Match and Water in a Glass Science Magic Trick

This is a simple and interesting science magic trick involving fire and water. All you need is water, a glass, a plate, and a couple of matches. Pour water into a plate, light a match in the center of the dish and cover it with a glass. The water will be drawn into the glass. Match and Water Trick Materials PlateWater2 wooden matchesA quarter or other large coinColored waterNarrow glass How to Perform the Trick Pour water into the plate. I colored the water with food coloring to make it easier to see.Bend one of the matches so that you can set it in the water. Secure the match so that it is upright by setting a quarter or other small heavy object on the end of the matchstick.Use the second match to light the match that you placed on the plate.Immediately invert a glass over the burning match.The water will flow into the glass and will remain in the glass even after the match has been extinguished. How It Works The heat of the flame imparts energy to the gas trapped under the glass, raising its pressure and pushing against the water. When the flame is extinguished the air cools. Less pressure is exerted against the water, allowing it to flow into the glass.

Essay on Evaluation of the Effectiveness of the Prison...

The failure of imprisonment has been one of the most noticeable features of the current crisis in criminal justice systems. At best, prisons are able to provide a form of crude retribution to those unfortunate to be apprehended. At worst, prisons are brutalizing, cannot be shown to rehabilitate or deter offenders, and are detrimental to the re-entry of offenders into society. If anything, they do little else than confine most prisoners, and as a result lead to the imposition of certain undesirable learning habits and labels. Such habits include the learning of survival patterns of behavior, which do little to help the prisoner to be reintegrated as a useful and productive member of the community.†¦show more content†¦It can be argued that imprisonment has been widely found to have failed to achieve its stated goals. Rehabilitation as perceived within the prison context is a myth. The predominant objective of control has developed in such a manner as to exclude the successful operation of any rehabilitation process. In looking at the nature and operation of the New South Wales prison system, for example, one is confronted by a system preoccupied with notions of control and security. A very disturbing feature of the system is that the availability of such prison accommodation helps to define the nature of the offender rather than the offender being defined by the nature of his offence (Wilkinson, 1972). Rehabilitation programmes of prison work and education, for example, are basically directed at instilling a sense of conformity within the inmate. It has often been established that prison work or training experiences all too often fail to impart skills that can be usefully applied once the prisoner is released. Work programmes in this regard are extremely inadequate and will remain so, due largely to the structure of the prison process. 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These programs can help divert offenders away from law enforcement, the courts and the juvenile justice systems and into mental health services and supports that can provide the assistance needed (NAMI, n.d.). However, just as with many other non-mandated programs in the juvenile justice system, theRead MoreThe Scopes Of Coso : The National Commission On Fraudulent Financial Reporting1423 Words   |  6 PagesPublic Accountants (AICPA), Financial Executives International (FEI), Institute of Internal Auditors (IIA), and Institute Management Accountants (IMA). COSO crea ted to improve internal control and the elements of factoring the effectiveness of the internal control system. In addition, the scopes of COSO are dedicated for improving organizational performance and governance by effective internal control, enterprise risk management, and fraud deterrence. 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The Intrinsic and Extrinsic Barriers to Learning and Development free essay sample

I have been given the task to talk to you about Inclusive education and the intrinsic and extrinsic barriers to learning and development. What is inclusive education? In line with international trends, South African education is moving away from special education towards a policy of inclusion (i. e. Inclusion of learners with disabilities, impairments and historically disadvantaged in terms of access to curriculum into mainstream schools). International and South African perspectives on inclusion are closely related to wider social concerns about human rights. The new Constitution highlights respect for the rights of all, with particular emphasis on the recognition of diversity. This implies an inclusive approach to education in the sense that all learners are entitled to appropriate education. It was argued by Engelbrecht et al. (1999: viii) that this is only possible if one education system is liable for educational provision, and not two systems (i. e. mainstream and special education system). However in order for it to be effective, schools, classrooms and teachers need to be prepared to change and supported in doing so. There has never been a formal exclusion in our country. Learners with a wide variety of special education needs were and are to be found in many classrooms. The difference now is that these learners are recognised as having the right to access the curriculum and the right to a curriculum which is appropriate to their learning needs. This has implications for the nature of the school and classroom environments, the nature of the curriculum and roles of teachers, parents and communities in the education of all learners. A commitment to inclusion does not mean that all learners with special education needs will necessarily be in mainstream classrooms. There will always be a few who are better catered for in separate environments. Inclusion and education for all The 1994 report from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), stated and I quote. â€Å"The guiding principle that informs this framework is that schools should accommodate all learners regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted learners, street and working learners, learners from remote or nomadic populations, learners from linguistic, ethnic or cultural minorities and learners from other disadvantaged or marginalised area or groups. † In other words, inclusion is not simply about reconstructing provision for learners with disabilities, but is a means of extending educational opportunities to a wide range of marginalised groups who may historically have had a little or no access to schooling. This is of great significance in our country, considering our past (apartheid era). There are many journals and books based on inclusive education, and how to run an inclusive school and classroom, so before going on and on, I will briefly outline occurrences of barriers to learning and development of learners. There are two groups: intrinsic factors – those located within the individual learner themselves. The learners are usually born with specific characteristics such as blindness or a missing appendage. The second barrier is extrinsic factors – those emanating from outside the learner – that is their environment, home, upbringing and teaching (Weeks, 2003: 19). If we look at: 1. Intrinsic barriers The most prominent intrinsic factors are physical and/ or physiological impairments and personality characteristics which are caused by many factors. If I’m tired of my own voice by now, I don’t want to imagine how you may be feeling, so I will only outline a few general causes (Weeks, 2003:21). 1. 1. Genetic or hereditary factors We inherit out genetic composition in the form of chromosomes and we receive an equal amount from each parent. Just as one inherits certain characteristics of the parents, for example eye and hair colour, so too, can a physical or physiological impairment be inherited. Examples of this are poor eyesight and low levels of intelligence. Sometimes abnormal genes are not inherited, but something goes wrong with the genetic composition during the very early stages of development in the uterus. This is known as â€Å"chromosomal† or â€Å"genetic† deviations. Down’s syndrome and Turner’s syndrome may result and these learners usually have an intellectual impairment ((Weeks, 2003: 22). 1. 2. Before, during and after-birth brain damage A child may suffer brain damage before birth from various factors radiation, measles or syphilis injections, a defective placenta, an incompatibility of blood groups, etc. During birth they may suffer brain damage if there is a complication at birth and; after birth; brain damage may be caused by accidents, diseases such as meningitis and, polio which may result in permanent muscle paralysis. Here are a few forms of physical impairments that are directly associated to brain damage: Epilepsy, cerebral palsy, learning impairments such as dyslexia or dyscalculia and certain forms of intellectual, hearing and visual impairments. Learners with these impairments require special educational methods and aids and therefore have special educational needs, for example, blind learners require Braille machines. In the past, these learners were taught in special schools but now, the new legislation includes them in the mainstream of education (Weeks, 2003:22). 1. 3. Personality problems Some learners have specific personalities that have a negative impact on their academic achievement and gives rise to barriers to their learning. These traits may be inherited or could be shaped by extrinsic factors (Weeks, 2003:23). Examples: †¢Some learners are extremely shy and cannot assert themselves. They lack confidence to ask questions and query statements. †¢Rebellious learners and attention seekers do not want to respect the authority of teachers. Teachers become aggravated and frustrated with them, thus ignoring and punishing them regularly. This impacts on the learners achievement in a negative way as the learner loses interest and motivation for school work. †¢Learners with a low self-esteem do not have the perseverance to excel. The slightest negative experience is an even greater discouragement on their motivation to do well. Now I will outline the second barrier which is: 2. Extrinsic factors Extrinsic barriers are not barriers within the learners themselves. They are perfectly normal at birth but circumstances outside or beyond are so inadequate that they adversely affect their development and learning and ultimately cause barriers to their learning. Let’s take a look at the first factor (Weeks, 2003:23). 2. 1. Environmental factors 2. 1. 1 Unfavourable socioeconomic circumstances Learners of lower socioeconomic groups face many barriers to their success in education. Many do well in school despite the difficulties faced in other aspects of their lives. However, they are much more likely than their peers of a higher socioeconomic environment to be behind in their accomplishment and to leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. There are many reasons why learners of lower socioeconomic groups tend to have low achievement. Some face so many difficulties in their lives that schooling may seem to be of low priority to them and to the organizations providing support. Schooling is also often given insufficient priority when making and reviewing care plans. There are additional factors associated with this way of life that are not conducive to achieving good academic results on the part of the learner. The following are examples of rife conditions: Poor medical services, poor lighting, cramped, overcrowded and noisy homes makes studying difficult, limited time for study because learners are often expected to do house chores and work over the week end to supplement the family income, a lack of cognitive stimulation because there is little or no reading material at home, poor language use, a shortage of role models, a general attitude about resignation of life, Irregular and poor school attendance and lastly, a general relaxation of morals (Weeks, 2003:24). These destructive social circumstances usually initiate a chain reaction. There are few schools in these areas and when there is education it is not of a very high standard (it is related that good teachers are usually found in favourable environments). According to Reglin (1992) these learners would perform better at school if their parents and family members got involved with their school academics and social lives, which we as teachers utterly agree. 2. 1. 2. Urban and rural areas In cities, learners often grow up in apartment buildings, usually both parents and the single parent works. There is no parent supervision when learners return home from school and therefore the learner can do as he / she pleases. Young learners are confined to the flat and do not have the opportunity to play outside, whereas the older learners roam freely in malls a on the street. There is very little control over their schooling and homework and this leads to slim stimulation to scholastic achievement. Contrastingly, in rural areas, literacy is much higher than in cities. Parents who themselves are illiterate; do not always see the value of education for their children. They expect them to leave school at an early stage so that they can supplement the family’s income. These learners attend school very irregularly because they have to herd cattle and till fields (Weeks, 2003:25-26). 2. 1. 3. Prosperous areas Environments need not be disadvantaged to have a negative effect on learners’ improvement at school. In prosperous areas there are factors that give rise to barriers to learning in learners. Since these learner’s grow up without hardship, have plenty of money and their need are provided for, these learners get easily bored and seek excitement elsewhere in the form of drug and alcohol abuse. Of necessity, these learners will show deterioration in school achievement. Additionally, pressure is placed on these learner’s to achieve and this causes rebelliousness and depression. The second extrinsic factor is: 2. 2. Upbringing 2. 2. 1. Mistakes in upbringing †¢Learners who are pressurised by parents to achieve, become hostile and negative towards school. †¢Overprotective parents deny their children the freedom to become independent. Their decisions are made for them by their parents; hence they do not take responsibility for their work. Some parents show little interest in the activities of their children and do not encourage them to achieve academically. †¢Poor disciplined homes allow children to do as they please. These learner’s are disorganised and are not disciplined in their studying. Disorganised homes constitute one of the main causes of learning problems in learners. These are just to mention a few mistakes, the next factor in upbringing is: 2. 2. 2 Unstable and broken homes. Another factor that plays a role in acting as a barrier is: 2. 3. School factors Poor teaching due to the lack of qualifications, lazy and unmotivated teachers, stereotyped teaching methods, teachers are not looked at as role models and teachers do not have empathy for learners. †¢Incomplete participation on the part of learners because of domestic vices, scholastic backlogs, emotional problems and peer pressure. †¢Inappropriate study material. †¢Inefficient school organisation. †¢Crowded classrooms and, †¢At-risk schools, where learners and learners are estranged, low standards and poor quality, incomplete studies, disciplinary problems and frequent absenteeism and teachers suffer from â€Å"burnout†. And the last two extrinsic factors to barriers to learning are, a difference in language and culture and limited job prospects. The latter is a well-known fact that because of the poor economic growth in our country, very few job opportunities have been created. This means that many school leavers do not succeed in finding jobs. Consequently they lack the will to achieve.