Sunday, May 17, 2020

Exploding Mentos Drink Experiment

A friend sent me a link to a Wired how-to project called The Manhattan Project in which you freeze a Mentos candy into an ice cube and place it in a carbonated drink. When the ice cube melts, the wax surrounding the candy will be exposed and the drink should erupt. Does it work? Lets find out. Exploding Mentos Drink Ingredients The drink in the original recipe called for whiskey, sweet vermouth, and bitters (basically a Manhattan plus diet cola), but you can make a rum and coke or whatever you like or just try the non-alcoholic version using two ingredients: Diet colaMentosâ„ ¢ candy Make the Exploding Drink Ill tell you right up front: a drink with soda and Mentos wont explode unless it is in an enclosed container. Exploding drinks make messes, plus they tend to spray out shards of glass, so its a good thing this drink isnt so violent. Erupting is more what youre looking for here. If you want to cause an unexpected eruption, freeze a single Mentos candy into the well of an ice cube tray. Youll get the best results if you wait until the ice is almost frozen and then add a Mentos candy to each cube so that its near the surface of the ice. You dont want to soak the candy in cold water or its coating will dissolve. If that happens, all youll get when you mix it with diet cola is candy-flavored cola. The premise is that the Mentos will become exposed as the ice cube melts. When the wax coating of the candy reacts with the diet soda, the drink will fizz and bubble like the classic Mentos and diet soda fountain. If youre doing the project on-purpose or else dont mind getting caught dropping a Mentos into someones carbonated drink, you can simply plop the candy in the soda -- no ice cube needed. How the Mentos in Ice Cubes Trick Works Among other things, the gum arabic that coats a Mentos candy lowers the surface tension of the soda, allowing carbon dioxide bubbles to rise and expand more easily. The candy coating traps the gas, forming bubbles and foam. When I tried this project, I didnt get a spectacular eruption, but you can expect somewhat better results if you use a narrow glass for your drink. Except that the Mentos flavors the drink, I dont think someone with a Mentos-laced ice cube would notice much happening or suffer from an out-of-control foaming drink. The project is still pretty fun.

Wednesday, May 6, 2020

Analysis Of The First Nose Job - 973 Words

The first â€Å"nose job† was performed around 2,600 years ago in India. It was performed by a man named Sushruta. Sushruta was a surgeon from India who wrote the first treatise (a piece of writing that deals properly and methodically with a topic), on the basic principles of surgery. This treatise has been translated and passed all over the world leading to many new discoveries in the surgical world. Many of these discoveries from the treatise deal with plastic surgery, mainly nasal reconstructions, or some might call them â€Å"nose jobs.† The medical knowledge dealing with plastic surgery from India (circa 600 B.C.), has had a large impact on what plastic surgery is nowadays. Sushruta, also known as â€Å"Father of plastic surgery,† is one of the†¦show more content†¦Ã¢â‚¬Å"The Sushruta Samhita contains the major surgical text of the Vedas and is considered to be the most advanced compilation of surgical practices of its time† (S Saraf, R Parihar). Within the Sushruta Samhita’s 184 chapters, lies over 1,100 medical conditions, 120 surgical tools and 300 surgical procedures. It also contains descriptions on Sushruta’s teachings and practices. The information he wrote in the Sushruta Samhita shows he â€Å"has considerable knowledge of relevance even today† (S Saraf, R Parihar). In Indian medical literature the Sushruta Samhita is one of the â€Å"most brilliant gems† (Bhattacharya, Surajit). The Sushruta Samhita is split into two parts, the Uttara-tantra and the Purva-tantra which is in five sections. It is also believed to be apart of the Arthaveda, which is part of the Vedas, the ancient scriptures of Hin duism. The influence of the Sushruta Samhita isn’t supported only by the amount of knowledge within it’s pages, but by the approaches that he used that are still used to this day. You’re probably wondering how the information from Sushruta and the Sushruta Samhita got all over the world. It started when surgery in India began its decline during the time of the Buddha (562-472 B.C.). Surgical knowledge was put into lower castes, such as the untouchables, peasants and servants, but was kept alive by passing the information through the generations. Eventually Buddhist

Various Readings and Teaching for Diversity

Question: Discuss about the Various Readings and Teaching for Diversity. Answer: Introduction: I have researched about theories regarding the inclusion of students in the mainstream education which abound in the academic world. My investigations brought forth that various strategies and methods have been formulated to make sure that the all inclusive environment is maintained in the institute. According to my understanding, the role of the educators and school management in the maintenance of this tolerant setting is undeniable. Nevertheless, the schools have to walk the talk, that is, implement the policies and regulations in compliance with the national and the schools very own laws and convention. For instance, the Disability Standards for Education 2005 made under the Disability Discrimination Act 1992 makes it unlawful to discriminate on the basis of disability in a number of areas of public life, including education, employment, the provision of goods and services, and access to public buildings (Docs.education.gov.au, 2016). My previous readings: In the course of my previous readings, I came across the fact that the movement of people across the continents has increased in leaps and bounds since the last century. The major causes behind the migration of people are terrorism, social injustice, and disharmony and so on. Another burning issue of this era is the growing disproportion between the rich and the poor. According to my analysis of the article Supporting refugee students in schools: what constitutes inclusive education? by Taylor and Sidhu (2012), the growing influx of refugees has led to the implications for the institutions of human rights and citizenship. In this scenario, my belief is that the schools play a vital role regarding the refugee students and their inclusion in the mainstream education. However, Taylor and Sidhu (2012) highlighted the problem areas in the provision of schooling for refugee youth. Supporting refugee students in school education in Greater Western Sydney by Ferfolja and Vickers (2010) deals with the challenges that are faced by the refugee students in their transition from Intensive English Centre (IECs) to mainstream education since the schools mainly represent the mono-cultural nature of the population at large in Australia. I have discovered in the course of my evaluation that the linguistically, culturally students or even those coming from a socially disadvantageous position constitute the minority students (Ferfolja and Vickers 2010). Nonetheless, my readings indicate that the schools have to follow the rules and regulations as set down by the state and federal government. Different approaches have been discussed in the article Educating for Diversity and Social Justice by Amanda Keddie which, as per my opinion, are practical and constructive solutions to the problems of the immigrant students. She had highlighted the responsibility of the school in highlighting and addressing the inequities of the society by making sure that the participation of the so called minority students increases (Keddie 2012). Restriction of the school curriculum to management and basic skills rather than on pedagogies and learning, I believe, has been insufficient to address equity issues (Keddie 2012). One of the approaches that I find to be quite functional is the upgrading of the teaching staff to accommodate the concept of inclusive education in their mindset. Keddie (2012) has rightly suggested that the teachers have to ensure that the foreign students have settled in the classroom and they are participating in the class side by side with their English speaking counterparts. The teaching staff should also consist of representatives of the marginalized group that would enable the minority students to communicate and express themselves freely (Keddie 2012). Application of the theories in the school: The Wellington Secondary College is dedicated to creating an inclusive environment within the school. My personal analysis has shown that the school provides a supportive environment which stimulates the students positively by employing vigorous educational theory and practice (Wellington Secondary College, 2016). I have observed that the school emphasizes on the affirmative relationship among individuals through mutual respect and tolerance policy. In the school the students are empowered to take accountability for their own learning to ensure that in the long run they turn out to be good citizens of the country. I have discovered that the college motto reflects the philosophy of the school which is Caring, Striving, Learning (Wellington Secondary College, 2016). Caring refers to tolerance for others; Striving indicates the efforts of the students for determining their goals and working hard to accomplish them; Learning illustrates that education is the process that takes place from birth to grave. After a detailed observation of the school, I came to the conclusion that the school follows the qualities expressed in the College motto (Wellington Secondary College, 2016). Figure 1: The Wellington Crest Source: www.wellingtonsc.vic.edu.au As I have discussed in my previous assignment, the concept of inclusive education is very important in the current scenario due to more than one reason. I feel that every child has a right to learn to become capable and responsible citizens of the world (Hinchey, 2004). In the course of my journey as a teacher, I have faced various circumstances where I have seen that the children have suffered owing to a fault in his or her education. Hence it is the responsibility of every teacher like me to ensure that the children receive the correct education from us (Gay, 2013). I have been fortunate enough to come into contact with an institution like the Wellington College which is a fine example of how to equip the students with the appropriate philosophy of life instead of just making them memorize bare facts and data (Wellington Secondary College, 2016). The institution is notable for creating an inclusive environment and enabling diverse students to mix with each other without letting anyone feel left out. Keddie (2012) has shown a noble path for professionals like us as to how we should understand the diverse background of our students before acclimatizing them with the general school environment. The school honors the cultural and social difference among the students without giving due importance (or unimportance) to any student or group of students. My analysis has shown that the school also takes in to account the opinion and interests of its chief stakeholders. I have been quite satisfied with the amount of effort the school puts in its participation in the Program for Students with Disabilities (Education.vic.gov.au, 2016). Under this program the school gets resources for providing adequate and standard education to students with different abilities (Wellington Secondary College, 2016). Apart from the resources received, the institution also allots resources of its own to meet its ends. Apart from that, the school also boasts of an Inclusion Support Officers (ISO) (www.wellingtonsc.vic.edu.au, 2016). The ISO works with the class teacher who will assist the former in identifying the problems that the students are facing in the school. Another area of concern for me has been regarding the inclusion of the Aboriginals into mainstream education system of the nation (Wellington Secondary College, 2016). The school has lived up to its expectations by acknowledging the traditional owners of the land. Indigenous plans have been formulated which, according to me, has been successful in assimilating them in the classroom. The program has not been absolutely perfect and we had to face situations where the students had not been able to mix freely with the staff and other students and hence they have felt isolated (Benjamin and Emejulu, 2012). Nonetheless, we have been able to overcome the obstacles through patience and perseverance and in the end; we were successful in our efforts. Conclusion: The profession of teaching is noble indeed; at the same time, the path is beset with difficulties. The responsibility of a teacher is to facilitate the students in their process of learning and adapting themselves to the 21st century. It is our duty to include every child in the education system to make this world a better place for the future generation. I am of the opinion that children from diverse background help us to understand that the world is made up of different people. This difference has made our society unique; it is absolutely necessary to keep this difference of culture alive. Having said that, I want to clarify that the difference such that the uniqueness of our civilization exists, otherwise we are all human beings first, and citizens of different background second. The children are said to be the future of any nation and therefore a school plays an important role in shaping their prospects. References: Benjamin, S Emejulu, A 2012, Learning about concepts, terminology and theories: from ambiguity to clarity in R Arshad, T Wrigley L Pratt (eds) Social justice re-examined: dilemmas and solutions for the classroom teacher, Trentham, Stoke-on-Trent, pp. 33-47. Docs.education.gov.au. (2016). Final Report on the 2015 Review of the Disability Standards for Education 2005 | Department of Education and Training - Document library, Australian Government. [online] Available at: https://docs.education.gov.au/node/38936. Education.vic.gov.au. 2016. Program for Students with Disabilities. [online] Available at: https://www.education.vic.gov.au/about/programs/needs/Pages/disabilityprogram.aspx. Ferfolja, T Vickers, M 2010, Supporting refugee students in school education in Greater Western Sydney, Critical Studies in Education, vol. 51, no. 2, pp. 149-162, doi:10.1080/17508481003731034 Gay, G 2013, Cultural Diversity and Multicultural Education,Curriculum Inquiry,vol. 43, no.1, pp. 48-70. Hinchey, PH 2004, Becoming a Critical Educator: Defining a Classroom Identity, Designing a Critical Pedagogy, Peter Lang Publishing New York, US. Keddie, A 2012, Educating for Diversity and Social Justice, Routledge, London. Taylor, S. Sidhu, RK 2012, Supporting refugee students in schools: what constitutes inclusive education?, International Journal of Inclusive Education, vol. 16, no. 1, pp. 39-56. Wellington Secondary College. 2016. Home. [online] Available at: https://www.wellingtonsc.vic.edu.au. www.wellingtonsc.vic.edu.au. 2016. www.wellingtonsc.vic.edu.au. [online] Available at: https://www.wellingtonsc.vic.edu.au/wp-content/uploads/2013/02/CS-WSC-Inclusion-Policy-September-6-2016.pdf.