Chief Illiniwek Essay Example For Students

Chief Illiniwek Essay Are you anti-Chief or pro-Chief? Before I answered that question I decided toeducate myself on the topic and saw this research paper as the perfectopportunity. What I wanted to know was when was the Chief Illiniwek introduce,what the deal is with the dance, and who and why did this anti-Chief movementstart. The tradition of Chief Illiniwek was started on October 30, 1926, duringa football game against the University of Pennslyvania. Raymond Dvorak, who wasthe Marching Illini director of the time, chose the person, Lester Leutweiler,who portrayed the first Chief Illiniwek. Lester Leutweiler, a Caucasian, waschosen because he had studied Native American dance and leather work as a BoyScout. Leutweiler made the first Chief Illiniwek custom and created the firstdance. Another University of Illinois student who was dressed up as theUniversity of Pennsylvania Quaker joined Lester, in the first dance. During theperformance, both came out on the field together. After they each puffed on apea ce pipe briefly, Lester performed the dance for the first time. (Beckham 3). Since Lester Leutweiler, there have been 33 students to portray Chief Illiniwek,one of which was a female student. (Beckham 8). The second student who portrayedChief Illiniwek was Webber Borchers. Borchers was the first student, whoportrayed Chief Illiniwek, to wear an authentic Native American outfit. Hetraveled to a South Dakota reservation, where he stayed for a couple months, andan elderly Native American woman and her apprentice handcrafted the outfit forhim. On September 25, 1982, Sioux Chief Frank Fools Crow traveled to theUniversity of Illinois with fellow Sioux elders Anthony Whirlwind Horse and JoeAmerican Horse. (Chief Illiniwek 5) Chief Frank Fools Crow was considered thegreatest Native American spiritual leader of the 19th century. (http://www.chief.uiuc.edu/FoolsCrow/frank.htm). During halftime ceremony, Chief Fools Crow gave the University of Illinois theregalia that are currently worn by Chief Illiniwek. (Chief Illiniwek). Theregalia were Chief Fools Crows own, which was handcrafted by his wife. Manysay Chief Fools Crow was proud to present the University of Illinois with thegift because his work and his wifes would be shared and be seen by many. The power and the ways are given to us to be passed on to others. To thinkanything else is pure selfishness. We get more by giving them away, and if we donot give them away, we lose them.-Fools Crow (http://www.chief.uiuc.edu/FoolsCrow/frank.htm). Sadly enough Chief Frank Fools Crow passed away in 1989. The dance ChiefIlliniwek performs during halftime is a pow-wow dance, which is a way of meetingtogether, to join in dancing, singing, visiting, renewing old friendships andmaking new ones. (Deleary and Dashner 4). More specifically Chief Illiniwek is atype of Oglala-Lakota Sioux dance called Fancy dance, which is celebratory innature, has no religious, war or ceremonial significance. (Tice 14). The originof Pow Wow (fancy dance) is believed to be the societies of the Poncha and otherSouthern Plains tribes. These dances may have had different meaning in the pastbut today they are social dances. Although dance styles and content havechanged, their meaning and importance has not. (Deleary and Dashner 4). Thedance consists of two main parts, the downfield dance and the solo dance. TheChief performs the dance with the Marching Illini during what is called theThree in One. The Three in One consists of three traditional University ofI llinois songs; Pride of the Illini, March of the Illini,and Hail to the Orange. This celebrated tradition has been performedat the conclusion of every halftime show in Memorial Stadium for nearly 75years. (http://www.chief.uiuc.edu/tradition/performance/dance.htm). Theperformance begins as the band gathers in the center of the field. Marchingtoward the north endzone in block band formation, band members sing Prideof the Illini as thousands of onlookers clap in rhythm to the cadence ofthe snare drum. As the Marching Illini nears the North endzone, the Chiefappears, bursts through the block band, and dances downfield toward the Southendzone. After the Chief reaches the south endzone, he returns to the center ofthe field for the Alma Mater. During the downfield portion of the dance, theMarching Illini, which has been marching in block band formation towards theNorth endzone, performs a difficult countermarch maneuver and marches backtowards the center of the field spelling ILLINI. As t he bandfinishes spelling ILLINI, the Chief returns to the center of thefield. The downfield portion of the dance is now complete. (http://www.chief.uiuc.edu/tradition/performance/dance.htm). .u2dbc51e0b0b414c5cac75949b1acfa76 , .u2dbc51e0b0b414c5cac75949b1acfa76 .postImageUrl , .u2dbc51e0b0b414c5cac75949b1acfa76 .centered-text-area { min-height: 80px; position: relative; } .u2dbc51e0b0b414c5cac75949b1acfa76 , .u2dbc51e0b0b414c5cac75949b1acfa76:hover , .u2dbc51e0b0b414c5cac75949b1acfa76:visited , .u2dbc51e0b0b414c5cac75949b1acfa76:active { border:0!important; } .u2dbc51e0b0b414c5cac75949b1acfa76 .clearfix:after { content: ""; display: table; clear: both; } .u2dbc51e0b0b414c5cac75949b1acfa76 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2dbc51e0b0b414c5cac75949b1acfa76:active , .u2dbc51e0b0b414c5cac75949b1acfa76:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2dbc51e0b0b414c5cac75949b1acfa76 .centered-text-area { width: 100%; position: relative ; } .u2dbc51e0b0b414c5cac75949b1acfa76 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2dbc51e0b0b414c5cac75949b1acfa76 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2dbc51e0b0b414c5cac75949b1acfa76 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2dbc51e0b0b414c5cac75949b1acfa76:hover .ctaButton { background-color: #34495E!important; } .u2dbc51e0b0b414c5cac75949b1acfa76 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2dbc51e0b0b414c5cac75949b1acfa76 .u2dbc51e0b0b414c5cac75949b1acfa76-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2dbc51e0b0b414c5cac75949b1acfa76:after { content: ""; display: block; clear: both; } READ: The Essence of Teamwork EssayOn October 16,1998 I heard Charlene Teters, founder of anti-Chief movement,speak at the University YMCA. The majority of those who intended were whitemales and Latinos. She was one of three Native American students recruited tothe University of Illinois, to pursue her bachelors degree in art, from theArt Institute of Native American. She is the mother of two children, a wife,Senior Editor for Indian Artist Magazine and a Spokane Indian. When she firstarrived to the University of Illinois, she and the other two Native Americansrecruited walked around campus. What she, along with the other two students,discovered was that the campus was insensiti ve to Native American students. Theyfound degrading images of the Chief; such as a bar, which was called home of theDrinking Illini, with a falling intoxicated Indian, toilet paper with theChiefs face on every sheet, and a door mat with the Chiefs face on itwhich was worn out. But at the time they had no support system to protestagainst the issue. The reason she started the anti-Chief movement was for herkids. She did not say in what year, but she took her two kids to a basketballgame and during the halftime show she noticed her kids slouch into their chairlike they wanted to disappear. What they saw was the Chief, which they hadalways been taught to hold in high honor, making a fool of himself and thusembarrassing Native Americans. At the following home game she, by herself,decided to protest and she was treated without any respect. People spit on her,kicked her, and the media tried to ridicule her. All this backfired and she wonsupport that she needed to start and continue to figh t against the Chief. Attractive, articulate and eloquent Ms. Teters is very often on-camera,describing lucidly how and why she and many others feel that the Illiniwek typeof activities, symbols, logos, regalia, mascots plus many inauthenticitiesareblows to Indian pride and self-esteem since they constitute non-respect ofimportant rituals. (http://fantasia.ncsa.uiuc.edu/~jayr/NG.HTML). Another wayshe protests against Chief Illiniwek is through her art and educating otherabout the cons- of Chief Illiniwek. The most interesting form of her protest wasthrough her art. For example, she has drawn a caricature of Abraham Lincoln,which completely ridicules him, but she calls it a symbol of pride honoring himsince we are in the Land of Lincoln. So basically she uses it as acomparison to the way the anti-Chief supporters view the Chief.

The Journey of the Magi TS Eliot Essay Example

The Journey of the Magi TS Eliot Paper The poem The Journey of the Magi is T. S. Eliot recalling the journey of the three Wise Men to witness the birth of Jesus Christ in Bethlehem. Also it depicts Christs lifetime through signs the Magi see. As well as this, the poem covers Eliots journey from being an atheist to becoming a member of the Christian faith. In this Critical Evaluation, I am going to examine the poem, in depth, and show how the poet captures the emotion of the Magi. Thomas Stearns Eliot (1888-1965) was born in St. Louis, Missouri, U.S.A. to an old New England family. He was educated in three of the worlds best institutes for learning: Harvard University, The Sorbonne and Merton College, Oxford. He moved to England in the 1920s and became a British Citizen. At around the same time he joined the Anglican Church and became a devout Christian. His writing between 1917 and 1943 reflects his development as a Christian writer. In the first stanza, the first five lines are a quote from Lancelot Andrewes sermons of the Nativity. These lines are: A cold coming we had of it, We will write a custom essay sample on The Journey of the Magi TS Eliot specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Journey of the Magi TS Eliot specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Journey of the Magi TS Eliot specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Just the worst time of year, For a journey, and such a long journey, The ways deep and the weather sharp, The very dead of winter. Eliot sets the scene in his memory in both the above lines and in the next two lines: And the camels galled, sore-footed, refractory, Lying down in the melting snow. That scene describes a very cold winter and three important people are going on a long journey. The camels have sores where the baggage straps have rubbed against their skin. They are being stubborn and wont get up. At this point the magis attendants are becoming unruly and want to turn back. Also the Magus, who is telling the story, feels himself the temptation to go back but kept on going anyway as shown in this passage: Then the camel men cursing and grumbling And running away, and wanting their liquor and women, And the night fires going out, and the lack of shelters, And the cities hostile, and the towns unfriendly, And the villages dirty and charging high prices: A hard time we had of it. At this point we see some repetition of the words we had of it from the first line. Also, Eliot, at this point, starts off a list with a lot of ands meaning that the Magus did not want such inconveniences. More setbacks are seen at this point in the poem with the Magi resorting to sleeping very little and travelling dangerously at night, with all the people that they meet saying that it was the wrong thing to do: At the end we preferred to travel all night, Sleeping in snatches, With the voices singing in our ears, saying That this was all folly. Also, the voices could be seen as the people back in their home telling them that it was a stupid idea to go in the first place. The start of the second stanza sees the travellers coming down into a warmer environment: Then at dawn we came down to a temperate valley, Wet, below the snow line, smelling of vegetation, The line structure also reflects this happening because the lines are written in chronological order when the Magi came down the slope; the temperature rose, the snow turned more into slush the further down they got. Also, the lines got longer, to signify the hill. They got to the point where the snow ceased to exist and they could smell the plants in the valley. Now we see the signs of what will happen to this baby they are going to see. And three trees on the low sky. And an old white horse galloped away in the meadow. Then we came to a tavern with vine-leaves over the lintel, Six hands at an open door dicing for pieces of silver And feet kicking at empty wine-skins. All of the information above has something to do with the last days of Christ. The three trees represent the three crosses on Calvary, where Jesus and two thieves were crucified. The old white horse symbolizes Christ when he was resurrected. The Tavern represents the vinegar wine that was offered to Christ while on the cross by Roman guards. The vine leaves over the lintel represents the crown of thorns placed on Christs head by the Romans soldiers that mocked him. The six handsdicing represent the Romans gambling over Christs clothes, while he was still alive on the cross and the pieces of silver are the thirty silver coins Judas received for betraying Christ. Lastly, the empty wine skins represent the Last Supper of Christ and the Apostles. The arrival of the Magi at the stable seems to only be satisfactory experience for the poet, as it seems that he disapproves of the Messiah being born in a stable. In the third and final stanza, the Magus looks back at his journey and thinks about Births and Deaths. The Magus talks about the birth of a baby, Christ, and at His death, the birth of a religion, Christianity, and, at the same time, the death of the old ways and the old religion: This: were we led all this way for Birth or Death? There was a Birth, certainly, We had evidence and no doubt. I had seen birth and death, But thought they were different; this Birth was Hard and bitter agony for us, like Death, our death The Hard and bitter agony like Death is an example of a simile that means that the journey for the Magus was like dying to him, because he had gone from the comfort from his home, travelled a great distance and suffered hardships that he had probably never had to endure through before, all to see a baby being born in a stable whilst at the same time, sees the babys death on the journey. At the end of the stanza, and the end of the poem, the Magus finishes with thoughts of his own subjects still believing in an old religion and he looks forward to his own death With an alien people clutching their god. I should be glad of another death The poem The Journey of the Magi is T. S. Eliot recalling the journey of the three Wise Men to witness the birth of Jesus Christ in Bethlehem. In this Critical Evaluation, I examined the poem, in depth, and tried to show how the poet captured the emotion of the Magus.

College Essay Topics For a Straight White Middle Class Male Student

College Essay Topics For a Straight White Middle Class Male StudentCollege essay topics for a straight white middle class male student must be short and to the point. The key is to get his attention quickly. They need to grab his attention in the first paragraph.It is also important to include at least one controversial issue, but do not go overboard. Do not make this a factor in the topic of the essay but it can be included in your conclusion. As the essay is going on you will start listing some topics for the topic of the essay.The essay can not mention any type of law, rules or discrimination that is based on race, religion, gender, nationality, sexual orientation, the handicap, age or the like. There are so many topics to cover that most students do not realize what is too much to talk about. You should be aware of that before you put down the pen.After certain issues, you have to consider your personal experiences and opinions. It is important to write a short paragraph about ea ch one. Your experience and opinions must be included to help make a good impression on the reader.Try to include each topic in the first paragraph. If you add in a paragraph you cannot change the focus. This is the first impression that the reader will have of you and what you are writing.Your topic could be about being gay or straight, the hardships of life, current events, politics, art and literature. Make sure to address these ideas as these topics have a way of influencing people. These topics have a lot of power in shaping our world.Try to take some time to prepare for your essay as you are going to need time to concentrate on the topic. This will give you the chance to work on it instead of rushing and struggling with it. Avoid using a dictionary and having to find what you are looking for as this can make the topic complicated.You will need free time and have no deadline. You must have focus and patience in order to write a well-written college essay topic for a straight wh ite middle class male student. Don't go overboard in the topic or get lost in the words. Focus and determine the importance of each topic before beginning the essay.

Preference for Homeschooling over Traditional Schooling Essays

Preference for Homeschooling over Traditional Schooling Essays Preference for Homeschooling over Traditional Schooling Essay Preference for Homeschooling over Traditional Schooling Essay Essay Topic: Fun Home Unit 7 Assignment: â€Å"The Preference for Homeschooling over Traditional Schooling† Kaplan University Preference for homeschooling over traditional schooling Traditional education has been around for centuries. The origins can be traced back to the 1600’s during the time of the Puritans and individuals who were referred to as â€Å"Congressionalist’s. † Even after implementation of this educational system, children were still being taught at home by their parents even though it was not a lawfully permitted action in a number of locations. Through the years, the traditional school system has undergone many changes; possibly one of the most noticeable alterations is the preference of parents to re-visit their option to educate their children at home instead of â€Å"forcing† them to attend public facilities. Parents are increasingly becoming more aware of the many benefits this type of education can offer to not only their children, but to themselves. Homeschooling is more effective than traditional schooling because it allows parents to design a particularized curriculum for their child/children, reduces the social pressures of the traditional school environment and provides the convenience of schedule flexibility for parent and child alike. The increasing number of parents who are choosing to educate their children at home is due to a number of factors. The following reasons have also contributed to the escalating percentage of children who are receiving their educations at home. Homeschooling is now legal in all fifty states and at least thirty-seven states have explicit homeschooling statutes. Second, over the past few years the internet has provided the means to create homeschooling networks, distribute curricular materials, and offer legal advice. Moreover, with its growing popularity has come mainstream acceptability; this in turn has made homeschooling yet more popular (Reich, 2002). In the past, when parents made the decision to educate their children at home, they were met with resistance by not only the federal and state governments, but family members and friends were not able to understand why they would deny their children the ability to learn in an environment in which they could interact with their peers; an environment with specially trained educators who would be able to make a difference in their lives. Presently, however; it has become clearer as to why parents make the decision to teach their children at home and this has given rise to the desire for more parents and caregivers to choose homeschooling over traditional schooling. Specialists in the field of education continue to debate the potential downfalls and benefits of homeschooling vs. traditional schooling. There are numerous opinions regarding whether or not parents have the skills necessary to educate their children properly at home and if this type of education is appropriate preparation for their children to become productive and successful members of society. As with any topic as important as education, there are those who will refuse to consider both sides of the debate; this is when it becomes necessary to provide pertinent information of the benefits of homeschooling over traditional schooling. One of the most commonly cited reasons parents give for their choice to educate their children at home is their ability to formulate their curriculum to meet the specific needs of their child/children. In this sense; â€Å"special needs† does not necessarily refer only to children with disabilities. Special needs children can include those who possess exceptionally high IQ’s, those who do extremely well in a particular subjects such as math or science, children with ADHD or those who do have particular physical and/or mental impairments, etc. When taught at home, these children are less self-conscious of their differences; they are more capable of focusing on the material because they are less worried about being made fun of by their peers. It has also been discovered that children who do struggle with learning disabilities or have special needs benefit in many ways from homeschooling; â€Å"Research now indicates that the home is by far the best situation for most special children, so HSLDA highly recommends homeschooling any child with a learning disability or special need† (Wright, 2006). Additionally, parents are more capable of teaching their children in accordance with the child’s own particular style of learning. In the traditional schooling environment, it is not only difficult for teachers to pinpoint each student’s style, it is nearly impossible to simultaneously employ the numerous tactics necessary for them to learn particular subject matter. Parents who home school, are able to properly identify their child’s style of learning and incorporate particular teaching methods to accommodate each style individually. For instance, if a child learns in a inesthetic manner, the parent would employ the use of hands-on learning aids to enable the child to touch and feel the information, whereas a child, who learns best with the use of auditory stimuli, would benefit from the use of recorded lessons or musical learning tools. Another common reason parents prefer homeschooling over traditional schooling is the reduction or complete elimination of social forces which may cause their children to experience personal and emotional problems such as low self-esteem and self-consciousness. Children who are repetitively and constantly bullied or made fun of can develop emotional problems which may remain with them for the rest of their lives. Homeschooling provides children the ability to be in a safe and secure environment in which they do not feel threatened or bullied. â€Å"Some families feel that the negative social pressures of schools, such as sexualization[sic], bullying, drugs, school violence, and other school-related problems, are detrimental to a childs development† (New World Encyclopedia, 2008). Many individuals make assumptions in regards to the ability of children who are homeschooled, to function in society as adults, however; at this time, there is no conclusive evidence to prove that these assumptions are correct. It would make more sense to suggest that children who are harassed in the traditional school environment would tend to have more problems forming both personal and business relationships in their adult lives. Another common misconception of children who are homeschooled is that they are not allowed to be involved in extracurricular activities. The truth is most children who are homeschooled are also involved in outside activities such as athletics and fine arts; this provides the ability to create relationships outside of the home and contribute to their community in the same ways as the traditionally taught children. One of the most compelling advantages of homeschooling over traditional schooling is the fact that both parent and child alike can design a schedule which is conducive to their own particular needs. The complete flexibility of being able to formulate specific lesson plans, conduct classes when it is most convenient and the ability to chose specific subjects of interest which may not be available in a traditional school are major aspects in regards to parent’s decision to teach their children at home. . â€Å"Home schooling allows us to create our own schedule. We choose when we begin and end our school day. We choose how many days a week we conduct school. We choose which months of the year we will hold classes. † (Zeitz, 2008). Also, homeschooling also allows adults who have chosen to work from home the ability to adjust their own work schedules in order to better attend to the needs of their children and to assure a full and rich family life. As previously stated; there will always be individuals who oppose homeschooling for one reason or another, there will also always be individuals who advocate the numerous benefits this type of education can provide to both parent and child. The most important thing parents need to consider before making the decision to teach their child at home is the child’s willingness and ability to participate. Even though some parents may believe that this type of schooling is appropriate, the child may have a desire to attend a public school simply to find out what the â€Å"real world† is like; in other words, the best interest of the child should always be taken into consideration. There are many misconceptions regarding homeschooling which can be dispelled by merely researching the various benefits this type of education can provide; parents are beginning to recognize these benefits, establishing a greater preference for homeschooling over traditional schooling which has the aptitude to increase significantly in the coming year. In conclusion, there are numerous benefits to homeschooling such as the ability to create specific lesson plans which are in accordance with the individual interests of the child and the ability to teach children according to their distinctive learning styles. Homeschooling provides flexibility for both parents and children to develop the best and most appropriate times to learn, it also eliminates the social pressures which are present in traditional school systems. References New World Encyclopedia. (2008, May 26). Homeschooling New World Encyclopedia. Info: Main Page New World Encyclopedia. Retrieved November 8, 2010, from newworldencyclopedia. org/entry/Homeschooling Reich, R. (2002). Testing the boundaries of parental authority over education: The case of homeschooling. Haz politica. Retrieved November 8, 2010, from www. hazpolitica. org/pdfs/homeschooling2002. pdf Wright, K. (2006). The Link Homeschool News Network. Free Homeschool Easy Homeschooling Now: The Link Homeschool Magazine. Retrieved November 8, 2010, from homeschoolnewslink. com Zeitz, J. (2008). Benefits of Home Schooling My Children. The Family Homestead. Retrieved November 8, 2010, from thefamilyhomestead. com

Magnesium Facts (Mg or Atomic Number 12)

Magnesium Facts (Mg or Atomic Number 12) Magnesium is an element that is essential for human nutrition. This alkaline earth metal has atomic number 12 and element symbol Mg. The pure element is a silver-colored metal, but it tarnishes in air to give it a dull appearance. Crystals of pure magnesium metal. Lester V. Bergman / Getty Images Magnesium  Basic Facts Atomic Number: 12 Symbol: Mg Atomic Weight: 24.305 Discovery: Recognized as an element by Black 1775; Isolated by Sir Humphrey Davy 1808 (England). Magnesium first came into use as magnesium sulfate or Epsom salt. The story goes that in 1618 a farmer in Epsom, England could not get his cattle to drink from a well with bitter-tasting water, yet the water seemed to heal skin conditions. The substance in the water (magnesium sulfate) came to be known as Epsom salts. Electron Configuration: [Ne] 3s2 Word Origin: Magnesia, a district in Thessaly, Greece (Davy initially suggested the name magnium.) Properties: Magnesium has a melting point of 648.8 °C, boiling point of 1090 °C, specific gravity of 1.738 (20 °C), and valence of 2. Magnesium metal is light (one-third lighter than aluminum), silvery-white, and relatively tough. The metal tarnishes slightly in air. Finely divided magnesium ignites upon heating in air, burning with a bright white flame. Uses: Magnesium is used in pyrotechnic and incendiary devices. It is alloyed with other metals to make them lighter and more easily welded, with applications in the aerospace industry. Magnesium is added to many propellents. It is used as a reducing agent in the preparation of uranium and other metals that are purified from their salts. Magnesite is used in refactories. Magnesium hydroxide (milk of magnesia), sulfate (Epsom salts), chloride, and citrate are used in medicine. Organic magnesium compounds have many uses. Magnesium is essential for plant and animal nutrition. Chlorophyll is a magnesium-centered porphyrin. Biological Role: All known living cells require magnesium for nucleic acid chemistry. In humans, over 300 enzymes use magnesium as a catalyst. Foods rich in magnesium include nuts, cereals, cocoa beans, green leafy vegetables, and some spices. The average adult human body contains 22 to 26 grams of magnesium, mostly in the skeleton and skeletal muscles. Magnesium deficiency (hypomagnesemia) is common and occurs in 2.5 to 15% of the population. Causes include low calcium consumption, antacid therapy, and loss from the kidneys or gastrointestinal tract. Chronic magnesium deficiency is associated with hypertension, type 2 diabetes, and metabolic syndrom. Sources: Magnesium is the 8th most abundant element in the earths crust. While it is not found free it nature, it is available in minerals including magnesite and dolomite. The metal may be obtained by electrolysis of fused magnesium chloride derived from brines and seawater. Atomic Weight: 24.305 Element Classification: Alkaline Earth Metal Isotopes: Magnesium has 21 known isotopes ranging from Mg-20 to Mg-40. Magnesium has 3 stable isotopes: Mg-24, Mg-25 and Mg-26. Magnesium Physical Data Density (g/cc): 1.738 Appearance: lightweight, malleable, silvery-white metal Atomic Radius (pm): 160 Atomic Volume (cc/mol): 14.0 Covalent Radius (pm): 136 Ionic Radius: 66 (2e) Specific Heat (20 °C J/g mol): 1.025 Fusion Heat (kJ/mol): 9.20 Evaporation Heat (kJ/mol): 131.8 Debye Temperature (K): 318.00 Pauling Negativity Number: 1.31 First Ionizing Energy (kJ/mol): 737.3 Oxidation States: 2 Lattice Structure: Hexagonal Lattice Constant (Ã…): 3.210 Lattice C/A Ratio: 1.624 CAS Registry Number: 7439-95-4 Magnesium Trivia: Magnesium was originally named magnium by Humphrey Davy after isolating the element from magnesia, known now as magnesium oxide.The 1915 Nobel Prize in Chemistry was awarded to Richard Willsttter for his work with the chlorophyll and identifying magnesium was the central atom in its structure.Epsom salt is a magnesium compound, magnesium sulfate (MgSO4).Magnesium is the 10th most abundant element in the human body.Magnesium will burn in pure nitrogen gas and pure carbon dioxide gas.Magnesium is the fifth most common element found in seawater. Sources Emsley, John (2011).  Natures building blocks: An A-Z Guide to the Elements. Oxford University Press. ISBN 978-0-19-960563-7.Greenwood, Norman N.; Earnshaw, Alan (1997).  Chemistry of the Elements  (2nd ed.). Butterworth-Heinemann. ISBN 978-0-08-037941-8.Hammond, C. R. (2004). The Elements, in  Handbook of Chemistry and Physics  (81st ed.). CRC press. ISBN 978-0-8493-0485-9.Rumble, John R., ed. (2018). CRC Handbook of Chemistry and Physics (99th ed.). Boca Raton, FL: CRC Press. ISBN 978-1-1385-6163-2.Weast, Robert (1984).  CRC, Handbook of Chemistry and Physics. Boca Raton, Florida: Chemical Rubber Company Publishing. ISBN 0-8493-0464-4. Return to the Periodic Table

Rich Pictures Article Example | Topics and Well Written Essays - 3000 words

Rich Pictures - Article Example It was developed by Peter Checkland as a Soft Systems Methodology for gathering information about a complex situation (Checkland 1981, p. 37). Structure, processes and concerns are the main components of any Rich Picture diagram. Use Case method analyses the expectation of a primary actor with the proposed system. Actors are the stakeholders of the system, e.g. end users and other systems that are supposed to use the system. They are not considered as a part of the system, only their interaction with the system is taken in to consideration while developing the system. Use Case modeling is extensively used in software application modeling process and object oriented programming. A clear understanding of Use Case is necessary for using UML and other modern software development process. This dissertation will critically evaluate Rich Pictures and Use Cases as a requirements analysis tool. It will also compare and contrast adoptability, advantages and shortcomings of these analysis methods. With the help of a case study based on a Children Support Agency and analysis of its requirement using both methodologies it will highlight the usability of these methods to different situations. Soft System Methodology (SSM) deals with problem situations in which there is a high social, political, and human activity component (Checkland, 90). The SSM is effective in dealing with "soft problems" that are difficult to define but comparatively easier to solve as presented in Children Support Agency case study. Examples of problem situations where SSM is more effective includes socially more complex but technically easier problems such as dealing with homelessness, illiteracy and distressed young people. SSM as defined by Checkland (1990) is composed of seven stages from, finding out the problem situation, expressing the problem situation through Rich Pictures (i.e., representations of organizational structure and processes pertinent to the problem situation), viewing the situation and produce root definitions, building conceptual models of what the system must do for each root definition, comparing the conceptual models with the real world, identifying feasible and desirable c hanges, to making recommendations to improve the problem situation. Expressing the problem situation through Rich Pictures is a major phase of Soft System Analysis. Rich Pictures are most effective in analyzing the complex organizational structures, functions and processes. Rich Picture diagrams as illustrated by following figure are one of the best and most flexible ways for communicating systematic planning process. Following Rich Picture for the complete Children Support Agency environment outlines all major structures, processes, different stakeholders and their concerns. Figure 1: Rich Picture Diagram for CSA Management Information System. The above rich picture modelling gives a broad picture of the situation. It shows clearly the expectations of different stakeholders from proposed Management Information System. Development of rich pictures gives a systematic understanding of all questions and observations about the problem situation. The above representation of the scenario can be very helpful in identifying

Strengths and Weaknesses of Human Rights Idea Coursework

Strengths and Weaknesses of Human Rights Idea - Coursework Example With reference to the notion of human rights, it has been derived that all over the world, human rights have been promoted and protected for the entire human civilization for its fundamental freedom, political, economic and cultural issue. Human rights are equal and non-discriminatory for every human being in a society.With these considerations, the primary objective of this study is to find out the strengths and weaknesses of human rights ideas. Apart from this, the other objective is to analyze the prevailing purview of human rights including a critical argument between theoretical perspectives and democratic practice along with replicating an evaluation of the human rights ideas with case examples which either substantiates or challenges the laid down perspective.The history of human rights changed along with the modern era. The idea of human rights had been designed by human beings. The humans also govern it which is enforceable by the law. According to the law, every human being is equal and independent. Besides, no one has the right to harm/ kill anyone. Moreover, everybody has a chance of doing anything as a profession which is applicable under the law. However, it has been observed that over the years even after equalizing everything a number of grave problems remain unchanged.According to Charles R. Beitz, the idea of human rights function has been large and wide. In order to describe this, it has various positive and negative aspects. Human rights can enable to define emanating problems from a moral standpoint. According to his proposition, human right is the independent moral entity which is the key scope of human being. It has been identified that after the establishment of United Nations Educational, Scientific and Cultural Organization (UNESCO), human rights are maintained systematically by the entire world. Subsequently, plenty of countries’ government has started promoting human rights domestically and internationally.