We say free essay sample

Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. We will write a custom essay sample on We say or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jane Chidemo Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies No If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject 7. Quality Markers comments: Jane a good attempt at the assignment. Some responses are a little brief – I would have liked more detail. See feedback given for areas where improvements could have been made. Question 12 however does not meet the minimum standard required for a pass. I am therefore unable to recommend a pass for this assignment. Please resubmit question 12 only. Remember to answer the question as fully as possible Level and grades awarded: 1A 7AC Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: 19 December FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Katie Dalkin Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Merit Katie work submitted shows you have a very good grasp of the relevant knowledge at base 7. Quality Merit Work demonstrates a very good response to the assignment. Katie your work is structured in a way that is generally logical and fluent Markers comments: Katie overall this is a very good attempt at the assignment. There are some areas of feedback given. This will identify areas where improvements could have been made. Take care with changes in font in your work. See response to question 10. Also remember at level 3 not to use contractions e. g. couldn’t Level and grades awarded: 1A Merit 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jo Richardson Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies No If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject 7. Quality Markers comments: Jo a good attempt at the assignment. Some responses are a little brief – I would have liked more detail. See feedback given for areas where improvements could have been made. Question 12 however does not meet the minimum standard required for a pass. I am therefore unable to recommend a pass for this assignment. Please resubmit question 12 only. Remember to answer the question as fully as possible Level and grades awarded: 1A 7AC Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: 19 December FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Gavin Goldsbrough Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Merit Work submitted Gavin shows you have a very good grasp of the relevant knowledge base 7. Quality Distinction Gavin work demonstrates an excellent response to the assignment. Your work is structured in a way that is consistently logical and fluent Markers comments: Gavin an excellent piece of work. One or two areas of feedback given. This will show where you could have made improvement with the knowledge Overall an excellent response to the assignment Well done Level and grades awarded: 1A Merit 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Helen Banks Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Distinction Work submitted shows you have an excellent grasp of the relevant knowledge base Helen 7. Quality Distinction Helen this is an excellent response to the assignment. Your work is structured in a way that consistently logical and fluent. Markers comments: An excellent piece of work Helen Well done Level and grades awarded: 1A Distinction 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Annette Kinson Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Distinction Annette the work submitted shows you have an excellent grasp of the relevant knowledge base 7. Quality Distinction This is an excellent response to the assignment Annette. Your work is structured in a way that consistently logical and fluent. Markers comments: An excellent piece of work Annette Well done Level and grades awarded: 1A Distinction 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Rebekka Hill Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Distinction Rebekka the work submitted shows you have an excellent grasp of the relevant knowledge base 7. Quality Distinction Work demonstrates an excellent response to the assignment. Your work is structured in a way that is consistently logical and fluent. Markers comments: An excellent piece of work Rebekka Well done Level and grades awarded: 1A Distinction 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy

Japanese and Chinese Culture in America essays

Japanese and Chinese Culture in America essays Japanese and Chinese culture in America in the first half of the 20th century was that of a world within a world. Racial differences led these groups to take more time to develop their separate identities. In the case of Japanese Americans, we see a world that was steeped in the traditions of their rural past. All I Asking for Is My Body portrays life among lower middle class Hawaiian Japanese families in the 30's. It focuses on the problems of class and ethnic difference on the plantation where the characters live and work. In the opening story, the mother of the narrator is told to avoid chorimbo (bums) and hoitobo (beggars) who bring shame or "sickness" to those around them; this sets the tone of a novel where many of the main characters live by parochial rules that they attempt to maintain in a new and unique environment. These unspoken community rules can be exclusive; one family is ostracized because the mother is a prostitute and envied for her automobile and fancy clothes. Racial prejudices dictate the nature of interactions between the Japanese community and other groups of people on the island, such as the Fillipinos. Social politics among community members govern their actions; it becomes clear that the second generation, the Nisea, grows up in a world that is in many ways closed. There is a sense that any individual's faults or flaws is shared near-universally by the other members of his or her family. Few find the psychological resources to escape from the perceived sense of obligation that underscores their relationships. For instance, Kiyoshi's parents came to Hawai'i to help the Oyama patriarch out of bankruptcy, and ttheir sons eventually must help them out of debt. Toshio and Kiyoshi are pressured by the community's ideas to take thankless The idea of contamination' resonates strongly with the community; unconventional thinking and associa...

CONFLICT RESOLUTION Essay Example | Topics and Well Written Essays - 250 words

CONFLICT RESOLUTION - Essay Example This paper explores the application of the concept of conflict resolution in my relationship, in my life. My relationships with different people including my family members have not been beds of roses as they have been always plagued by tug-of-war issues relating to who is wrong and who is right between the other party and I. But thanks to conflict management information that I learnt in class I have sufficiently resolved the issues. The resolutions have saved me from nasty fighting side effects both physically and emotionally, for instance, I no longer feel intimidated or having given up on what I really wanted after utilizing the compromisation approach to conflict resolution in my relationship. Instead, the sense is that of a win-win situation as part of my interests are addressed as much those of the party are addressed- none of us totally surrenders their interests for the other party (West & Turner, 2012). From conflict management, I have learnt useful tips of resolving relationship conflict; avoidance of deal-breakers, best time choice, loving acceptance and benefit-of-doubt. First, I have learnt to avoid deal-breaker habits such as personal criticisms, stonewalling and sneering contempt as they hamper mutual communication. Second, I recognize the importance of picking the best time to discuss and resolve the conflict as resolutions are less effective in times characterized by stress ad hunger. Loving acceptance helps to eliminate personal defenses while promoting the urge of pleasing each other (West & Turner, 2012). Benefit-of-doubt puts off jumping to conclusions without hearing explanations from the other

Athletes drug use Essay Example | Topics and Well Written Essays - 1000 words

Athletes drug use - Essay Example Covered in the subsequent paragraphs are types of drugs abused by athletes, reasons as to why they abuse drugs, associated effects, policies and punishments and finally, possible solutions to the problem. The sole aim of one taking part in a sporting completion, just like is the case with any other kind of completion is to emerge victorious. However, sometimes the prediction of the outcome may leave the competitor feel like he/she has already lost to his/her opponents even before the real competition. This is the main drive behind use of drugs by some athletes, just to ensure that they emerge winners and land their hands on the gold medal for their country while at the same time ensuring personal accomplishment satisfaction. . The former refers to the kinds of drugs which are usually taken with the aim of one getting the ability to perform better especially in athletics. With respect to Examples of PEDs include stimulants, human growth hormone (HGH), anabolic steroids, erythropoietin and diuretics (Audran et al, 1999). The second type of drugs (recreational drugs) comprise of those drugs, usually narcotic which are taken for the purpose of helping an individual alter his/her mood. In other words, these are drugs which are taken non-medically for the purpose of enjoyment and not because one is sick. Examples of drugs other this category include psychedelic mushrooms, cannabis, barbiturates, opium, amphetamines and heroin. An athlete will feel satisfied if at the completion of the game it turns out that he/she emerged the winner. However, as it is obvious, one cannot be said to have won the race if he/she has not yet taken part in a given completion. It is both the victorious feeling associated with winning and the intense feeling of competition that leaves some athletes with no option but to abuse some certain drugs. When an athlete wins a race, he/she is sure of taking home (to his/her home country) a medal, getting a good

Background introduction to Romans Essay Example | Topics and Well Written Essays - 500 words

Background introduction to Romans - Essay Example Written in A.D. 56-58, in Corinth, [Unger, 1959] Paul sought to address an audience of predominantly Greek and gentile followers, in a time when Christianity was still emerging from its origins in Judaism. The period it was written in can be easily and accurately verified in that it has dated mentions of the apostle's sojourns to Jerusalem on philanthropic missions [Rom15: 25], and repeated references of this particular epistle in Corinthian, which was written around the A.D. 57. The venue of authorship is proven beyond doubt as well: Through this gospel, Paul tried to reach out to the church in Rome that he had not visited so far, and attempted to establish a connection by praising the inmates and referring to his old acquaintances. This epistle is not meant to be a comment on an existing situation, like the one addressed to the Corinthians. It broadly engages in topics pertaining to theology, and its message can be found in the line: "The Gospel . . . is the power of God for salvation to everyone who has faith, to the Jew first and also to the Greek. For in it the righteousness of God is revealed through faith for faith" [Rom1: 16-17]. The faithful in those years were separated by long distances, and were more or less disparate communities being touched up

Theories of Communication and Language Acquisition

Theories of Communication and Language Acquisition Natalie Ulugà ¼n Introduction What is communication? According to Buckley ( ) communication is the delivery of information from one person to another whereby the intended meaning is understood. Communication is a multi-faceted feature that enables humans to identify with their own socio-emotional world and its relation to others. Communication requires motivation and auditory processing ability. Moreover, the ability to understand and convey messages both verbally and non-verbally use sensori-motor skills. Buckley ( ) suggests communication skills normally develop from birth through early maternal interaction and evolve through the experience of play. However, communication is complex and relies on intrinsic and extrinsic factors for development this can result in some infants not developing the necessary skills for communication. This essay will discuss the processes involved in both the development and deficiency of communication skills in young children and it’s effect on their emotional and cognitive development. Particular significance to the role of play in in this development will be outlined and evaluated. The ability to communicate effectively is essential to human social interaction. Furthermore, communication skills provide the basis for successful edification, relationships and the participation in the wider community (miller et al). The two modes of communication are verbal and non-verbal. Bruce (2005) suggests up to 85% of our communication is non-verbal which includes all non-spoken means of communication such as gestures, body language, expression and sign. Verbal communication uses spoken language to convey information. The human brain, central nervous system, physical articulators and ears are required to produce speech. If any one area has a deficit it will have an effect on speech development. According to Kahim(1998)cites (asha 1983) communication using language requires the comprehension of social interrelations. These can include complex modes such as motivation, tacit clues and social and cultural rules. Buckley () suggests language is a symbolic mode of communication governed by grammatical and social rules .These rules not only encompass semantics, syntax and phonology but also the contextual considerations of language such as sarcasm, politeness strategies referred to as pragmatics (Bloom and Lahey 1978). In view of such intricacies de Boysson-Bardies( 1999) affirms the acquisition of language must be genetically encoded and exclusive to human beings. This is a nativist approach to language acquisition which was embraced by Noam Chomsky. Theories of language acquisition Chomsky (1959) proposed that children have an innate ability to learn language through a language acquisition device. According to Chomsky (1965) the brain is hard wired through genomes to understand a spoken language. He suggests the L.A.D is situated within the auditory cortex. It has also been suggested by Lenneberg (1967) that if language is not acquired by puberty it can never be learnt. This suggests that the ability to learn languages is genetically acquired through synapse connection in the brain and furthermore has a critical period to stimulate its development (Schwartz 2009). The interactionist approach suggests language acquisition is a process influenced by environmental and nativist elements. Vygotsky and Bruner held the view that a child needs interaction with others to support language learning. This is known as LASS Language acquisition support system. Conversely traditional behaviourist’s theory of language acquisition suggests children acquire language through conditions and reinforcement. This is evidenced through observation of a new-born and mother. The new born’s motivation for communication is rewarded by the mother’s interaction. Crystal (1986) argues that children do not simply imitate adults or older children when acquiring language; this is evidenced by the immature and incomplete speech that children develop as a result of applying grammatical rules or possessing inadequate vocabulary. This is evidenced in the following case studies.   The processes involved in development of effective communication Verbal and non verbal language development Primarily, early communication is an expression of need ( Crystal). If an infant’s pre-linguistic vocalisations are rewarded by their needs being met they quickly learn the advantages of communication. Furthermore, an infant needs a warm and affectionate relationship with their caregiver in order to initiate communication. Ferroni et al (2002) demonstrated that early non-verbal communication such as eye gazing contributes to the development of facial decoding and the theory of mind. Theory of mind is a cognitive ability to decode nonverbal communication, deduce the emotional states of others using intuition and cues, as well as understanding a situation from different perspectives. According to Goldberg and Burdick( ) Theory of Mind deficits are caused by cognitive dysfunction and are present in neuropsychological conditions such as Bipolar euthymic and ASD spectrum disorders. This suggests a correlation between nonverbal communication impairment and future social cognitive de velopment. Nonverbal communication continues to develop alongside verbal communication in neurotypical children. According to Elks and McLachlan (2001) the most important process in verbal communication is concentration, listening skills and memory recall. From four months a baby develops strength in their tongue and the in excess of one hundred jaw muscles needed to produce phonology. (Crystal ) begin babbling, the head and neck growth allow vocal chords to sit in correct position for speech consistant with an adult . This suggest there is a biological reason why a baby does not produce speech until ten months. 10-12 months According to ( Volkmar) (Capone )as a child begins using gestures and pointing to objects they will acquire the symbolic language that represents the object however this is not always the case for children diagnosed with ASD. According to Baron- Cohen () young children diagnosed with ASD do not use pointing gesture to request visual attention in the same manner as neurotypical children, inasmuch as a child with ASD can lack motivation for conversation. Communication chain Elks and McLachlen (2008) highlight the complexity of language and communication by categorising the processes in sequential order; this is referred to as the Communication Chain. The metaphoric chain depicts the interdependence of each process involved in order to achieve effective communication. If there is a deficiency in any of these processes it will have an overall negative effect upon language acquisition and communication. The process begins with the motivation or reason to speak followed by choosing the correct semantics, syntax and phonology. The next stage involves the physicality of speech production, motor sensory instructions to the articulators which include the muscles, jaw and tongue. The production of sound then the delivery of pragmatic speech. Interestingly, the mindfulness or â€Å"self monitoring â€Å"of the appropriateness of the speech occurs after delivery. Thus implying that to self-monitor before you have an idea does not take place although it does prio r to a response. Children diagnosed with ASD often have a deficit in understanding pragmatics of a language and can appear rude or their conversation inappropriate (Buckley). According to Volkmar et al ( )they equally lack ability to self-monitor, maintain eye contact and understand non-verbal cues which are the next phases; this is a substantial part of the communication chain. Role of play in language development According to Russell (2006) philosophers and scholars have attempted theorise play and provide definitions. The example by Hugh (1996:16) expresses the fundamental elements of play; â€Å"†¦freely chosen, personally directed and intrinsically motivated.† Frost et al (2005) suggests psychoanalytical theories of play involve a child acting out previous experiences that may have been caused trauma or fear. Or perhaps an emotion that would not be ordinarily accepted. Other theories of play here The EYFS Statutory framework (2008 suggested that play is vital to a child’s development; play should be supported by adults but led by the child thus promoting self-confidence, problem solving and social skills. Goouch (2006) adds, child led play promotes self-esteem and reinforces a child’s identity particulary the imaginary play. According to ( )play supports children to understand speech. Williamson and Silvern (1984) suggests when young children act out a story they demonstrate improved memory and comprehension of the story ( ) suggests language impairment and deficits in imaginary play occur concomitantly. Hughs (2010) notes the similarities between language development and play inasmuch as the required skills for imaginary or symbolic play are likened to the ability to interpret the world through mental representation. Observations were made of a young child actively playing alone commenting on his play activity. Vygotsky, cited in Britton (1994:260) refers to this as â€Å"Speech for oneself†. This gradually diminishes as the child ages and eventually this process becomes internal thought. This process of internalised language is essential for problem solving, reasoning and abstract thinking skills. Concluding that the inability to internalise language would have a negative impact on cognitive development (Miller et al 2013 ). According to Buckley () adult interaction is essential to develop language skills particularly reciprocal conversation aimed at the level of the child’s ability such as motherese or child directed speech. Evidence for ( ) suggest the pauses and intonation of motherese assists children to understand language syntactically .Somoa argues there is no difference in language aquistion in families not practising parentese ( the east) . A child’s socio-emotional development depends on their command of language (Miller). Early infant and carer interaction is essential for all areas of a child’s development. As a child’s language develops they go from talking in the present tense and progressively to the past and future tense. Piaget suggests that not until a child has learned the concept of time will this be displayed within their language use. Conclusion Whitehead (2006) suggests that early skills for communication begin inutero .Evidence from ( ) argue that babies prefer the mothers face and voice, Infants gaze into their carers eyes from ? weeks they will then overt eye contact to cease communication . Someone ( ) attributes the lack of communication in children with ASD to their lack of proficiency in play, particularly for imaginary play. Vygotsky () theorised that play was significant to language and cognitive development. Vygotsky () argues it is necessary for a more knowledgeable other to confirm the correct language use. Piaget theorised that the acquisition of language has a direct correlation on a child’s cognitive development. According to Piaget an infant will not apply nouns to objects until he has reached the cognitive ability of object permanence.. Not until a child reaches the pre operational stage ( About 2) two will they understand the world around them by the use of language and speech.

Total Quality Management (TQM) :: GCSE Business Marketing Coursework

TQM1 TQM in Foodservice Introduction One of the most important industries overall is the food industry. The food industry consists of everything from food processing plants to fast food restaurants. The food industry affects nearly every living person. Most people don't realize how important this industry is and how it affects their everyday lives. That is why it is so critical that the products of this industry are at their highest quality, are free of bacteria and ensure that the consumer will not face any detrimental consequences. Total Quality Management (TQM) plays a big role in promising these results. Total Quality Management seems to be a confusing term for the layman. TQM is a philosophy advocated by Dr. Edward Deming, a world renowned quality guru. It was widely accepted by Japan from 1950 onward. They used this principle for continuous refinement of an organization-wide quality system. Since then many organizations around the world have adopted TQM or similar methodologies. There have been many successes and many reported failures. Success of the system depends on the total commitment of the people to quality from top to bottom within the organization. TQM implementation is based on team work and the philosophy of continuous improvement. Statistics need to be used extensively to analyze and reduce the variation in the process. In the food industry, continuous improvement is vital to the survival of a specific company or restaurant. The customer is constantly purchasing the products of competitors and any decline in quality will equal a decrease in gross profits. There are several areas that a restaurant may focus on for quality improvement such as menu offerings, hospitality, service, cleanliness, and over all food quality. All of these aspects will be covered in this paper concerning Total Quality Management. Summary Employee & Product Quality Various well known companies such as Ritz-Carlton Hotels and Taco Bell have implemented Total Quality Management programs in an effort to increase quality and market share. Ritz-Carlton of Kansas City, Missouri, recently revamped menu selections for its rooftop-level restaurant and bar operation. This came about through customer surveys, focus-group studies of local restaurant patrons, employee opinions, and market analysis. This began with the general manager, Norm Howard, as TQM must start at the top to be successful. He states that "It [TQM] is about listening to your customers and empowering your employees to participate in important business decisions" (Stephenson, 1993). Taco Bell, with the implementation of a Total Quality Management system, has improved its speed of service, friendliness of service, and value for money ratings. This company has done this by empowering employees and seeking customer input. By integrating their employees into the system,

Seven Wonders

About a hundred years after the Statue of Zeus came the Temple of Artemis. It was built in the ancient city of Ephesus, or modern day Turkey. The architect Theodorus probably built the incredible temple, and he most likely did so to honor the Greek Goddess of the Moon, Artemis. Tragically, a man named Herostratus set the Temple of Artemis on fire along with a group of Goths in an attempt to have his name go down in history. He managed to do so and city officials tried to enforce a new law stating that if any one citizen of Ephesus mentioned his name, they would receive the death penalty; the attempt failed. All of religion at this point declined because Artemis did not protect her temple. The structure as well as the story is terrific. Measuring about three hundred feet by one hundred fifty feet, and the one hundred twenty seven columns each having a heighth of about sixty feet, one can easily see how the Temple of Artemis' means of construction are a complete mistery. Theodorus built the columns so that they had proportions to the human body. Aside from that, it was completed around 440 B. C. and took approximately one hundred twenty years to build. Such strenuous man labor classify this temple as one of the Seven Wonders of the World. Contemporary to the Temple of Artemis was the Mausoleum, which was located in Halicarnassus, or present day Turkey. It all began when Mausolus took over with Artemisia. In 353 B. C. , Mausolus died, leaving his wife Artemisia, who was also his sister, incredibly depressed. In honor of Mausolus, she decided to build him the â€Å"most splendid tomb in the known world. † The Mausoleum surprisingly managed to remain intact after over sixteen centuries. It went through many hardships and risky situations, one being the reign of Alexander the Great, and yet somehow never fell apart. It did, however, eventually collapse when a severe sequence of earthquakes passed in the fifteenth century. Unlike the other â€Å"Wonders of the World,† this building did not rely on size, but rather on beauty to catch the eyes of modern people. That is to say, the Mausoleum was so beautiful and unique that it became one of the Seven Wonders of the Ancient World.

Wernickes Area in the Brain

Wernicke's Area in the Brain The function of a part of the human brain known as Wernickes area is to enable us to comprehend written and spoken language. It is located posterior to the primary auditory complex in the left temporal lobe of the cerebral cortex, the part of the brain where information processing of all kinds takes place. Wernickes area  is connected to another brain region involved in language processing known as Brocas area. Located in the lower portion of the left frontal lobe, Brocas area controls motor functions involved with speech production. Together, these two brain areas help us to speak as well as to interpret, process, and understand spoken and written language. Discovery German neurologist Carl Wernicke is credited with discovering the function of this brain region in 1873. He did so while observing individuals with damage to the posterior temporal lobe of the brain. He noticed that one of his stroke patients, while able speak and hear, was not able to comprehend what was being said to him. Nor could he understand written words. After the man died, Wernicke studied his brain and discovered a lesion in the rear parietal/temporal region of the left hemisphere of the patients brain, located close to the auditory region. He concluded that this section had to be responsible for language comprehension. Function Wernickes Area of the brain is responsible for multiple functions. According to various studies, including the 2016 publication The Role of Wernicke’s Area in Language Comprehension by Alfredo Ardila, Byron Bernal, and Monica Rosselli, these functions seem to contribute to language understanding by allowing us to interpret the meaning of individual words and using them in their proper context. Wernicke's Aphasia A condition called Wernickes aphasia, or fluent aphasia, in which patients with damage to their temporal lobe region have difficulty comprehending language and communicating ideas, bolsters the thesis that Wernickes area primarily governs word comprehension. While they are able to speak words and form sentences that are grammatically correct, these patients cannot form sentences that make sense. They may include unrelated words or words that have no meaning in their sentences. These individuals lose the ability to connect words with their appropriate meanings. They are often unaware that what they are saying does not make sense. Processing the symbols that we call words, encoding their meanings into our brains, and then using them in context is what forms the very basis of language comprehension. A Three-Part Process Speech and language processing are complex functions that involve several parts of the cerebral cortex. Wernickes area, Brocas area, and the angular gyrus are three regions vital to language processing and speech. Wernickes area is connected to Brocas area by a group of nerve fiber bundles called the arcuate fascilicus. While Wernickes area helps us to understand language, Brocas area helps us to accurately communicate our ideas to others through speech. The angular gyrus, located in the parietal lobe, is a region of the brain that helps us to utilize different types of sensory information to comprehend language. Sources: National Institute on Deafness and Other Communication Disorders. Aphasia. NIH Pub. No. 97-4257. Updated June 1, 2016. Retrieved from https://www.nidcd.nih.gov/health/aphasia.National Aphasia Foundation. (n.d.). Wernickes aphasia. Retrieved from aphasia.org/aphasia-resources/wernickes-aphasia/

Essay Sample on Early Christianity How Did It Appear

Essay Sample on Early Christianity How Did It Appear Early Christians faced intermittent persecution from roman officials. During the early centuries C.E., Roman authorities launched a series of campaigns to stamp out Christianity, since most Christians refused to observe the state cults that honored emperors as divine beings. Paradoxically, imperial officials viewed Christians as irreligious because they declined to participate in state-approved religious ceremonies. They also considered Christianity a menace to society because zealous missionaries attacked other religions and generated sometimes violent conflict. Nevertheless, Christian missionaries took full advantage of the Romans’ magnificent network of roads and sea lanes, which enabled them to carry their message throughout the Roman empire and the Mediterranean basin. During the second and third century C.E., countless missionaries took Paul of Tarsus as their example and worked zealously to attract converts. One of the more famous was Gregory the Wonderworker, a tireless missionary with a reputation for performing miracles, who popularized Christianity in central Anatolia during the mid-third century C.E. Contemporaries reported that Gregory not only preached Christian doctrine bit also expelled demons, moved boulders, diverted a river in flood, and persuaded observers that he had access to impressive supernatural powers. Gregory and his fellow missionaries helped to make Christianity an enormously popular religion of salvation in the Roman empire. By the late third century C.E., in spite of continuing imperial opposition, devout Christian communities flourished throughout the Mediterranean basin in Anatolia, Syria, Palestine, Egypt, and north Africa as well as in Greece, Italy, Spain, and Gaul. As Christianity became a prominent source of religious inspiration within the Roman empire, the young faith also traveled the trade routes and found followers beyond the Mediterranean basin. By the second century C.E., sizable Christian communities flourished throughout Mesopotamia and Iran, and a few Christian churches had appeared as far away as India. Christians did not dominate eastern lands as they did the Roman empire, but they attracted large numbers of converts in southwest Asia. Indeed, alongside Jews and Zoroastrians, Christians constituted one of the major religious communities in the region, and they remained so even after the seventh century C.E., when the Islamic faith of Arab Muslim conquerors began to displace the older religious communities. Christian communities in Mesopotamia and Iran deeply influenced Christian practices in the Roman empire. To demonstrate utter loyalty to their faith, Christians in southwest Asia often followed strict ascetic regimes, inspired by Indian traditions, they abstained from sexual contact, refused fine foods and other comforts, and sometimes even withdrew from family life and society. These practices impressed devout Christians in the roman empire. By the third century C.E., some Mediterranean Christians had begun to abandon society altogether and live as hermits in the deserts of Egypt, the mountains of Greece, and other isolated locations. Others withdrew from lay society but lived in communities of like-minded individuals who devoted their efforts to prayer and praise of God. Thus ascetic practices of Christians living in lands east of the Roman empire helped to inspire the formation of Christian monastic communities in the Mediterranean basin. After the fifth century C.E., Christian communities in southwest Asia and the Mediterranean basin increasingly went separate ways. Most of the faithful in south west Asia became Nestorians followers of the Greek theologian Nestorius, who lived during the early fifth century and emphasized the human as opposed to the divine nature of Jesus. Mediterranean church authorities rejected Nestorius’s views, and many of his disciples departed for Mesopotamia and Iran. They soon became prominent in local Christian communities, and they introduced a strong organizational framework to the church in southwest Asia. Although they had limited dealings with Mediterranean Christians, the Nestorians spread their faith east across the silk roads. Nestorian merchants took their faith with them on trade missions, and by the early seventh century they had established communities in central Asia, India, and China.

Wooden Baseball Bats Are Better than Metal Bats Essay

Wooden Baseball Bats Are Better than Metal Bats - Essay Example But, it is important to let the reader know beforehand that using a wooden bat is a tradition in major league baseball (MLB). For reasons, the reader must refer to the advantages of wooden bats described in the coming lines. Halter (1981, p. 22) asserts that â€Å"big-league rules say a bat must be wood, round, and no more than 42 inches long†. As one goes from little leagues to major ones, the use of wooden bats becomes a tradition keeping in view their material, weight, safety and affordability as compared to aluminum (metal) bats. Wooden bats are heavier than metal bats because they are solid and metal bats are hollow from within, and that is why they require more effort to sway than aluminum bats. They also have a smaller sweet spot due to which the hit remains within range, that is, the hit zone is small. In other words, the weight in wooden bats is concentrated far from hands, or in other words, the center of gravity lies in the barrel. Thus the â€Å"swing weight† (Nathan, 2007, p. 1) is higher which keeps the ball within range. A metal bat is lighter because of a larger sweet spot (Zumerchik, 1997, p. 52) and the weight is concentrated very close to the hands which will have the hit swing much higher as the swing weight is lower. Wooden bats are safer than metal bats because the exit speed of the ball is much slower in the case of wooden bats. Thus, the ball comes off with slow speed which is good as it reduces the danger of injury if the ball hits another player or pitcher. This is why MLB endorses the use of wooden bats considering the hit power of the professional players. Metal bats, as they are lighter, can easily get tossed away to injure another player. Also, the larger sweet spot in case of metal bats causes larger exit speed of the ball, that is, the ball will â€Å"jump off† (Wolff, 1997, p. 23) faster which could injure anybody within the hit zone very seriously. There have been unfortunate events in past, like, as Chandler (2010) states,

What parts of Catholicism did Martin Luther keep after the Reformation Essay

What parts of Catholicism did Martin Luther keep after the Reformation - Essay Example The Catholics and those who protested mutually demanded reforms; however, the manner that they struggled for the reforms differed in a great manner. The reformation commenced at the end of October in the year 1517, when Martin Luther who was a German monk inadvertently ignited an uprising (McGrath 11). With the aid of the Ignatius, Metto and associates of the Trent Council, the Catholic Church established a rather flourishing response. Nevertheless, the splitting up of the entire Catholic Church would be the definitive hardship that the original Catholics had to tolerate because of this development of novel ideas. The scuffle to dominate populace’s values and belief’s would generate a civilization of religious pluralism, as it is currently recognized (Ferguson 57). The protestant way was centered at diminishing the Catholic religion economically, opinionated and publicly, while pressure from those protesting made the Catholics into frequent fights to boost their own acc usations and develop their corrupt nature. Faith and trust are the means of grace and god himself is the Supreme Being who awards this to human beings. The Lutheran Church and the Catholic Church have similarities that are the basis of both religions. The conventional Catholic Church was selling lenience for the aim of getting money, corrupt funds that were employed to perform endeavors that interested them (Baker, Robert and John 199). For instance, they sold Jubilee lenience just next to the Witten burg Castle with the aim of generating money for Saint Peter’s situated in Rome. Martin Luther became perplexed and angry at the Church’s activity of selling the indulgences. Thus, he retorted to his individual loathing of this observation by posting a directory of complaints opposing the Catholic Church. The list of complaints was termed as The Ninety-Five Theses (Luther and Stephen 47). Therefore, he began a religious upheaval that was later recognized as the