Effects of Chlorinated Drinking Water Essay Example for Free

Effects of Chlorinated Drinking Water Essay Chlorine is added to drinking water, as a disinfectant, to get rid of harmful bacteria, which are usually present in areas from where the water is obtained. The controversy of this issue is that chlorination can work as an advantage or as a disadvantage to those consuming it. Chlorine is currently the most effective water treatment when compared with other alternatives. However, it also reacts with natural organic compounds present in the water to produce harmful chemicals that on a long-term basis are very dangerous. The most well known adverse effects of contaminated water is shown in the Walkerton crisis in May 2000, where an outbreak of E. Coli contamination occurred in the water system of Walkerton, Ontario. Seven people died, and a further 2300 fell ill after consuming water that was contaminated by farm manure (Walkerton Report, CBC 2008). This could have been prevented if proper chlorination had taken place. Examples of contaminants that chlorine eliminates are microbes such as E. Coli, Salmonella typhi and Shigella. E. Coli grows when the water is contaminated with human and animal waste products. Upon consuming E. Coli contaminated water, an individual suffers from diarrhea, cramps, nausea, renal failure and sometimes even death. Consuming water contaminated with Salmonella typhi causes typhoid fever. Shigella causes severe abdominal cramping with blood and mucus in the stool. Chlorine’s major advantage is that the water remains disinfected until it reaches the point of consuming, unlike other disinfectants such as ozone or ultraviolet light. Chlorine not only purifies water, it also prevents bacterial growth, nitrogenous contaminants and such from growing in water pipes and storage tanks. It also gets rid of odors, unpleasant taste and organisms known as nuisance organisms. Slime bacteria, iron and sulfate reducing bacteria give the water a very unpleasant look and smell. These bacteria do not cause disease but chlorination gets rid of these organisms. Not only is chlorine easy to use, it is also widely available and of low cost. However, chlorine is also associated with producing harmful byproducts as it reacts with chemicals already present in water. These products are known as disinfection by-products. They include chloroform and are known as trihalomethanes or THMs for short. Studies conducted have shown that tested animals that are exposed to high amounts of THM are at a much greater risk for cancer. Even with humans, long-term exposure to chlorination can greatly increase risks of cancer (LaPure Water Inc, 2000). Also, chlorination does not get rid of all nitrate products. It only prevents the nitrates from reaching a toxic form. These nitrates are from manure products that have not been absorbed by plants. This is not particularly dangerous to adults, but with excess levels can cause â€Å"blue baby† disease (methemoglobinemia) in young infants (Nitrate: Health Effects in Drinking Water, McCasland). Chlorinated water also affects its taste and smell. Using chlorinated water to make coffee, tea, soups, etc changes its taste and smell. Even with these disadvantages, it is evident that the benefits of chlorination outweigh the risks. With proper treatment – making sure that chlorine is not added in excess and proper water testing, drinking water would be much healthier. The only major disadvantage of chlorinated water is the long-term effects of THMs. It is known that using a carbon filter actually gets rid of THMs and other chlorination by-products. People should be made aware of this and encouraged to use carbon filters to filter the water out instead of consuming straight from the tap. There are alternatives to chlorination as well, such as ozonation, which is a method of disinfection by adding ozone gas to water and applying an electric current. It is very effective against microbes and only forms by products, which can be removed with further treatment. Another method of disinfectant is by Ultraviolet light treatment. This method is effective against even more microbes than chlorine is but it is also costly. However, these methods can only be used as primary disinfectants, chlorine is required as a secondary disinfectant in order to disinfect water as much as possible. Also, these methods are temporary – the water does not remain disinfected until it reaches point of being consumed. In conclusion, chlorination is the most effective method of disinfecting water from drinking purposes. It’s the only method that keeps the water clean from the point of treatment to the point of consuming it. It is also the only disinfectant that is capable of minimizing all possible health risks caused by contaminated water. The adverse effects of chlorine such as its harmful by-products can be eliminated or reduced with the use of carbon filters.

Figures of the Renaissance - Ferdinand Magellan :: essays research papers fc

Figures of the Renaissance Ferdinand Magellan Ferdinand Magellan was a leader of the Renaissance and a benefactor to modern science. The results of his voyage around the globe were such that the average person living during the Renaissance re-thought their paradigms of the world surrounding them, even know most scholars and other educated types knew that in fact, the world was round in shape. Ferdinand, however, proved it. Thus he lays claim to having circumnavigated the first voyage around the world. Born 1480 to lesser nobles living near Vila Real in northern Portugal, Magellan was raised as a page to the Portuguese king John II in the royal court at Lisbon. Magellan was educated from then on, becoming interested in geography and astronomy, thus in 1496 he became a squire. In the year 1505 Magellan would get his first taste of the sea, at the age of 20. He was sent to India to install Portuguese viceroy Francisco de Almeida, as well as establish naval bases along the way. As it turns out, Magellan also had his first combat experience on this mission. A local king refused to pay a tribute to the king, and as such Magellan and Almeida’s party attacked, conquering the city of Kilwa in what is now modern-day Tanzania. Magellan continued to do well in his seafaring missions, and was eventually promoted to captain, when in 1510 he sailed a ship east without permission losing him his command and forcing him back to Portugal. After being sent on a mission against a Moorish-Morocc an force, he received a knee injury after which he was accused of illegal trade with the Moors. This coupled with a bad report of Magellan by Almeida to the Portuguese court after Magellan took leave without permission caused him to fall out of favor with current King Emanuel I, who told Magellan that after May 15, 1514. Thus Magellan renounced his nationality and changed his name from the Portuguese "Fernà £o de Magalhà £es" to the Spanish "Fernando de Magallanes" and sought to offer his services to the Spanish court. Upon reaching Spain, Magellan found friends and gained some amount of influence in the Spanish port of Seville. One such influence worth naming is Juan Rodriguez de Fonseca, rival to Christopher Columbus. Somewhere along the way Magellan had acquired a map that indicated there was a passage through South America that led to the Pacific Ocean, Magellan believed that through this was a route to the Spice Islands, which in this time were very sought after within the spice trade.

How Children Learn to Read and Write, with use of Quality Texts to Support

An analysis of the way in which children learn to read and write, and the place of quality texts in supporting this. â€Å"Being able to read is the most important skill children will learn during their early schooling and has far-reaching implications for lifelong confidence and well-being. †(Adonis & Hughes, 2007) Throughout history, different strategies and methods have been developed to aid com/frederick-douglass-and-malcolm-x-compare-and-contrast-essay/">learning to read and write. Classic styles (although still highly regarded) of writing children’s books including, rhyming, rhythm and repetition have been used consistently to support evolving children’s literacy (Lerer, 2009).Newer methods such as synthetic phonics include developing the relationship between sounds and written word. This essay will highlight different strategies and methods that have been developed, and their effectiveness in developing a child’s literacy skills from a young age . McGee & Richgels talk about ‘each child’s journey through the wide and varied landscape of literacy development being unique’. They explain that ‘decoding, fluency, background knowledge, comprehension and motivation are essential in each child’s literary development (McGee & Richgels, 2003).From the moment a child becomes aware of his/her surroundings, they will be aware of environmental print; â€Å"Environmental print refers to print that occurs in real life contexts- the signs, billboards, logos and functional print that saturate a child’s world† (Prior & Gerard, 2004:5). This allows the child to engage with the shapes and form of the words, without actually having an understanding of the meaning. Yetta Goodman describes this period as; ‘the roots of literacy’ (Goodman, 1980). Children will assign their own meanings to the marks, this shows they have engaged with the print and have decided what it means.She a explains Dolores Durkin’s paper ‘paper and pencil kids’, with regard to setting a stong foundation in literacy. She explains children’s ‘ideographic message drawings’ come first, followed by ‘scribbling’, these scribbles then evolve into ‘random letters’, and then eventually more conventional word forms. During this process children learn to decode their own words and the words of others. ‘Stepping into reading’ is easy for them, as they have already engaged with the forms of the print in meaningful ways (Shea, 2011).Goodwin explains; Concept Books are special books designed to teach concepts such a colours, shapes, materials and animals to young children. Concept books have very few words (perhaps one per page), but very vivid and engaging pictures that allow the child to associate the words on the page with the illustration (Goodwin, 2008). Learning the alphabet is good example of where a well-made co ncept book could be used. Helen Oxenburys book; ABC of things is a perfect example of this, as each page has a different letter with a pleasing illustration, creating narrative interest within each picture.Picture books can be used as an excellent resource in helping develop young children’s literacy. Goodwin explains that illustration in picture books ‘may be simply decorative’ but often aims to ‘interpret’ or ‘supply narrative meaning’ that isn’t accessible from the text alone. (Goodwin, 2008) A good picture book can be enjoyed by people of any age. â€Å"Anyone who has read picture books with very young children knows that they promote personal, detailed and exploratory talk as well as social or even raucous merriment† (Watson & Styles, 1996:1).A good method of gauging children’s engagement with a picture book could be Aidan Chambers’ ‘Tell Me’ approach. Chambers explains that the tell me a pproach is about finding out about the readers experience with the books – ‘enjoyment, thoughts, feelings, memories’ and whatever the reader wisher to report. Thoughts are ‘honourably reported’ without risk of belittlement or rejection, which allows the teacher and reader to explore the book in explicit detail (Chambers, 1996).Meek, in her book; ‘How Texts Teach What Readers Learn’, explains that although ‘good decoding’ and ‘good teachers’ help, texts themselves play a very important role in teaching children to be readers, rather than people that can merely read (Meek, 1988). Goodwin talks about introducing children to ‘intertextual thinking’. She names books such as Pat Hutchin’s; ‘Rosie’s Walk’ and Janet Ahlbergs; ‘Each Peach Pear Plum’, to illustrate her point that a text can mean more than the words themselves (Goodwin, 2008). â€Å"Part of the joy of r eading literature is revelling In the language that authors use† (Goodwin, 2008:25).As well as pictures, literary language can be utilised to create narrative interest for a child learning to read. Studies have shown that; â€Å"Children’s early (preschool) sensitivity to rhyme and alliteration is an extremely powerful indicator of their eventual success in learning to read (Perfetti et al, 1997:226). Cook writes about rhyme in literacy in becoming literate; He says that in the ‘early stages’ rhymes ‘draw attention to linguistic structures’, and at a later stage provide a ‘pleasurable halfway house between language as sound and language as the vehicle of relatively precise meaning’ (Cook, 200:26).A good example of rhyme and rhythm in literature is ‘Tanka Tanka Tanka’ by Steve Webb. Goodwin (2008) explains the ‘strong rhythmic pattern’ leads the reader to ‘respond with dance’. He talks about t he rhythm of the language drawing the reader in, taking the literature ‘beyond the cognitive’ (Goodwin, 2008). As well as rhyme and rhythm, repeating texts have been used to engage children with literacy. â€Å"Repetition increases the strength of neural connections. Reading the same book to children repeatedly serves to reinforce familiar words† (Wolfe & Nevills, 2004:45).A perfect example of a repeating text is ‘We’re going on a bear hunt’ By Michael Rosen and Helen Oxenbury. Goodwin talks about ‘the great joy of the book’ for the young readers. She explains the way the language ‘mirrors the experiences of the story’, saying that the repetition makes children ‘compelled to join in’ (Goodwin, 2008:24). Not only is good literary language important when considering children coming to grips with literacy, but the type of book you choose. Considering what the child is interested in when choosing your boo k will help when you come to read it.Traditional books which follow themes such as; fairy stories, folk tales, legends and myths or dragons. Meek talks of fairy stories being ‘genuine children’s literature’. She explains there are ‘deep and abiding links between the childhood of mankind as preserved in these stories and the early life of each of us’ (Meek, 1982:36). Goodwin writes about traditional stories challenging ‘accepted notions of good and evil, of family structure and of relationships’. Stories such as ‘Cinderella’ and ‘Billy Goats Gruff’, are good examples of stories about overcoming evil.Goodwin also makes the point that ‘values, beliefs and practices are passed on’ through traditional stories, helping children ‘become part of history’ and understand ‘how and why things come to them’ (Goodwin, 2008). Familiarity with well-known literature may allow children to ex plore how stories work. Patterns start to emerge in traditional literature; usually following an introduction, events, problems, resolution style. This could be highly beneficial when children come to write (or tell) their own stories. Other types of books, which help children engage with literature, are factual books.â€Å"Factual books, linking in with other areas of their work, help to extend their (children’s) experiences and knowledge (Hobart & Frankel, 2005:88). For the other part of this module we were tasked with writing a children’s book, using strategies we had studied that help children become literate. I took a non-fiction/fiction approach to my own book, using facts about different animals and their respective habitats, combined with a fictional plot, involving space ships and giant animals. This may result in the child engaging with the ‘story’ and the colourful pictures as well as learning actual facts about the animals involved.â€Å" Probably no other aspect of reading instruction is more discussed, more hotly debated, and less understood than phonics† (Strickland, 1998:5). What is phonics? The American National Reading Panel describes synthetic phonics as; â€Å"Those that emphasise teaching students to ‘convert letters (graphemes) into sounds (phonemes)’ and then to ‘blend’ the sounds to form ‘recognisable words’. Analytic phonics, on the other hand is taken to refer to larger unit phonics programmes, that introduce children to whole words before teaching them to analyse these into their component parts, and emphasise the larger sub-parts of words (i. e., onsets, rimes, phonogrammes and spelling patterns) as well as phonemes† (Wyse & Styles, 2007:35).â€Å"A review of the teaching of early reading in England commissioned by the UK Government recommended that synthetic phonics should be the preferred approach for young English learners. In response, all E nglish schools have been told to put in place a discrete synthetic phonics programme as the key means for teaching high-quality phonic work† (Wyse & Goswami, 2008:691). In 2006, Jim Rose, the Secretary of State for Education for England, produced his report recommending that synthetic phonics must be included in early reading instruction.This decision caused uproar among academics and professionals, as evidence has shown that the Rose Report’s recommendation for synthetic phonics contradicts a large body of evidence over the last 30 years (Wyse & Styles, 2007). The Clackmannanshire studies are a perfect example of this contradiction. In 2004 research into synthetic phonics was carried out in Clackmannanshire, Scotland. It was promoted a great deal by the media, which resulted in a recommendation by England’s Education Select Committee that there should be an enquiry into the teaching of reading through synthetic phonics.  (Wyse & Styles, 2007).Howev er, a spokesperson from the Clackmannanshire study stress that the report was not intended to initiate synthetic phonics ‘taking over’ reading strategies, but to show the advantages of using it alongside other established literacy strategies (Johnson & Watson, 2005). One of Synthetic phonics’ critics, Margret Meek, suggested that phonics is ‘highly inefficient’, ‘full of traps’ and ‘does not account for the individual learner’.She also highlights the idea that without enjoyment, emotion and engagement, reading will seem ‘insignificant’ to a child, and separating this could lead to children seeing reading as a task, rather than a lifelong skill (Meek, 1982:75/76). â€Å"Reading is about reading comprehension and not ‘barking out words’ (Edessa, 2011:11)†. Evidence here highlights the need for a broader literacy strategy spectrum, not just one system designed for all, as a lone focus on a s ingle strategy could cause a child to lose focus in his/her studies.Waterland was critical of phonics, saying reading could only be learned by children working together with competent readers using what she coined the ‘apprenticeship approach’ (Waterland, 1985) The ‘immersion in literacy’ or ‘top down approach’ is a strategy that has been used in the past to teach reading and writing to children, and is a child centered approach which does not emphasize skill (Cohen & Cowen, 2007). The top down approach typically starts with children sitting with a parent, older sibling, carer or caretaker reading a book together.In this setting children will learn not only about reading, but also about print and language. They also learn reading is easy, enjoyable and fun. It allows the child to ‘read’ and understand the meaning without decoding every word in the story (Cohen & Cowen, 2007). Hinkel Writes â€Å"The top down processing inv olved contextual factors such as sociocultural knowledge and task assessment of producing or interpreting the discourse of the task† (Hinkel, 2005:733). This suggests that a learner engaging with a top down approach may draw on other areas of knowledge, not specifically limited to the topic.This may lead to a more holistic development of a literacy beginner. Vygotsky describes each school experience as a ‘complex cultural activity’ (Vygostsky, 1978:11), It has been discussed that the bringing together of synthetic phonics and top down approaches would be a superior method of introducing children to the complex cognitive process of successful reading. I believe that combining the top down and bottom up (phonics) approaches needs of all students would be met, and could also lead to a future with reading and enjoying text, rather than merely reciting meaningless words.It may also benefit teachers, as teachers that are given freedom to promote literature and reading i n the classroom could create interest in reading and literacy, instead of merely reading instructions from flashcards. This, in turn, may increase the quality of education in that respective classroom. Cohen & Cowen talk about ‘the balanced approach’; â€Å"The balanced approach allows teachers to literally take advantages from both the top-down and bottom-up approaches to meet the needs of all students† (Cohen & Cowan, 2007:60).In this essay I have highlighted the diverse, child-centered approaches designed to help children learn to read and write; Picture books, with their vivid illustrations creating meaning and exploration of early literacy. Rhyming and repeating texts, allowing children to draw meaning and reinforce words. Traditional books, with their classic story forms and characters, allow children to understand how stories are formed, which may help when they come to write their own.Evidence suggests that a take over of synthetic phonics may not be the best option, as I feel it gives children a one-dimensional view of literacy. I feel, combing the two approaches to create a curriculum that focuses on integrating the ‘sounding out’ phonic approach with the whole book, ‘real book’, comprehensive approach, will create a stronger bond with phonemic awareness and lingual fluency in children. This could promote literacy being part of a more cultural experience, and in turn may increase literacy levels across our nation.

Beowulf Christian Or Pagan Epic - 865 Words

Michael Smith Waterman English 12 24 September 2015 Beowulf: Christian or Pagan Epic? Believe it or not, Thor was not just a fictional superhero that appeared in comics created by Marvel. Ultimately stemming from Proto-Indo-European religion, Thor is a prominently mentioned god throughout the recorded history of Germanic mythology and paganism. Pagans, a member of a community observing a polytheistic religion, dominated Southern Europe society and literature until Christianity slowly drove out paganism around the 700s. Before Christianity spread throughout Europe, especially in early Germanic culture, paganism was the foremost means of transcribing values, and past events. Written down in approximately 1,500 A.D. by an unknown author, Beowulf was originally a pagan fable that became a Christian allegory upon its transcription by Christian monks. However, as scholars have debated over the religious context in Beowulf, the attempts by the monks to turn the epic poem into a Christian parable ended merged, including both pagan and Christi an aspects. The epic poem Beowulf encompasses Christianity and paganism through the trust in God, wyrd, and the importance of one’s sword. Many elements of Christian philosophy are found throughout the story of Beowulf; man survives through the protection of God and all earthly gifts flow from God. Beowulf repeatedly acknowledges God as his protector. In his battle with Grendel’s mother, Beowulf recognized God’s presence multiple times,Show MoreRelated Beowulf - Pagan or Christian Epic? Essay1069 Words   |  5 PagesBeowulf Pagan or Christian Epic Beowulf: Pagan or Christian Epic? Although the story of Beowulf is filled with references to religion and faith, many discrepancies occur throughout the story that suggest that Beowulf is not a Christian epic. The character of Beowulf frequently speaks to God and obviously believes in His existence. However, pagan practices are mentioned in several places. Beowulf often refers to another being rather than the Christian God. Pagan practices of cremation andRead MoreBeowulf: the Pagan Christian Epic Hero1569 Words   |  7 PagesBeowulf has both pagan and Christian influences. Throughout the story there are many elements of Christian teachings: that man survives only through the protection of God, that all earthly gifts flow from God, and that the proper bearing of man is to be humble and unselfish (csis.edu, 2011). While many pagan influences appear in the poem, Christian overtones are more prevalent, exhibiting many elements of Christian heroism in the poem. An example is when Beowulf says â€Å"God must decide w ho will beRead MoreComparing Beowulf And The Epic Of Beowulf937 Words   |  4 PagesIn the story Beowulf, his actions portray him, indeed be an epic hero. Both Christianity and Paganism are both portrayed throughout the epic Beowulf. Beowulf frequently speaks of God throughout the story, while there are also many Pagan elements that are evident throughout the story as well. In addition, It s hard to ignore the Christian and Pagan elements in Beowulf. These types of elements are what define the heroic warrior in the epic Beowulf(Vengeance the Pagan and Christian Inspiration).Read MoreTheme Of Paganism In Beowulf1179 Words   |  5 PagesThe longest epic poem ever written in the genre of Old English is â€Å"Beowulf†, it has been composed in the native language as spoken during the Anglo-Saxon reign in England, preceding the Norman Conquest. Beowulf is regarded as a classic tale which relates the defeat of evil and triumph of good. The poem is divided into three acts. Christian and Pagan Influences in Beowulf: The Pagan deities, rituals as well as pagan ideas influenced Beowulf, when it was being created, though the passing down ofRead MoreChristianity And Paganism In Beowulf1005 Words   |  5 Pagesstrength? Have you ever wanted to be a savior? Well, that is every day for one epic hero named Beowulf. Beowulf is an epic poem about good versus evil written by an anonymous Christian monk. Paganism was the Geats first religion, and once Christianity became introduced, the religion slowly shifted from paganism to Christianity. Beowulf has successfully exhibited the transition from paganism to Christianity. The epic poem has a shift from Christianity to paganism throughout the poem. There are manyRead More Beowulf: Christian Vs Pagan Influence Essay1652 Words   |  7 Pages The European epic, Beowulf, was written sometime in the eighth century in England. This time period provides us with an idea for the mixture of Christian and pagan elements because of an English society that was in the process of converting from Paganism to Christianity. Examples of Pagan and Christian traditions are presented all throughout literature. Many of the influences deal with what it going on in the world, when the piece is written. When Beowulf was written, St. Augustine had just comeRead MoreEssay about Pagan Aspects in Beowulf1573 Words   |  7 Pages Scholars have argued about the religious stance of the epic poem Beowulf for centuries. Although the man who put the poem down on paper, known as the Beowulf poet, was a devout Christian, the actual poem itself is pagan. There are many clues in the epic that lead us to this conclusion such as the numerous references to pagan symbols, namely the symbol of fate. Also, the central idea of revenge in the poem opposes the ideas of Christianity. The poem also contains many breaches of the TenRead MoreBeowulf: Christian vs Pagan Influence Term Paper1665 Words   |  7 PagesThe European epic, Beowulf, was written sometime in the eighth century in England. This time period provides us with an idea for the mixture of Christian and pagan elements because of an English society that was in the process of converting from Paganism to Christianity. Examples of Pagan and Christian traditions are presented all throughout literature. Many of the influences deal with what it going on in the worl d, when the piece is written. When Beowulf was written, St. Augustine had just comeRead MoreTheme Of Christian And Pagan Elements In Beowulf978 Words   |  4 Pageseowulfs representation of Pagan and Christian elements Beowulf was written during the time that society was in the process of converting from Paganism to Christianity. Early Christianity developed in the Roman Empire, where many religions were practiced and formed into paganism. Paganism is commonly used to refer to various, largely unconnected religions and beliefs from that time period. Beowulf was written in England between the 8th and 11th century. The name of the author is unknown, but referredRead MoreBeowulf: a Pagan Epic Hero?1681 Words   |  7 PagesBeowulf: A Pagan Epic Hero? Throughout literature there have been countless parallels and references to the story of Christ as written in the Bible. Even in such unexpected places as in seemingly pagan poems of ancient Danes and Geats- an epic with dragons and monsters- one still finds similar biblical allusions. In just such an unexpected place, the epic Beowulf, its title hero and his circumstance, become an allegory for the story of Christ. In this sense, Beowulf can be seen as a Christian