Personal Statement Our Identity - 1538 Words

Our Identity in Christ With given a choice of what to write this paper, I could not get past the subtle nature of who we are as God’s creations. This fundamental truth of our identity is simplified with the truth of our identity in Jesus. We are created in God’s image with a purpose here on earth to display all of God’s greatness, His beauty, and to reveal all of His character aspects. Best of all, we are completely dependent on God. This new enlightenment of my identity in Christ as God’s creation will allow me to help people around the world become one with Christ by revealing the truth of their identity. â€Å"In God we find our origin and our destiny. And as we realize we have in God an origin and a destiny, we can begin to understand who†¦show more content†¦This openness to the world leaves a giant hole in people’s hearts, and I like to call it â€Å"the God sized hole.† The only one that is able to fill that hole and sense of identity is Christ Himself. God shows us that we are to depend on Jesus to show us our true identity, thus leading us towards a life of fulfillment and significance. God had a better plan for us all along, he wanted for us to live out our purpose on this world, while living in community with everyone while glorifying God with the way we live out our purpose. Finding our identity in our culture today is difficult unless one is truly searching for truth and is being drawn to Jesus by God Himself. â€Å"No one can come to me unless the Father who sent me draws him (English Standard Version, John 6.44). The enemy is always attempting to undermine God’s work here in the world, however, God is still in ultimate control. This does not stop satan and his angels from blinding the minds of unbelievers of the truth of the gospel. If someone wants to find out the reason for their life, they have to go to the one who wrote the book on our life; Jesus. I was brought up in a denomination called the Church of Christ. At this denomination, there were godly people attending, just not as many as one would expect. They taught by strictly reading of scripture line by line rather than teaching the hermeneutics of the scriptures that the pastor chose

Historical Background Of Tobacco - Early American Indians...

Tobacco 1. Historical background to Tobacco – Early American Indians – Columbus – Introduction to the Western World. It is evident that the use of tobacco (Nicotiana spp) ( Baud, 1991) as recreational activity is first recorded with the American Indians. This involved the use of both smoked and chewed across North America well before European contact (Adams, Johnson Murphy, 2015). At this time there was predominantly two kinds of tobacco that were being cultivated, and there was also several varieties grew wild (Adair, 2000). Tobacco was started to be grown commercially in the 17th centry. This first happened in the southeast United States. And during the 18th Centry the French engineer Nicolas de Finiels (Finiels, 1989) in St. Louis 2000 pounds of tobacco were grown. . Indians inhabiting the plains increasingly used tabacum, at this time the Indians began to use not only for ceremonial purposes but also for recreation purposes (Stephen, 2016). As previously indicated tobacco was originally discovered by the Native peoples of the Americas, the transportation of tobacco to Europe is credited to th e Europeans. This accured when Columbus, on October 15, 1492, sent sailors in to the interior of cuba where they found â€Å"†¦ men with half-burned wood in their hands and certain herbs to take their smokes, which are some dry herbs put in a certain leaf, also dry, like those the boys make on the day of the Passover of the Holy Ghost; and having lighted one part of it, by the otherShow MoreRelatedAfrican People s Fight For Independence And Racial Equality Essay1240 Words   |  5 Pagesspecific to that race, especially to distinguish it as inferior or superior to another race or races. Nelson Mandela an iconic figure for the black movement once said â€Å"No one is born hating another person because of the color of his skin, or his background, or his religion. 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Succubus Blues CHAPTER 25 Free Essays

Sometimes you wake up from a dream. Sometimes you wake up in a dream. And sometimes, every once in a while, you wake up in someone else’s dream. We will write a custom essay sample on Succubus Blues CHAPTER 25 or any similar topic only for you Order Now â€Å"If he wanted to carry me off and make me his love slave, I’d do it, so long as I got advance copies of his books.† My first words spoken to Seth as I passionately discussed his work. Seth’s initial impression of me. Head held high, hair tossed over my shoulder. A flippant remark always at the ready. Grace under fire. A cool social confidence introverted Seth could never muster but envied. How can she do that? Never miss a beat? Later, my rambling explanation of the five-page rule, a goofy habit he found infinitely endearing. Someone else who appreciated literature, viewing it like fine wine. Smart and deep. And beautiful. Yes, beautiful. I saw myself now as Seth had seen me that night: the short skirt, the racy purple top, brilliant as a bird’s plumage. Like some exotic creature, hopelessly out of place in the bookstore’s dreary landscape. All of this was in Seth, the past of his growing feelings for me mingling with the present, and I drank everything up. Not just beautiful. Sexy. Sensual. A goddess made flesh whose every move hinted at passion to come. The dress strap slipping off my shoulder. Faint beads of perspiration on my cleavage. Standing in his kitchen, clad only in that ridiculous Black Sabbath shirt. No underwear on under that. Wonder what it’d be like to wake up with her next to me, messy and untamed. It all spilled into me. More and more. He would watch me at the bookstore. Loved watching me interact with customers. Loved that I seemed to know something about everything. The witty dialogue he pondered for his characters coming to my lips without hesitation. Amazing. Never met anyone who talks like that in real life. My bartering with the used book store owner. A charisma that drew in shy, quiet Seth, made me glow in his eyes. Made him feel more confident. Still his feelings rushed through me. I had never felt anything like it. Certainly I had felt attraction and fondness in my victims, but never such love, not directed at me. Seth thought I was sexy, yes. Desired me. But that raw lust juxtaposed with something softer too. Something sweeter. Kayla sitting on my lap, small blond head against my chest as I braided her hair. A brief shifting of the image as he momentarily considered his own daughter on my lap. Fierce and witty on one hand, gentle and vulnerable on the other. My inebriated state at his condo. A swell of protectiveness as he led me to bed, watching me hours after I’d gone to sleep. He thought no less of me for the weakness, for my lapse of control and judgment. It was a letting down of my walls for him, a sign of imperfection that made him love me more. Further and further I drank, my desperate and weakened state unable to stop. â€Å"Why doesn’t she date?† Seth asked Cody. Cody? Yes, there he was, in the back of Seth’s mind. A memory. Cody secretly giving Seth swing lessons, neither of them telling me, instead making up vague excuses for why they always had to be â€Å"somewhere.† Seth, trying so hard to make his feet obey so he could dance with me and be closer to me. â€Å"She’s afraid,† the vampire replied. â€Å"She thinks love causes pain.† Love causes pain. Yes, Seth loved me. Not the crush I’d imagined. Not a superficial attraction I thought I’d dissuaded. It was more, so much more. I embodied everything in a woman he could ever imagine: humor, beauty, intelligence, kindness, strength, charisma, sexuality, compassion†¦ His soul seemed to have recognized mine, drawn uncontrollably toward me. He loved me with a depth of feeling I could not even begin to tap into, though believe me, I tried. I wanted it. I wanted to feel it all, to suck up that burning within him. To consume it. Set myself on fire with it. Georgina! Somewhere far away, someone called to me, but I was too into Seth. Too into absorbing that strength within him, that strength fused with his feelings for me. Feelings brought on, amplified even, by kissing. Lips soft and eager. Hungry. Demanding. Georgina! I wanted to become one with Seth. I needed to. I needed him to fill me up†¦ physically, mentally, spiritually. There was something there†¦ something concealed inside him I couldn’t quite reach, hovering in the background. A tantalizing piece of knowledge I should have long since recognized. You are my life. I needed to get in farther, reach out for more. Find out what was hiding from me. That kiss was my lifeline, my connection with something bigger than myself, something I had been aching for all my life but never known. I couldn’t stop. Couldn’t stop kissing Seth. Couldn’t stop. Couldn’t – â€Å"Georgina! Let go!† Rough hands tore me away from Seth, like flesh ripping from my own body. I cried out in agony at the broken connection, fighting the hands that pulled me and held me. I clawed at my captor, needing to find out the secret lurking beyond that kiss, yearning for the completeness of that union with Seth – Seth. My hands dropped, and I blinked, bringing the world back into focus. Reality. I was no longer inside Seth’s head; I was still in my apartment. A feeling of solidness settled in me, and I didn’t have to look down to know my body had stopped its shifting, my form snapping back to a short, slim woman with honeyed brown hair. The girl I had been long ago was buried within me once more, never to come out if I could help it. Seth’s life force now filled me to overflowing. â€Å"Georgina,† murmured Hugh behind me, letting his hands ease up on my arms. â€Å"Christ, you scared me.† Looking across the room, I saw Carter, bedraggled as usual, leaning over Seth’s body. â€Å"Oh God – † I sprang up and moved to them, kneeling beside the angel. Seth lay on the floor, skin pale and clammy. â€Å"Oh God. Oh God. Oh God. Is he†¦ ?† â€Å"He’s alive,† Carter told me. â€Å"Barely.† Stroking Seth’s cheek, feeling the fine golden-red haze of his near-beard, I felt tears brimming in my eyes. His breathing came shallow and jagged. â€Å"I didn’t mean to. I didn’t mean to take so much†¦Ã¢â‚¬  â€Å"You did what you had to do. You were in bad shape, could have died.† â€Å"And now Seth might†¦Ã¢â‚¬  Carter shook his head. â€Å"No. He won’t. He’ll need recovery time, but he’ll pull through.† I drew my hand back, half-afraid my touch might harm Seth more. Glancing around, I became aware of the disheveled state of my apartment. It looked worse than Jerome’s. Smashed china and glass. Broken tables. Overturned chairs and couch. The unstable bookshelf in pieces at last. From the kitchen, Aubrey hunkered down under the kitchen table, wondering what was going on. I wondered myself. The nephilim were nowhere in sight. What had happened? Had I really missed it all? The epic, divine battle of the century, and I had missed it for a kiss? Admittedly, a really good kiss, but still†¦ â€Å"Where is†¦ everyone else?† â€Å"Jerome’s off doing, uh, damage control with your neighbors.† â€Å"That doesn’t sound good.† â€Å"Standard practice. Supernatural battles aren’t exactly quiet, you know. He’ll do a little mind erasing, make sure no authorities get notified.† I swallowed, afraid to ask my next question. â€Å"What about†¦ what about the nephilim ?† Carter studied me, gray eyes holding me long and hard. â€Å"I know, I know,† I said at last, looking down, unable to return that gaze. â€Å"There’s no ten years and parole, right? You destroyed them.† â€Å"We destroyed†¦ one of them.† I looked up sharply. â€Å"What? What about the other one?† â€Å"He got away.† He.My looming tears slipped out now; I could not control them. For you, I’ll walk away. â€Å"How?† Carter laid a hand on Seth’s forehead as though taking vital stats and then turned back to me. â€Å"It all happened really fast. He masked and went invisible in the confusion, while we were taking on the other one. And honestly†¦Ã¢â‚¬  The angel looked at my closed front door, then at Hugh and me. â€Å"What?† I whispered. â€Å"I’m not†¦ I’m not entirely convinced Jerome didn’t let him get away. He wasn’t expecting two. I wasn’t either, though I should have, in retrospect. After killing the first one†¦Ã¢â‚¬  Carter shrugged. â€Å"I don’t know. Hard to say what happened. â€Å" â€Å"Then he’ll be back,† I realized, fear and relief blending weirdly in me over the thought of Roman’s escape. â€Å"He’ll be back†¦ and he won’t be happy with me.† â€Å"I don’t think that’ll be a problem,† the angel observed. Gently, he lifted Seth up and walked to my overturned couch. A moment later, it flipped over untouched, righting itself. Carter laid Seth on it and continued speaking. â€Å"He took a real beating – the other nephilim. A really bad beating. I can’t believe he had the power left to hide himself from us; I still keep expecting to feel him again any minute. If he’s smart, he’s running as fast and far from us as he can right now, getting out of our range – out of any immortal’s range – so he can drop his shields and rest.† â€Å"Then what?† asked Hugh. â€Å"He’s in bad shape. It’ll take him a long time to recover. When he does, he knows he doesn’t have the backup to return here again.† â€Å"He could still take on me,† I noted, shivering as I remembered Roman’s wrath toward me at the end. It was hard to believe we’d been wrapped in each other’s arms, caught in the throes of passion, less than twenty-four hours ago. â€Å"He could take you on,† agreed Carter. â€Å"But he can’t take me on. Or Jerome. He certainly can’t take both of us on. That was what decided it, in the end. They didn’t expect that. Us teamed together. It’ll give him pause to just come bursting back here, even if you alone pose no threat.† I didn’t find that reassuring in the least. I thought of Roman, passionate and rebellious, always eager to make a point against the system. That personality type lent itself well to revenge. I had tricked him, made love to him, and then betrayed him, resulting in the annihilation of his plans – and his sister. Thank God for my sister. She’s the only one I have, the only mainstay in my life. He might pause, as Carter had suggested, but not for long. Of that, I was certain. â€Å"He’ll be back,† I whispered, more to myself. â€Å"Someday he’ll be back.† Carter gave me a steady look. â€Å"Then we will deal with him then.† My front door opened, and Jerome entered. He looked neat and prim, hardly like he’d just been in an apocalyptic battle with his own offspring. â€Å"Housekeeping all done?† asked Carter. â€Å"Yes.† The demon’s eyes darted over to Seth. â€Å"He’s alive?† â€Å"Yes.† Angel and demon locked eyes then, and a tense moment of palpable silence hung between them. â€Å"How fortuitously unexpected,† Jerome murmured at last. â€Å"I could have sworn he was dead. Well. Miracles happen every day. I suppose we’ll have to wipe him now.† I stood up. â€Å"What are you talking about?† â€Å"Nice to have you back with us again, Georgie. You look lovely, by the way.† I glared at him, angry at his joke, knowing it was Seth’s energy giving me the succubus glamour now. â€Å"What do you mean you have to ‘wipe’ him?† â€Å"What do you think? We can’t let him walk away after everything he’s seen. I’ll diminish a little of his affection for you while I’m at it; he’s a liability to you.† â€Å"What? No. You can’t do that.† Jerome sighed, putting on the look of one who suffered long and hard. â€Å"Georgina, do you have any idea what he was just exposed to? He has to be wiped. We can’t let him know about us.† â€Å"How much of me will you take from him?† Pieces of Seth’s memories – my memories, now – glittered in my head like jewels. â€Å"Enough so that he forgets he has any more than a passing knowledge of you. You’ve been even more negligent with your job than usual these last few weeks.† I hardly thought that was Seth’s fault; Roman had helped too. â€Å"Both of you will function much better if he finds some mortal woman to obsess on instead.† Don’t you want to stand out in some way? Carter’s taunting question from what seemed like an eternity ago whispered in my head. â€Å"You don’t have to do this. You don’t have to take me out with the rest.† â€Å"If I’m already in there, I might as well clear you too. There’s no way he can just go on as usual after being exposed to denizens of the divine realms. Even you have to agree with that.† â€Å"Some mortals know about us,† I argued. â€Å"Like Erik. Erik knows, and he keeps it to himself.† In fact, I realized suddenly, Erik had kept Helena’s secret to himself as well. He had figured it out after working with her over the years but had never revealed the full truth, only doling out small clues for me. â€Å"Erik is a special case. He has a gift. An ordinary mortal like this one couldn’t handle it.† Jerome walked over to my couch, looking at Seth dispassionately. â€Å"It’s better this way.† â€Å"No. Please,† I cried, running over to Jerome and pulling his sleeve. â€Å"Please don’t.† The archdemon turned to me, dark eyes cold and shocked that I would dare grab hold of him like that. I knew then, cringing under that gaze, that something in our fond, indulgent relationship had changed forever – something small, but important nonetheless. I didn’t know what had done it. Maybe it had been Seth. Maybe it had been Roman. Maybe it had been something else altogether. All I knew was that it had happened. â€Å"Please,† I begged, ignoring how desperate I must sound. â€Å"Please don’t. Don’t take me from him†¦ out of his head like that. I’ll do anything you want. Anything.† I brushed a hand over my eyes, attempting to look calm and in control, knowing I was failing. One eyebrow shifted ever so slightly on Jerome’s face, the only hint that I had piqued his interest. The term â€Å"deal with the devil† had not arisen lightly; few demons could resist a bargain. â€Å"What could you possibly offer me? The sex thing only worked on my son, so don’t even think about trying it now.† â€Å"Yes,† I agreed, voice growing stronger as I plunged forward. â€Å"It worked on him. It works on all sorts of men. I’m good, Jerome. Better than you know. Why do you think I’m the only succubus in this city? It’s because I’m one of the best. Before I hit this funk†¦ this, I don’t know, whatever mood I’ve been in for a while now, I could have any man I wanted. And not just simply for their strength and life force. I could manipulate them. Make them do anything I asked, talk them into acts of sin they never would have dreamed of before meeting me. And they would do it. They’d do it, and they’d like doing it.† â€Å"Go on.† I took a deep breath. â€Å"You’re tired of the ‘all lowlifes, all the time,’ right? Me being negligent? Well, I can change that. I can raise your stock higher than you’ve ever dreamed. I’ve done it before. All you have to do is let Seth go. Let him keep his memories intact. All of them.† Jerome studied me a moment, mind working. â€Å"All the ‘stock’ in the world won’t do me any good if he runs around blathering about what he’s seen.† â€Å"Then we’ll see if he can handle it first. When he recovers and wakes up, we’ll talk to him. If he doesn’t look like he’ll be able to cope with it all†¦ well, then you can erase his memories.† â€Å"Who will make the call if he can cope or not?† I hesitated, not wanting that decision in the demon’s hands. â€Å"Carter will. Carter can tell if someone’s telling the truth.† I looked at the angel. â€Å"You’ll know if it’s okay, right? Okay for him to know†¦ about us?† Carter gave me an odd look, one I could not interpret. â€Å"Yes,† he finally admitted. â€Å"What about your end?† asked Jerome. â€Å"Will you hold it up – even if Carter decides he’s unsafe?† That was harsh. I had a feeling Jerome wouldn’t negotiate on this one, but I was willing to risk it, so confident did I feel about Seth’s capacity to process immortal activity. I opened my mouth, about to agree, when I caught Hugh shaking his head at me out of the corner of my eye. Frowning, he tapped his watch, mouthing something I couldn’t understand at first. Then, it clicked. Time. I had listened to the imp talk about his job enough to know the rules of negotiation: never make an open-ended deal with a demon. â€Å"If Seth keeps his memories, I’ll walk the succubus straight and narrow for a century. If they have to be erased anyway, then I’ll still do it for†¦ a third of that.† â€Å"Half,† countered Jerome. â€Å"We aren’t mortal. Even a century is nothing on the face of eternity.† â€Å"Half,† I agreed dully, â€Å"but no more than survival dictates. I’m not going to do this every day, if that’s what you’re thinking. I’ll only get fixes as I need them, but they’ll be strong ones. Very strong – loaded with sin. With men of good caliber, that’ll be†¦ oh, every four to six weeks.† â€Å"I want better than that. Extra credit. Every couple of weeks, whether you need it or not.† I closed my eyes, unable to fight anymore. â€Å"Every couple of weeks.† â€Å"Very well,† said Jerome, a warning note in his voice. â€Å"But you will be held to this agreement unless I choose to terminate it for some reason. Not you. There will be no wiggling out for you.† â€Å"I know. I know, and I accept.† â€Å"Shake then.† He extended his hand to me. Not hesitating, I took it, and power crackled briefly around us. The demon smiled thinly. â€Å"We have a deal.† How to cite Succubus Blues CHAPTER 25, Essay examples

DIsney stereotypes free essay sample

In todays world, gender stereotypes are still ongoing in todays media. Most tv shows, movies or advertisments follow these stereotypes due to what has society has indoctrinated in our minds as the gender stereotype of men being the toughest of the tough and muscular, when women are seen as innocent, happy and pure. An example of gender stereotype in a media would be the Walt Disney film, Beauty and the Beast, the film is about a woman named Belle; she is perceived as a young, pleasant, and beautiful woman who gains attention from all the men in town. She catches the eye of an antagonist named Gaston, a muscular and testerone pumping wealthy hunter that sees himself as someone that can get anything he wants whenever he wants. All if not most of Disney films are of a story of a woman who looks for more out of her life, wish to get out of her comfort zone to either prove someone or something that they could achieve it while gaining romantic interest in or simply gaining a romantic interest through curiosty or human conflict as in Mulan The gender stereotypes observed in this film was like any other Walt Disney film. We will write a custom essay sample on DIsney stereotypes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is always a damsel in distress, the antagonist and Prince Charming. The roles for women in the film were portrayed as young, beautiful and in some cases were shown off with very revealing clothing as the triplets that adored Gaston. It was as if the flaunting of women had become a social normality even in childrens films. The role for men in the movie were of opposite polarity. It was either strong, masculine and attractive like Gaston or old and not handsome like Belles father and the men in the village she had lived in. It had come to my attention that Gaston was the only handsome man throughout the film. The beast was difficult to analyze as a gender stereotype as although he fit the masculine prerequisite, he did not fill the attractive part until later in the film when the curse he had was broken which then he became into a long haired handsome man that could suit as a king. Gender sterotypes are rampant in Disney films, only recently were things mixed around. I believe that this film can impact a persons point of view on the means of being male or female. Disney films have been a major part of many peoples lives, in most peoples mind, this wouldnt be our first and final Disney movie so theoretically if more films with this type of idea on gender were to be watched then indoctrination would begin. The more we do of the same thing or watch something, we would be accustomed to the ideals of the subject material. It is simple as that; an example would be, in the United States we have a set amount of meals: Breakfast, Lunch, and Dinner. We were indoctrinated or conditioned to know that from the beginning of our lives that there are three meals a day and if all goes well then dessert would be included. Our views on subjects depend on three variables: what we are exposed to at an early stage, with repetition, or what we are told what is right and wrong from our superiors. (be it society or family values) All in all, I believe with enough effort, anything can and will change someones views once conditioning begins. A TV show that promotes a positive image of males would be in my opinion, the show called Breaking Bad. Although this may sound like a bad choice, put it this way. The TV series talks about a man named Walter White: a chemistry teacher in high school who is diagnosed with cancer. He is shocked with the news that he didnt have that long and realizes that his current income would not suit his familys needs when he passes on. At first, he could not comprehend the fact that his life was coming to an end sooner than he thought; he had then met a student in his class named Jessie. Jessie had sold him some marijuana to soothe his needs, which then fast forwarded into him and Jessie making a near pure formula methamphetamine. The money wasnt enough for Walts needs which soon led him to dangerous men like Tuco and Gustavo Fring who both end up being killed by the duo. With all the money he had in the tens of millions, Skyler and Walt begun to launder money with the help of Saul Goodman in their car wash business, Skyler is Walts wife who had disapproved of his actions at first but soon warmed up to his actions due to it benefitting her and their two children for years to come. Each character in the show had their good intentions: Hank wanted to stop the meth flow in Alberquerque, Walt wanted to have a future for his family when he leaves, Jesse needed money to take care of his girlfriend and child at the time, and Mike wanted to leave money for his daughter when he escapes to start a new life. Although their actions may outweigh the good they wanted for who they loved, their intentions were good no matter the cost. It brings a good light to males that they are always looking out for one another whether it is noticed or not, same with the female characters.

Accelll times Essays - DJ Premier Production Discography

Accelll times Sample Journal Entries and Grading The journal entries provide the opportunity for you to think about the material as you read it and apply it to your own personal life. For most answers, a well-developed paragraph is expected. While your journal entries are not graded on grammar and paragraph development, your grade is based on your responses and how much you have thought about the question. The journal entries are worth 20 points per chapter. Here are some sample good and poor journal entries. The Question: What steps can you take to make sure you stay in college to complete your educational goals? Good Answers: These answers show that students have read the material and thought about how it could be applied to their lives. Sample 1 I can keep focused by meeting frequently with a counselor to discuss my progress. I can go for a walk when I am stressed out because of too much homework. I can see all the progress I have made by looking at my transcripts. I can keep myself motivated by speaking to those who have battled the same obstacles that I have. But most of all I can understand that all this effort will pay off when different doors are opened and opportunity arises. Sample 2 The steps I can take to make sure that I stay in college to complete my education goals would be to break the tasks into small parts and not overwhelm myself with college as a whole. If I go class by class and really think about what I have to do, it doesn't seem so hard. And if I push myself a little bit at a time, I will accomplish what I need to, just like in the example about Araceli Segarra. All I have to do is put one foot in front of the other, and I will become successful without even realizing it. Sample 3 If I want to stay in college and complete my educational goals I need to be completely comfortable in college and break up the journey into small steps. I need to attend class and keep up with the class so I can obtain a good grade. If I'm comfortable with my college and set goals, and follow through with them I should be able to complete my educational goals Sample 4 The first and foremost step to make sure I stay in college to complete my education goals is to be consistent in attending class. My problems in the past stemmed from too many absences and the result was W's all over my transcript. I must remain consistent and take advantage of the teacher's knowledge. Second, breaking down my educational goals into smaller steps is a good way not to overburden myself. I shouldn't try and finish college in one semester because realistically that is impossible. If I plan my work accordingly and break tasks into small achievable steps, then I will eventually achieve my goals. Finally, I must make sure my goals are attainable. I am not in the business of pursuing a nonexistent path, but rather in transferring to a four-year university and getting a degree. Sample 5 I took a spin class several years ago, that had the most amazing instructor, she would always start out her class explaining how she taught and went over the bike and the tension. She said when we stand on the bikes and the bike tension is high, we are riding up a mountain road. As she taught class and this portion would come up, she would calmly and quietly say, "everybody stand up and increase your tension", and "push". She would continually say "push" throughout the remainder of class. I would always sync it with my down stroke, and this small four letter word has gotten me through some rough patches. When I'm exercising and just not feeling the motivation, I hear "push". It takes a few minutes to kick in, but it does, and when it does it's like an explosion in my brain and my body soon follows. This is my motivation, that small four letter word, to push me through the end of class, to push me into next semester, to push me in succeeding in whatever I do. Poor Answers:

Finding the Percent of Change Between Numbers

Finding the Percent of Change Between Numbers There are two methods of finding the  percent of change between two numbers. The first is  to find the ratio of the amount of change to the original amount. If the new number is greater than the old number, then that ratio is the percent of increase, which will be a positive. If the new number is less than the old number, then that ratio is the percent of decrease, which will be a negative. The first question to ask yourself when finding the percent of change with this method is: Is it an increase or a decrease? Method 1: AProblem With an Increase Say one person had $200 in a savings account last month and now has $225. Thats an increase. The problem is to find the percent of increase in  money. First,  subtract to find the amount of change: 225 - 25 200. The  increase is 25. Next, divide the amount of change by the original amount: 25 à · 200 0.125 Now, to change the decimal to a percent, multiply the number by 100: 0.125 X 100 12.5 The answer is 12.5 percent. So thats the percent of change, an increase of 12.5 percent in the savings account. Method 1: A Problem Witha Decrease Say one person weighed 150 pounds last year and now weighs 125 pounds. Thats a decrease. The problem is to find the percent of decrease in weight- the weight loss,   First, subtract to find the amount of change: 150 - 125 25. The decrease is 25. Next, divide the amount of change by the original amount: 25 à · 150 0.167 Now, to change the decimal to a percent, multiply the number by 100: 0.167 x 100 16.7 The answer is 16.7 percent. So thats the percent of change, a decrease of 16.7 percent in body weight. Method 2: AProblemWith an Increase The  second method of finding  the  percent  of change between two numbers involves finding the ratio between the new number and the original number. Use the same example for this  method of finding the percent of increase: One person had $200 in a savings account last month and now has $225. The problem is to find the percent of increase in money. First, divide the new amount by the original amount: 225 / 200 1.125 Next, to change the decimal to a percent,  multiply the result  by 100: 1.125 X 100 112.5 percent Now, subtract 100 percent from the result: 112.5 percent - 100 percent   12.5 percent Thats the same result as in method 1: an increase of 12.5 percent in the savings account. Method2: AProblemWitha Decrease Use the same example for the second  method of finding the percent of decrease: One person weighed 150 pounds last year and now weighs 125 pounds. The problem is  to find the percent of decrease in weight. First,  divide the new amount by he original amount: 125 / 150 0.833 Next, to change the decimal to a percent, multiply the result by 100: 0.833 X 100 83.3 percent Now,  subtract 100 percent from the result: 83.3 percent - 100 percent -16.7 percent Thats the same result as in method 1: a  decrease of 16.7 percent in body weight.

Airplane accidents causes and prevention Research Paper

Airplane accidents causes and prevention - Research Paper Example The improved aviation operations enabled the aircraft to go on extended flights which it did not before this Act because there were more accidents in the early nineteenth century and no detailed investigation was performed. However, it is still important to understand what the main causes of airplane accidents are and what steps can be taken to improve the aviation so that air accidents can be avoided. Most often, it is the human error that causes crashes (Mello et al., 2008). Sometimes, the pilots are very experienced due to which they get over confident and tend to be careless. For example, running out of gasoline while the plane is on flight is a result of human carelessness when he thinks that he has enough to fly to the destination. There are a lot of issues while flying that may demand more gasoline than usual. This makes the pilot force landing which is in no way out of danger. McCormick and Papadakis (2003, p.4) state that there are a lot of reasons that cause aircraft components to fail and become a cause for airplane accident. Either there is a fault in the manufacturing of a certain part or more load than usual has been placed on it that causes it to malfunction. The structure may have been poorly designed so as to stimulate stress concentrations which result in fatigue collapse (McCormick & Papadakis). The authors assert that: Any aircraft flying can be torn apart by pulling back hard on the wheel at an excessive speed and thereby producing loads exceeding the ultimate values for which it was designed. A pilot may fly through severe turbulence, like a thunder storm, thereby causing high loads (p.4). It may happen that the aircraft design is such that an average pilot finds it hard to operate it. The controls may be improperly placed inside the cockpit enhancing the probability that the pilot mistakenly gives an incorrect control input. Mechanical components like gearboxes and couplings may

Marketing research Term Paper Example | Topics and Well Written Essays - 500 words

Marketing research - Term Paper Example Explain what the research firm means and what you might do. The research firm means that donors have declined in terms of donating towards the good course of the agency. Since before that there used to be high number of donations, the agency is determined to identify the root cause of the problem and come up with solutions. Thus, to solve this, I would explore and research on the root cause and find the main reason for the declining donations. Then I would give a detailed explanation of this to the agency in a language they can understand and then together we come up with a solution based on these findings. There are various advantages of secondary data over primary data. The first one is that it is in time saving and inexpensive to obtain. The reason is that secondary data is readily available either in the census or other records available for the organization unlike primary data which organizations have to conduct research to obtain. It is easily accessible and can be used over a long period of time (Jong & Berg, 2012). 4. An entrepreneur is contemplating establishing a funeral home in a small town. This person believes the demand for funeral home services is greater than the services being provided. The entrepreneur contacts a consultant and tells the consultant he needs a quantitative survey to determine the total demand for funeral home services in the small town and surrounding communities. If you were the consultant, how would you react to the entrepreneurs request for a survey? What kind of counter proposal would you make? It is quite unfortunate and for the entrepreneur to request for a survey to identify the total request for a funeral home services. The reason is that no one likes to lose their loved ones. Thus, I would be very shocked with the request since it would be like mocking the individuals who have lost their loved

Service Operation and Manufacturing Operation Essay

Service Operation and Manufacturing Operation - Essay Example It covers the lean operations and resource planning system to illustrate clearly that point. Introduction Service operation management is very different from manufacturing operations management. Service operations management entails fulfilling the end user’s needs and creating a suitable environment for the workers so that they can produce the required specifications of the user (Johnston 1998). Manufacturing operations management entails producing the required commodity required by the end user. It entails making sure that the product required has undergone through all the detailed steps in the manufacturing process. Difference between service operation and manufacturing operation Service operation is a process that is concerned with the maintenance of daily operations that occur with in an organization. Service operation management makes sure that the daily activities of the business run normally without any interruptions. Service operations management focuses on the infrast ructure and the daily activities that are used to deliver services for an organization. Some of the tasks that occur in service operation include fixing problems that occur in the organization, fulfilling the user needs and requests, resolving failures of the system, and undertaking routinely operational tasks. On the other hand, manufacturing operations are the tasks that an organization undergoes in order to produce a commodity. Manufacturing operations make sure that the production of the commodity that is needed has been successful. In addition to that, it makes sure that the quality of the goods or commodities needed are met. While service management focuses on the maintenance of the infrastructure and meeting the requests and orders of a client, manufacturing operations makes sure that the needed commodity is produced. Service operations deal with the services that are to be given to the organization while manufacturing operations deal with creating the goods that are needed f or production in the organization. This is to imply that service operations deal with the intangible while manufacturing operations deal with the tangibles in an organization. The intangibles that service operations deal with is the fixing problems that occur in the organization, fulfilling the user needs and requests, resolving failures of the system and undertaking routinely operational tasks. The tangible that the manufacturing operations deal with is the production of the goods of one unit until the end. Manufacturing operations make sure that the goods that are required are manufactured and processed the way the client has requested them to be. In service operations, there is a relationship between the producer and the consumer. The production and consumption is simultaneous while in manufacturing operations, there production and the consumption of the goods occur at different stages (Hammer & Champy 2001). For instance, in a baking flour company, the task that service operatio ns entails is to make sure that the consumers are satisfied with the baking flour. The service operations management team will make sure that the daily activities in the company run efficiently. However, in a manufacturing operations set up, the management team will make sure that they process the baking flour that is needed. In addition to that, they will also make sure that all the steps that are required to produce the baking flour are completed. In a service operation system, the inventory concept might not be material. For instance in a health care sector, people who are queuing in a

SUCCESSFUL MENTORS DEVELOP RELATIONSHIPS FOSTER GROWTH AND DEVELOPMENT

SUCCESSFUL MENTORS DEVELOP RELATIONSHIPS FOSTER GROWTH AND DEVELOPMENT The aim of this essay is to explore the attributes and qualities that impacted upon my effectiveness as a mentor and also explore the characteristics that influenced my successful mentoring of a second year student nurse. My area of clinical practice is a medical/surgical ward which is a positive environment conducive and appropriate to learning. According to Gopee (2008), a Mentor is a designated person who takes time out to help people to learn during their developmental years, to progress towards maturity and establish their identity. Mentoring is a very important aspect of nurses role which has to do with teaching, educating and supporting students which make them become competent in their practice, confident through experience, thereby, enhancing their skills and knowledge. According to Gopee (2008) there are many characteristics of an effective mentor which to mention a few are: patient, good communication skills, teaching skills, good role models ,trusting, confident and ability to build positive working relationship. For the purpose of this essay, three of these characteristics will be discussed. These are ability to build a positive working relationship, role modelling and teaching skills. Able to Build Positive Working Relationship At this initial stage, our past experiences and achievements were shared to establish good understanding and rapport. Personal issues that may affect her learning were also discussed such as the need to promptly overcome a serious family problem that could have adverse effect on her concentration. I informed her of the start and finish times of shifts, break times, sickness reporting and being part of the team, although supernumerary in status. It was important that we were on good terms and understanding because the relationship between a mentor and mentee is very important to facilitate effective learning and good working relationship. According to Rogers (1994), cited by West, S. et al (2007), the mentor-student relationship is based on: Genuineness (the ability to be seen as a real person and acting ones self in the presence of the mentee), Trust (belief in the mentee and the ability to respect her as a person), Acceptance (not being judgemental about my mentee regardless of her backgrounds or ethics) and Emphatic Understanding (placing myself in her position). For anyone, a new environment can create nervousness with the concern of not fitting into the clinical area. These feelings of anxiety can overwhelm students and affect their ability to do well (Welsh and Swann 2002). She was accepted without condition (having a professional relationship with her independent of personal feelings) by me and other team members thereby meeting her need for affection, one of the needs in Maslows hierarchy of needs. I respected her views and objectives in all situations not undermining her as a student but by allowing her to participate and contribute in assessments, planning, implementation and evaluation of care of patients under supervision. I commended her actions and corrections were also made when necessary. These made her think critically and research more about situations before taking decisions. She confided in me by the second meeting and that she liked the way other team members and I have accepted her as one of us, answering her questions and allowing her to participate in patient care plans, involvement in their general care, emphasizing that all th ese were not so in her former placement. I explained to her that I used to have very little experience just like her but through determination to learn, positive attitude and perseverance, I had acquired skills and knowledge. Benner (1984). At busy times on the ward, I was there to give her tasks relevant to her learning needs and ensuring she was not terrified by the situation which would otherwise lead to a bad experience, which might make her lose interest in Clinical Nursing. I always reassured and encouraged her continuously. Her progress was reviewed halfway, areas of concern were documented and a final meeting for her self-assessment was carried out. Role Model Bandura (1977), cited by Gopee (2010: 23) defined a role model as a feature of social learning theory which states that substantial learning occurs through observation of appropriate professionals. Thus, a deliberate practice of nursing duties to a very high standard with best conducts would motivate the learner to admire, value and emulate. She was warmly welcome into the ward by me and fully orientated into the hospital environment. Throughout her placement period, I made sure that nursing duties like : washing of hands before and after procedures, using strict aseptic techniques where applicable, making sure the right medication is given to the right patient at the right time, using the right route of administration and ensuring that patients take their medications in our presence, gaining of informed consent from patients before procedures and respecting their wishes, to mention a few, were done properly and competently according to hospital protocols and Nursing and Midwifery Council (NMC) guidelines and the rationale behind them were explained to her. I modelled myself in all areas especially by being punctual, flexible, ensuring proper documentation, good telephone manners, confidentiality of patient records and being accountable for my actions. My learner was happy, very proud of me and she started to emulate me. She told me before the completion of her placement that I have been able to bring her theory into practice. According to Schon (1983), much of the learning which takes place in professional education happens in the practice setting. Research has shown that students look up to respect and admire mentors when mentors consistently demonstrate up to date knowledge and skill in all aspect of practice. Teaching Skills At the first meeting, I identified my learner, her learning needs and our learning styles to help me in teaching strategies to use for her. As an adult, I used the theory and approach of Malcolm Knowles (1990) who developed Andragogy, based on the assumption that adult learners have different ways of obtaining skills and knowledge when compared with children. She was keen to learn, ambitious, career minded and focused. Knowing the learning needs and objectives of the student learner helps in drawing an action plan to evaluate the progress of her learning and giving feedback on my performance as a mentor to the student (Quinn 2007). Kolb (1984) says four forces shape the learning styles of an individual namely: early educational experiences, educational specialisation, professional career choice and current job role. Using the Honey and Mumford (1992) questionnaire, my learner was a Reflector and I, an Activist . I was always happy to demonstrate procedures while she was happy to watch and learn. She watched my actions and explanations of all procedures and tasks undertaken were given including answering her questions. Research through the internet, books and opinions from colleagues were also useful. I gave her assignments to increase her knowledge, motivate her to learn and material resources were also provided for her. To make her learning needs achievable, the SMART tool inspired by Bloom (1998) meaning Specific, Measurable, Attainable, Realistic and Time-appropriate was also used. She was able to demonstrate wound dressing aseptically (one of her learning needs) competently within the stipulated time giving her a sense of accomplishment. According to Maslow each individual has needs which they want to achieve. This is a motivating force and if not met, may de-motivate the learner (Quinn 2007). Her efforts were praised and encouraged (a behaviourist approach to learning by Skinner as described by Atkinson et al (1996) as shaping behaviour). Regular formative feedbacks were given which made her feel recognised, valued, respected and thus increasing her self-esteem. She attended teaching sessions arranged for her in areas of her needs. Conclusion This experience has helped me to see myself as an effective mentor who saw it as a challenge initially, but through determination, good support from colleagues and having a keen and focused student, was able to go through it successfully. I have been able to mentor my student from the initiation phase, through the working phase and the termination phase. The ability to build positive working relationship with my student made her feel trusted as an individual, respected and all anxiety removed because she was accepted by other team members and I who willingly helped her in my absence. As a good role model setting standards both in clinical and non clinical matters, I have been able to bring her theory into practice and she has started to emulate my actions. My teaching skills made her feel valued, respected and her self-esteem was high as she had been able to achieve her goal in the placement of performing wound dressing aseptically within the stipulated time. Apart from fulfilling the Nursing and Midwifery Council (NMC) criteria that nurses should be mentoring students, I have been able to develop myself through research on the internet, books, advice and opinions from colleagues and putting into use previous acquired skills and experiences so as to be able to give her the best and not to fail as a mentor. It also made me to continuously reflect, analyse, assess and evaluate my actions, to promote my understanding and skills, (Hull Redfern 1996).

Women in the Quran :: A Level Essays

Women in the Qur'an The traditions of Islam revolve around the blessed words of Muhammad revealed to him through Allah. These revelations guide Muslims through not only the act of worship, but also through a lifestyle strictly designated in the words of the Qur'an. Those who criticize Islamic customs often accuse the Qur’an of attempting to govern society under prehistoric law. This holy book dates back to the lifetime of the prophet Muhammad in the 7th centuries Clearly times have changed; yet many Islamic customs have not evolved through time. One of the most controversial topics in Islam today addresses women’s issues. Popular American culture portrays Islamic women as veiled and silenced figures living in a world of submission. Feminist groups in the United States focus on Muslim women and attempt to liberate the strong hold of Islamic tradition on women’s freedom. Over 900 million Muslims continue to worship Allah worldwide. Islam continues to thrive as one of the major monothe istic religions across cultures and the followers of Islam respect and defend the words and customs laid out in the Qur’an. Qur'an Text: Word â€Å"woman† used only 18 times in the Qur'an, usually in reference to what she will contribute to a family or what her duties are as a wife, her roles are defined vividly when the word woman is used. From: The Cow [2.221] And do not marry the idolatresses until they believe, and certainly a believing maid is better than an idolatress woman, even though she should please you; and do not give (believing women) in marriage to idolaters until they believe, and certainly a believing servant is better than an idolater, even though he should please you; these invite to the fire, and Allah invites to the garden and to forgiveness by His will, and makes clear His communications to men, that they may be mindful. From: The Family of Imran [3.35] When a woman of Imran said: My Lord! Surely I vow to Thee what is in my womb, to be devoted (to Thy service); accept therefore from me, surely Thou art the Hearing, the Knowing. The word â€Å"man† is used 304 times, and it most often used to describe the human experience of work, economic status, and interactions with Allah. From: The Cow [2.184] For a certain number of days; but whoever among you is sick or on a journey, then (he shall fast) a (like) number of other days; and those who are not able to do it may effect a redemption by feeding a poor man; so whoever does good spontaneously it is better for him; and that you fast is better for you if you know. Women in the Qur'an :: A Level Essays Women in the Qur'an The traditions of Islam revolve around the blessed words of Muhammad revealed to him through Allah. These revelations guide Muslims through not only the act of worship, but also through a lifestyle strictly designated in the words of the Qur'an. Those who criticize Islamic customs often accuse the Qur’an of attempting to govern society under prehistoric law. This holy book dates back to the lifetime of the prophet Muhammad in the 7th centuries Clearly times have changed; yet many Islamic customs have not evolved through time. One of the most controversial topics in Islam today addresses women’s issues. Popular American culture portrays Islamic women as veiled and silenced figures living in a world of submission. Feminist groups in the United States focus on Muslim women and attempt to liberate the strong hold of Islamic tradition on women’s freedom. Over 900 million Muslims continue to worship Allah worldwide. Islam continues to thrive as one of the major monothe istic religions across cultures and the followers of Islam respect and defend the words and customs laid out in the Qur’an. Qur'an Text: Word â€Å"woman† used only 18 times in the Qur'an, usually in reference to what she will contribute to a family or what her duties are as a wife, her roles are defined vividly when the word woman is used. From: The Cow [2.221] And do not marry the idolatresses until they believe, and certainly a believing maid is better than an idolatress woman, even though she should please you; and do not give (believing women) in marriage to idolaters until they believe, and certainly a believing servant is better than an idolater, even though he should please you; these invite to the fire, and Allah invites to the garden and to forgiveness by His will, and makes clear His communications to men, that they may be mindful. From: The Family of Imran [3.35] When a woman of Imran said: My Lord! Surely I vow to Thee what is in my womb, to be devoted (to Thy service); accept therefore from me, surely Thou art the Hearing, the Knowing. The word â€Å"man† is used 304 times, and it most often used to describe the human experience of work, economic status, and interactions with Allah. From: The Cow [2.184] For a certain number of days; but whoever among you is sick or on a journey, then (he shall fast) a (like) number of other days; and those who are not able to do it may effect a redemption by feeding a poor man; so whoever does good spontaneously it is better for him; and that you fast is better for you if you know.

Functional Health Assessment

Nursing theorist Marjorie Gordon developed, in 1987, functional health patterns as a tool guide, used by nurses as a comprehensive data collection during patient assessments. Functional health pattern enables the nurses to identify and determine all aspects of health and human function (Kosher, 2013). The purpose of this assignment is to discuss how the interviewed family views their health overall, to improve their health promotion/patient education, and to identify the needs of the family using Gordon’s 11 functional health patterns. Family Health AssessmentThe family selected for this project is a bi-nuclear family with three children. The mother is 40 years old and has two occupations, a phlebotomist and a nursing assistant. She has a 15 year old daughter, 3 year old twin boys. Her daughter is from her previous marriage. The father is 48 years old and works as a long distance truck driver. The couple has been married for 7 years. During the interview the family was asked o pen ended questions to evaluate their overall views of their health. These open ended questions were used in conjunction with Gordon’s 11 functional health patterns.The minor children were included in discussions with parents present. Patterns of Health Perception and Health Management The family as a whole perceives their health in overall good condition. They believe that with frequent and check-ups with their primary physician, their health can be maintained and managed properly. The importance of spirituality plays an important role in maintaining mental and physical wellness. The father has past medical issues with hypertensive crisis induced by stress and diet. The mother has a history of gestational diabetes, preeclampsia, and cesarean section with the childbirth of the  twins.In order to improve health maintenance they are dieting appropriately and exercising regularly and taking what they call a â€Å"family time-out† on the weekends to relieve stress and bu ild emotional bond. Nutrition-Metabolic Pattern Diet is an important part of this family maintaining their health. Because of the fathers condition the family eats a cardiac healthy diet. Their typical daily intake, consist of lots of vegetables, salads, chicken and fish. They have deleted red meat and carbonated drinks out of their diet.The father confessed to eating sweets and other unhealthy items. The children state that they like to snack all day. Mom sends the twins with healthy snacks at daycare and the older daughter opts to eat school lunch every so often. She prefers to bring a Gatorade and sandwich for lunch. The family was noted to practice eating the recommended 6 small meals per day. The main meal in this household is eaten around five or six p. m. The father and mother had experienced weight fluctuations due to diet changes and life changing stressful events.Pattern of Elimination The elimination function is regular without difficulty for anyone with bowel movements o r urination. The frequent urination is no longer an issue for the mother since she has lost some of the baby weight and no longer with pregnant. The twin boys are currently being potty trained, with some episodes of incontinence at night, which is to be expected. They are still using pull-up briefs at bedtime. Pattern of Activity/Exercise This family is very active. The mother says she stays active with work and the two boys at home keep her busy.The mother does a lot of heavy lifting at working so she is required to wear safety brace while at work. The father job requires sitting most of the time with lifting from time to time. They do many outdoor activities for family time, for example, fishing, swimming, and bike riding on the trail, at the local park. The mother participates in zumba exercise class on Wednesday evenings. Cognitive and Perception Education is a continued factor in this household. The mother is in school for licensed practical nursing.The daughter is in high scho ol and maintains  a 3. 5 grade average in her classes. The twins go to day care every day for early learning. The father completed 2 years of college and has degree in general studies, has a special driving license. Pattern of Seep and Rest Family’s response towards rest was different. The mother complained of lack of rest since the twins were born and the father stated that when he is home from a long trip it is difficult for him to sleep at home because he is used to being up all night driving. The twins and the teenage daughter take naps and gets sleep without any complaints.Pattern of Self Perception and Self Concept Some family members noted to feel unsatisfied about their appearances in different ways. The daughter felt that she had chunky legs. The father felt that he could stand to lose a few more pounds because he felt fat. The mother is still worried about fitting into that bathing suit she bought two months ago on sale. Body image was an issue, but it was discuss ed nonchalant throughout the conversation. The daughter appeared to be vainer about her appearance than any other family member.Role Relationships PatternSupport for each is noted throughout the family, they attend church regularly on Sundays has a spiritual and emotional support system. The parents socialize with other church members through activities. They voiced satisfaction with their home life. They often go out on dates with other couples and families with children. The mother’s relatives live close by, so they have frequently family visits. Sexuality –Reproductive Pattern The parents are currently sexually active. The teenage daughter stated she is not, but was curious and had some questions.The daughter started her menses at age 11. The mother started her menses cycle at early age 9. The parents were informed of the teenage daughter curiosity and questions so that could be addressed personally. Pattern of Coping and Stress Tolerance Stress has had an impact on this family. The father has been hospitalized twice with a hypertensive crisis. Life changing events started from the birth of the twins, then the death of his mother a year ago and now work has been slower than usual, not enough hours to work and support his family.The mother is stressed from taking on the extra load of responsibilities. No recreational drugs or alcohol abuse in the home. Stress is relieved by spiritual needs being met and family support. Patterns of Values and Beliefs Religion is very important to this family, by attending church regularly and participating in extra activities at church with their church family. A close knit family is highly valued. The American culture is practiced in this family. Western medicine is their health practice.Wellness Diagnoses/Family Nursing DiagnosisReadiness for Enhanced Caregiver Role related to interrupted family processes and caregiver role strain (Gordon, 1994) Effective therapeutic Regimen Management related to non-complianc e with diet (Gordon, 1994) Conclusion The interviewing process of this family was intensive, but important information was gained. Areas noted for increased education and health promotion/well-being. Based on the functional health patterns assessment, wellness and family nursing diagnoses was implemented. Factors taken into consideration were the diet and weight concern, and the shift of responsibilities increasing stressors.

Evaluating Several English Extracts

Evaluating Several English Extracts Introduction Today, more than ever before, the art of evaluating materials, extracts or textbooks is increasingly gaining currency as an important strategy in the teaching and learning process. Teachers are often required to evaluate, select, and adapt teaching materials to not only meet their teaching and students’ learning requirements, but also to optimise learning potentials (Allwright1981; Sheldon 1988).Advertising We will write a custom critical writing sample on Evaluating Several English Extracts specifically for you for only $16.05 $11/page Learn More In this light, the present paper evaluates several English extracts with the view to synthesising the positives and negatives. The main components to be evaluated include vocabulary, reading, speaking and writing, listening, as well as pronunciation. Vocabulary The activity on vocabulary discusses options by attempting to find and pair two sentences containing similar meanings with a sentence in the boxed section. The utilisation of boxed sentences attracts the students’ attention to the vocabulary exercise and directs their input to the activity under study. The requirement to identify two sentences containing similar meanings with one of the boxed sentences can be termed as a form of deliberate learning which can readily transfer to communicative erudition (Nation 2003). The pairing of the sentences is quite involving to learners as they must understand the meanings of the two sentences to be able to pair them with a sentence in the boxed section. As such, the activity is effective in assisting students to learn and internalise vocabularies owing to the fact that learners remain active participants in the learning process. Additionally, the exercise is effective as it assumes a planned approach to vocabulary development in terms of understanding which words and vocabularies can be used to replace others in a sentence and still get the same meaning. The activity is likely to make a strong contribution to the learning of various vocabularies as students rely on matching and generative use of sentences to pair them in order to achieve similar meaning. Although no incidental learning is likely to occur, the students will nevertheless benefit from information transfer through answering questions that extend the meaning or use of words in the text and also through deliberate attention to vocabulary (Nation 2003). The form of matching words with definitions is also likely to be of immense benefit to students undertaking this activity. Furthermore, this exercise is bound to assist students in finding common meanings of sentences, choosing the right meaning, as well as undertaking semantic feature analysis.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, although the exercise exemplifies a student-centred approach to learning vocabulary, it nevertheless encourages the propensity to concentrate on individual words rather than on overall meanings of the sentences in question. The process of pairing students and requiring them to remember two expressions with similar meanings reinforces the belief that social interaction is the basis of learning and development as demonstrated in the sociocultural theory. It also underscores the importance of internalisation as a vehicle for transforming learning from the social to the cognitive plane (Lavadenzi 2010). The exercise provides students with an enabling environment to transit from word-level learning to phrase-level learning. A good understanding of phrase-level learning will assist learners to graduate to intermediate-level learning by exposing them to new vocabulary definitions and uses. However care needs to be taken to ensure that learners using this approach develop the capacity to use the context of the sentences to decode meaning (Larsen-Freeman 2000). Reading The r eading extract titled â€Å"Hello, Class, I am the 16-Year-Old Head† and the ensuing questions are instrumental in developing students’ creative and critical thinking skills. For example, the question requiring students to use the title of the extract and the picture to tell a partner what they would like to find out in the rest of the extract is instrumental in assisting students to develop innovative and critical thinking capabilities. In the words of Masuhara (2003), such a question is important as it facilitates the development of high-level cognitive skills during reading activities. The use of visualisations during the reading activity activates the students’ schema and encourages them to form mental representations of the text for ease of understanding (Bress 2008). However, although the title of the extract demonstrates simplification and contrivance, the pictures are not labelled and hence students may end up having a different interpretation than what is intended.  The question requiring students to provide a guess about the contents of the extract is useful in assisting them to develop reading skills such as skimming and scanning. Such a question, according to Masuhara (2003), can be used to develop the students’ capacity to discover the main ideas and concepts of a reading/text by looking at the title and reading the first paragraph. This is what experts refer to as skimming. Additionally, such a question can be used to develop the students’ capacity to scan in terms of looking down and around a page quickly and efficiently with the view to searching for significant words, facts or phrases.Advertising We will write a custom critical writing sample on Evaluating Several English Extracts specifically for you for only $16.05 $11/page Learn More These words or phrases can then be utilised to find context-specific information (Bress 2008). However, the first question of the extract may ignit e problems of grammar, syntax, as well as discourse structures.  The questions immediately after the extract are designed to assist students to develop a deeper understanding about the contents of the reading. The extract is instrumental in assisting students to yield to important teaching points, including vocabulary and syntax development, structure memorisation, and identification of signposts to demonstrate the structural arrangement of the text (Masuhara 2003). Overall, it is evident that reading the extract can assist students to develop critical awareness (looking at the text objectively to find out what the author is actually trying to say) and comprehension (understanding the purpose and function of the text, and also the core topic and how this is developed from one paragraph to another). It can also help students to develop flexibility (reading the text in different ways and at different speeds with the view to fulfilling a number of purposes) and context (selecting rel evant information and weighing up evidence and arguments with the view to picking out the major points from the mass of detail and evaluating their importance). Speaking and Writing The extract on speaking (Don and Carrie, and also Alex and Liz) shows that the participants are able to achieve a communicative objective through speaking. This is because they are able to demonstrate a fair knowledge of the English language as well as the skill needed to use this knowledge (Carter McCarthy 1997; Dat 2003). Indeed, both speaking activities that form the extract are designed to be communicative as they are conducted in pairs and are deeply personalised. However, there is an overuse of the filler sounds â€Å"Erm† and â€Å"Er†. Although these filler sounds demonstrate that speaking activities are highly personalised, they may be misconstrued to mean or symbolise other things when exposed to non-native speakers. On a lighter note, however, these filler sounds and hesitation devices have been credited for facilitating oral production and also for enabling speakers to take time to reflect on the words they employ in a conversational setup (Vilimec 2006).  It is worth mentioning that the speaking activity between Don and Carrie is initiated upon reading a brochure on Portuguese culture. Research is consistent that students can develop their speaking skills through reading (Mart 2012), and that nurturing improvements in word knowledge and vocabulary development through broad reading has the potential for nurturing improvement in speaking skills (Carter McCarthy 1997; Dat 2003).Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, although the fluency of the speaking activities can be termed as standard, there appears to be a lack of clarity of thought and inaccuracy of structural discourse. The speakers also seem to overuse filler sounds as a strategy of communication. The possible role of the teacher in this context is to direct the speakers on the proper use of filler sounds and on creating conversations with proper structural discourses. The exercise on writing may appear difficult for weaker students, who may only be able to answer a few questions. It is evident that more advanced students will definitely demonstrate the capacity to display more language when writing down the answers, while less-endowed students can respond to the items in shorter formats and still be able to attain a sense of achievement. While writing in shorter formats may indicate a shortcoming, it is worth mentioning that repeat exercises in reading, speaking, and writing are essential in the development of a wide range of vocabulary as well as internalisation of common English idioms (Harmer 2004). Furthermore, although the write-down extract appears quite complex for foreign students, it nevertheless provides them with the opportunity to expand their creative and critical thinking skills. Listening The extract on listening to Carrie and Don’s conversation is provided in simple language which ensures that learners are able to speculate about the topic of conversation (choosing a course). However, the listening activity does not have a warming up section which is credited for improving understanding by giving students an introduction to the topic (Sharma 2011). For example, a good warm up activity within the context of the conversation would be to ask students if they consider themselves to be having difficulties in choosing courses. Students should then be requested to explain the reasons for their answers.  Students are requested to listen again, which underscores the importance of repetiti on in improving listening skills and enhancing comprehension of language and grammar (Wilson 2008). However, such repetition may not necessarily serve the interests of non-native speakers or listeners as they may not understand, interpret, and evaluate what they hear. The question on describing the reasons behind Carrie and Don’s decision to take the course together demonstrates that listening can be used to foster understanding, increase cooperation, and identify the main idea or concept (Sharma 2011). The intonation patterns (pitch level, pitch range, speech rate) demonstrate a conversation that is full of emotions and attitudes regarding the best course to take in the college. Such intonations enhance the understanding of the listening activity and facilitate learners to predict the conversation discourse (Sharma 2011). Although the listening activity does not demonstrate rhythm and assimilation in terms of features of connected speech, it nevertheless demonstrates authent icity in the teaching and learning of English language. The arrangement of words, sound, and grammar in the conversation creates meaning in terms of listening for specific information, recognising cognates, and identifying word-order patterns (Wilson 2008). However, responding to the listening activity with short answers may serve to indicate a lack of understanding of the main idea behind the conversation. Teachers should therefore stress a top-down approach to listening to ensure that students use the background knowledge to understand the meaning of the conversation. Pronunciation The extract on pronunciation focuses on the use of certain contractions (e.g., wouldn’t, doesn’t, cant, isn’t) and how learners can practice saying sentences with those words while leaving out the â€Å"t† sound. The â€Å"t† can be silent if it is at the beginning/end of the word or if it is between two consonant/vowel sounds. The activity not only enhances smartness and smoothness in spoken English, but also demonstrates how pronunciation can be taught through imitation and repetition (Howlader 2011). Although the activity demonstrates the importance of phonology in speaking, it nevertheless fails to demonstrate how students can practice vowel and stress shifts for better pronunciation and understanding of meaning (Littlewood 1984). The intonation patterns of the sentences provided in the extract are also not clear, though more guidance has been offered to students through the use of different colour schemes. Intonation patterns are needed in such an activity as they assist learners to pay attention to the overall communicative objective of the pronounced sentences rather than accuracy at the phoneme level. It would have been beneficial if the activity indicates how the voice rises and falls when dealing with mentioned contractions. It can be argued that the sentences are designed to reinforce mechanical production of speech. However, the activ ity is silent on how it is supposed to achieve acceptability and intelligibility in pronunciation learning, teaching, as well as understanding (Howlader 2011). Affixation and tactile reinforcement are all important, though the activity is quiet on how these are to be achieved. While it is suggested that students should practice saying the sentences (recitation), there is need for tactile reinforcement and kinaesthetic enforcement to ensure learners are able to pronounce the contractions correctly (Littlewood 1984). Consequently, the need for personalisation and memorisation of the activity cannot be underestimated. The requirement to develop visual and auditory reinforcement to assist in the proper pronunciation of the contractions is also predominant. It is important for students to learn the pronunciation in small groups as this would enhance cooperation and minimise problems. Such a set up would also reduce student anxiety, facilitate feedback, and encourage a sense of collective responsibility. However, social and cultural considerations need to be addressed when using group dynamics as they may impede successful learning and teaching. Conclusion This paper has been successful in evaluating several English extracts in order to discuss and analyse their positive and negative points. The central components that have been evaluated include vocabulary, reading, speaking and writing, listening, and pronunciation. Overall, the extracts have been found to posses many benefits when it comes to the teaching and learning of English. Teachers need to make use of these benefits to ensure that non-native learners are able to develop an adequate understanding of the English language. The negatives highlighted need to be addressed by all stakeholders to ensure that the discussed components are delivered to, and internalised by, students with much ease than is presently the case. Reference List Allwright, RL 1981, ‘What do you want teaching materials for’, EL T Journal, vol. 36 no. 1, pp. 5-18. Bress, P 2008, ‘Reading skills: What are they and how do you teach them?’, Modern English Teacher, vol. 17 no. 3, pp. 28-29. Carter, R McCarthy, M 1997, Exploring spoken English, Cambridge University Press, Cambridge. Dat, B 2003, ‘Materials for developing speaking skills’, in B Tomlinson (ed.), Developing materials for language teaching, Cromwell Press, London, pp. 394-405. Harmer, J 2004, How to teach writing, Longman Publishing Group, Harlow. Howlader, MR 2011, ‘Approaches to developing pronunciation in a second language: A study in Bangladesh’, ASA University Review, vol. 5 no. 2, pp. 273-281. Larsen-Freeman, D 2000, Techniques and practice in language teaching, Oxford University Press, Oxford. Lavadenzi, M 2010, ‘From theory to practice for teachers of English learners’, CATESOL Journal, vol. 22 no. 1, pp. 18-47. Littlewood, W 1984, Foreign and second language learning, Cambridge University Press, Cambridge. Mart, CT 2012, ‘Developing speaking skills through reading’, International Journal of English Linguistics, vol. 2 no. 6, pp. 91-96. Masuhara, H 2003, ‘Materials for developing reading skills’, In B Tomlinson (ed.), Developing materials for language teaching, Cromwell Press, London, pp. 340-353. Nation, P 2003, ‘Materials for teaching vocabulary’, In B Tomlinson (ed.), Developing materials for language teaching, Cromwell Press, London, pp. 394-405. Sharma, N 2011, Strategies for developing listening skills. Web. Sheldon, LE 1988, ‘Evaluating ELT textbooks and materials’, ELT Journal, vol. 42 no. 4, pp. 237-246. Vilimec, E 2006, Developing speaking skills, https://dk.upce.cz/bitstream/handle/10195/21610/D16159.pdf;jsessionid=958E3FDB60105DF41B5788D82C50086A?sequence=1. Wilson, J 2008, How to teach listening, Longman Publishing Group, Harlow.

KENNYATTA UNIVERSITY Essays - Pleistocene, World History

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E commerce Essay Example | Topics and Well Written Essays - 1000 words

E commerce - Essay Example The business being conducted on the Internet which is now called ‘Electronic Commerce’ has a remarkable history. The continuous research and development has enables corporate organizations to reconstruct their business strategies. The integration of electronic commerce applications lays the foundation in the organization’s digital business process. This report will display the micromanagement and implementation of the current e commerce technologies in to current businesses. The purpose is to analyze the methodologies and processes required for integrating electronic commerce applications. The organization which is preferred in this report is Tesco PLC. The focus will be on the CRM of Tesco that is envy of many (BrandingAsia.com). Description of company The origin of Tesco was started in 1919 when Jack Cohen started selling groceries from the stall in London. Since then Tesco has claimed itself as one of the leading food and grocery retailers in the world and has over 2000 store worldwide. It was rewarded to adopt award winning online strategy (Award-winning online strategy for Tesco. 2009). ... ding grid which is a global B2B E-Commerce and integration service to enables the real-time flow of information linking businesses in spite of technical capability, standards preferences, spoken language or geographic location (, GXS - Products - Trading Grid Overview ). The elements consist of diversification of stores in new areas with new services and products. In 2000, Tesco was representing only 8% of the global gross domestic product (GDP). As 65% operations of Tesco selling space are dispersed across the globe representing 53% of GDP. In 1997 the international business generated 1.8% profits. In 2010 the profit grew to 22% which is a remarkable achievement. The organizations recorded revenues till February 2010 were $ 5,494.1 million. The stores are dispersed in Europe, Asia and the Unites States. The geographically dispersed locations of Tesco stores are shown in Fig 1.1. Tesco currently has 472,000 employees. For achieving customer loyalty, Tesco is focusing on maintaining a business model by value added retailing. In spite the recession, Tesco was able to meet customer satisfaction by launching schemes for instance double points, Club cards, Discount brands, Market Value and finest collection ready meals. By implementing the value added retailing, the sales figures were immaculate also changing customer behaviour. In a low growth market this strategy was a successful one for Tesco (DATAMONITOR: Tesco PLC. 2010). FIG 1.1(Wikipedia contributors) Tesco as an international retailer included a variety of non food merchandise in an effective way and represent itself with a variety of products, not just a grocery store. Category types of stores include Tesco Extra, Tesco Superstores, Tesco Metro, Tesco Express, One Stop and Tesco Home plus. The organization

Psychology Essay Example | Topics and Well Written Essays - 1500 words - 9

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English 2 Essay Example | Topics and Well Written Essays - 500 words - 2

English 2 - Essay Example The essay will include a possible solution of bringing healthy restaurant that will encourage healthy eating to avoid obesity and overweight problems amongst students. In the last three decades, Sale of fast foods in University restaurants has increased dramatically. Fast foods from retailers such as McDonald and taco bell are served school restaurants in most colleges and universities. Junk food and sweetened drinks are what most students at University of Colorado depend on. Most of them do so due to lack of other options. Snacks such as fries and burgers are very popular amongst students. Lack of healthy alternatives in the school restaurants make most students turn to eating junk food without considering the side effects (â€Å"Havard University† Web). There are several risks associated with eating fast foods, which comprise of junks and snacks. The fast foods have high level of calories in addition to excess fat. The major risk is increase in cases of obesity and overweight. Overweight is associated with other problems such as low self-esteem amongst student, which can affect their academic performance. Additionally, being overweight exposes student to other disorders such as heart problems and high blood pressure. Studies have shown that food with high levels of fat slow down blood flow since they lead to accumulation of bad cholesterol in the body (â€Å"Harvard University† Web). There is need for introduction of restaurants that will offer healthier foods to curb cases of obesity and overweight amongst students at University of Colorado. Having an organic restaurant at University of Colorado would improve the food environment for the students. The best option would be opening of organic restaurant to offer foods with adequate nutritional value without risking the health of the students. Other than offering sweetened drinks, organic restaurants would