37 Cool Science Experiments for Kids to Do at Home

37 Cool Science Experiments for Kids to Do at Home SAT / ACT Prep Online Guides and Tips Are you looking for cool science experiments for kids at home or for class? We’ve got you covered! We’ve compiled a list of 37 of the best science experiments for kids that cover areas of science ranging from outer space to dinosaurs to chemical reactions. By doing these easy science experiments, kids will make their own blubber and see how polar bears stay warm, make a rain cloud in a jar to observe how weather changes, create a potato battery that’ll really power a lightbulb, and more. Below are 37 of the best science projects for kids to try. For each one we include a description of the experiment, which area(s) of science it teaches kids about, how difficult it is (easy/medium/hard), how messy it is (low/medium/high), and the materials you need to do the project. Note that experiments labelled â€Å"hard† are definitely still doable; they just require more materials or time than most of these other science experiments for kids. #1: Insect Hotels Teaches Kids About: Zoology Difficulty Level: Medium Messiness Level: Medium Insect hotels can be as simple (just a few sticks wrapped in a bundle) or as elaborate as you’d like, and they’re a great way for kids to get creative making the hotel and then get rewarded by seeing who has moved into the home they built. After creating a hotel with hiding places for bugs, place it outside (near a garden is often a good spot), wait a few days, then check it to see who has occupied the â€Å"rooms.† You can also use a bug ID book or app to try and identify the visitors. Materials Needed Shadow box or other box with multiple compartments Hot glue gun with glue Sticks, bark, small rocks, dried leaves, bits of yarn/wool, etc. #2: DIY Lava Lamp Teaches Kids About: Chemical reactions Difficulty Level: Easy Messiness Level: Medium In this quick and fun science experiment, kids will mix water, oil, food coloring, and antacid tablets to create their own (temporary) lava lamp. Oil and water don’t mix easily, and the antacid tablets will cause the oil to form little globules that are dyed by the food coloring. Just add the ingredients together and you’ll end up with a homemade lava lamp! Materials Needed Water Vegetable oil Food coloring Antacid tablets #3: Magnetic Slime Teaches Kids About: Magnets Difficulty Level: Medium Messiness Level: High (The slime is black and will slightly dye your fingers when you play with it, but it washes off easily.) A step up from silly putty and Play-Doh, magnetic slime is fun to play with but also teaches kids about magnets and how they attract and repel each other. Some of the ingredients you aren’t likely to have around the house, but they can all be purchased online. After mixing the ingredients together, you can use the neodymium magnet (regular magnets won’t be strong enough) to make the magnetic slime move without touching it! Materials Needed Liquid starch Adhesive glue Iron oxide powder Neodymium (rare earth) magnet #4: Baking Soda Volcanoes Teaches Kids About: Chemical reactions, earth science Difficulty Level: Easy-medium Messiness Level: High Baking soda volcanoes are one of the classic science projects for kids, and they’re also one of the most popular. It’s hard to top the excitement of a volcano erupting inside your home. This experiment can also be as simple or in-depth as you like. For the eruption, all you need is baking soda and vinegar (dishwashing detergent adds some extra power to the eruption), but you can make the â€Å"volcano† as elaborate and lifelike as you wish. Materials Needed Baking soda Vinegar Dishwashing detergent Water Large mason jar or soda bottle Playdough or aluminum foil to make the â€Å"volcano† Additional items to place around the volcano (optional) Food coloring (optional) #5: Tornado in a Jar Teaches Kids About: Weather Difficulty Level: Easy Messiness Level: Low This is one of the quick and easy and science experiments for kids to teach them about weather. It only takes about five minutes and a few materials to set up, but once you have it ready you and your kids can create your own miniature tornado whose vortex you can see and the strength of which you can change depending on how quickly you swirl the jar. Materials Needed Mason jar Water Dish soap Vinegar Glitter (optional) #6: Colored Celery Experiment Teaches Kids About: Plants Difficulty Level: Easy Messiness Level: Low This celery science experiment is another classic science experiment that parents and teachers like because it’s easy to do and gives kids a great visual understanding of how transpiration works and how plants get water and nutrients. Just place celery stalks in cups of colored water, wait at least a day, and you’ll see the celery leaves take on the color of the water. This happens because celery stalks (like other plants) contain small capillaries that they use to transport water and nutrients throughout the plant. Materials Needed Celery stalks (can also use white flowers or pale-colored cabbage) Glass jars Water Food coloring #7: Rain Cloud in a Jar Teaches Kids About: Weather Difficulty Level: Medium Messiness Level: Low This experiment teaches kids about weather and lets them learn how clouds form by making their own rain cloud. This is definitely a science project that requires adult supervision since it uses boiling water as one of the ingredients, but once you pour the water into a glass jar, the experiment is fast and easy, and you’ll be rewarded with a little cloud forming in the jar due to condensation. Materials Needed Glass jar with a lid Boiling water Aerosol hairspray Ice cubes Food coloring (optional) #8: Edible Rock Candy Teaches Kids About: Crystal formation Difficulty Level: Medium Messiness Level: Medium It takes about a week for the crystals of this rock candy experiment to form, but once they have you’ll be able to eat the results! After creating a sugar solution, you’ll fill jars with it and dangle strings in them that’ll slowly become covered with the crystals. This experiment involves heating and pouring boiling water, so adult supervision is necessary, once that step is complete, even very young kids will be excited to watch crystals slowly form. Materials Needed Glass jars Water Sugar Large saucepan Clothespins String or small skewers Food coloring (optional) Candy flavoring (optional) #9: Water Xylophone Teaches Kids About: Sound waves Difficulty Level: Easy Messiness Level: Low With just some basic materials you can create your own musical instrument to teach kids about sound waves. In this water xylophone experiment, you’ll fill glass jars with varying levels of water. Once they’re all lined up, kids can hit the sides with wooden sticks and see how the itch differs depending on how much water is in the jar (more water=lower pitch, less water=higher pitch). This is because sound waves travel differently depending on how full the jars are with water. Materials Needed Glass jars Water Wooden sticks/skewers Food coloring #10: Blood Model in a Jar Teaches Kids About: Human biology Difficulty Level: Easy Messiness Level: Medium This blood model experiment is a great way to get kids to visual what their blood looks like and how complicated it really is. Each ingredient represents a different component of blood (plasma, platelets, red blood cells, etc.), so you just add a certain amount of each to the jar, swirl it around a bit, and you have a model of what your blood looks like. Materials Needed Empty jar or bottle Corn syrup Red cinnamon candies Marshmallows or dry white lima beans White sprinkles #: Potato Battery Teaches Kids About: Electricity Difficulty Level: Hard Messiness Level: Low Did you know that a simple potato can produce enough energy to keep a light bulb lit for over a month? You can create a simple potato battery to show kids. There are kits that provide all the necessary materials and how to set it up, but if you don’t purchase one of these it can be a bit trickier to gather everything you need and assemble it correctly. Once it’s set though, you’ll have your own farm grown battery! Materials Needed Fresh potato Two wires Galvanized nail Copper coin Lightbulb #12: Homemade Pulley Teaches Kids About: Simple machines Difficulty Level: Medium Messiness Level: Low This science activity requires some materials you may not already have, but once you’ve gotten them, the homemade pulley takes only a few minutes to set up, and you can leave the pulley up for your kids to play with all year round. This pulley is best set up outside, but can also be done indoors. Materials Needed Clothesline 2 clothesline pulleys Bucket #13: Light Refraction Teaches Kids About: Light Difficulty Level: Easy Messiness Level: Low This light refraction experiment takes only a few minutes to set up and uses basic materials, but it’s a great way to show kids how light travels. You’ll draw two arrows on a sticky note, stick it to the wall, then fill a clear water bottle with water. As you move the water bottle in front of the arrows, the arrows will appear to change the direction they’re pointing. This is because of the refraction that occurs when light passes through materials like water and plastic. Materials Needed Sticky note Marker Transparent water bottle Water #14: Nature Journaling Teaches Kids About: Ecology, scientific observation Difficulty Level: Easy Messiness Level: Low A nature journal is a great way to encourage kids to be creative and really pay attention to what’s going on around them. All you need is a blank journal (you can buy one or make your own) along with something to write with. Then just go outside and encourage your children to write or draw what they notice. This could include descriptions of animals they see, tracings of leaves, a drawing of a beautiful flower, etc. Encourage your kids to ask questions about what they observe (Why do birds need to build nests? Why is this flower so brightly colored?) and explain to them that scientists collect research by doing exactly what they’re doing now. Materials Needed Blank journal or notebook Pens/pencils/crayons/markers Tape or glue for adding items to the journal #15: DIY Solar Oven Teaches Kids About: Solar energy Difficulty Level: Hard Messiness Level: Medium This homemade solar oven definitely requires some adult help to set up, but after it’s ready you’ll have your own mini oven that uses energy from the sun to make s’mores or melt cheese on pizza. While the food is cooking, you can explain to kids how the oven uses the sun’s rays to heat the food. Materials Needed Pizza box Aluminum foil Knife or box cutter Permanent marker Ruler Glue Plastic cling wrap Black construction paper Tape #16: Animal Blubber Simulation Teaches Kids About: Ecology, zoology Difficulty Level: Easy Messiness Level: Medium If your kids are curious about how animals like polar bears and seals stay warm in polar climates, you can go beyond just explaining it to them; you can actually have them make some of their own blubber and test it out. After you’ve filled up a large bowl with ice water and let it sit for a few minutes to get really cold, have your kids dip a bare hand in and see how many seconds they can last before their hand gets too cold. Next, coat one of their fingers in shortening and repeat the experiment. Your child will notice that, with the shortening acting like a protective layer of blubber, they don’t feel the cold water nearly as much. Materials Needed Bowl of ice water Shortening #17: Static Electricity Butterfly Teaches Kids About: Electricity Difficulty Level: Medium Messiness Level: Medium This experiment is a great way for young kids to learn about static electricity, and it’s more fun and visual than just having them rub balloons against their heads. First you’ll create a butterfly, using thick paper (such as cardstock) for the body and tissue paper for the wings. Then, blow up the balloon, have the kids rub it against their head for a few seconds, then move the balloon to just above the butterfly’s wings. The wings will move towards the balloon due to static electricity, and it’ll look like the butterfly is flying. Materials Needed Cardboard Tissue paper Thick paper Pencil Scissors Glue stick/glue Balloon #18: Edible Double Helix Teaches Kids About: Genetics Difficulty Level: Medium Messiness Level: Medium If your kids are learning about genetics, you can do this edible double helix craft to show them how DNA is formed, what its different parts are, and what it looks like. The licorice will form the sides or backbone of the DNA and each color of marshmallow will represent one of the four chemical bases. Kids will be able to see that only certain chemical bases pair with each other. Materials Needed 2 pieces of licorice 12 toothpicks Small marshmallows in 4 colors (9 of each color) 5 paperclips Tape #19: Leak-Proof Bag Teaches Kids About: Molecules, plastics Difficulty Level: Easy Messiness Level: Low This is an easy experiment that’ll appeal to kids of a variety of ages. Just take a zip-lock bag, fill it about â…” of the way with water, and close the top. Next, poke a few sharp objects (like bamboo skewers or sharp pencils) through one end and out the other. At this point you may want to dangle the bag above your child’s head, but no need to worry about spills because the bag won’t leak? Why not? It’s because the plastic used to make zip-lock bags is made of polymers, or long chains of molecules that’ll quickly join back together when they’re forced apart. Materials Needed Zip-lock bags Water Objects with sharp ends (pencils, bamboo skewers, etc.) #20: How Do Leaves Breathe? Teaches Kids About: Plant science Difficulty Level: Easy Messiness Level: Low It takes a few hours to see the results of this leaf experiment, but it couldn’t be easier to set up, and kids will love to see a leaf actually â€Å"breathing.† Just get a large-ish leaf, place it in a bowl (glass works best so you can see everything) filled with water, place a small rock on the leaf to weigh it down, and leave it somewhere sunny. Come back in a few hours and you’ll see little bubbles in the water created when the leaf releases the oxygen it created during photosynthesis. Materials Needed Large leaf Large bowl (preferably glass) Small rock Magnifying glass (optional) #21: Popsicle Stick Catapults Teaches Kids About: Simple machines Difficulty Level: Medium Messiness Level: Low Kids will love shooting pom poms out of these homemade popsicle stick catapults. After assembling the catapults out of popsicle sticks, rubber bands, and plastic spoons, they’re ready to launch pom poms or other lightweight objects. To teach kids about simple machines, you can ask them about how they think the catapults work, what they should do to make the pom poms go a farther/shorter distance, and how the catapult could be made more powerful. Materials Needed Popsicle sticks Rubber bands Plastic spoons Pom poms Paint (optional) #22: Elephant Toothpaste Teaches Kids About: Chemical reactions Difficulty Level: Medium Messiness Level: High You won’t want to do this experiment near anything that’s difficult to clean (outside may be best), but kids will love seeing this â€Å"elephant toothpaste† crazily overflowing the bottle and oozing everywhere. Pour the hydrogen peroxide, food coloring, and dishwashing soap into the bottle, and in the cup mix the yeast packet with some warm water for about 30 seconds. Then, add the yeast mixture to the bottle, stand back, and watch the solution become a massive foamy mixture that pours out of the bottle! The â€Å"toothpaste† is formed when the yeast removed the oxygen bubbles from the hydrogen peroxide which created foam. This is an exothermic reaction, and it creates heat as well as foam (you can have kids notice that the bottle became warm as the reaction occurred). Materials Needed Clean 16-oz soda bottle 6% solution of hydrogen peroxide 1 packet of dry yeast Water Dishwashing soap Food coloring (optional) Small cup #23: How Do Penguins Stay Dry? Teaches Kids About: Zoology Difficulty Level: Easy Messiness Level: Medium Penguins, and many other birds, have special oil-producing glands that coat their feathers with a protective layer that causes water to slide right off them, keeping them warm and dry. You can demonstrate this to kids with this penguin craft by having them color a picture of a penguin with crayons, then spraying the picture with water. The wax from the crayons will have created a protective layer like the oil actual birds coat themselves with, and the paper won’t absorb the water. Materials Needed Penguin image (included in link) Crayons Spray bottle Water Blue food coloring (optional) #24: Rock Weathering Experiment Teaches Kids About: Geology Difficulty Level: Easy Messiness Level: Low This mechanical weathering experiment teaches kids why and how rocks break down or erode. Take two pieces of clay, form them into balls, and wrap them in plastic wrap. Then, leave one out while placing the other in the freezer overnight. The next day, unwrap and compare them. You can repeat freezing the one piece of clay every night for several days to see how much more cracked and weathered it gets than the piece of clay that wasn’t frozen. It may even begin to crumble. This weathering also happens to rocks when they are subjected to extreme temperatures, and it’s one of the causes of erosion. Materials Needed Clay Plastic wrap Freezer #25: Saltwater Density Teaches Kids About: Water density Difficulty Level: Easy Messiness Level: Medium For this saltwater density experiment, you’ll fill four clear glasses with water, then add salt to one glass, sugar to one glass, and baking soda to one glass, leaving one glass with just water. Then, float small plastic pieces or grapes in each of the glasses and observe whether they float or not. Saltwater is denser than freshwater, which means some objects may float in saltwater that would sink in freshwater. You can use this experiment to teach kids about the ocean and other bodies of saltwater, such as the Dead Sea, which is so salty people can easily float on top of it. Materials Needed Four clear glasses Water Salt Sugar Baking soda Lightweight plastic objects or small grapes #26: Starburst Rock Cycle Teaches Kids About: Geology Difficulty Level: Medium Messiness Level: Medium With just a package of Starbursts and a few other materials, you can create models of each of the three rock types: igneous, sedimentary, and metamorphic. Sedimentary â€Å"rocks† will be created by pressing thin layers of Starbursts together, metamorphic by heating and pressing Starbursts, and igneous by applying high levels of heat to the Starbursts. Kids will learn how different types of rocks are forms and how the three rock types look different from each other. Materials Needed Starbursts Aluminum foil Wax paper Toaster oven Towel Oven mitts #27: Inertia Wagon Experiment Teaches Kids About: Inertia Difficulty Level: Easy Messiness Level: Low This simple experiment teaches kids about inertia (as well as the importance of seatbelts!). Take a small wagon, fill it with a tall stack of books, then have one of your children pull it around then stop abruptly. They won’t be able to suddenly stop the wagon without the stack of books falling. You can have the kids predict which direction they think the books will fall and explain that this happens because of inertia, or Newton’s first law. Materials Needed Wagon Stack of books #28: Dinosaur Tracks Teaches Kids About: Paleontology Difficulty Level: Medium Messiness Level: Medium How are some dinosaur tracks still visible millions of years later? By mixing together several ingredients, you’ll get a claylike mixture you can press your hands/feet or dinosaur models into to make dinosaur track imprints. The mixture will harden and the imprints will remain, showing kids how dinosaur (and early human) tracks can stay in rock for such a long period of time. Materials Needed Used coffee grounds Coffee Flour Salt Wax paper Bowl Wooden spoon Rolling pin #29: Sidewalk Constellations Teaches Kids About: Astronomy Difficulty Level: Easy Messiness Level: Medium If you do this sidewalk constellation craft, you’ll be able to see the Big Dipper and Orion’s Belt in the daylight. On the sidewalk, have kids draw the lines of constellations (using constellation diagrams for guidance) and place stones where the stars are. You can then look at astronomy charts to see where the constellations they drew will be in the sky. Materials Needed Sidewalk chalk Small stones Diagrams of constellations #30: Lung Model Teaches Kids About: Human biology Difficulty Level: Medium Messiness Level: Low By building a lung model, you can teach kids about respiration and how their lungs work. After cutting off the bottom of a plastic bottle, you’ll stretch a balloon around the opened end and insert another balloon through the mouth of the bottle. You’ll then push a straw through the neck of the bottle and secure it with a rubber band and play dough. By blowing into the straw, the balloons will inflate then deflate, similar to how our lungs work. Materials Needed Plastic bottle Straw Rubber band Scissors 2 balloons Play dough #31: Homemade Dinosaur Bones Teaches Kids About: Paleontology Difficulty Level: Medium Messiness Level: Medium By mixing just flour, salt, and water, you’ll create a basic salt dough that’ll harden when baked. You can use this dough to make homemade dinosaur bones and teach kids about paleontology. You can use books or diagrams to learn how different dinosaur bones were shaped, and you can even bury the bones in a sandpit or something similar and then excavate them the way real paleontologists do. Materials Needed Flour Salt Water Images of dinosaur bones Oven #32: Clay and Toothpick Molecules Teaches Kids About: Human biology Difficulty Level: Easy Messiness Level: Medium There are many variations on homemade molecule science crafts. This one uses clay and toothpicks, although gumdrops or even small pieces of fruit like grapes can be used in place of clay. Roll the clay into balls and use molecule diagrams to attach the clay to toothpicks in the shape of the molecules. Kids can make numerous types of molecules and learn how atoms bond together to form molecules. Materials Needed Clay or gumdrops (in four colors) Toothpicks Diagrams of molecules #33: Articulated Hand Model Teaches Kids About: Human biology Difficulty Level: Medium Messiness Level: Low By creating an articulated hand model, you can teach kids about bones, joints, and how our hands are able to move in many ways and accomplish so many different tasks. After creating a hand out of thin foam, kids will cut straws to represent the different bones in the hand and glue them to the fingers of the hand models. You’ll then thread yarn (which represents tendons) through the straws, stabilize the model with a chopstick or other small stick, and end up with a hand model that moves and bends the way actual human hands do. Materials Needed Craft foam Straws (paper work best) Tape Beads Twine or yarn Scissors Chopsticks Pen #34: Solar Energy Experiment Teaches Kids About: Solar energy, light rays Difficulty Level: Easy Messiness Level: Medium This solar energy science experiment will teach kids about solar energy and how different colors absorb different amounts of energy. In a sunny spot outside, place six colored pieces of paper next to each other, and place an ice cube in the middle of each paper. Then, observe how quickly each of the ice cubes melt. The ice cube on the black piece of paper will melt fastest since black absorbs the most light (all the light ray colors), while the ice cube on the white paper will melt slowest since white absorbs the least light (it instead reflects light). You can then explain why certain colors look the way they do. (Colors besides black and white absorb all light except for the one ray color they reflect; this is the color they appear to us.) Materials Needed Ice cubes 6 squares of differently colored paper/cardstock (must include black paper and white paper) #35: How to Make Lightning Teaches Kids About: Electricity, weather Difficulty Level: Medium Messiness Level: Low You don’t need a storm to see lightning; you can actually create your own lightning at home. For younger kids this experiment requires adult help and supervision. You’ll stick a thumbtack through the bottom of an aluminum tray, then stick the pencil eraser to the pushpin. You’ll then rub the piece of wool over the aluminum tray, and then set the tray on the Styrofoam, where it’ll create a small spark/tiny bolt of lightning! Materials Needed Pencil with eraser Glue Aluminum tray or pie tin Wool cloth Styrofoam tray Thumbtack #36: Tie-Dyed Milk Teaches Kids About: Surface tension Difficulty Level: Easy Messiness Level: Medium For this magic milk experiment, partly fill a shallow dish with milk, then add a one drop of each food coloring color to different parts of the milk. The food coloring will mostly stay where you placed it. Next, carefully add one drop of dish soap to the middle of the milk. It’ll cause the food coloring to stream through the milk and away from the dish soap. This is because the dish soap breaks up the surface tension of the milk by dissolving the milk’s fat molecules. Materials Needed Shallow dish Milk (high-fat works best) Food coloring Dish soap #37: How Do Stalactites Form? Teaches Kids About: Geology Difficulty Level: Medium Messiness Level: Medium Have you ever gone into a cave and seen huge stalactites hanging from the top of the cave? Stalactites are formed by dripping water. The water is filled with particles which slowly accumulate and harden over the years, forming stalactites. You can recreate that process with this stalactite experiment. By mixing a baking soda solution, dipping a piece of wool yarn in the jar and running it to another jar, you’ll be able to observe baking soda particles forming and hardening along the yarn, similar to how stalactites grow. Materials Needed Baking soda Safety pins 2 glass jars Wool yarn Water Summary: Cool Science Experiments for Kids Any one of these simple science experiments for kids can get children learning and excited about science. You can choose a science experiment based on your child’s specific interest or what they’re currently learning about, or you can do an experiment on an entirely new topic to expand their learning and teach them about a new area of science. From easy science experiments for kids to the more challenging ones, these will all help kids have fun and learn more about science. What's Next? Are you also interested in pipe cleaner crafts for kids? We have a guide to some of the best pipe cleaner crafts to try! Looking for multiple different slime recipes? We tell you how to make slimes without borax and without glue as well as how to craft the ultimate super slime. Want to learn more about clouds? Learn how to identify every cloud in the sky with our guide to the 10 types of clouds. Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa).

Alpha Decay Nuclear Reaction Example Problem

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You might want the price and the consumer might want it lower so therefore if you want to enterprise you need to negotiate. Time management- A good entrepreneur always has track of time. To enterprise you need to be on time for your meetings and be proficient at moving from job to job. If you are not you will be looked down by the consumer and this may effect your status. Enthusiasm- Enthusiasm is important for enterprising. If one of your team members are lacking in their job and have too much to do if you are enthusiastic then you can offer to help them. This will give you a challenge to do as well as being looked at for specific skills and qualities. Risk- Risks are important in life and especially if you are going to enterprise. You need to take some risks without being nervous and manage them. You need to have courage because in most cases risks are the little things that make the money. Performance- Performance is also key. Your performance will reflect on how successful you are. Performance is not only how much you achieve e.g. how much profit you have made. Performance is how determined you are to meet a target/ goal and how quickly you achieve it. Responsibility- If you are going to be a successful entrepreneur then you need to be reliable and consistent. You will need to complete all of you responsibilities before you relax. If you can not handle your responsibility there is a high chance of you getting fired. Intelligent- In business and enterprising you will need to be intelligent. You will need to be clever as you will be working with numbers. You will need to plan your project and think up the positive and negative sides to you plan. This can only be done by an intelligent worker. Self motivated- if you are working as a team you are set a target. As a team member you need to motivate your team as well as your self to make you believe that you are able to achieve your target. If you do not then your team would not be determined and will perform poorly. Independence- Independence is a key factor. Although you will have to work in groups you need to have independence. You will need to be able to work independently and not always with a team. Your independence will reflect you image as an entrepreneur. Neuro Linguistic- Neuro linguistic is long complex words that mean communication skills. To become a successful entrepreneur you need to have good body language and communication skills. If you are in a meeting or putting across an idea you will need good communication skills to show that you are serious and look professionals. Good ideas- If you are going to be enterprising you need to think of good ideas. You need to cover every aspect of detail before you put your idea forward. QUALIFICATIONS AND ACHIEVMENTS To become an entrepreneur you will need some achievements and academic qualifications. You will need a high standard level in maths and English in your GCSEs. If you want a better chance then higher education will help such as: Accountancy; this will shoe you profits and costs. Economics; help you studies the economies around the world and stock market. Business Studies; this will help you to manage and setup your on business successfully. Also if you want a job it will be good to show: Reference; to show your performance. Experience; to show that you are capable and you have worked in a high pressured environment. RICHARD BRANSON There are many successful entreoeuners in the U.K. However Richard Branson is one of many that have generally met the skills needed. Richard Branson left school at the age of 16 and started a student Advisory Centre. At the age of the 20 he became independent and had a good idea of setting up a record retailer in Oxford Street called Virgin. On the way he started with nothing. However he was self- motivated and his effort for hunting down singers finally paid off. Eventually he signed Belinda Carlisle, Genesis, Phil Collins and Culture Club. His record company was becoming successful and there was more responsibility for Richard Branson. After 12 years f successful enterprising Richard took his intelligence to the next level. After his great performance in virgin he took a major risk and in 1984 he opened Virgin Atlantic Airways which became the 2nd largest international airline service. This was an airline business which earned millions. Due to this he sold Virgin to EMI. However from starting selling records Richard Branson now owns Virgin Coke, Vie make-up, Virgin Vodka, Virgin Insurance, Virgin Mobile phones (which he sold for 1 million pounds in 2006) and a Nigerian based airline called Virgin Nigeria. In 2007 Branson began flights from San Francisco airport called Virgin America. Now Virgin is worth $2.8 billion. Richard Branson began with a though but ended with a couple of billion. He met most of the E.N.T.E.R.P.R.I.S.I.N.G criteria and now continues his multi billon dollar worth company. WHY IS ENTERPRISING IMPORTANT Enterprising is important to the UKs economy. It helps the U.K socialise with other foreign countries. If there is a good deal then other countries would interact and involve the U.K with other business project which will make the U.K reflect a positive image to the world.

A Rolling Model :: Role Models Media Cartoons Essays

A Rolling Model When I was twelve years old, I had every Teenage Mutant Ninja Turtle that was ever made. I had cases of the plastic figures lining the walls in my room. Posters were laid out everywhere, and my whole room was completely decorated in Ninja Turtle material. My bed, my drapes, my walls, literally everything was something about a Ninja Turtle. I spent a lot of my time watching those television shows, memorizing each tape word for word. I would pretend with my friends that we were the turtles, always fighting crime and always on the move under the streets, showing up only at night to fight the â€Å"foot clan†, the archenemy of the turtles. You could say that it was an obsession, and yes, maybe it was, but as a little child I could not realize it was an obsession, or that this obsession could make me a different person. It was intriguing, even as I grew to understand that the Turtles were made-up figures, that I still had an attachment to them. It was as if these imagin ed characters had become role models for me. Is it possible that something that doesn’t exist can become a role model, and continue to be one even after the discovery is made that they are only cartoons? And what effects do these role models have on people? Are they long term affects or short term? Just what is a role model? It seems to be anything or anyone that can influence people to do things that they normally wouldn’t have done without the inspiration of the model. Role models cause others to follow their ideas or concepts. As long as the object gets a person to follow in the footsteps of the object, anything can be a role model. Even if one concept makes an impact on a person’s life, people will admire the model more, placing the role model on a pedestal. The object has become the object of admiration and thus becomes a role model. Furthermore, people can have more than one role model. As long as others move to follow ideas and characteristics and eventually change the way they think about things, there may be several role models that people follow.

Religion and Modernity

Religion and Modernity Can it be truthfully said that organized religion is a barrier to modernity? In order to determine such an accusation, we must first try to identify how we define modernity as well as the role of religion in science and humanity. To think modernism means the present is a very narrow view. â€Å"For many Decades, modernization was depicted in social sciences as a broad series of processes of industrialization, urbanization and social changes through which modern societies arose. (Lu, 2011) For the purposes of this essay, we will try to limit the discussion strictly to the terms of modernity relative to science and the inequality of women. But why bring up religion in the context of mathematics and science? Because Science does not develop in a social and political vacuum. Imagine a world without the simplest understanding of the world that surrounds us. Without science, man may have never been able to navigate the seas, discover new continents, never developed beyond agrarian commerce, without cures for common ailments, electricity, telephones, and running water or with even the basic understanding of natural phenomenon. For example, in ancient times, thunder was seen by primitive people as God expressing his displeasure or showing his power. However, the scientific method has proven that lightning and thunder are caused by complex electrical processes in the atmosphere. Science and mathematics have provided the world with answers to questions and cures to deadly diseases and has touched the lives of every person in the world today. This clash between modernist thought and Christianity has produced centuries of â€Å"accusation, rebuttal and counter-accusation. † (Bogart, 2009) Famous sociologist, Emile Durkheim saw religion as a necessary institution which enabled society to function harmoniously and that religion provides stability by teaching and enforcing a definite moral code. Even with this admirable quality, probably few informed people would want to argue the point that the â€Å"bible and religious tradition has often been used to prevent people from pursuing certain avenues of self-expression† (Bogart, 2009) and to deter people from all sorts of activities. In the current view most would agree that it can easily be seen that basic scientific advancements have been beneficial to mankind and most would agree that without the developments in mathematics, and science, the world as we know it could never have existed but it was not long ago when he Christian church persecuted followers of science as heretics. Throughout history, the religious attacks on modernity in the form of mathematics and science is widely documented, forcing religion into a mostly defensive position. Even today, there are still scientific and medical advancements with potentially hundreds of life altering applications that keep religion and science at a standoff in the moral a nd political spectrum as well as in public opinion. In this essay, we will illuminate how organized religion has been integral in attempting to subvert modernity, from the development of mathematics and science in antiquity, the oppression of art during the Renaissance era, further suppression of secular education through the Age of Enlightenment, the ongoing battle for the rights of women and all of the way through the modern attacks on stem cell research, cloning, family planning and abortion. In as early as In 415 A. D. the last known head of the Department of Mathematics and Philosophy at the Museum of Alexandria, part of the Library of Alexandria, the female mathematician Hypatia was stripped naked in the streets of Alexandria with her flesh scourged from her body by Christian hands and fingers while being dragged to her final death by burning alive by fanatically enraged Christian Coptic mobs, inspired by the leading Christian patriarch, later canonized Saint Cyril of Alexandria. Hypatia's invention of an improved astrolabe and her subsequent book â€Å"Astronomical Canon†, a table of star positions for navigational explorers, was subsequently in use by other intrepid sailors and explorers for the next 1,200 years, all of this in addition to her thirteen books on algebra and another eight on geometry. This atrocity was not the first time and definitely not the last time that the church would attempt to use its power and influence, to try and subvert scientific advancement. Only a few hundred years later, at the height of the power of the Catholic Church, another movement created a scapegoat for religious persecution. The intellectual movement called â€Å"The Enlightenment† is one of those rare historical movements which in fact named itself. Enlightenment thinkers and writers, primarily in London and Paris, believed that they were more enlightened than their compatriots and set out to educate them. Many enlightenment thinkers had the admirable belief that â€Å"human reason could be used to combat ignorance, superstition, and tyranny and to build a better wor d. † (Brians, 1998) Additionally, â€Å"by celebrating the human race and its capacities they argued they were worshipping God more appropriately than gloomy priests and monks who harped on original sin and continuously called upon people to confess and humble themselves before the Almighty. † (Brians, 1998) While at the time, the â€Å"humanist†, the element responsib le for the â€Å"enlightenment†, did not have an anti-religious association, there were a few that claimed that humans were like God, created not only in his image, but with a share of his creative power. They believed that painters, architects, musicians, and scholars were, by â€Å"exercising their intellectual powers, were fulfilling divine purposes. † (Brians, 1998) While, even within the church, there were notable Christian who pursued and promoted advances in mathematics, astronomy, medicine and science in general, the humanist notions of divine creativity and enlightenment went directly against the basic tenant of the Catholic Church of a single all-powerful, all-knowing, divine god. Because the church could not frame these tools of logic to the uses it preferred, they were afraid that this message could not only diminish the power so long held by the church over the daily lives of the people and over the monarchy and politics, but could cause outright revolt from the church as it had in before in Athens. With so much fear and apprehension, the church struck out on a terroristic mission to shame, humiliate and publicly murder those who could not be tamed. During this time of the â€Å"Inquisition†, trials of witchcraft flourished as they never had during the Middle Ages and thousands were slaughtered as examples at the hands of the church. For those who were so lucky to avoid the execution table, they still faced public humiliation, had their life works destroyed in front of their eyes and in some cases like Galileo, were forced into the infamous, unjust house imprisonment. Galileo Galileio, was one of the foremost scientific thinkers of his time, and his works have served to be the basis for the majority of astronomical work to follow. He uses the same logic the seamen had used, reinforced with observation to argue for the notion that the earth rotates on an axis beneath the unmoving sun. † (Brians, 1998) The Church objected to this idea because the Bible clearly stated that the sun moved through the sky and denounced Galileo's teachings, forcing him to recant what he had written and beginning in 1633, under Pope Urban's personal authority given by the â€Å"Congregation of the Holy Office of the Inquisition† forced him into house imprisonment, preventing him from teaching further. In this case, the Church's triumph was short-lived, because while they were successful in silencing Galileo, they could not prevent the advance of science and astronomy. Some of the more caustic clashes between science and religion in modern history is the battle over stem cell research and cloning. â€Å"When news that Ian Wilmut and his team had successfully cloned an adult sheep in 1997, there was an immediate and ill-informed wave of public, professional, and bureaucratic fear and rejection of this new technique. † (Savulescu, 2008) Cloning is the process of multiplying cells and tissue to genetically replicate the host. Almost immediately, cloning of Human tissue was banned, but sampling of plant materials and various offshoots of the science have been allowed, such as limited cell regeneration and stem cell research as a means of treating or avoiding serious diseases. While this technology is a controversial issue, and few people have openly supported it, there are some important advancements that this technology could currently serve and endless possibilities that remain. For example, in agriculture, there are several advantages to cloning including yield, strength, and timing. A cloned plant can yield a thousand new plants from one parent plant. This means that farmers can produce more crops without a lot of seeds. In addition, cloning a plant means you can choose the best plants to clone. An entire crop of healthy, prosperous plants can be cloned from one strong parent plant. Lastly, cloned plants grow at the same rate, so harvesting can become streamlined. In reference to animal cloning, better breeding is a perfect example of the benefits of technology. In animal cloning, the best of the breed can be chosen as the clone subject. This means farmers can have the strongest or best producing animals on their farms. In the current world economy, and with a majority of the world stricken with hunger related problems, cloning could likely be the best option for countries with inopportune growing environments, or who have suffered from natural disasters, but several concerns about health issues and moral issues have stalled attempts to perfect the science. In addition to having multiple benefits in food production, there are also key benefits to the cloning of human tissue. The cloning of human tissues could lead to no longer needing to harvest animal organs to replace dead or damaged human tissue. In many cases, animal organs are rejected by recipients. In the â€Å"United States the discrepancy between the number of potential recipients and donor organs is increasing by approximately 10-15% annually† (Savulescu, 2008) Not only is there a shortage of human tissue, there are still the issues of incompatibility and the need for a lifetime of immunosuppressive therapy and serious side effects. With cloning, there could be abundant sources with near perfect capability. While there are several issues with cloning most notably those relating to the spiritual morality of creating or replicating human tissues. The movement to ban human reproductive cloning appears to draw strength from traditional religious beliefs. Religion is among the most powerful factors shaping attitudes toward human reproductive cloning and remains an influential force in human society, despite the secularization brought about by scientific progress, bureaucratic rationalization, and economic growth. Members of some religious groups, particularly Evangelical Christianity and Roman Catholicism, believe that a soul enters the body at the instant of conception, and that the fertilized ovum is in fact a human person with full human rights. † (Bainbridge, 2003) Another traditional function of religion has been to provide a set of metaphors through which people could think about their own psychological p rocesses. The Christian notion of an immortal, righteous soul offers hope in return for moral behavior and in regard to the cloning of human tissue, the assumption that clones would lack souls seems to be widespread. This worry is not limited to Christians, but also afflicts people in the broad tradition of Hinduism and Buddhism who believe that each being, whether human or non-human, is born with a spirit. â€Å"This spirit may or may not be a reincarnation of a previous spirit and that cloning will prostitute the natural evolution of spirits and life. † (Bainbridge, 2003) For many believers, the crucial quality of a soul is its immortality. In a sense, religion is the death business, and it cannot tolerate any technology that would take away its market. As we have seen throughout the readings, religion has a serious impact in the inequality of the genders and the subjugation of women throughout the world. In Sea of Poppies, Deeti made the difficult decision to abandon Kabutri with her family as the persecution she faced for her refusal to marry her brother-in-law, and then for the shame of disappearing with Kalua. Her village leaders meant to use religious law against her and to beat or kill her for her apparent indiscretions against morality. This example along with various other examples within Season of Migration to the North illustrate the plight of women in extreme religious societies. Particularly, the focus in the books centered around the Middle East and Islam. However, backward thoughts about women are not exclusive to the Middle East or to Islam. All major religions have a storied history of women’s subjection to men. It is not in all cases that women are beaten or shamed, in many cases the persecution is more subtle, but nonetheless ruthless. In religious history, across Christianity, Islam, and even Judaism women were and in some cases still are denied the ability to participate equally in religious ceremonies and rituals. In Judaism, there is a Jewish prayer that men say each morning. â€Å"â€Å"sh’lo asani isha†Ã¢â‚¬â€œ â€Å"that I wasn’t created a woman. † (Torah, 2012) That blessing is only one striking example of many where women are not treated or considered equal in Orthodox Judaism. In most synagogues women cannot be ordained as Rabbis, cannot lead prayer services for a mixed crowd, cannot chant from the Torah, and are discouraged from wearing traditional religious attire. However, Judaism is not alone. Even in Christianity there are direct references to the subordination of women to men. When researching the history of the Catholic Church, one will find that a doctrine against women has always been firmly maintained, and is so today, but not necessarily to the same extent. The Bible has many things to say indicating support of the idea that women are unequal and servile to men. From Genesis III â€Å"and thy desire shall be to thy husband, and he shall rule over thee† This is the first direct order of the subservience of women to men and that in Christianity, it is ordained by god that men bear rule over the women. Later in the New Testament, women’s subservience is mentioned again. ; â€Å"all the wives shall give to their husband's honor, both to great and small he sent letters into all the provinces, that every man should bear rule in his own house† (Esther, 2002) again like we have seen in all of our readings, women are valued differently and treated differently than men. Based on our readings women’s value is in the home as a servant to the husband and her opinions and thoughts are half of a man’s. As we have seen, the most visibly egregious and violent offender of women’s rights are fanatic Muslims. In Islam, rather than just being ignored and subservient, women were treated like slaves or property. Their personal consent concerning anything related to their well-being is considered unimportant, to such a degree that they were never even treated as a party to a marriage contract. In Islam, Women are needed only for procreation and are then discarded. Similar to the other faiths, the Koran has similar passages that diminish women. Men have authority over women because God has made the one superior to the other, and because men spend their wealth to maintain them. Good women are obedient. They guard their unseen parts because God has guarded them. As for those among you who fear disobedience, admonish them and send them to beds apart and beat them. † (Sura, 4:34) Furthermore, in some Islamic ruled counties, Women have no independence, cannot own property, are barred from employment and are not allowed to attend school and can be beaten or sentenced to death only for being seen I public, unaccompanied by a male relative. How can such intolerance and subjugation in the name of religion be considered peaceful or modern? It cannot. As in its dealings with science and modernity, organized religion stands united against progress. In the end, no one can claim that religion and modernity have been indifferent and unbiased towards each other. In addition and neither can it be implied that all the advocates of modernity were opposed to religion. â€Å"Dogmatic religious opposition is not rooted in technical or humanitarian concerns, but in a view of existence that is incompatible with scientific progress. There is no peaceful way to overcome such opposition, short of converting believers away from their strongly-held, literalistic faith. † (Dawari, 2012) On the other hand, it is not as if all the religious authorities have been opposed to modernity or have struggled against it. However, modernity has changed man's relationship with his fellowmen, with the world, and in some cases with the origin of the world. Scientific progress in many cases has served to debunk religious mythology in the eyes of some, while for others, it only serves to reinforce the idea of a higher power. Religious ideals are not bad or wrong. They are just many times wielded by those who wish to maintain power and control over the minds of people. Religious arguments about science will continue to rage as long a modern scientist attempt to understand the minute details of creation and to challenge the validity of a all-knowing omnipresent being. Likewise, in terms of slavery and oppression of women, religion continues to have a chokehold on the minds of many fanatic leaders who continue to brainwash youth into believing that it is gods will for women to be lesser creatures than men. Technological advancements and the distribution of their benefits has not been not equal and modernity has been slower to develop in some places more than others, but that does not change the fact that religion has directly challenged social and scientific progress at every turn. Some of the most basic scientific understandings likely may have not been possible if elements in organized religion had not been defeated. There are still many challenges ahead and it will take education and understanding to find common ground in the struggle against religious idealism and social justice. (2002). Esther. In King James Bible (pp. 1:20-22). Wheaton: Good News Publishers. Bainbridge, W. S. (2003, October). Religious Opposition to Cloning. Journal of Evoloution and Technology. , 13, 1-15. Retrieved from mysite. verizon. net/william. bainbridge/index. htm Bogart, M. (2009, May 25). Modernity vs Religion. Retrieved from Michael Bogart Ministries: http://mbogartministries. hubpages. com/hub/ModernityvsReligion Brians, P. (1998, March 11). The Enlightenment. Retrieved from Washington State University: http://public. wsu. edu/~brians/hum_303/enlightenment. html Dawari, R. D. (2012, 12 12). Imam Reza Network. Retrieved from Religion and Modernity: http://www. imamreza. net/eng/imamreza. php? id=429 Library of Congress. (2010, October 03). The Historic Conflict of Science and Religion. Retrieved from Relativity Calculator: http://www. relativitycalculator. com/conflict_science_religion. shtml Lu, D. (2011). Third World Modernism Architecture, Development and Idenity. New York: Routledge. Savulescu, J. (2008). Should we Clone Human Beings. In N. M. Ezell Shirley, Human Ecosyatems and Technological Change (pp. 417-428). Boston: McGraw Hill Learning Solutions. Torah. (2012). Torah The Five Books of Moses. In A. Simon (Ed. ).

George Orwell Essay

A comparison between Dickens’ â€Å"hard times† & Orwell’s â€Å"1984† I am writing about two novels that seem to come across as very different. Orwell’s novel portraying a nightmarish image of his opinionated future of Britain. Where as Dickens’ novel creates a vision to represent Victorian education over 150 years ago. Both of these storylines dehumanise and dictate a society, both of very different kinds. Charles Dickens and George Orwell’s novels differ in the recreation of the society and in the plot of the actual storyline. The innocence of the children and the bleak severity of the head teacher is what dickens’ focuses on to display his thoughts of Victorian schools. In which Orwell depicts a society where everything is bleak and distraught and dictated by a soulless party, â€Å"BIG BROTHER†. Further more both novels were written at totally different generations, Dickens being the Victorian times and Orwell’s being the mid nineteen hundreds. Despite all these issues that divide the novels apart they seem to come across as very similar. Within closer inspection of the novels they seem to both control and authorise their societies. Orwell has used an empowering character as his leader; he has created a party lead by â€Å"BIG BROTHER†. Where as in Dickens’ approach to create a leader he has used a less excessive and extreme character called â€Å"Mr Gradgrind†, the head teacher who only implicates facts. Although he may not be as demanding as Orwell’s approach, he uses satire to dissolve the pupil’s mentality. Both of these characters apply a very dominating attitude towards there audience and offer them no thought and identity. â€Å"Girl number 20† â€Å"6079 Smith† Both authors have produced an atmosphere where people who are commanded by them, are clarified as mindless objects; rather than individuals with an imagination. This strips them down to nothing but factorised minds in one case, and an imagination that hardly existed in Orwell’s novel. In an extract from ‘Hard times’, the author disembowels the imagination of the students and use the idea of ‘Morgiana & the 40 thieves’. â€Å"Not unlike Morgiana looking into all the vessels ranged before him†¦ † This gives an idea of ‘Mr Gradgrind’ pouring the facts from his factorised mind, into the students damaged imagination. This compares with Orwell’s approach, where â€Å"BIG BROTHER† brutally demolishes the entire imagination and thought, as they suffer in a decayed dystopia. An additional contrast linking the novels together is, the stern and domineering party in both societies. The â€Å"BIG BROTHER† party emphasises the issue of them surveying the society of the party members and this is persistently repeated in the novel. In which ‘Mr Gradgrind’ constantly stresses the importance of facts and crushes the children’s minds, until they grasp the significance of facts. â€Å"In this life, we want nothing but facts, sir; nothing but facts† † BIG BROTHER IS WATCHING YOU† These two quotations illustrate the emphasis and constant repetition of the parties. The author uses these effects to not only get the picture imprinted in the mind of the characters, but also into the readers. Furthermore, the BIG BROTHER party in Orwell’s novel, links very well with Dickens’ criticizing character, ‘Mr Gradgrind’. These two characters both contrast and appear as very similar in personality and in appearance. They both are displayed with a face that jolts the reader, and creates in their imagination; a daunting and depressing figure. â€Å"The black-moustachioed face gazed down†¦ while the dark eyes looked into Winston’s own† â€Å"While his eyes found commodious cellarage in two dark caves, over shadowed by the wall† The first quotation is Orwell showing his opinion of BIG BROTHER gazing with fear, and this compares extremely well with dickens’ attempt to create the same sort of atmosphere. Dickens expresses more scarce by using a metaphor to show his view of a leader, he also goes into more detail about the bold figure of ‘Mr Gradgrind’. Not only do they link well in appearance, but also in attitude towards their society. Both seem to dictate, and show immense power on the regulations of their own society. In conclusion, I feel that both authors have created a society and atmosphere; that both link together and show many similarities. Although they may well both show differences, they don’t even compare with the shear amount of evidence that link the novels together. Each author has created authority, control and power to create an atmosphere that can dictate a whole society. In this case the societies are very alike and the tone of speech used by each author is much the same. In my opinion, these two novels equally portray a society that can create a vision for the reader to see a glimpse of the past or what may be a glimpse of the future.

Free Essays on Positive Effects Of The Black Death

Positive Effects of the Black Death It is difficult to imagine that one of world history’s most tragic events could actually have had any positive outcomes, yet it did indeed. When we consider that this plague wiped out somewhere between 25 and 50% of the population of Europe it is hard to see a good side. From China to Greenland and seemingly everywhere in between the Black Death was a pandemic nearly global in its proportions (Thomas, 6). Fleas and rats were the carriers of this grotesque disease. Symptoms included high fevers, aching limbs and vomiting of blood. The most noticeable characteristic was a swelling of the lymph nodes. The lymph nodes are found in the neck, armpits, and groin. The swellings continued to expand until they eventually burst, with death following soon after. From the first symptoms to final expiration only lasted three to four days. The swellings were easily visible and its blackish coloring gave the disease its name: The Black Death. Europe was flourishing it seemed, for nearly half a century before the early thirteen hundreds. Yet, a succession of environmental disasters occurred that set the scene for calamity. Famine and poor harvests were brought on by the â€Å"Little Ice Age† and suggested that the years of prosperity were over. In 1347 the plague arrived in Europe at Messina, Sicily and in several years the plague ravaged almost the entire Western world ( Zaller, 378). Europe lost nearly one third of Jones 2 its population during this four year period. It seems evident that there is nothing good whatsoever about these tragic events. In fact, some considered this time to be the â€Å"Apocalypse† better known as the end of the world. However, when looked at from a different prospective one might conclude otherwise. Economically speaking the plague had a number of important effects. The severe depopulation was a major contributing factor to many socio-economic change... Free Essays on Positive Effects Of The Black Death Free Essays on Positive Effects Of The Black Death Positive Effects of the Black Death It is difficult to imagine that one of world history’s most tragic events could actually have had any positive outcomes, yet it did indeed. When we consider that this plague wiped out somewhere between 25 and 50% of the population of Europe it is hard to see a good side. From China to Greenland and seemingly everywhere in between the Black Death was a pandemic nearly global in its proportions (Thomas, 6). Fleas and rats were the carriers of this grotesque disease. Symptoms included high fevers, aching limbs and vomiting of blood. The most noticeable characteristic was a swelling of the lymph nodes. The lymph nodes are found in the neck, armpits, and groin. The swellings continued to expand until they eventually burst, with death following soon after. From the first symptoms to final expiration only lasted three to four days. The swellings were easily visible and its blackish coloring gave the disease its name: The Black Death. Europe was flourishing it seemed, for nearly half a century before the early thirteen hundreds. Yet, a succession of environmental disasters occurred that set the scene for calamity. Famine and poor harvests were brought on by the â€Å"Little Ice Age† and suggested that the years of prosperity were over. In 1347 the plague arrived in Europe at Messina, Sicily and in several years the plague ravaged almost the entire Western world ( Zaller, 378). Europe lost nearly one third of Jones 2 its population during this four year period. It seems evident that there is nothing good whatsoever about these tragic events. In fact, some considered this time to be the â€Å"Apocalypse† better known as the end of the world. However, when looked at from a different prospective one might conclude otherwise. Economically speaking the plague had a number of important effects. The severe depopulation was a major contributing factor to many socio-economic change...

100 Major Works of Modern Creative Nonfiction

100 Major Works of Modern Creative Nonfiction Essays, memoirs, autobiographies, biographies, travel writing, history, cultural studies, nature writing- all of these fit under the broad heading of creative nonfiction, and all are represented in this list of 100 major works of creative nonfiction published by British and American writers over the past 90 years or so. Theyre arranged alphabetically by author last name. Recommended Creative Nonfiction Edward Abbey, Desert Solitaire: A Season in the Wilderness (1968)James Agee, Let Us Now Praise Famous Men (1941)Martin Amis, Experience (1995)Maya Angelou, I Know Why the Caged Bird Sings (1970)Russell Baker, Growing Up (1982)James Baldwin, Notes of a Native Son (1963)Julian Barnes, Nothing to Be Frightened Of (2008)Alan Bennett, Untold Stories (2005)Wendell Berry, Recollected Essays (1981)Bill Bryson, Notes From a Small Island (1995)Anthony Burgess, Little Wilson and Big God: Being the First Part of the Confessions of Anthony Burgess (1987)Joseph Campbell, The Hero With a Thousand Faces (1949)Truman Capote, In Cold Blood (1965)Rachel Carson, Silent Spring (1962)Pat Conroy, The Water Is Wide (1972)Harry Crews, A Childhood: The Biography of a Place (1978)Joan Didion, We Tell Ourselves Stories in Order to Live: Collected Nonfiction (2006)Joan Didion, The Year of Magical Thinking (2005)Annie Dillard, An American Childhood (1987)Annie Dillard, Pilgrim at Tinker Creek (1974) Barbara Ehrenreich, Nickel and Dimed: On (Not) Getting By in America (2001)Gretel Ehrlich, The Solace of Open Spaces (1986)Loren Eiseley, The Immense Journey: An Imaginative Naturalist Explores the Mysteries of Man and Nature (1957)Ralph Ellison, Shadow and Act (1964)Nora Ephron, Crazy Salad: Some Things About Women (1975)Joseph Epstein, Snobbery: The American Version (2002)Richard P. Feynman, The Feynman Lectures on Physics (1964)Shelby Foote, The Civil War: A Narrative (1974)Ian Frazier, Great Plains (1989)Paul Fussell, The Great War and Modern Memory (1975)Stephen Jay Gould, Ever Since Darwin: Reflections in Natural History (1977)Robert Graves, Good-Bye to All That (1929)Alex Haley, The Autobiography of Malcolm X (1965)Pete Hamill, A Drinking Life: A Memoir (1994)Ernest Hemingway, A Moveable Feast (1964)Michael Herr, Dispatches (1977)John Hersey, Hiroshima (1946)Laura Hillenbrand, Unbroken: A World War II Story of Survival, Resilience, and Redemption (2010) Edward Hoagland, The Edward Hoagland Reader (1979)Eric Hoffer, The True Believer: Thoughts on the Nature of Mass Movements (1951)Richard Hofstadter, Anti-Intellectualism in American Life (1963)Jeanne Wakatsuki Houston and James D. Houston, Farewell to Manzanar (1973)Langston Hughes, The Big Sea (1940)Zora Neale Hurston, Dust Tracks on a Road (1942)Aldous Huxley, Collected Essays (1958)Clive James, Reliable Essays: The Best of Clive James (2001)Alfred Kazin, A Walker in the City (1951)Tracy Kidder, House (1985)Maxine Hong Kingston, The Woman Warrior: Memoirs of a Childhood Among Ghosts (1989)Thomas Kuhn, The Structure of Scientific Revolutions (1962)William Least Heat-Moon, Blue Highways: A Journey Into America (1982)Bernard Levin, Enthusiasms (1983)Barry Lopez, Arctic Dreams: Imagination and Desire in a Northern Landscape (1986)David McCullough, Truman (1992)Dwight Macdonald, Against The American Grain: Essays on the Effects of Mass Culture (1962)John McPhee, Coming Into the Country (1977) Rosemary Mahoney, Whoredom in Kimmage: The Private Lives of Irish Women (1993)Norman Mailer, The Armies of the Night (1968)Peter Matthiessen, The Snow Leopard (1979)H.L. Mencken, A Mencken Chrestomathy: His Own Selection of His Choicest Writing (1949)Joseph Mitchell, Up in the Old Hotel and Other Stories (1992)Jessica Mitford, The American Way of Death (1963)N. Scott Momaday, Names (1977)Lewis Mumford, The City in History: Its Origins, Its Transformations, and Its Prospects (1961)Vladimir Nabokov, Speak, Memory: An Autobiography Revisited (1967)P.J. ORourke, Parliament of Whores (1991)Susan Orlean, My Kind of Place: Travel Stories from a Woman Whos Been Everywhere (2004)George Orwell, Down and Out in Paris and London (1933)George Orwell, Essays (2002)Cynthia Ozick, Metaphor and Memory (1989)Robert Pirsig, Zen and the Art of Motorcycle Maintenance (1975)Richard Rodriguez, Hunger of Memory (1982)Lillian Ross, Picture (1952)David Sedaris, Me Talk Pretty One Day (2000) Richard Selzer, Taking the World in for Repairs (1986)Zadie Smith, Changing My Mind: Occasional Essays (2009)Susan Sontag, Against Interpretation and Other Essays (1966)John Steinbeck, Travels with Charley (1962)Studs Terkel, Hard Times: An Oral History of the Great Depression (1970)Lewis Thomas, The Lives of a Cell (1974)E.P. Thompson, The Making of the English Working Class (1963; rev. 1968)Hunter S. Thompson, Fear and Loathing in Las Vegas: A Savage Journey to the Heart of the American Dream (1971)James Thurber, My Life and Hard Times (1933)Lionel Trilling, The Liberal Imagination: Essays on Literature and Society (1950)Barbara Tuchman, The Guns of August (1962)John Updike, Self-Consciousness (1989)Gore Vidal, United States: Essays 1952–1992 (1993)Sarah Vowell, The Wordy Shipmates (2008)Alice Walker, In Search of Our Mothers Gardens: Womanist Prose (1983)David Foster Wallace, A Supposedly Fun Thing Ill Never Do Again: Essays and Arguments (1997)James D. Watson, The Double H elix (1968) Eudora Welty, One Writers Beginnings (1984)E.B. White, Essays of E.B. White (1977)E.B. White, One Mans Meat (1944)Isabel Wilkerson, The Warmth of Other Suns: The Epic Story of Americas Great Migration (2010)Tom Wolfe, The Electric Kool-Aid Acid Test (1968)Tom Wolfe, The Right Stuff (1979)Tobias Wolff, This Boys Life: A Memoir (1989)Virginia Woolf, A Room of Ones Own (1929)Richard Wright, Black Boy (1945)

Environmental Management Systems Essay Example | Topics and Well Written Essays - 2250 words

Environmental Management Systems - Essay Example To understand its ramifications a company has to systematically consider all the factors driving the complex relationships between its business model and the environment and how it affects the company's competitiveness and the balance sheet. Effective environmental policies and programmes need to be worked out and put in place. Environment Management System (EMS) is an operational tool for managing these impacts on an organisation's activities on the environment (Australia 2007)1. It provides a platform for a structured approach to planning and implementing environment protection measures. An EMS integrates environmental management into the company's daily operations, long-term planning, quality control systems and finally end up in the Annual Report. Today computers have pervaded and revolutionised all sorts of office work. Paper and white-collar offices are becoming things of the past and have been replaced with network infrastructures and functionality has shifted to the Internet, automation and e-business solutions. Computers bring efficiency and allow reduction in staff and office space at the same time copiously enhances volumetric capacity of data storage and simplifies retrieval of information. Clearly, this transformation has environmental and social benefits such as reduced consumption of paper has revitalized forest resources. Video conferencing has reduced travel, saving both money and time. All such repositioning forms part of EMS. An effective EMS can assist an organisation to: Minimise environmental liabilities and demonstrate good corporate practices and ethics. Maximize efficiency in utilising resources and reduce waste. Inculcate environmental concern among its employees to gain a better understanding of the environmental impacts of the work they are involved in. Stay on course with efficient operations to achieve corporate motive of increasing profits without compromising environmental concerns. Organisations can use EMS to ensure that their performance is within regulatory requirements, and prepare ahead of more stringent regulations that might be necessitated in the future. Case Studies It will be appropriate to study implementation of some successful EMS by big and small organisations. In some case studies analysed below we find how some corporate giants and local government bodies have effectively introduced EMS standards and are successfully evolving them. We also see how brutalities on nature by some big players are brought to justice through community movements and without management commitment EMS is not always a win-win situation. Konica Minolta Model Konica Minolta, the Japanese multinational giant involved in imaging and office solutions business, is successfully implementing environment friendly policies in their large network of establishments around the world (Report, 2005 p.18) 2. Some of the measures they have beneficially introduced are: By minimising product size and weight the company not only conserved in-put resources but also scaled down requirement of transport. They further improved upon it with design cameras and digital multi functional devices and came out with new greener models

Case Study-Sting Ray Study Example | Topics and Well Written Essays - 500 words

-Sting Ray - Case Study Example PoolVac also wishes to use its sales data for the last 26 quarters to estimate demand for its Sting Ray.Demand for Sting Rays is specified to be a linear function as the following: 1. Run the appropriate regression to estimate the average variable cost function (AVC) for Sting Rays. Evaluatethe statistical significance of the three estimated parameters using a significance level of 5 percent. Be sure tocomment on the algebraic signs of the three parameter estimates. (30%) At a confidence level of 95% (5% level of significance), all the three parameters are significant, as they have a p-value of less than 0.05. Notably, a (intercept) has a p-value of 1.96*10-17, while the coefficients b and have p –values of 0.000342 and 0.01299, respectively The model implies that average variable costs is a function of both Q and square of Q. the first parameter, intercept is 152, implying that the expected average cost at constant quantity is 152. As quantity varies, average cost will vary directly with Q2 (positive parameter) and inversely with the quantity (negative coefficient). Notably an increase in quantity does not necessarily increase average variable cost, the effect depends on which variable(either Q or Q2 ) has a greater influence. Evaluate the statistical significance of the three estimated slope parameters using a significance level of 5percent. Discuss the appropriateness of the algebraic signs of each of the three slope parameter estimates.(20%) h= 3.166Ph and p-value of 0.027, implies that holding price and income constant, If competitors reduce their prices by a unit, customers shift from sting ray to its substitutes hence demand reduces by 3.166 units and vice versa. 5. The manager at PoolVac, Inc. believes Howard Industries is going to price its automatic pool cleaner at $250,and average household income in the U.S. is expected to be $65,000. Using the regression results from Question 4, write the estimated demand function (with only P as