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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