Lgbt Rights Transgender Rights - 1480 Words

Transgender Rights Cassidy Howell No one wants to feel like they do not belong or like they are not cared for. Transgender people are just like everyone else and deserve to be treated equally to cisgendered people, or people who identify as the gender they were given at birth. According to Sam Killerman, being transgendered means living as a member of a gender other than that expected based on sex assigned at birth. This definition is extremely important because a transgender person is still a person. Gender is seen as a spectrum, and one can fall anywhere on this spectrum. Again, according to Sam Killerman, being transgendered means living as a member of a gender other than that expected based on sex assigned at birth. There are many more genders than just the one assigned at birth. Just because a person is born with male genitalia does not mean they have to be male. There are many different Gender identities and gender neutral bathrooms affect more than just Trans people. People who are not transgender also have trouble when it comes to bathrooms. For example, someone who is gender fluid is described to feel like a mix of the two traditional genders, but may feel more man some days, and more woman other days. (Killerman). It is very difficult for people who do not pass as a specific gender to use the restroom in public. This is not an issue solely felt by transgendered people. People who don t identify as the gender they were assigned at birth can face manyShow MoreRelatedAnalysis Of David Carter s Stonewall1184 Words   |  5 Pagesauthor’s note, acknowledgments, reference notes, photograph credits, a bibliography, and an index. Contents Overview The first part of Stonewall, titled â€Å" Setting the Stage,† does just as the name implies. Introducing the reader to the life of the LGBT+ citizens of mid 20th century New York, Carter at first focuses on Greenwich Village - the section of New York City that the Stonewall Inn was established - starting off by sharing its long history of rebellion against authority. In the next few chaptersRead MoreThe LGBT Community: The Need for an Anti-Discrimination Bill720 Words   |  3 PagesThe need for an anti-discrimination bill for members of the LGBT community is large and the discrimination against LGBT identifying individuals extends far past the workplace and into the homes and communities. Only 11 states currently provide transgender victims with protection under hate crimes. In all other states, violent crimes against transgender individuals are prosecuted without a hate crime enhancement. Transgender individuals often find it hard to find employment and feel safe. Due to theRead MoreThe Issue Of Gay Rights1505 Words   |  7 Pagesthe decades that affected everyone within. People at one point pushed to change the country for the better such as abolishing slavery, ending segregation, fighting for the rights of minorities, and granting rights to women. In today’s age the topical hot button is gay rights and if their rights overcome religious rights. The LGBT has been pushing hard for the past few years and has changed the way we think by getting a better understanding of who they are. Recent gains such as same-sex marriage hasRead MoreThe Transgender Side Of The Lgbt Movement1170 Words   |  5 Pagessocial movements arose, such as the civil rights movement, the youth movement, and the animal rights movement. However, one of the most prominent and rapidly changing movements in the past year, 2015, has been the lesbian, gay, bisexual, and transgender (LGBT) movement, the advocacy for equal rights between heterosexual and LGBT individuals. In this year, the LGBT movement made many crucial achievements. Starting off the year, in February of 2015, the Human Rights Campaign began a movement named the People’sRead MoreLgbt Research Paper954 Words   |  4 Pagesinjustice would probably be the one of people being lesbian, gay, bisexual, and/or transgender. This issue has been going on for quite a long time now. Some people do not agree with Lesbian, Gay, Bisexual, and Transgender projects. A lot of people suffer because of this injustice, and it also affects their whole lives. A lot of the people that go through this most likely end up fighting back for what they believe is right, which in their case would be to be accepted by others instead of being judgedRead MoreSchools Should Recognize Transgender Identities1112 Words   |  5 PagesSchools Should Recognize Transgender Identities Transgender students all across the United States are struggling as they try to fit in at their school. A â€Å"Transgender†, or â€Å"Trans† individual is someone â€Å"whose gender is different from the ones they were know as at birth. They may identify as male or female, or they feel that neither gender fits them† (â€Å"What Does Transgender Mean†). As transgender awareness is becoming more known to the public, their issues are becoming more and more obvious. SchoolsRead MoreThe Workplace Of The Lgbt Community1494 Words   |  6 Pages History and background of topic Workplace discrimination in the lgbt community has been an issue since the early 1900’s, but lgbt rights weren’t progressing much until 1990’s. It was not until 1973 that the first federal bill introduced to congress prohibit discrimination in employment based on sexual orientation (Badgett, Lau, Sears, Ho, 2007). In 1994 the Don t ask, don t tell (DADT) was the official United States policy on service by gays, bisexuals, and lesbians in the military (BadgettRead MoreLgbt Discrimination In The Workplace. Introduction. People1350 Words   |  6 PagesLGBT Discrimination in the Workplace Introduction People of lesbian, gay, transgender, bisexual, or queer identification in the United States are not given equal employment opportunity and or treatment in the workplace compared to their heterosexual and cisgender counterparts. There is currently no federal legislation that prohibits a person with LGBT identification from being fired, or federal legislation that protects employees of varied sexual orientations and gender identity from discriminationRead MoreQuestions On Discrimination And Discrimination1203 Words   |  5 Pagesaccomplishes this lawfully is a very touchy subject. Many believe that HB2 goes against our right to equality, privacy, and freedom of speech. Many also find this law to be very vague because of how they worded the sections pertaining to our rights. This law takes away the rights of the LGBT+ (Lesbian, Gay, Bisexual, Transgender, etc...) community by giving employers, schools, and other facilities the right to discriminate on the premise of Sexual Orientation, non- Biological Sex, Social Class, etc†¦Read MoreThe Prevention Of Violence And Discrimination Based On Sexual Orientation And Gender Identity1713 Words   |  7 Pagesdiscrimination or even harm, simply because of their choices. However that is not the case as many countries have culturally rooted prejudices within themselves which often so leaks into their judicial system, allowing the systematic oppression of the LGBT, leading to violence in the form of hate crimes and even death. The GA3 committee, however, will be dealing with the prevention of violence and discrimination based on sexual orientation and gender identity. The topic is multi-dimensional in terms

The Impact Of Global Warming On The Earth - 900 Words

Title: The Impact of Global Warming Purpose Statement: To inform my audience about how global warming is impacting the earth. Central Idea: Data shows that all throughout history, the temperature of our planet has changed over and over again for natural reasons. Holli Riebeek, education and outreach specialist at NASA, stated that these changes are due to small shifts in the Earth’s orbit and the Sun’s energy levels varying throughout time. Today, unfortunately, with the average temperature of the earth rising more than 1.1 to 1.6 degrees Fahrenheit since between 1906 and 2005 according to Riebeek, Earth’s climate is being endlessly changed by something called the greenhouse effect. The planet’s animals, our weather, and our future is in†¦show more content†¦i. This causes heavy precipitation to occur, resulting in massive floods. ii. Devastating and stronger tropical storms and hurricanes are also becoming more common along coastal regions as ocean temperatures, air temperatures, and water levels rise. b. Fires have always been a healthy part of the ecosystem, according to scientists. i. With more extreme dry conditions in some parts of the world, there is much higher chance of severe wildfires occurring. 1. Complete devastation of huge areas of land. c. The article Global Warming and Extreme Weather from the National Wildlife Federation stated that these extreme wildfires are a massive threat to wildlife. i. Animals that are living in an area impacted by a wildfire have a small chance of escaping. II. Ecosystem a. Many aquatic animals and plants are being greatly impacted by global warming. i. Some bodies of water are starting to get too warm for fish and plants to sustain life there. 1. According to Deanna Coon, more than 20 percent of the Earth’s freshwater fish have already become extinct, endangered, or threatened due to global warming. b. Warm weather is also causing plants to flower earlier in the season. i. Animals that migrate need to find food earlier, thus leaving a gap between when they find food and actually migrate. c. One specific animal that has been a concern for many scientist and other people is the polar bear. i. Since much of the sea ice has melted due to global

Continuous Professional development free essay sample

Continuous professional development (CPD) is a framework of learning and development that ensures a professional’s competency, effectiveness, knowledge, skills and practice are continually kept up to date through ‘lifelong learning’ strategies and activities. There is not a fixed CPD standard or structure and a ‘one size fits all’ process would not work for all professions and individuals who work for companies with diverse objectives and working practices. The various approaches may have common themes and goals such as setting objectives for development and charting progress towards them, or asking questions such as where I want to be, and how I plan to get there. Reflection is also a key element of the process. Just as important is the motivation and responsibility of professionals for keeping their own skills and knowledge up to date. An early definition of CPD was developed in 1986 by the Construction Industry Council (UK). However, Friedman et al. We will write a custom essay sample on Continuous Professional development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (2000) found that it was still the most commonly cited definition of CPD among UK professional bodies in 1999. ‘The systematic maintenance, improvement and broadening of knowledge and skills, and the development of personal qualities necessary for execution of professional and technical duties throughout the individual’s working life’. The Chartered Institute of Personnel and Development (CIPD) suggest the following elements of a good and broad CPD structure. be a documented process be self-directed: driven by you, not your employer focus on learning from experience, reflective learning and review help you set development goals and objectives include both formal and informal learning. CIPD further suggest the benefits to CPD practitioners provides an overview of your professional development to date reminds you of your achievements and how far youve progressed directs your career and helps you keep your eye on your goals uncovers gaps in your skills and capabilities Opens up further development needs provides examples and scenarios for a CV or interview demonstrates your professional standing to clients and employers helps you with your career development or a possible career change. CPD can involve any relevant learning activity, whether formal and structured or informal and self-directed. Good CPD practice will include a variety of learning models that help professionals remain competent and up to date. Whatever the model or structure the process should highlight the needs of the job, strengths and weaknesses of learners and their future goals so learning gaps can be addressed. Listed below are examples and a short explanation of types of CPD learning and practice. The training model – often delivered by an expert in a classroom type environment. The award-bearing model – validation achieved via a standard or qualification. The deficit model – weak performance highlighted and measures taken to improve it. The cascade model – one learner cascading their learning down to other colleagues. The standards-based model meeting standards, often highlighted in observations. The coaching/mentoring model – on the job training that includes shadowing. The community of practice model – secondment or interagency training initiatives. The transformative model – flexible approach involving many of the above models. My own development is based very much on the transformative model of CPD that involves a range of both formal and informal learning, this provides me with the up to date knowledge and skills I need to do my job competently. Schunk describes learning as, ‘Learning is an enduring change in behaviour or in the capacity to behave in a given fashion which results from practice or other forms of experience’. Schunk, Learning theories, 5th ed, 2008 Formal learning through training or qualification is often related to something specific, like a skill or competence. Formal training may include on-line and CD-ROM based courses or full or part time study leading to qualifications. Development on the other hand can be more informal and has a broader outlook on learning and may include private study such as reading, observing and reflection. Structured continual learning is important in any profession because new research and practices may require new knowledge and skills. For example the QCF Level 6 Diploma in Career Guidance and Development is one example of formal learning that I have considered and want to undertake. This is for both professional and financial reasons. Professionally it proves a level of academic ability, knowledge and credibility. It is the standard that many career companies now expect from professionals delivering career guidance in schools. Gaining the qualification should also help me remain competitive when applying for a job and hopefully keep me within a reasonable pay scale. Conferences, workshops and seminars also help keep professionals up to date with changes to practice and can be a vehicle for networks to be built up and experiences shared. On the job training such staff training, shadowing, secondment, coaching and mentoring all provide excellent provision for professionals to learn new skills and build up work based knowledge. Professionals may also learn by taking part in working groups or involvement in research projects. Babcock recognises the benefit of CPD and is committed to broadening and developing all employees’ knowledge and skills in the pursuit of excellence. They understand the process helps promote career development and ensure legislation and contractual agreements are met. The company handbook CPD at Babcock Education and Training – Guidance for Staff’, describes the process of CPD as, ‘’any activity which increases the knowledge, skills and understanding of staff, improves job satisfaction and raises company performance’’. The policy strongly advocates that practitioners should be accountable for their own personal growth and not solely rely on the company for training and development. It also requires professionals to maintain competent levels of learning as directed by their own professional bodies. If professionals are to be committed to their own CPD practice then there needs to be a certain level of self-motivation. Career Advisers as with all professionals need to remain competent to practice, regardless of whether they qualified yesterday, last year or twenty-five years ago. (Golding Gray, 2006) agree and suggest that the last day of professional training signals the beginning of lifelong learning. According to Maslow (1943) hierarchy of needs that suggests people are motivated by a range of wants such as basic needs from food and shelter right up to the final stage of self-actualization and fulfillment. Herzberg (1959) showed that to motivate an employee a business needs to create conditions that make them feel fulfilled in the workplace. He suggested motivators such as achievement, recognition, work itself, responsibility and advancement will motivate the worker to want to succeed and do well. Both models recognise that when conditions are right workers want to do a good job and find satisfaction in their work. I would argue that professionals such as career advisers go further by recognising their duty of care to clients and desire to serve them well by providing the best service possible. This is only achieved by having up to date skills and a positive outlook on personal learning and development. CPD clearly benefits professionals, employers, customers and users. For it to be best utilised practitioners may need some form of CPD training. Learning how to learn is a skill in itself, Joyce and Showers (2001) suggest that a positive impact on performance is more likely if training is provided on it. Cunningham (2001) agrees and says ‘’It cannot be ‘caught; people must be trained in the process’’ A full understanding of the CPD process gives the practitioner a methodical and structured approach to their learning that can be flexible and involve a number of learning styles that best suits the learner’s needs. My own CPD practice and planning is assisted through various policies and templates implemented by Babcock. Supervision meetings with line-managers take place every 6-8 weeks where performance against SMART targets (objectives broken down to specific, measurable, achievable, realistic and timely goals) are discussed and feedback given. Before annual reviews take place a pre-review template is filled in by the member of staff. This process alone demands employees to take time to reflect on their past performance and draw attention to skill gaps and future training needs. Another template used during the annual review guides both practitioner and line-manager through the process. This tool asks questions that demands a certain level of thought and reflection. Questions are asked around time spent on an activity, why it was done, what was learned and can it be shared with others. The pre-review template and review process agree much with guided reflective theory developed by Johns (1995) where he suggests a series of questions can challenge the motivation and rationale for actions. These questions from a third party can help guide learners through the reflective process. Johns suggested reflective diaries and sharing experience with others can lead to a greater understanding than reflections done alone. Though I do not keep a written diary of reflection I do reflect constantly and can relate to Schon’s ‘reflection in action’ and ‘reflection on’ practice. I also incorporate much of Rolfe (2000) Driscoll’s (2000) thinking by asking what, so what and now what into my practice. Another simple strategy I endorse and find useful is SWOT analysis, a technique accredited to Albert Humphrey in the 1950’s that asks practitioners to scrutinize their strengths, weaknesses, opportunities and threats. Practitioners can also be unaware of issues in their own practice, this is suggested by the Jo Harari window, developed by Joseph Luft and Harry Ingham in 1955; it proposes that others see things about us to which we may be blind. New objectives and action plans can then be agreed and formalised. Feedback from supervision and annual review meetings help to evaluate work and clarify agreed targets and future development tasks. The meetings also offer a platform to formally raise concerns or requests for training. A training request was made after I became aware of a number of young people in school who seemed to be unmotivated, withdrawn or depressed. I had no knowledge of mental health issues and felt out of my depth to offer solutions and wanted to be able to offer better front-line support. I approached my line-manager and it was suggested I investigate possible training options. I later attended three one day courses on adolescent mental health that were free of charge and run by Child and Adolescent Mental Health (CAMH). The training was around spotting mental health disorders, early intervention and ideas for support in school. Networking is also a valuable source of gathering information and developing support channels. It was through a network that I learned of the free training delivered by CAMHS. Another effective learning tool is observation. Feedback from formal interview observations and those from colleagues, teachers, pupils, parents and others has benefited my overall reflections and development by highlighting levels of performance. Critical thinking allows me to analyse different qualities, talents, views and opinions of others. I often ask myself whether I would have handled a situation differently to a colleague and would my actions have made the situation better or worse? Writing regular case studies has been useful when reflecting on my work. They help me focus on what went well and what hasn’t gone so well. The discipline of writing down events and analysing them requires much deeper thought processes. Attending regular training events and seminars ensures I remain up to date with new practice, law and policy changes. Training has broadened my knowledge around specialist areas such as homelessness and sex education. Some training programmes are also compulsory requirements of Babcock and include child protection training or online courses like equality and diversity. Attendance at staff meetings keep me up to date with events in the careers industry and practice at a local level. Often meetings include training workshops, group discussions and presentations from guest speakers. As a group member of the Career Development Institute I receive regular updates, advice and information on topical subjects through journals and annual conferences. In summary CPD is an investment that gives professionals a methodical structure to directly link learning with practice. It records learning undertaken and helps plot any future training. Confidence and professional credibility can be boosted and it may accelerate career advancement. Through creative thinking and tackling new challenges personal interest and job satisfaction can also be increased.

Vampires Essays - Corporeal Undead, Blade, Vampire,

Vampires VAMPIRES Vampires have fell under a certain stereotype ever since the early nineteenth Century, and even up until today. Movies, novels and people in general have depicted vampires as bloodsucking demons who turn into bats, and I am sure everyone is familiar with any vampires need to seduce women almost daily. Vampires are said to be an alien nocturnal species, as Nina Auerbachs book-Our vampires, ourselves states; but all vampires are not the coffin lying, shadow loitering monsters that the media perceives them to be. First of all, vampires are neither inhuman nor nonhuman, they are simply more alive than they should be. What does this statement infer? Does this perception imply that vampires are actually ghosts? No, vampires have simply adapted or evolved through time, yet the bulk of American citizens still see vampires as they were back in the 1800s due to the fictional mutation of our media. One of the only correct stereotypical inferences towards vampires is that they have had a strong history of having mortals as companions, and not just females, even though females play a big part in describing vampires. Vampires have had a history of constantly longing for women to fulfill their fantasies, and this particular distinction is one of the ones that is true, along with the ever famous I vant to suck your blood, an issue I will deal with quit extensively in my next draft. Since I have obtained only half of the research information I plan on using, I do not feel Comfortable handing in this draft as is, but you requested us to hand in whatever we had done at this point, (before thanksgiving break.) I am almost positive that you will only make a note that I have something started on vampires as of now, but let me assure you Dr. Bennett that I plan on going into great detail as for the stereotypes vampires have Attached to them in my future drafts as well as my final draft. Mythology Essays

Ancient Egyptian Cuisine and Food Habits

Ancient Egyptian Cuisine and Food Habits Among the ancient civilizations, Egyptians enjoyed better foods than most did, thanks to the presence of the Nile River flowing through most of settled  Egypt, fertilizing the land with periodic flooding and providing a source of water for irrigating crops and watering livestock. The proximity of Egypt to the Middle East made trade easy, and hence Egypt enjoyed foodstuffs from foreign countries as well, and their cuisine was heavily influenced by outside eating habits.   The diet of the ancient Egyptians depended on their social position and wealth. Tomb paintings, medical treatises, and archaeology reveal a variety of foods. Peasants and slaves would, of course, eat a limited diet, including the staples of bread and beer, complemented by dates, vegetables, and pickled and salted fish, but the wealthy had a much larger range to choose from. For wealthy Egyptians, available food choices were easily as broad as they are for many people in the modern world.   Grains Barley, spelt,  or emmer wheat provided the basic material for bread, which was leavened by sourdough or yeast. Grains were mashed and fermented for beer, which was not so much a recreational drink as a means of creating a safe beverage from river waters that were not always clean. Ancient Egyptians consumed a great deal of beer, mostly brewed from barley.   The annual flooding of plains alongside the Nile and other rivers made the soils quite fertile for growing grain crops, and the rivers themselves were channeled with irrigation ditches to water crops and sustain domestic animals. In ancient times, the Nile River Valley, especially the upper delta region, was by no means a desert landscape.   Wine Grapes were grown for wine. Grape cultivation was adopted from other parts of the Mediterranean in about 3,000 BCE, with Egyptians modifying practices to their local climate. Shade structures were commonly used, for example, to protect grapes from the intense Egyptian sun. Ancient Egyptian wines were primarily reds and were probably used mostly for ceremonial purposes for the upper classes. Scenes carved in ancient pyramids and temples show scenes of wine-making. For common people, beer was a more typical drink.   Fruit and Vegetables Vegetables cultivated and consumed by ancient Egyptians included onions, leeks, garlic, and lettuce. Legumes included lupines, chickpeas, broad beans, and lentils. Fruit included melon, fig, date, palm coconut, apple, and pomegranate. The carob was used medicinally and, perhaps, for food. Animal Protein Animal protein was a less common food for ancient Egyptians than it is for most modern consumers. Hunting was somewhat rare, though it was pursued by commoners for sustenance and by the wealthy for sport.  Domesticated animals, including oxen, sheep, goats, and swine, provided dairy products, meat, and by-products, with blood from sacrificial animals used for blood sausages, and beef and pork fat used for cooking. Pigs, sheep, and goats provided most meat consumed; beef was considerably more expensive and was consumed by commoners only for celebratory or ritual meals. Beef was eaten more regularly by royalty.   Fish caught in the Nile River provided an important source of protein for poor people and was eaten less frequently by the wealthy, who had greater access to domesticated pigs, sheep, and goats.   There is also evidence the poorer Egyptians consumed rodents, such as mice and hedgehogs, in recipes calling for them to be baked. Geese, ducks, quail, pigeons, and pelicans were available as fowl, and their eggs were also eaten. Goose fat was also used for cooking. Chickens, however, seem to have not been present in ancient Egypt until the 4th or 5th centuries BCE.   Oils and Spices Oil was derived from ben-nuts. There were also sesame, linseed and castor oils. Honey was available as a sweetener, and vinegar may have also been used. Seasonings included salt, juniper, aniseed, coriander, cumin, fennel, fenugreek, and poppyseed.

How To Make a Crystal Skull

How To Make a Crystal Skull Learn how to make your own crystal skull, for Halloween, Day of the Dead, or just decorating your space. Its an easy crystal growing project that produces an interesting conversation piece. Crystal Skull Materials I choose borax to grow the crystal skull, but you could use any crystal recipe. One interesting option might be to grow a sugar crystal skull and place it in a punch bowl. boraxboiling watersmall paper skull (I got mine at Michaels craft store)bowl deep enough to hold ​the  skull Crystallize the Skull Make sure the bowl is deep enough to hold the skull.Pour boiling or very hot water into the bowl.Stir in borax until it stops dissolving. This project looks cool with clear crystals, but if you like, you can add food coloring to color the crystals of the skull.Place the skull in the bowl of crystal growing solution. Paper or cardboard skulls take a while to absorb the liquid, so the skull may float for a while. This is fine and usually resolves on its own, but you can weight down the skull with a glass or another bowl if it bobs up to much. Another option is to turn the skull periodically to make sure all surfaces get exposed to the liquid.Check the progress of crystal growth every couple of hours. You should have a nice crop of crystals within an hour to overnight, depending on how saturated your solution was and how quickly it cooled. When you are satisfied with the crystals, remove the skull and place it on a paper towel to dry.If you want even more crystals on the skull, take the crystal skull and place it in fresh solution to get a second layer of crystal growth. Make sure the new solution is saturated (no more borax will dissolve) or youll risk dissolving some crystals rather than growing more.

Childless Couples Research Paper Example | Topics and Well Written Essays - 1250 words

Childless Couples - Research Paper Example This essay would further revolve around couples with and without children and would provide the advantages and disadvantages of not having children. Couples who do not have children believe that they are better off without them as they can be happier this way. The advantages of not having children revolve around the expenses and nature of the child as he is born in this world. Nurturing and taking care of a child requires a lot of effort and this is considered stressful by many of the couples. Parenting requires effort in looking forward to every need of the child which becomes difficult for some of the couples (Chapati 2009). A professor of psychology states that immediately after marriage the couples get quite happy but later onwards after the couples bear a child the level of contentment drops. But he also asserts that married people are happier than the unmarried people because of the closeness that is involved in the relationship. He states "Figures show that married people are in almost every way happier than unmarried people – whether they are single, divorced, cohabiting". According to the professor when a couple is expecting a child the level of happiness rises high enough but as soon as the child is born the level of happiness descends. ... The psychologists analyze as to how couples get unhappy in these instances of child bearing (Devlin 2008). Another study carried out in Britain lately by British attitudes shows that married couples without children were the most happiest of all in terms of relationships. The research was backed by the Economic and Social Research Council and it showed that older couples were more discontent with their marriage than their young counterparts. The research also found that the couples became unhappy when their child was in a pre-school age. However after the child grew up into adolescence the relationship was healthy enough to be controlled. This clearly shows that child bearing couples have to face many problems unlike their counterparts who do not have to face the problems associated with child bearing (Martin 2011). A study also found that not bearing a child is also associated with better diet in childless couples. The study also found that the couples who had children ate a less he althy diet than their counterparts. The study in the agricultural economics found that the childless couples tend to consume more fruits and healthy food than their counterparts. The amount of meat consumed by the childless couples was also right whereas the ones with child consumed more of the dairy products. A professor from the University of Reading stated that â€Å"For whatever reason, the social dynamic in a household with children makes the diet on average more unhealthy.† This clearly shows that the childless couples have an edge in terms of diet over their counterparts. This again is considered as an advantage for those who do not bear a child (Bakalar

Group Dynamicss Essay Example | Topics and Well Written Essays - 1750 words

Group Dynamicss - Essay Example They help generate group synergy, which lead to increased accomplishment above the aggregate of individual efforts. This paper presents a team outline of the principal team within which I work. It also provides a description and analysis of the roles of the team members with reference to the Meredith Belbin team/group work role theory as discussed in taught sessions and supporting reading materials. This paper also presents an ongoing reflection of my own teamwork skills which recognises my individual strengths and weakness. It presents a reflection on my strengths and weaknesses in terms of communication with others including giving and receiving feedback. Finally, it presents a conclusion of the findings from literature and discussion underlined. A team outline implies to an arrangement of a single team or multifaceted team structure. According to Gillespie and Chaboyer (2009), a team outline is a fundamental part of a teamwork development. A suitably outlined nursing team entails a proper framework that facilitates a characteristic care plan, intervention and treatment. Additionally, it entails a useful integration of operational communication, leadership, situation evaluation and joint efforts. According to Nancarrow, Moran, Enderby, Freeman and Dixon (2009), an appropriate team outline, in a nursing environment, can advance joint effort by integrating a selected leader, which includes the patient, care givers and the family. Over and above join efforts helps every group member to take part in the activities of the team and further fosters accountability in member’s actions. Gillespie and Chaboyer (2009) claim that everyone in a teamwork setting must identify their team outline in order to help plan and achieve the set goals or objectives. The following is an outline of the principal team within which I work: nurse manager, director of nurses, patient, physician, doctor, pharmacists, clinical care providers, staff nurses, ethics committees

The woman in white Essay Example for Free

The woman in white Essay Identity can be defined as the condition or character a person or thing. Behaviour can be manipulated to mask identity so that people appear to have characteristics and conditions which in reality they do not possess. In this essay, I will present a comparative analysis of two extracts in which the characters have modified their behaviour so that they portray a false identity of themselves. The two characters that I will compare are Sir Percival Glyde from The Woman in White, and Murial from The Lady in the Lake. The selected extract from The Woman in White is the scenario in which Sir PercivalGlyde is attempting to convince Marian and Mr Gilmore of his innocence. In this scene, Laura has received Anne Catherick’s letter warning her against marrying Sir Percival. Collins portrays Sir Percival as a well-mannered Baronet who wants to avoid misfortune and embarrassment on others; ‘may I beg that you will write at once†¦ ’. Sir Percival’s use of the auxiliary verb ‘may’ here makes him appear to be considerate and submissive. The verb choice of ‘beg’ makes him seem as though he is at the mercy of Marian. He depicts a gentlemanly manner, which to some extent successfully cloaks his true motives and identity. In this extract of The Woman In White, Mr Gilmore – the family esquire – is narrating.Thus providing an objective outlook of the events taking place. Mr Gilmore is emotionally and personally involved in the situation as he cares for Miss Fairlie as he has known her from childhood. Even so he the attempts to keep his professional opinion objective and irrelevates his own emotional opinion, observes and deduces a judgement from the facts presented in front of him as he narrates ‘my function was of the purely judicial kind. I was to weigh the explanation we had just heard†¦Ã¢â‚¬â„¢ to which he comes to a fair and unbiased verdict ‘that his explanation was, to my mind, unquestionably a satisfactory one.’ However we still question the reliability of Sir Percival’s explanation due to the fact that even though Mr Gilmore has told us that objectively he has concluded that Sir Percival’s explanation is ‘unquestionably’ satisfactory he contradicts himself by stating that he could also ‘set up a case against Sir Percival Glyde’. This instantly sparks hesitation in the reader to trust Sir Percival Glyde even though accordingly we have no reason to. The reader chooses to take in to account Mr Gilmore’s biased view rather than his professional conclusion which in consequence results in suspicion – that Sir Percival’s personality, his perceived identity is, to some degree falsified. However even though we questions Sir Percival’s identity and his involvement with Anne Catherick, we nor Mr Gilmore or Marian question his motives on marrying Laura. In the second extract The lady in the lake is where we are introduced to Mrs. Fallbrook. In this extract, Marlow visits ChrisLavery’s house to investigate the circumstances surrounding Lavery’s previous encounter with Krystal this is not how you spell her name? Kingsley. Here he meetsMurial for the first time as Mrs Fallbrook, and when her identity is questions she instantly replies Why, certainly. I’m Mrs Fallbrook. Who did you think I was?’. The declarative statement followed by the interrogative challenges the detective to question her identity. Her use of the word ‘why’ before she has even introduced herself shows unnecessary protestation as though she feels she is being accused of being someone else, which in reality she is. ‘Why’ here also hints at confusion and misunderstanding while the adverb ‘certainly’ shows her certainty and confidence. Chandler confuses the reader at once with the personality of Mrs. Fallbrook. ‘Who do you think I was?’. The interrogative is used in a demanding manner, as though she is leaving Furthermore, the demanding tone of the interrogative leaves the reader leaves the reader questioning why she felt the need to ask it, and whether she is assuming someone else’s identity. leaves no room for doubt or opposition, and this in turn leaves us wondering who she really is. It also implies that she is eager to know who he thought she was and why. A question she would have otherwise not asked if she was not assuming someone else’s identity. The narrative perspective of the novel aids in masking Muriel’s true identity in this extract. Chandler has opted to use the first person narrative, which limits the point of view to that of the detective Marlow such as when he interrogates Mrs Fallbrook ‘But you didn’t shoot him, did you – on account of he owed you three months’ rent?’. He is completely oblivious to the fact that Mrs Fallbrook is not whom she claims to be and the persona of Mrs Fallbrook is a disguise to hide behind while concealing her own identity. This adds to the mystery of the novel as the reader is also as naà ¯ve tothe true identity of the woman in the apartment as Detective Marlow, leading to usquestioning her identity although we do question her motives for being in Lavery’shome where it should have been in reverse. The language used in the two texts differ, which reflect the time period that the extracts are written in and whom they were intened for. On one hand you have The Woman In White. In this the language is sophisticated. Many intended statements are enquiries. For example ‘can there be better testimony in his favour†¦ than that of the woman’s mother?’ Implying that such a high ranking man such as Sir Percival was being dishonest was at the time being rude was inconceivable and to avoid this statements are asked as questions to hide that fact that it is exactly what the person is thinking, whereas questioning suggests innocent naivety, as people of such rank were always polite and would not speak out of term. Also it is more descriptive. This is because in the Victorian era, reading was one of the few ways people could spend their leisure time, especially the rich as they did not have the same technologicaladvancments as in The lady In The Lake. The Woman In White was written in 1859, this was before technology had advanced and apart from playing games such as chess and draughts the older and more sophisticated generation has nothing else to do but read. It also suited the upper class rich to be the ideal audience for The Woman In White as they were amongst the few people in society who were educated and could read. So the language used is tailored around the intended audience and has Collin considered the length and amount of description in the novel. On the other hand we the lady in the lake where almost none of the characters speak in a well-mannered tone. Marlow for instance is very blunt and to the point majority of the time and shows no interest in showing respect for anyone as it is not relevant to his job, and is sadistically sarcastic. For example when talking to Mrs Fallbrook he does not pretend nor hide the fact that he thinks she’s lying ‘let’s not kid around anymore†¦ not that I don’t love it†¦ you didn’t shoot him, did you†¦Ã¢â‚¬â„¢ here the interrogative ‘you didn’t shoot him, did you†¦Ã¢â‚¬â„¢ is implied more as a declarative that he is awaiting confirmation for and so is instantly accusing her of murder. Also he seems to be patronising her ‘let’s not kid around anymore†¦ not that I don’t love it†¦Ã¢â‚¬â„¢ which can be considered as rude. The Lady In The Lake is considerably more fast paced and seems to lack the large quantities of description in comparison to The Woman In White. Where The Woman In White has many paragraphs dedicated to description, where The Lady In The Lake make up for in dialogue, to a point where the ever little e description of the setting is given it is given thought dialogue, for example were Mrs Fallbrook describes the rung and the grey chenille carpeting on the stairs. Because of the lack of description and the much use of dialogue the story is much faster paced. Chandler is very concise and has to be as much as possible as the novel, written in 1943 it has to compete with other means of leisure such a movies which as a much more popular choice amongst the general public to whom the novel is also targeted at. In conclusion in both extracts perceiving someone is who they claim to be is mistake for which they pay dearly later on in the novels. In the woman in white true identityassumed because of honour and rank and in the lady in the lake it is because of naivety to the full situation not having reasons to suspect otherwise. View as multi-pages

Miramax Films To Hit Web :: essays research papers

Disney’s Miramax films decided to make twelve movies which people will be able to see on pay-per-view downloads through SightSound.com. Miramax is the first major studio to show full-length movies on-line. They have decided to show twelve movies but they feel this could catch on and have potential to expand. Miramax feels the time is right, they are trying to get ahead of other film companies. Miramax feels that showing movies on the Internet will bring in new audiences. The big concern with web movies is piracy Hower Antipiracy technology is becoming much more reliable. SighSound.com will use Microsoft’s digital rights-management system with encryption technology. Users will be able to download the Miramax titles; the user can view them for 24 hours before they disappear from the hard drive. Miramax has not yet come up with a price for the movies. The movies have not yet been decided either but most likely there will be movies out on home video.   Ã‚  Ã‚  Ã‚  Ã‚  I think it’s a great idea to put full-length movies on the web. Miramax is a huge industry so if the movies don’t work they aren’t greatly effected. However, being one of the first major studies to start showing full-length movies on the Web will definitely draw users just out of sheer curiosity. Movies on the Web will make it easier for people to view them, they can stay at home, and they don’t have to worry about renting or late fees. Web movies will definitely put Miramax above the rest of the major studios. Lauren Runk May 4, 2000 Extra Abstracts Seat #66 A Family Affair   Ã‚  Ã‚  Ã‚  Ã‚  With WB becoming so popular especially in the last year, advertisers gave the network money to come up with more family-oriented series like 7th Heaven. The network was given 1 million dollars, which will be used for developing scripts. Many people considered this movie dangerous but the Hollywood community felt it was a good idea, so executives started looking for new scripts. The WB executives came up with three pilots out of eight and they believe all three may actually end up on the networks fall schedule. The three series first is called Finally Home, which stars Melissa Gilbert who plays a mother who lost her twin daughters and now councils children who lost siblings or relatives. The second is Gilmore Girls, which is a mother/daughter drama set in a small town in Connecticut. The last one is called DIG, which goes behind the scenes of a Los Angeles School Department.

Characteristics Of Perfect Competition

Singular Product The prime characteristic of perfect competition is the existence of one single product that is sold by all suppliers at a common price, with the quality of the product being the same. This implies that the product is purchased from a supplier does not affect the buyers because of its same price and quality.Innumerable Buyers and Sellers The number of buyers and sellers in the market are infinite. Since only one product is being sold in the market, no single buyer or a seller can determine or influence the price of the product. The price is determined by the market as a whole, depending on the total demand and requisite supply of the product in question. For instance, the process of producing or growing wheat is similar, and so is the final product. As such, wheat prices are usually similar everywhere. Only a drastic change in the demand and supply of wheat can cause its prices to be altered.Clarity of Information This is another characteristic of perfect competition. The buyers are completely aware of and are exposed to information about the production process and its economics. Thus, the market conditions are known to everyone, and this knowledge causes the price to remain constant among all suppliers.Costless Transactions Neither the buyers, nor the sellers incur any costs in the transactions that occur among them. That is to say, that when a buyer buys, he does not incur any cost apart from the cost of the product, where similarly, the supplier does not incur any cost while selling the product to the buyer. This is known as perfect mobility.Maximum Profits In a perfect competition, suppliers only aim for profit maximization. They are not concerned with customer retention and revenue maximization. Profit  maximization is determined by the quantity of product they sell. When the marginal cost, or the cost incurred by the production of a single unit of the product is equal to the marginal revenue, that is the revenue attained from the sale of this single unit of product, a producer will stop producing the product.This is a stage where the profits are maximized, and losses are minimized. The profit is a component of the entire cost structure, which, if not achieved, causes the supplier to exit the market.No Barriers to Entry and Exit Every supplier has a relatively small market share due to the existence of one single product being sold by different suppliers. As such, any supplier is free to enter the market at his will, and exit when he wishes to do so. The absence of such barriers does not affect the prices as ideally, there is always a substitute for a supplier who enters or exits the market.Absence of transport cost: Under perfect competition transport, cost does not exist. Since commodities have, the same price it logically follows that there will be no transport cost. In the event of the presence of cost of transport, there will be no single price in the market. Transport cost occurs when there is no perfect knowl edge of the market conditions on the part of buyers and sellers.No attachment:There is no attachment between the buyers and sellers under perfect competition. Since products of all sellers are identical and their prices are the same a buyer is free to buy the commodity from any seller he likes. He has no special inclination for the product of any seller as in case of monopolistic competition or oligopoly. Theoretically, perfect competition is irrelevant. In reality, it does not exist. So it is a myth.

Benefits of studying abroad

Studying abroad is one of the best experiences a student can have in the course of learning. Students who go through such an experience have been at advantaged position as they have been able to sample a different culture from their own. Studying abroad involves going beyond the border mostly to a foreign country. Students moves to a new environment which might be totally different from what he or she is used to. At times the students may be introduced a new system.The reasons as to why people go to study abroad are as varied as the number of students who go through such an exciting experience. (Cressy, W 2004) Studying abroad usually prepares the students to work and live in a multicultural setting where they interact and learn about the other cultures. It encourages students to have academic discipline as they learn to reason in a totally or slightly different system. Through such an experience students are taught to be independent where they get to do things on their own sometimes in environment which encourage tolerance and accommodation.Through such an exposure the students learn to respect other people’s ways of life despite the differences. This enhances their prospects for the future jobs especially those which are international in nature. (Cressy, W 2004) Studying in a foreign country affords the students many rare chances, these includes learning a new language and an opportunity to experience different cultures, history and environment. It accords the students an opportunity to witness some of the things learnt in text books firsthand.In the modern world employers are seeking skills which have been polished through overseas engagement. A student who has studied in a foreign country will be in a better position to secure employment as he or she will be bringing a new experience to an organization. Studying abroad is a very special opportunity which helps the students to develop certain skills, adaptability and confidence. It is an adventure tha t moulds the students into individual who can fit in different cultures around the world. Reference Cressy, W (2004) A guide to Studying Abroad, Princeton Review

Analysis of Snow by Charles Baxter

Analysis of 'Snow' by Charles Baxter Charles Baxters Snow is a coming-of-age story about Russell, a bored 12-year-old who apprentices himself to his older brother, Ben, as Ben dangerously attempts to dazzle his girlfriend on a frozen lake. Russell narrates the story as an adult looking back on events many years after theyve taken place. Snow originally appeared in The New Yorker in December of 1988 and is available to subscribers on The New Yorkers website. The story later appeared in Baxters 1990 collection, Relative Stranger, and also in his 2011 collection, Gryphon. Boredom A sense of boredom pervades the story right from the opening line: Twelve years old, and I was so bored I was combing my hair just for the hell of it. The hair-combing experiment - like many things in the story - is partly an attempt to grow up. Russell is playing Top 40 hits on the radio and trying to make his hair look casual and sharp and perfect, but when his older brother sees the result, he just says, Holy smoke [†¦] What did you do to your hair? Russell is caught between childhood and adulthood, yearning to grow up but not quite ready for it. When Ben tells him his hair makes him look like [t]hat Harvey guy, he probably means the movie star, Laurence Harvey. But Russell, still a child, innocently asks, Jimmy Stewart? Interestingly, Russell seems perfectly aware of his own naivete. When Ben chastises him for telling an unconvincing lie to their parents, Russell understands that  [m]y unworldliness amused him; it gave him a chance to lecture me. Later, when Bens girlfriend, Stephanie, persuades Russell to feed her a piece of gum, she and Ben burst out laughing at the sensuality of what shes put him through. The narrator tells us, I knew that what had happened hinged on my ignorance, but that I wasnt exactly the butt of the joke and could laugh, too. So, he doesnt understand exactly what has happened, yet he recognizes how it registers with the teenagers. He is on the cusp of something, bored but feeling that something exciting might be around the corner: snow, growing up, some kind of thrill. Thrills Early in the story, Ben informs Russell that Stephanie will be impressed when he shows her the car submerged under the ice. Later, when the three of them start walking across the frozen lake, Stephanie says, This is exciting, and Ben gives Russell a knowing look. Ben intensifies the thrill hes giving Stephanie by refusing to confirm what he knows that the driver escaped safely and no one was killed. When she asks if anyone was hurt, Russell, the child, immediately tells her the truth: No. But Ben instantly counters with, Maybe, offering that there might be a dead body in the backseat or the trunk. Later, when she demands to know why he misled her, he says, I just wanted to give you a thrill. The thrills continue when  Ben gets his car and starts spinning it on the ice on his way to pick up Stephanie. As the narrator says: He was having a thrill and soon would give Stephanie another thrill by driving her home across ice that might break at any time. Thrills did it, whatever it was. Thrills led to other thrills. The numbing repetition of the word thrill in this passage emphasizes Russells alienation from - and ignorance of - the thrills Ben and Stephanie are seeking. The phrase whatever it was creates a sense that Russell is giving up hope of ever understanding why the teenagers are behaving as  they are.   Even though Stephanies taking off her shoes was Russells idea, he is only an observer, just as he is an observer of adulthood - getting close, definitely curious, but not participating. He is moved by the sight: Bare feet with painted toenails on the ice - this was a desperate and beautiful sight, and I shivered and felt my fingers curling inside my gloves. Yet his status as an observer rather than a participant is confirmed in Stephanies answer when he asks her how it feels: Youll know, she said. Youll know in a few years. Her comment implies so many of the things hell know: the desperation of unrequited affection, the relentless impulse to seek new thrills, and the bad judgment of teenagers, which seems to be a powerful antidote to boredom.   When Russell goes home and sticks his arm in the snowbank, wanting to feel cold so cold the cold itself became permanently interesting, he keeps his arm there as long as he can stand it, pushing himself to the edge of thrills and adolescence. But in the end, hes still a child and not ready, and he retreats into the safety of  the bright heat of the front hallway. Snow Job In this story, snow, lies, adulthood, and thrills are all closely intertwined. The lack of snowfall in this drought winter, symbolizes Russells boredom - his lack of thrills. And in fact, as the three characters approach the submerged car, just before Stephanie announces that [t]his is exciting, snow finally begins to fall. In addition to the physical snow in (or absent from) the story, snow is also used colloquially to mean to deceive or to impress through flattery. Russell explains that Ben brings girls to visit their old, large house so [t]heyd be snowed. He continues, Snowing girls was something I knew better than to ask my brother about. And Ben spends most of the story snowing Stephanie, trying to give her a thrill. Notice that Russell, still a child, is a lousy liar. He cant snow anyone. He tells his parents an unconvincing lie about where he and Ben are going, and of course, he refuses to lie to Stephanie about whether anyone was hurt when the car sank. All of these associations with snow - lying, adulthood, thrills - come together in one of the most perplexing passages of the story. As Ben and Stephanie are whispering to each other, the narrator says: Lights were beginning to go on, and, as if that werent enough, it was snowing. As far as I was concerned, all those houses were guilty, both the houses and the people in them. The whole state of Michigan was guilty - all the adults, anyway - and I wanted to see them locked up. It is clear that Russell feels left out. He notes that Stephanie whispers in Bens ear for about fifteen seconds, which is a long time if youre watching. He can see adulthood - hes getting close - but he cant hear the whispering and probably wouldnt understand it, anyway. But why should that result in a guilty verdict for the entire state of Michigan? I think there are numerous possible answers, but here are some that come to mind. First, the lights coming on could symbolize some of Russells dawning awareness. Hes aware of the way hes been left out, hes aware that teenagers dont seem to be able to resist their own bad judgment, and hes aware of all the lies that seem to be inextricable from adulthood (even his parents, when he lies about where he and Ben are going, engage in the usual pantomime of skepticism but dont stop them, as if lying is just a part of life). The fact that its snowing - which Russell  somehow takes as an insult - could symbolize the snow job that he feels adults perpetrate on children. Hes been longing for snow, but it arrives just as hes starting to think it might not be so fabulous after all. When Stephanie says, Youll know in a few years, it sounds like a promise, but its also a prophecy, underscoring the  inevitability of Russells  eventual understanding.  After all, he has no choice but to become a teenager, and its a transition he isnt quite ready for.

A Review of Reading Eggspress

A Review of Reading Eggspress Reading Eggspress is an interactive online program intended for students in grades second through sixth and designed to build reading and comprehension skills. Reading Eggspress is a direct extension of the Reading Eggs program. Both programs are sold as a single unit. This means that if you purchase the program for Reading Eggs, you also have access to Reading Eggspress and vice versa. The two programs are uniquely different, but intertwined at their core. Whereas Reading Eggs is a learning to read program, Reading Eggspress is a reading to learn program. The program was originally developed in Australia by Blake Publishing, but brought to schools in the United States by the same company that developed Study Island, Archipelago Learning. Reading Eggspress was designed to actively engage students in fun, interactive activities that build their vocabulary knowledge, comprehension skills, and overall reading level. The components found in Reading Eggspress include a wide range of lessons, learning resources, games designed to motivate, and e-books. This program is not intended to replace traditional classroom instruction, but instead as a supplemental program that can aid in comprehension skill building. There are 240 interactive comprehension lessons in 24 levels of Reading Eggspress. Each level contains ten books that students can choose from. There are five   non-fiction and  fiction books to choose for every level. Each unique lesson includes five pre-reading activities that build and teach comprehension strategies. At the end of each lesson is a passage from a story. Students are required to read the passage and answer a set of sixteen comprehension questions to assess a student’s understanding of that passage. Students must score a 75% or better on the quiz to move on to the next level. Reading Eggspress is Teacher/Parent Friendly Reading Eggspress is easy to add a single student or a whole class.Reading Eggspress has terrific reporting that makes it easy to monitor individual student or whole class progress.Reading Eggspress provides teachers with a downloadable letter to send home to parents. The letter explains what Reading Eggspress is and provides login information for students to work on the program at home at no additional cost. It also provides parents with the opportunity to have an account to track their student’s progress at no additional cost.Reading Eggspress provides teachers with a comprehensive user guide as well as toolkit loaded with books, lesson plans, resources, and activities. The teacher toolkit has over 500 library book titles with worksheets and activities that they can use in conjunction with their Smart Board to interactively teach lessons to the whole class. Reading Eggspress is Instructional with Diagnostic Components Reading Eggspress provides teachers and parents with the opportunity to assign specific levels to students and differentiate instruction. For example if a third grade teacher has two students who are advanced they can automatically place them in a higher grade level.Reading Eggspress also provides teachers and parents with the option of giving each student a diagnostic placement test. This test consists of twenty questions. When the student misses three questions, then the program assigns them to the appropriate lesson that corresponds to how they did on the placement test. This allows students to skip past levels which they have already mastered and places them at the level in the program where they should be.Reading Eggspress allows teachers and parents to reset a student’s progress at any time in the program. Reading Eggspress is Fun Interactive Reading Eggspress has age appropriate themes and animations.Reading Eggspress allows users to create and personalize their own unique avatar.Reading Eggspress provides users with incentives and rewards. Each time they complete an activity, they are rewarded with golden eggs. Their egg count is kept in the top right corner of the screen. They can the eggs to buy pets, clothes for their avatar, or accessories for their house.Reading Eggspress allows users who complete a lesson to earn a collectible trading card. The user gets to select which category they want the card to be associated with including Fantastica, Beastie, Animalia, Astrotek, Starstruck, and Worldspan. Cards are then placed in the user’s apartment. Users can also purchase cards at the mall with their earned eggs.Reading Eggspress allows users to earn medals. For every thousand eggs earned in a week, a student earns a bronze medal. A silver medal is earned for five thousand eggs. A gold medal is earned for fifteen thousand eggs. Reading Eggspress allows users to keep track of targets (goals). There is a target with an arrow in the center in the top right corner of the interface. Users who click this will see targets (goals) that they have met in the program as well as targets (goals) that they have not met. Reading Eggspress is Comprehensive Reading Eggspress has several other learning activities and games aside from those in the standard 240 comprehension lessons.The Gym is where you will find all the comprehension lessons and activities. There is also a daily game located in the gym. This game changes each day and focuses on a variety of reading skills. Students can compete against other users across the nation for the daily high score.The Library consists of over 600 e-books in both fiction and non-fiction. The library is easily searchable by title or topic. Students who found a particular passage in the comprehension gym to be interesting can go to the library to read the entire book. Students can click on a single book in the library to find out information including the author, number of pages, how many eggs they can earn from reading it, and how many other users have read it. At the end of the book students will be given a comprehension quiz and they will also be able to rate the book. They can also save books tha t they especially enjoy on their favorite’s shelf. The Stadium allows you to competitively build individual skills in the areas of spelling, grammar, vocabulary, and sentence structure. There are four games that you can choose to challenge the computer or play head to head with another user is logged into the program at the same time. The games include spelling sprint, grammar skating, vocabulary pursuit, and freestyle usage. There are five difficulty levels for the user to choose from for each game.The Mall is the place where students can use their eggs to purchase a variety of different things. Stores in the mall include Passion for Fashion, Dressed to Thrill, Collector’s Corner, Apartment Living, and Perfect Pets.The Apartment is the place where students can change their avatar, view their trading cards, see their trophies, or decorate their apartment. The apartment also contains access to a game called Quote Quest where students use clues to search through tunnels to find quotes from different books. Students can earn eggs by finding the quotes and choosing the correct book. Cost Parents can purchase a one year subscription to Reading Eggspress for $75.00 and a 6 month subscription for $49.95. They also have the option to purchase a monthly subscription at $9.95 per month. Schools can purchase annual classroom subscriptions for 1-35 students for $269, 36-70 students for $509, 71-105 students for $749, 106-140 students for $979, 141-175 students for $1,199, 176-245 students for $1,659, 246-355 students for $1,979, 356-500 students for $2,139, 501-750 students for $3000, and 750 students will cost $4 per student. Overall Reading Eggspress is a terrific program to build a student’s reading comprehension skills. I have used this program with students and they absolutely love to use it. In fact, they will try to negotiate to stay on the program longer. As a teacher, I especially like how each lesson builds skills essential to comprehension before students are required to read and take a quiz. Reading comprehension is so much more than just passing a quiz and this program does it the right way and presents it to students through a method that is engaging, fun, and interactive. Overall, I give this program a five out five stars, because I believe it does what it is intended to do and effectively keeps the users attention at the same time.

Multimodles in Education Research Paper Example | Topics and Well Written Essays - 1250 words

Multimodles in Education - Research Paper Example their use of technological tools in their academics and a majority of the students, some 50% rated themselves as basic, while 22% and 27% rated themselves as professional and advanced respectively (Alawami). These statistics can be said to show that a large number of students are competent enough in the use of technological tools to ensure that their learning process and environment is as comfortable as possible. It is well known that life in the current age is highly influenced by the era of technology, and the latter has come to play an important role in today's human social development. Based on this fact, it has become obligatory to take advantage of the modern technological facilities in aiding the development of education because to do otherwise would mean that there would be a considerable loss in the productivity of students in the modern age. There are, however, other hi-tech implements that can be made the most of in academics besides computers and each of these tools has i ts specific benefits and application. But while this may be the case, in order for the students to use these tools successfully, they should be familiar with the use of all types of computers as well as the Internet, and be able to interact with the techniques needed for the use of these tools. This has been the case in many academic institutions because when asked whether they had used some form of technology in their academic institutions before, all of the respondents stated that they had indeed used it. One of the greatest ideals that have come to be widely appreciated in the world today has been the development of educational technologies whose purpose has been the intended uniting of students from different cultures. Students from diverse cultures tend to have different ideas... This paper approves that a lot of value should be placed in students through the development of technological empowerment programs, which ensure that they get the opportunity to advance in the use of the technology. This is the reason why students have to be taught in an environment that has multi-modals because those who study in such an environment are likely to know exactly how such technology works and will not need a lot of time to learn. It has been found that the students’ experience in the use of technology, which is likely to have been developed after years of using its different forms, tends to work in their favor when conducting their studies. In fact, it is very likely that such students will get work done faster than those who would have studied in an environment devoid of technology because technology, such as the internet, allows students to access the information that they desire almost instantly. The experience that students gain using technology in the classr oom ensures that they know what it lacks and what it has and this enables them to work towards strengthening the knowledge they have gained further while also working towards using even more advanced technology to enhance their learning process. This essay makes a conclusion that the increasing popularity of the use of multi-modals in education is because of the fact that it is most convenient since it enables individuals to easily access information at their own convenience. This is corroborated in a survey question asking students whether they had ever taken online classes before, and fully half of those who responded stated that they had indeed taken such classes.

Safety in high rise buildings role of a project manager Essay

Safety in high rise buildings role of a project manager - Essay Example Fay (2007), Craighead (2008) and Adler (1993) generally define high-rise buildings as structures that extend higher than the maximum reach of available fire-fighting equipment. More specifically, these are the structures whose heights fall between 75 feet (23 meters) and 100 feet (30 meters) or approximately seven to ten stories, depending on the height between the floors (Fay, 2007). Security, on the other hand, coming from the Latin word securus, means freedom from danger or risk (Fay, 2007). This term has become relatively synonymous with safety, which also connotes one’s freedom from danger (Fay, 2007). Having recognized these terms then, the researcher then discusses the common problems being experienced by workers who participate in the construction of high rise buildings that often pose threats to their safety and security. The issue with regard to the safety and security of workers in high rise building construction sites has often been a subject of many researches. In fact, the construction industry has been considered to be one of the most dangerous sectors due to the number of accidents being experienced by the workers while they are working on their projects, most especially, the high rise buildings (Rowlinson 2004). The industry, because of the abovementioned has then also produced the worst safety record all over the world. One of the most common problems experienced by workers in the construction of high rise buildings that threaten their safety and security has something to do with the climate. Apparently, the current temperature in the area where a certain worker is employed tends to affect the building materials, especially those that is being handled or walked on (Oliver, 2005). It is then for this reason that Oliver (2005) deems it important that a worker or most importantly, the climate manager, be informed of the

The Theory of Market Mechanism Case Study Example | Topics and Well Written Essays - 1000 words

The Theory of Market Mechanism - Case Study Example Due to a fall in the rental, the supply of flats also declines, however, the quantity demanded of flats increases. This follows from the law of demand and supply. As a result, there is a gap between demand and supply or in other words, there arises a shortage in the market for dwelling spaces. This shortage is not a natural outcome but created by the suppliers or the landlords which result in an excess demand situation. This shortage generates scope for black marketing of flats at a higher rental. From the land lord's point of view, the creation of shortage is quite justifiable because the cost of maintenance and electricity has remained the same. In the process of black marketing, the flats are rented out at market clearing rental or even more. Since dwelling place is a necessary item for any consumer, the tenants are ready to pay the excess amount above the ceiling price. Thus there is discrimination because some are getting the flats at the Government determined rental whereas some have to pay out a huge amount. Thus there is a reverse effect of what the Government intended. Here the concept of economic rent also comes into play. Because of the price ceiling, a number of landlords are not willing to rent out their space, they are restricted from entering the market in fear of loss. Now suppose the Government decides to remove the ceiling and the rental price is determined by market mechanism, there will be huge opposition from both landlords and tenants because those who we re getting the flats at lower rent will oppose and again the landlords who were operating in the black market will passively support the tenants who were opposing. This is because the landlords are better off in a black market where they extract huge profit. The lobbying cost, lawyer fees, public relation costs are substantial.

Instructions for OpenStack

Instructions for OpenStack OpenStack is an arrangement of free and open-source software tools that is utilized for controlling substantial pool of compute, storage and networking resources managed through a datacenter which is overseen through a dashboard that gives head control while permitting their clients to spare assets through a web interface. Since OpenStack is overseeing distributed computing platform for both public and private cloud, it is supported by a portion of the greatest organizations and also a large number of individual group individuals. For creating an instance in OpenStack we need to use the URL cloud.ncirl.ie. To access the cloud compentency centre there is an option for OpenStack. We need to click on that option. A login page will appear where the Domain name is ncirl, we need to put login details like username and password. After login we can check the Instances, VCPUs, RAM, Floating IPs, Security groups, Volume and Volume storage etc. if any previous instances is there we can also check those. In order to create an OpenStack Instances we need to create Key pair. To create key pair we need to select Project à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Compute. In Compute options like Overview, Instances, Volumes, Images and Access Security. In Access Security we choose the second option Key Pairs. In Key Pairs there is an option create key pair, we have to choose that option. Inside create key pair we have to enter the desired key pair name and click on the option Create key pair. A .pem file will be downloaded to the system, which is used to login to instance using putty. The second step is to click on instances à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Launch instance then a pop up appears where we have to put an instance name. Available zone is nova and count should be 1. We need to select the source for the instance, we select boot source as image and the required operating system can be Ubuntu 14.04. Now we need to select the Flavor, the required flavor is m1.large. In network tab we select private_default. We dont have to make any changes in network port. In security group tab we select default and http-8080. In key pair we have to select the key pair which was created earlier. In configuration tab we have to paste the shell script for cloud from: https://docs.openstack.org/developer/devstack/guides/single-vm.html. Now on clicking the launch instance an instance will be created. Now we have to associate a floating point IP to the instance so that it can be accessed from outside the cloud. The third step is to go to Puttygen and load the .pem file to generate a .pkk file to access the created instance by windows operating system. Now go to Putty and paste the floating IP in the host name bar and then we add the private key which is .pkk which was earlier generated using Puttygen, now click open. I command prompt will appear to the created instance where login details is required like username and password. The username is Ubuntu and password is password. After login we have to verify whether the username is stack or not by using the command line cd ~/../stack. Now we have to check whether the script got completed by using tail/var/log/cloud-init-output.log. The final step is to open the browser and type the floating IP associated to the instance in the address bar. An OpenStack dashboard will appear where we have to input the username as admin and password as password. An OpenStack horizon will appear where we need to go to Project à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Compute à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Overview to get the following screen. Personal experience while creating instances in OpenStack While creating key pair I saved the .pem file on my local folder in my system. While generating instance, I faced a problem of getting three IP address on the same instance. I tried for three times each time deleting the previous instance and creating a new one, finally got a single IP on the third try. To make instance visible and for usage we need a floating IP address, but due to limited floating IP it was very difficult to get an IP for my instance. In Puttygen I had to load the .pem file and generate .pkk file which is a private key for windows user. Then after I had to open the putty and type the floating IP address in Host Name session. After that I had to prompt .pkk file from Auth inside SSH.The other issue was after creating .pkk file I was not able to access the command prompt for instance, then by getting guidance from Dr. Ralf Beirig in lecture and only then I was able to overcome this issue. After accessing into cloud I checked the user stack by giving commond line   cd ~/../stack to check whether stack is present or not in home folder then I gave command line of tail /var/logs/cloud-init-output.log to show the status of current script. In the URL, I pasted my floating IP and could access the OpenStack horizon by entering username as admin and password as password.

Flexible Staffing Arrangements Essay examples -- Work Working Workforc

Flexible Staffing Arrangements Options for flexible work schedules--once nonexistent--have become a reality, with benefits for workers and employees alike. Job sharing, compressed work weeks, reduced hours, work at home, and flextime have provided employees with the means to realize a better balance between work and family and an opportunity to engage simultaneously in more than one endeavor, e.g., school and work, two careers, and work and leisure. They can also lead to economic and emotional stress and to limited opportunities for professional growth. This Digest examines flexible work options, including the characteristics of workers who select them, the organizations that offer them, and the influence they have on worker satisfaction, performance, productivity, and career progression. Flexible Staffing Arrangements Over the years, employers have established employment arrangements with workers that include working in shifts, on "temporary" assignments, in a part-time capacity, and through independent contract work. The impetus for these arrangements is the organizations desire to realize its short-term service and production goals and to reap the low-cost benefits of a contingent work force. Today, with businesses facing increasingly competitive markets and unprecedented customer demands for services, the employment of workers in shifts to cover a 24-hour day is increasing. In fact, one in five workers is hired to work outside the typical 9-to-5 time slot ("No More Nine-to-Five" 1998). Manufacturing companies have traditionally operated day and night, often to capitalize on equipment usage. However, many other types of companies are now offering their services around the clock, e.g., financial services, 24-hou... ... to Growth in Use of Part-Time Faculty." Chronicle of Higher Education 44, no. 15 (December 5, 1997): A18. Lief, L. "An End to the Dead-End Job?" U.S. News & World Report 123, no. 16 (October 27, 1997): 86-87. McShulskis, E. "Retirees Returning to Work Threaten Some Full-Time Workers." HRMagazine 42, no. 3 (March 1997):26-28. McShulskis, E. "Part-Time Plans Have a Positive Impact." HRMagazine 43, no. 1 (January 1998): 26. "No More Nine-to-Five." The Economist 346, no. 8050 (January 1998): 53-55. "No Part-Time Job Explosion." The Economist 344, no. 8030 (August 16, 1997): 23. "Part-Time Professionals Push Positive Image." CQ Researcher 7, no. 40 (October 24, 1997): 944. Tolliver, C. "The Payback from Part Time." HR Focus 74, no. 12 (December 1997): 1, 3-4. "Using Part-Time Workers." IRS Employment Review no. 629 (April 1997): E13-E16.

Drama Homework

The chosen character was Mrs. Johnston, she was a very calm and she cared a lot about her children but she didn't have conditions to have twins so she cited to give one to Mrs. Lyons because she knew that Mrs. Lyons would take good care Of her child and the child would have a good education. ‘ decided to explore the lion because they both have similarities, for example, mothers lion really care about her children.My eyebrows were raised, my mouth was little bit open to show that was shocked my hands were holding the chair very strongly and aggressive because lions are aggressive then I quickly got up and I gave three big large steps towards my partner, because lions have big paws and they are very fast. As a bit louder than her and my voice was bit pitched to show that I was transforming my character into a lion and my eyes were wide open, my eyebrows were raised from the inner sides to show sadness so I grabbed her clothes to show was desperate, I was nearly on my knees.My eye brows pulled downwards towards the inner sides to show anger my mouth was wide open, I quickly stepped away from her because wanted to calm myself but my partner was getting a bit closer to me. Thought that both characters' personality were similar because they are both retroactive and they really care about their children like for example, when Mrs. Johnston gave one of her twins she was thinking about his future and that he would have a better education and I think that a lion would do the same thing just to see their child grow in a better way.Another reason how linked both characters' personality was that they are both brave and strong for example, Mrs. Johnston would do anything so her family can have something to eat even though that she hasn't got a man to help her and a lion would do the same thing just to keep her children fed. The way transformed the animal characteristics into my character was that, a lion has big paws so their movement is big and large so my character ha d to have big Steps and large to show that I was pretending to be a lion.Another way I transformed the animal characteristics was that lions, are loud so whenever I was talking, I was always a bit louder than my partner to show how I was describing the lion. When I was exploring the lions characteristics was acting like a real lion, how they walk, how they attack, how they express their feelings, how protective hey are, how they relate with others etc.. When I was sure about how the lions are, started to act like Northernmost but with a lion personality but in a human body, for example my facial expression was angry to show that I was describing a lion.Another example the steps of a lion are big and large so I had to make the same movement as them but at the same time as a lady. What have noticed from my partner was that she looked a bit dizzy, because she was balancing side to side in a slowly way when she walked. Her facial expression, her eyes were wide open to show that she was paying attention ND I thought she wanted to show that she wanted me to get scared of her and that she wanted me to be possessed because of her eye contact.

Child Psychology Services (Part 3) Essay

Explain different types of bullying and the potential effects on children and young people. Bullying and the fear of bullying are major worries for many children and young people. The victims of bullying are usually different in some way from the bully; the differences may be as simple as a different physical characteristic or being seen as a ‘swot’. Bullying can be specific. The basis for the bullying can be one or more of the following forms: – Physical (pushing, kicking hitting, pinching and other forms of violence or threats). – Verbal (name-calling, insults, sarcasm, spreading rumours, persistent teasing). – Emotional (including not speaking to and excluding someone, tormenting ridicule, humiliation). – Cyber-bullying (the use of information and communications technology particularly mobile phones and the internet, deliberately to upset someone else). Bullying can be carried out by one person against another, or by groups of people ‘ganging up’ on a person. Bullying is not always delivered as a personal face -to- face attack, but can also be delivered through technology. Potential effects of bullying can be; – Threatened or attempted suicide. – Depression. – Running away. – Low self esteem. – Isolation. – Shyness. – Poor academic achievement. There are many reasons and possibilities as to why people bully, most of the time it’s because the victim is different in some way. Below are some of the  differences why someone might be bullied: – appearance (e.g. hair colour or style, height). – Race. – Religion. – Nationality. – Sexual orientation. – Being jealous. Both males and females are capable of carrying out a vicious attack such as bullying on others. Some bullies only do it to uphold their reputation and look ‘hard’. Many bullies only bully others out of jealousy and many of the people who have been bullied go on to do great things with their life, like some famous people who have been bullied. Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place. All schools are required by law to have anti-bulling policies in place but these vary in how they are worded and the subsequent actions that need to be taken. Schools must also have policies to encourage good behaviour and respect for others on the part for others on the part of pupils. The Department for Education is clear that no form of bullying should be tolerated. Bullying should be taken very seriously; it is not a normal part of growing up and it can ruin lives. The current anti-bulling guidance for schools, Safe to learn: embedding anti-bulling work in schools, was launched in September 2007. Explain how to support a child or young person and/or their family when bullying is suspected or alleged. When dealing with someone who is being bullied it is important to remember that they will be very upset although they may not show it on the outside. If they have managed to get up the courage to talk to you then they need to know you will take the problem seriously. In the case of an older child, it  is a good idea to ask them to write down exactly what happened and who was there so that you can speak to other people. The more information you have, the better you will be able to deal with the problem and the faster you can sort out exactly what happened. Reassure the victim that you will be back in touch with them as soon as you have completed your investigation and that if there are any more problems in the meantime they must let you know immediately. Supporting the family Parents can find it very hard to know how to help their child if they are being bullied. Some parents will have to cope with the news that it is their child who is a bully. You need to know how to support parents in both these cases. Listen to parents; let them explain how they are feeling. Direct them to useful information so that they can start to think how to support their child. Explain how to support children and young people’s self-confidence and self-esteem. Children and young people who are: – Assertive. – Self-confident. – Self-aware. – Have high self-esteem. Are less likely to be vulnerable to abuse. A child who has high self-esteem will do better in many aspects of development. Self esteem can be supported by: – Giving lots of praise and encouragement. – Encouraging independence and choice, with many opportunities to try things out. – Teaching children how to be assertive (this means having their own needs met but still respecting those of others). – Encouraging cooperation, respect and tolerance between children, and giving a positive example yourself. Analyse the importance of supporting resilience in children and young people Resilience is the ability to deal with the ups and down of life and is based on self-esteem. The more resilient a child is the more they will be able to deal with life as they grow and develop into adulthood. Many factors can positively affect a child’s resilience: – Secure early attachment. – Confidence of being loved by family and friends. – Good sense of self-identity. – Ability to act independently. – Confidence to try new things. Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety. The important thing for all children to remember is that they should never feel uncomfortable about someone they are with or something being done to them. Children and young people need support to be able to keep them safe. It is important to be available to talk with children about any concerns they may have. If they are upset by a reported case of abuse, then you should be as reassuring as possible. You should stress that almost all children lead safe and happy lives and only very few adults want to hurt children in any way. Using correct anatomical language, at a level appropriate to the child, is important when you are talking about bodies. Simple, age-appropriate sessions, linked to other activities, on how the human body works help children to understand what their bodies can do and raise awareness of what is normal and what is not. Sessions on ‘body maintenance’ should be an integral part of children’s education, not just to warn them of the danger of misus e. The Keep safe Code produced by Kidscape is an effective way of getting across the message about personal safety to young children. Older children need more detailed information such as: – Lessons on normal sexual function, related to adult behaviour (relevant to your setting’s policy. – Information about misuse of their bodies, through smoking, alcohol and illegal drugs. – The risks of HIV and other sexually transmitted infections (Chlamydia, herpes, gonorrhoea, etc.). Help from other organisations Organisations such as Kidscape, Childeline and the NSPCC can help with information and guidance on these topics. It is important to use them properly and be sure that information is accurate and used to their best effect. Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety. Children and young people need to be empowered to keep themselves safe. Children will always push boundaries and take risks – that is how we all learn. Your role is to manage those risks without taking away their independence. When they are empowered, and can make their own choices, they are able to do things alone and without supervision.