedded in chocolate dipped strawberries. A person with good socio economic background knows the purpose of this toothpick that is lifting the strawberry without getting hands dirty. On the other hand a person with less social status might see the toothpick as a cleaning tool that is used right after one has eaten the strawberries. So this whole discussion can be concluded by saying that knowledge that is most valuable depends on person to person. The knowledge that satisfies ones belief, emotions and actions is valued to him. Thus for him that particular knowledge is most valuable. But if we think logically, then there is no doubt that strong justifications (as in science) make the argument more valuable. As said by David Hume (1711-76) Reason is always and everywhere the slave of the passions

The Life of Infants and Children in Victorian London :: European Europe History

The Life of Infants and Children in Victorian London Home Life    Victorian homes offered children a large network of various caregivers built in to the family structure. Each married couple had an average of six children, but the average household was considerably larger. Rarely would one find the nuclear family living alone. Only thirty-six per cent of families consisted simply of a set of parents and their children. Extended families were also rare. Only 10 per cent of families had three or more generations under one roof. The average household would more likely be a conglomeration of a nuclear family along with any number of random outsiders. The stragglers could include any combination of lodgers, distant relatives, apprentices and/or servants. The composition of the home constantly changed: older children married or went off to work, while babies were born and died. Babies and young children were extremely susceptible to illness. In the worst and poorest districts, two out of ten babies died in the first year. One fourth of them would die by age five. Life expectancy varied greatly depending upon the quality of the area in which people lived. In industrial towns, like Liverpool, the average life expectancy was twenty-six years. In a better area, like Okehampton in Devon, it was fifty-seven years. The national average of England and Wales was forty years at mid century. Therefore as a child grew older, he was likely to lose one or more siblings as well as one or both parents. Children usually enjoyed the benefit of their mothers’ presence on a daily basis. The mother’s place was considered to be in the home. Common thought dictated that a woman should be available at all times to care for her husband and children. She would supervise the staff, servants and/or nannies, if her family could afford them. The idea of a working mother was considered highly improper and thought to result in neglect of husband, children and home. Supposedly, illness or even death might arise in the children. An absent wife would also find an unhappy and strained relationship with her husband. Reporting on Birmingham, in Chadwick’s 1842 Report on Sanitary Conditions, The Committee of Physicians and Surgeons declares that: The habit of a manufacturing life being once established in a woman, she continues it and leaves her home and children to the care of a neighbor, or of a hired child, whose services cost her probably as much as she obtains by her labor.

The Future Of Nasa :: Free Essays

The Future of NASA   Ã‚  Ã‚  Ã‚  Ã‚  One hundred years from now, NASA's space program will not be so far advanced that people will be able to beam around the Universe or travel through time. However, unless something goes terribly wrong with the world, it is expected to advance tremendously. New, high-tech designs for rockets will make them more environmentally safe. Rockets will also be recycled and reused. Systems retrieving parts of rockets that are today, left behind in space, will be created. Astronauts will be well on their way to exploring Mars from a hands-on perspective. Because of the overpopulated Earth, scientists may even be considering ways to alter life on Mars, so that people would be able to live there some day.   Ã‚  Ã‚  Ã‚  Ã‚  Some products developed in NASA's space program that we now incorporate in our daily lives include the vacuum cleaner, pacemaker, pens that can write upside-down, and the zero-gravity training system. The vacuum cleaner was originally a great tool for astronauts in outer space. It is now a very helpful tool for cleaning our homes. The pacemaker is a form of life-support on spacecrafts, helping astronomers' hearts pump while they are outside of the Earth's atmosphere. It is used, on Earth, for those who's hearts have problems with pumping blood. Pens that write upside-down are used in space, where there is no gravity and writing with pens would otherwise be impossible. They are convenient tools on Earth when we are trying to write on vertical surfaces. A zero-gravity training system is used to help astronauts become more comfortable with the conditions in space. It is used in places such as Sportsland, for kids to twirl around in.   Ã‚  Ã‚  Ã‚  Ã‚  In the future, telephones with picture screens, much like those used to see astronauts in space with, will become common on Earth. Rooms with no

Bilingual Education Beneficial for Kinderkarten

Bilingual Education: Beneficial for Kindergarten to Catch it Young By M. H 7th December 2012 Abstract: Research has shown that bilingual education has positive effect on kindergarten children. The purpose of this research was to study the benefits of bilingual education, which further helped in recommending marketing campaign for the Canadian kindergarten school to increase enrolments. Several analyses were taken into account like â€Å"Simon Task† and core group task to understand the benefits. Study reveals that bilingual children perform better cognitive, analytical tasks and have better success rate than monolingual children.Keywords: Children, Bilingualism, Kindergarten, Cognitive, Bilingual, Education, Monolingual Page | 1 Introduction This report aims to address positive effects of bilingual education on young children and to provide recommendations to Canadian kindergarten school through marketing campaign to increase kindergarten student enrolment. Different research methodology taken into account in this report, which has been extracted from researches done by PhD students, professors, doctors and scientists to provide evidence on the benefits of learning in two languages.One of the approaches considered in this report was â€Å"Simon Task† conducted by Ioulia Kovelman and Ellen Bialystok, PhD student of York University, Canada. This provides empirical evidence that bilingual kids outperform cognitive tasks than monolingual flock. Moreover, Bilingual children are more creative, intellectual and have longer attention span. Findings 1. 1 Perform Cognitive Tasks Better Several researches were undertaken in the past 20 years; to prove bilingual children are superior to monolingual kids.In the recent past, Ioulia Kovelman and Ellen Bialystok, PhD student of York University, Canada evaluated children aged between 4-6 years. During their research, they made two core groups, one group was monolingual who were fluent in their native language . i. e. French or English and another; group was bilingual (with proficiency in both the languages, written and oral). The idea was to test cognitive ability of the core group for which â€Å"Simon Task† method was considered. It is a universal method practised by scientists to understand how human mind functions and performs certain tasks.The aim was to understand how kids respond to different colours and visuals. Hence, kids were asked to separate different shapes as per their colour and size, generated by computer which popped up from different sides of the screen. Results were surprising as bilingual children were more accurate than monolingual group. Study depicts that bilingual brain functions faster and has divergent thinking skills which allows brain to recognize and differentiate different objects at the same time. Therefore, bilingual children tend to be smarter than monolingual peers and perform cognitive tasks better. . 2 More Creative with Analytical Abilities A rese arch conducted by Dr Lauchlan in Scotland and Sardinia, Italy- 121 children under age of 9 were taken in a group with monolingual and bilingual abilities, and were asked to perform different mathematical, creative, linguistic and physical assignments. The emphasis was to evaluate how children respond to different tasks. The bilingual learner’s performance and intellectual capabilities were significantly higher i. e. (52%) than monolingual peers (48%) (Refer figure 1. 2) Page | 2Figure 1. 2 Pie chart adapted from data provided by Dr Strathclyde research. 1. 3 Greater Success Rate There has been sufficient evidence, which reveals that bilingualism is an asset, as it provides higher employment rates over monolingual person. As stated in 2006 Canadian census, knowledge of French and English provide more job opportunities as compared to knowledge of French or English alone. Refer to the following graph (figure 3. 3) Fi gure 3. 3 Page | 3 It is apparent from the graph that bilingua l people have higher job prospects.This is an era of globalization, where most of the organizations are multinational. Hence, organizations prefer to hire employees who are proficient in different languages and understand diverse cultures. 1. 4 Brain Development â€Å"Children who learn a second language before the age of five have been shown to have denser grey matter in their brains than their monolingual peers† (Dai, 2012). According to Cumming (2005) research shows brain has two prominent tissues visible to eyes known as white and grey matter. Source: Mechelli, A. Nature, October 2004; vol 431: p 757.In 2004 research conducted by Dr Mechelli and his team at University College, London, revealed similar results. During their research they evaluated brains of monolingual and bilingual people who were introduced to second language early in their life. One set of group started learning second language at the age of 2 and another people were introduced to new language at the ag e of 30. The study reveals, those who initiated learning second language early had better command and proficiency in second language. Furthermore, density of grey matter on the left side of their brain was higher. Grey matter is combination of â€Å"head† nerves functions for coordination and communication) Conclusions: It is apparent that children who start learning in two languages at early age have cognitive and linguistic benefits over children who are mono-linguistic. Also, it prepares children for future to get better employment. Diversity comes naturally to bilingual children as it helps them to grow, understand different aspects of life and prepares them to adjust in multicultural environment, as they imbibe certain characteristics during the course of time.Due to these characteristics it makes children smarter and more confident as they learn in two languages. Page | 4 Recommendations: ? Canadian kindergarten school should work on integrated marketing methodology to lure and educate parents on the benefits of bilingual education. Publicise print ads in newspaper, magazines and different educational websites focusing on curriculum inculcated by school, to ensure their focus is to flourish analytical and cognitive skills of kids while they learn two languages as bilingual kids tend to become sharper day by day. ? School should conduct ducational fairs near school vicinity to provide information and familiarise parents about bilingual education. Especially for a strong economy like Canada where people are expected to speak two languages. When children are introduced to second languages early in their life they learn quickly, master the art of language and become proficient as they are agile and creative. ? Prospective parents should be invited for personal webinar and chat sessions on school website. Prime focus should be on how dual language learning can transform kid’s life in a positive manner as it provides exposure to different culture and diversities.Perhaps, helps children later in their life for better employment opportunities. ? E-mailers and Direct mailers should be sent to parents emphasizing the fact that a child’s brain grows faster with bilingual education . Also, it builds analytical, mental, linguistic and creative skills by allowing brain to respond to two different languages. Page | 5 References 1. â€Å"Bilingual children ‘better at problem-solving skills† 2012, Scotland (UK),United Kingdom, Scotland, viewed on 24th Nov 2012, ; http://www. bbc. co. uk/news/uk-scotland-glasgow-west-19109883; 2. 3.CummingW(2005),† The capacity of the brain in learning multiple languages†, London Sage Dai, A,2012, It’s a Small World After All from, viewed 23 rd Nov 2012 http://www. thethunderproject. org/its-a-small-world-after-all/#more-1053 4. Genesee, F 2004, ‘What do we know about bilingual education for majority language students? ’, in TK Bhatia & W Ritchie (eds ), Handbook of bilingualism and multiculturalism, Blackwell, Malden, pp. 547576. 5. Hitti ,M,2004,†Being Bilingual Boosts Brain Power† MDHelth news, viewed 25 th Nov 2012 6. Lowry ,L, â€Å"Are Two Languages Better than One†, The Hanen Centre, viewed 24 th Nov 2012, ; http://www. anen. org/Helpful-Info/Our-Views-on-the-News/Are-Two-Languages-Better-Than-One. aspx; 7. â€Å"Language Learning and the Developing Brain† (1996, winter). Learning Languages, 1 (2), 17. 8. MarianV, Faroqi-Shah, Y, Kaushanskaya,M, H. K & & Sheng,L. 2009, â€Å"Bilingualism: Consequences for Language, Cognition, Development, and the Brain†, Asha Leader, vol. 14, no. 13,pp. 10-13, viewed 20th Nov 2012. 9. Mechelli, A. Nature, October 2004; vol 431: p 757 10. â€Å"The advantages of bilingualism in Canada† 2008, Canadian council on learning, viewed on 25 th Nov2012, Page | 6