Criteria of Leadership Effectiveness Research Paper

Criteria of Leadership Effectiveness - Research Paper Example   This is a critical position. Managerial skills, competency, accountability, service delivery and program implementation are some of the criteria through which a minister is evaluated. Managerial skills entail the ability to control the whole ministry, for instance, the Ministry of Education and ensure efficiency at all lower levels. In actual sense, it is termed as administrative capability Competency bases on the ability to deliver and suitability to hold such a high profile position. In such cases, evaluation based on educational background and experience. Accountability, though a managerial skill, it is an independent variable. Ministries deal with lots of cash and thus a minister is evaluated on the basis that the money and services can be accounted for to the last coin. Service delivery is the actual performance towards the set goals. Ministerial positions aim at serving the public and thus its effectiveness is based on this principle by delivery satisfactory results. It all depends on proper implementation of programs.This is the most widespread form of ethical challenge present in almost all organizational systems. By prioritizing issues, there is a huge chance for entities to use bribe as a tool with which they can ensure their ideas are given the first priority. Such unauthorized or formal procedures are considered unethical in any setup. It is difficult to fully contain every bribery situation but it can be reduced by sticking to the stipulated guidelines and penalizing those who indulge in such activities.

Reading Strategy Essay Example for Free

Reading Strategy Essay What Is It? To aid their comprehension, skillful readers ask themselves questions before, during, and after they read. You can help students become more proficient by modeling this process for them and encouraging them to use it when they read independently. Why Is It Important? Dolores Durkins research in 1979 showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before or while they read. In the late 1990s, further research (Pressley, et al. 1998) Revealed that despite the abundance of research supporting questioning before, during, and after reading to help comprehension, teachers still favored post-reading comprehension questions. Researchers have also found that when adult readers are asked to think aloud as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 1995). Proficient adult readers: Are aware of why they are reading the text Preview and make predictions Read selectively Make connections and associations with the text based on what they already know. Refine predictions and expectations Use context to identify unfamiliar words Reread and make notes Evaluate the quality of the text Review important points in the text Consider how the information might be used in the future Successful reading is not simply the mechanical process of decoding text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example: What is this story about? What does the main character want? Will she get it? If so, how? Even after reading, engaged readers still ask questions: What is the meaning of what I have read? Why did the author end the paragraph (or chapter, or book) in this way? What was the authors purpose in writing this? Good authors anticipate the readers questions and plant questions in the readers mind (think of a title such as, Are You My Mother? by P. D. Eastman). In this way, reading becomes a collaboration between the reader and the author. The authors job is to raise questions and then answer them – or provide several possible answers. Readers cooperate by asking the right questions, paying careful attention to the authors answers, and asking questions of their own. HOW CAN YOU MAKE IT HAPPEN? To help readers learn to ask questions before, during, and after reading, think aloud the next time you are reading a book, article, or set of directions. Write each question on a post-it note and stick it on the text you have the question about. You may be surprised at how many typically unspoken questions you ponder, ask, and answer as you read. You may wonder as you read or after you read at the authors choice of title, at a vocabulary word, or about how you will use this information in the future. You should begin to model these kinds of questions in the primary grades during read-aloud times, when you can say out loud what you are thinking and asking. Read a book or text to the class, and model your thinking and questioning. Emphasize that even though you are an adult reader, questions before, during, and after reading continue to help you gain an understanding of the text you are reading. Ask questions such as: What clues does the title give me about the story? Is this a real or imaginary story? Why am I reading this? What do I already know about___? What predictions can I make? Pre-select several stopping points within the text to ask and answer reading questions. Stopping points should not be so frequent that they hinder comprehension or fluid reading of a text. This is also an excellent time to model repair strategies to correct miscomprehension. Start reading the text, and ask yourself questions while reading: What do I understand from what I just read? What is the main idea? What picture is the author painting in my head? Do I need to reread so that I understand? Then reread the text, asking the following questions when you are finished: Which of my predictions were right? What information from the text tells me that I am correct? What were the main ideas? What connections can I make to the text? How do I feel about it? Encourage students to ask their own questions after you have modeled this strategy, and write all their questions on chart paper. Students can be grouped to answer one anothers questions and generate new ones based on discussions. Be sure the focus is not on finding the correct answers, because many questions may be subjective, but on curiosity, wondering, and asking thoughtful questions. After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that: Can be used to gain a deeper understanding of the text Have answers that might be different for everyone Have answers that can be found in the text Clarify the authors intent Can help clarify meaning Help them make inferences Help them make predictions Help them make connections to other texts or prior knowledge As students begin to read text independently, you should continue to model the questioning process and encourage students to use it often. In the upper elementary and middle school grades, a framework for questions to ask before, during, and after reading can serve as a guide as students work with more challenging texts and begin to internalize comprehension strategies. You can use an overhead projector to jot notes on the framework as you think aloud while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension. How Can You Stretch Students Thinking? The best way to stretch students thinking about a text is to help them ask increasingly challenging questions. Some of the most challenging questions are Why? questions about the authors intentions and the design of the text. For example: Why do you think the author chose this particular setting? Why do you think the author ended the story in this way? Why do you think the author chose to tell the story from the point of view of the daughter? What does the author seem to be assuming about the readers political beliefs? Another way to challenge readers is to ask them open-ended question that require evidence from the text to answer. For example: What does Huck think about girls? What is your evidence? Which character in the story is most unlike Anna? Explain your reasons, based on evidence from the novel? What is the authors opinion about affirmative action in higher education? How do you know? Be sure to explicitly model your own challenging questions while reading aloud a variety of texts, including novels, subject-area textbooks, articles, and nonfiction. Help students see that answering challenging questions can help them understand text at a deeper level, ultimately making reading a more enjoyable and valuable experience. As students become proficient in generating challenging questions, have them group the questions the time they were asked (before, during or after reading). Students can determine their own categories, justify their reasons for placing questions into the categories, and determine how this can help their reading comprehension. When Can You Use It? Reading/English Students who have similar interests can read the same text and meet to discuss their thoughts in a book club. Members can be given a set of sticky notes to mark questions they have before, during, and after reading the text. Members can then share their question with one another to clarify understanding within their group. Since students reading level may not necessarily determine which book club they choose to join, accommodations may need to be made, including buddy reading, audio recordings of the text, or the use of computer-aided reading systems. Writing  Good writers anticipate their readers questions. Have students jot down the questions they will attempt to answer in an essay or short story before they write it, in the order that they plan to answer them. Stress that this should not be a mechanical process – as students write they probably will think of additional questions to ask and answer. The key point is to have students think of themselves as having a conversation with the reader – and a big part of this is knowing what questions the reader is likely to ask. Math Students can ask questions before, during, and after solving a math problem. Have students think aloud or write in groups to generate questions to complete performance tasks related to mathematics. Social Studies Use before, during, and after questions when beginning a new chapter or unit of study in any social studies topic. Select a piece of text, and have students generate questions related to the topic. At the end of the unit of study, refer back to the questions and discuss how the questions helped students to understand the content. Science Use before, during, and after questions to review an article or science text. You can discuss articles related to a recent scientific discovery with students and then generate questions that would help them to focus their attention on important information. Lesson Plans Lesson Plan: Questioning, The Mitten This lesson is designed to introduce primary students to the importance of asking questions before, during, and after listening to a story. In this lesson, using the story The Mitten by Jan Brett, students learn how to become good readers by asking questions. This is the first lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Questioning, Grandfathers Journey. This lesson is for intermediate students using the strategy with the book, Grandfathers Journey, by Allen Say. Lesson Plan: Questioning, Kokos Kitten This lesson is designed to establish primary students skills in asking questions before, during, and after they listen to a story. You can help students learn to become better readers by modeling how and when you ask questions while reading aloud the true story, Kokos Kitten, by Dr. Francine Patterson. This is the second lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Asking Pre-Reading Questions This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Lesson Plan: Asking Questions When Reading In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48698. html Asking Questions When Reading Grade Levels: 4 8 Lesson Summary. Generating questions plays a key role in the process of learning how to read, and then again in learning how to read better. There are so many question that students may have about the text that they encounter – questions about the authors style or purpose, questions about new vocabulary, questions about what might happen, etc. Students need to first begin to feel comfortable asking questions, then learn to ask the vital questions that will direct their focus and clear up confusion. In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each. Materials When you read the story ahead of time, write any questions that pop into your head on post-it notes and have them available. Provide large pieces of paper and post-its for students, and locate enough copies of the book The Wall for partners. Provide a piece of paper for each group of four students. Prepare a piece of chart paper titled QUESTIONS with different columns of categories: Questions that are answered in the text Questions that I have to make an inference to answer Questions that are not important to understanding the story. Questions that require research to answer Questions about the authors style Questions that clear up confusion Objectives: Students will ask questions before, during, and after reading. Students will categorize important vs. interesting questions with a focus on important questions. Procedure Explain that good readers ask questions before, during, and after reading to help them understand a story better. Today, were going to focus on asking questions. Present the book The Wall to the students and say, I will read the title, and the back cover and look at the illustrations and think of as many questions as I can. These are the questions that I have before reading. Read your prepared post-it notes to the students. Read the story to the children and think aloud, asking questions while reading. Stress that these are the questions you have during reading. Read your prepared post-it notes to the students. When you have finished reading the story, ask questions that pop into your head and stress that these are the questions that you have after reading. Read your prepared post-it notes to the students. Take your questions on post-its, think aloud, and categorize them in the appropriate column according to the type of question that you asked. The students partner-read and use post-its on pages where they have a question. Have partners narrow their questions down to two questions. Then have the partners share their questions with another paired group. The groups of four students choose one of their questions and write it on a larger piece of paper. Gather all students and have them share their questions. With help from the class, have students categorize their questions. Discuss the questions that are important vs. interesting, and have students focus on the important questions.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48697. html Asking Pre-Reading Questions Grade Levels: 3 5 Lesson Summary This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Students should be able to differentiate between a question and a statement, generate questions, and work in cooperative, heterogeneous groups. Objectives Students will brainstorm prior knowledge about the topic of a text Students will make predictions about the text by asking effective before reading questions in order to improve our reading comprehension. Key Understandings Asking and discussing questions will improve our comprehension of the text. Good readers ask questions before they read. Materials Two narrative texts Pre-reading Show Rubric Pledge Procedure Select two narrative texts, one will be used to demonstrate the before reading questioning strategy, the other will be used for guided practice. It may be easier to choose two texts by the same author or two texts of the same genre. Discuss the ways in which a pre-game show and asking questions before, during, and after reading are similar. Good readers are like sports casters. Just as sports casters discuss the sports event before, during, and after the game, good readers ask and discuss questions before, during, and after reading. This improves comprehension, or understanding, of the text. You may say something such as, Who has watched a football, basketball, or baseball game on television? Sports casters help us understand the game by discussing it. They discuss the game with us before the game, during the game and after the game. Before the game, there is a pre-game analysis. That means that the announcer gives us background information about the game, teams, players, and coaches. This information can be used to make predictions about the outcome of the game. During the game, the announcers provide play-by-play coverage. They discuss important or controversial plays to help us understand whats going on in the game and to explain how certain plays may affect the outcome of the game. They even provide replays of the most important events of the game to make sure we remember them. Finally, after the game, announcers interview the coaches and players to get different perspectives about how the game was played. They review the highlights of the game, confirm or disprove their predictions, and discuss the implications of the outcome of the game. Tell students they are going to focus on asking questions before they begin reading a text. If possible, show a video clip of a pre-game sports cast. Use the analogy of a pre-game show and before reading questions to help students ask effective before reading questions. As you generate questions for each topic. Spend some time wondering about the answers and making predictions about the book. Write your predictions about the book in a separate column. Identify a purpose for reading the text. Narrative = for literary experience/enjoyment Expository = for information Functional = to perform a task/follow directions. Examine the cover illustration and read the title, modeling how to ask questions. Write the questions on chart paper or on an overhead projector. Look at the author and model how to generate questions. Activate background knowledge by taking a picture walk with students. Cover the print with sticky notes, and think aloud as you model how to generate questions, make predictions, and build vocabulary by carefully examining and discussing the illustrations in the text. Ask questions about the setting, characters, events, and genre of the book. Pre-Game Show Questions Before Reading Predictions Team A vs. Team B What teams are playing? What do we know about these teams? Where are they from? Have we ever seen either team play? In your opinion, are they skilled? Is one team better than the other? Title of Story/Cover What topic might this story be about? What do we already know about this topic? Have we read any other books about this topic? Do we have any experience related to this topic? Where and when did we have the experience? Coach Who is the coach? What do we know about the coach? What teams has he/she coached in the past? What is his/her coaching style? Author Who is the author? Who is the illustrator? What books have he/she written or illustrated in the past? Can we describe the style of the author/illustrator? Have I ever read other texts by this author? If so, what do I remember about those texts? Stadium Where is the game being played? Who has the home field advantage? What are the current weather conditions? How will the weather conditions affect the game? Setting Where and when does the story take place? Is the place/time familiar or unfamiliar to us? Have we read any other stories with a similar setting? Players Who are the key players? What positions do they play? What are their skills? Characters Who are the main characters? What role might they play in the story? Can we predict some of their character traits by examining the illustrations? Plays What plays are the coaches likely to run? Events What events may take place in this story? Rules/Principles of Game What are the rules of the game? What are winning strategies? Genre of Text What genre of story is this? (fairytale, folktale) Have we read other stories of the same genre? What are the characteristics of this genre? Tell students that the class will read the story together tomorrow, and learn to ask new questions while they are reading to help understand the story. Guided practice Give students the opportunity to practice writing and discussing some before reading questions for a new story. Place students in 6 groups and have each group record or role play a pre-reading show for the new book, just as sports casters broadcast a pre-game show. 1. title/cover 2. author/illustrator 3. setting 4. characters 5. events 6. genre of literature Select student leaders to guide each groups through the process of examining the cover of the new story and taking a picture walk. Allow groups to discuss their topic. Students should generate two of their own before reading questions on their topic, and then share their questions and provide feedback to each other. Have groups include information from their prior knowledge and personal experience as they discuss the before reading questions, and have them discuss the possible answers and make predictions about the book. After each student has had the opportunity to formulate and write two questions, jigsaw the groups to form TV crews for a pre-reading show. Each TV crew should have six students, one student from each group, 1-6. Review the parts of the rubric. Provide a time limit for each TV show, and tell students that each show should include: an introduction of the members of the TV crew slogan, jingle, or music a discussion of their prior knowledge about the topic a discussion of each members questions predictions about the book from each member Give groups the opportunity to practice asking and discussing their questions before role playing or videotaping their show. If time permits, allow students to make larger visual aids to display during the discussion. Microphones can be made quickly from rolling paper into tubes. Sharing Ideas Distribute rubrics to the class. Allow students to score each TV crew as they present. Independent Practice Have students think of a younger child that they will spend time with this week. Have them think of a book that they can read to the child. Have students use some of the before reading questioning strategies they learned to help the younger child understand the story. Students can use this questions framework worksheet to help them with questions to ask before reading, and help the child make predictions. The worksheet reminds students to ask questions about the title and cover, author and illustrator, setting, characters, events and genre. Assessment Each group will be assessed using the scores from the presentation rubric, scored by their peers and teacher.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Running Records Page Description: A running record is a way to assess a students reading progress by systematically evaluating a students oral reading and identifying error patterns. This template will help you track your students oral reading accuracy. Take advantages from kids that love harry potter Book Covers from Around the World: Harry Potter and the Prisoner of Azkaban Page Description: Enjoy comparing and contrasting colorful cover art for J. K. Rowlings Harry Potter and the Prisoner of Azkaban with this printable handout. Discuss the differences in interpretations from around the world with your students. Grade Levels: 2 7 Analyzing a Book Character Page Description: This chart of questions will help students analyze the cover art of a book. Use this worksheet when talking about the different cover art on each international edition of the Harry Potter books. Grade Levels: 3 – 8 Literacy Glossary Page 1 of 2 Accuracy Rate: This is the rate, shown as a percent, at which students accurately read the text. Concept Map: A concept map is a type of graphic organizer which allows students to consider relationships among various concepts. Often students are encouraged to draw arrows between related concepts enclosed in oval or other shapes. Error Rate: This is a ratio of errors to words in the text. Fluency: The rate and accuracy with which a person reads. Fluency results from practicing reading skills often and with a high rate of success. Formative Assessment: These tests are ongoing and based on the curriculum, providing a way to monitor student progress. They can be used to place students in groups, based on instructional needs. Frustrational Level: This is the level at which students are unable to read with adequate comprehension. Genre: A genre is a particular type of literature, such as narratives, poetry, dramas, or fables. Independent Level: This is the level at which students can read without assistance. Materials at this level should be chosen for independent reading, or fluency practice. Independent Reading Inventories: An informal formative assessment that provides graded word lists and passages designed to assess the oral reading and listening comprehension. Insertion: In a running record or informal reading inventory, this is a miscue in which students add another word when reading printed text. For example, if the sentence is: The dog played, the student reads: The happy dog played. Instructional Level: This is the level at which students can read with assistance from the teacher. Materials at this level should be chosen for reading instruction. Metacognition: This is thinking about ones own thinking, or being aware of ones own learning. When students are aware of how they think and learn, they can be taught to regulate their thought and learning processes. Omission: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words in the printed text. For example, if the sentence is: The sky was bright blue, the student reads: The sky was blue. Onset: The part of a syllable that comes before the vowel of a syllable. The onset of the word box is /b/. Phoneme: the smallest unit of sound. It distinguishes one word from another (e. g. , man and fan are distinguished by the initial phoneme). Phonemic Awareness: This is a type of phonological awareness that involves the awareness and manipulation of individual sounds. Phonological Awareness: The auditory awareness of sounds, words, and sentences. The understanding that speech is composed of sentences made up of words. Words are comprised of syllables, and syllables are comprised of phonemes. Qualitative Data: Qualitative data consist of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. It is often comprehensive, holistic, and expansive. Qualitative Tools: These are tools that produce qualitative data consisting of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. Quantitative Data: Quantitative data consist of information represented in the form of numbers that can be analyzed by means of descriptive or inferential statistics. It is often precise and narrow data. Reading Conferences: Conferences conducted by teachers during independent reading time provide an opportunity to meet with a student to assess progress, to note reading strategies that are being used, monitor books being read, and to provide guidance in developing reading strategies. Rime: The part of a syllable that consists of its vowel and any consonant sounds that come after it. The rime of the word box is /ox/. Scaffolding: A scaffold is a supporting framework. Scaffolded learning is a teaching strategy that helps support students in their learning when they may have difficulties. A goal of scaffolded learning is to have students use a particular strategy independently. Screening Tests: These tests provide information that serves as a baseline. They are usually given to determine the appropriate starting place for instruction. Self-Correction: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words correctly, but return to the text and read the word or words correctly. Self-Correction Rate: This is the ratio of self-corrections to errors when reading the text. Sound-Print Connection: Understanding the relationship between print and sound. Substitution: In a running record or informal reading inventory, this is a miscue in which students replace the printed word with another word. For example, if the sentence is: She said, No,' the student reads: She shouted, No. Summative Assessment: These tests are usually given at the end of a unit or at the end of the year. They assess a students strengths and weaknesses over a period of time.

Sophocles’ Oedipus Rex (the King) and Seneca’s Oedipus Essay -- compar

Sophocles’ Oedipus Rex (the King) and Seneca’s Oedipus    Contrary to Sophocles’ Oedipus that was written to the Greeks, a peaceful and wise audience, Seneca’s Oedipus was written to the Romans, a militaristic and violent community.   Seneca successfully appeals to the elements of Roman literature; therefore, Edith Hamilton in The Roman Way calls him the â€Å"Father of sentimental drama.†Ã‚   Seneca wrote the play in around 50 AD about 480 years after Sophocles’ production.   The Roman audience responded to a melodramatic plot rather than the tragic theme of the former Oedipus.   Seneca, in rewriting the play Oedipus makes significant adjustments to suit the Roman audience, particularly plot and style changes. Melodrama in this sense (compared to tragedy) draws forth more of an emotional, pitiful reaction and any evidence of fear is removed; on the contrary, the emotion of pity is exaggerated and stressed.   The Greek wisdom and their capability to see beauty in all life created a desire for tragedy which draws forth reactions of both pity and fear; according to the Greeks, tragedy portrays mankind at his finest, standing tall among suffering and capable of heroism by overcoming evil.   Edith Hamilton in The Roman Way says, â€Å" . . . the unfamiliar and the extraordinary were on the whole repellent to them (the Greeks) and they detested every form of exaggeration.†Ã‚   She goes on to say, â€Å"Greek tragedy had no appeal as the Romans understood the words.†Ã‚   The Romans viewed life as cheap, almost worthless; therefore, to appeal to this audience, Seneca made fate seem merciless, while Sophocles suggested a tragic flaw, indicating the partial fault of the character. The plot of Sophocles’ and Seneca’s Oedipus are much the same.   Oedipus... ...d concentration on fate, Seneca appeals to the vicious Roman audience he writes to, as opposed to Sophocles’ pensive Greek audience.   The Roman audience desired more violent literature, and responded to the concept that fate and predestination were inescapable, while the Greek audience defined tragedy, including a tragic flaw of the character, as mankind at his best because the character becomes wise.   Seneca in rewriting the original Oedipus tragedy, removes any indication of fear, completely concentrating on the emotion of pity.   While Sophocles’ Oedipus can be called Greek tragedy, Seneca’s Oedipus exaggerates pity and disgust and must be classified as melodrama.   Instead of arousing pity and fear from the audience, Seneca uses plot and style changes and simply appeals to the emotion of pity to adhere to his Roman audience.               

New Religious Movements & Religion

When studied, compared, and scrutinized, every religion – though said to be basically similar in that all believe and worship a god/gods – is actually different from each other in many respects. Before tackling diversities however, it is better to start with similarities. Many people view all adherents of any religions share at the very least certain commonalities such as historical roots, practices/rituals, and doctrines. In other words, to be considered religious, one must be a follower of a certain form of ritual/practice prescribed by a founder or guru, a worshiper or believer of a god – whatever or whoever that god might be.When looked at the surface, this might be true. However, looking closely and seeking out the nuances, one can find real diversities. For example, for a Jew and a Muslim, Christianity is a religion represented by Vatican and the pope as its representative. To the eyes of these two, no differences whatsoever are detected between a devout Ro man Catholic and a Protestant and a Mormon. Of course when investigated, marked differences come to the surface and the initial seemingly unified similarities are gone. Actually, differences are underscored every time there occurs along the way a deviation from the fundamentals of any religion. In the history of Christianity alone, schisms are either a deviation or a return to its roots (Adherents.com, 2007).Effects of Religious PluralismPost your response to this question: What effect do you think religious pluralism and the interfaith movement will have on the future of organized religion? Explain your answer.Religious pluralism and interfaith movement are recently advocated by proponents from different religions with certain political aims. For instance, during Holy Week in 1971, there were many demonstrations conducted by different religious groups to voice their antiwar protests. Professor Robert McAfee Brown of Stanford University was among those arrested for blocking the way to a draft board office in Berkeley, California. He said he chose to preach his sermon â€Å"not in a church but on a pavement, not with words but with a deed† (Microsoft Encarta, 2007). Though there are certain benefits to it in terms of rights, there are also disadvantages and innumerable damages that may have paved the way for further confusion in the future.In what ways has learning about world religions influenced the way you think about religion? Why is it important to learn about other peoples' beliefs and attitudes? How will you utilize this information in the future?Knowledge of World religionsKnowledge of the different religions of the world and their adherents’ beliefs and practices is necessary for a better understanding of different peoples and cultures. Religious tolerance means differently when taken in the light of this endeavor. The ability to understand world religions and appreciate people because of their different persuasions and beliefs mean a mor e empathic and compassionate stance towards any group, ethnic or religious assemblage. Those who differ from us will not be seen as enemies, which oftentimes have become a common experience (Adherents.com, 2007).Reference:________ Major Religions of the World Ranked by Number of Adherents, 2007. Retrieved March 11, 2008 < http://www.adherents.com/Religions_By_Adherents.html>________ Microsoft Encarta. 2007.

Bulacan Sweets Essay

Success, they say, is sweeter when earned the hard way. For entrepreneur Lydia Veneracion, 60, her Bulacan Sweets was nurtured with hard work and perseverance. Over the last 24 years — and still going strong — Bulacan Sweets’ specialties like pastillas and candied fruits have become household names. Starting with only 10 kinds of sweets and candies in 1970, Bulacan Sweets is now manufacturing and selling over 200 products. It has also expanded its product lines and now engages in the canning and bottling of Bagoong, Lechon Paksiw, taba ng talangka (crab fat paste) and binagoongan (shrimp paste). From only one display shelf in 1970, it now has 13 outlets in most shopping malls in Metro Manila. â€Å"I was happy if I earned P100 per day during that time,† Veneracion says of her business, which has since grown into a multi-million-peso venture. Veneracion recalls she only had P1,000 as capital in 1970 when she started her business in an aprtment in Retiro Street (now Amoranto Street) n La Loma, Quezon City. Today, she has a candy factory, a kitchen and a laboratory. She says she used to buy pastillas and other candies from her relatives in her hometown of San Miguel, Bulacan. At that time, she only had two helpers to assist her in making some of the products she sells. Bulacan Sweets now employs over 60 workers. She takes pride that most of her sales ladies can afford to go to school during their spare time. Natural Interest Making candies has always interested Veneracion. She inherited her love for cooking and food preparation from her grandmother, also a Bulakeà ±a. At an early age, she learned how to make fruits like mangoes and kamias into mouth-watering candies. Veneracion, who used to work as a government nurse in the 1960’s, opted to retire early when her four children were growing up. Setting up a store then was just a hobby to ease the boredom she felt while wating for her children to rturn from school. Lucky for her, husband Lorenzo  Veneracion — now a Regional Trial Court Judge of Manila — has always been supportive of her endeavor. The growth of the Bulacan Sweets business exemplifies Filipino entrepreneurship, partnership and creativity. Veneracion relates that during the first two years of her business, the store only had a handful of buyers. It was her husband who helped in the initial marketing of their products when he used direct mail to attract customers. She remembers her husband sending letters to people listed on the telephone directory. It so happened that one of the letters reached a writer of a national daily. The writer who dropped by her store was so impressed with her products that she featured her in her column. â€Å"The next day, I was shocked when so many people flocked to our store. I even sold all the items in the glass shelf,† Veneracion relates. As sales continued to grow, the Veneracion couple visited several provinces nationwide to include regional delicacies in their product lines. â€Å"We have to do this because our customers were asking for these products,† Veneracion says. Bulacan Sweets doesn’t only offer delicacies from Bulacan, but also sells pili nuts from Bicol, vinegar from Ilocos, broas from Quezon, bokayo from Pangasinan and pure honey from Palawan. The creativity of the people behind Bulacan Sweets is evident with the stores’ colorful boxes and artfully-wrapped products, which have set a trend in the packaging of native delicacies. These artistic wrappers have become so popular that they are now sold separately. Veneracion hires the services of an expert designer to create beautiful wrappers for the sweets. Preserved fruits in the bottles are also distinctively prepared with their handcrafted designs. Fruit preserves, too, are shaped creatively. Several hotels and catering businesses are also ordering Bulacan Sweets products for their customers. To improve her products, Veneracion takes time to attend seminars here and overseas. She recently attended a seminar in Japan to get ideas on the latest technology n the food sector, including the packaging of delicacies. She is also part of a nationwide organization called Integrated Manufacturers of Food Products Philippines that aims to help food manufacturers improve their products and find solutions to problems nagging the industry. Veneracion says the main problem of her business is the expensive price of sugar and sometimes, the lack of fruit supply, which are th e main ingredients of her products. Sweet Dreams To preserve the continuity of the business, Veneracion has asked her daughter — Loli, a graduate of hotel and restaurant management — to help her in the business. She adds that she wants the business to be a family tradition. Both mother and daughter help each other to assess the market situation and decide on the need to open new outlets. The Bulacan Sweets owner, meantime, has for her most fervent wish the sale of her products nationwide, and even in overseas markets. Although Bulacan Sweets has yet to have an overseas outlet, its products are now sold in the United States and some countries in Asia. Regular distributors are selling the products overseas under different brands. The products also reach foreign shore because many balikbayans are buying them as pasalubong to their friends and relatives overseas. Veneracions says she hopes to continue with the sweet success of her products by ensuring quality produce in excellent packaging. More importantly, she recognize s the value of good customer relations. For someone in the business for the last 24 years, the Bulacan Sweets entrepreneur knows what it takes to make a success story.

My Observation Essays

My Observation Essays My Observation Essay My Observation Essay Name: Instructor: Course: Date: My Observation 1.35 pm- I arrived at the p.s 120 schoolyard located at the back and stood at the middle. From this position, I could notice everything that happened all around me. The first thing I noticed was that there were several parents also at the schoolyard pacing about and waiting patiently. There were several exits at the back of the school building that led into the schoolyard. The schoolyard also had a paddleball court. 1. 38pm- A security officer strolled into the schoolyard to inspect the area. After making his rounds, he went and stood at the center back of the schoolyard. 1.43 pm- I was still at the schoolyard when three classes made their way to the schoolyard from the exit door at left backside of the yard. The three classes then lined up in different areas in front of orange cones. Each grouping was representative of the different classes. Each class had two lines, one for the boys and the other for the girls. Even though the children were supposed to stand in line and remain orderly, that was not the case. Some of the children were leaning on the fence; others were jumping all over the place as they threw and swung around their book bags, but other children behaved correctly and remained orderly. The parents who stood at schoolyard moved forward to pick up their children, but before they could take them away, they had to sign a sheet of paper for the teacher who was supposed to release the children to them. The children were then released and the children went away with their respective parents and guardians. 1.45- A similar scenario took form once more. Three more classes came out into the schoolyard only this time they came in from the center exit located at the back of the schoolyard. Once more, the three classes lined up separately in front of the orange cones. Each class again had two lines, one for the boys and the other for the girls just like the previous group that came before them. In a similar fashion like the other lot, some children were behaving in a disorderly manner and some were orderly. The parents and guardians then moved forward, signed a sheet of paper and the children released to them by the teacher while the security officer kept a close watch of what was happening. 1.50pm- A teacher and the school security officer were speaking to a man who was recording his children as they came out of the school. The teacher and the security officer requested the man to put away his phone and stop recording since it was against school policy to record within the school vicinity. It also made other parents uneasy since they felt that the man was recording their children. In fact, it was a mother brought the issue to the attention of the teacher and the school security officer in the first place. After the conversation, the man put away his phone. 1.58- Three more classes came out. This time round, they came from the right exit located at the back of the schoolyard. There were still other parents in the schoolyard waiting for their children to come out. The children in a similar fashion like the rest of the groups stood in front of the orange cones under the direction of their teacher. The children made two lines each for the different classes. One line was meant or the girls and the other for the boys. Parents again went forth to pick up their children and just like the other parents and guardians, they had to sign a sheet of paper before the children were released. The teacher then released the child to their respective parents and guardians.

Which fruits can power a light best from the acidic level in them.

Which fruits can power a light best from the acidic level in them. MATERIALS1. copper electrode2. zinc electrode3. multimeter capable of measuring voltage4. flashlight light bulb 1.2 volts5. screw base or socket for light bulb6. wires7. aligator clips8. board for mounting the base or board9. 2 lemons10. 2 grapefruit11. 2 bananas12. 2 limesPROBLEM/QUESTIONTo determine which fruits will generate enough electricity to light a light bulb and to see which fruit will light a bulb the longest.Can fruits produce electricity to light a light bulb?I think that citrus fruit can produce electricity but not enough to light a light bulb of 1.2 volts.ResearchMy experiment was to see of you could produce electricity from fruits. I got electricity out of grapefruits, lemons, limes, and bananas. It took me about an hour or two to get this experiment but to get all the typing and to decorate my board it will probably take me about 2 hours.Transparentised version of Image:Gluehlampe 01 KMJ...I have also found out that certain fruits contain substances such as ascorbic acid, citric acid, and NADH.The fruit with the citric acid is the type of fruit I used. citric acid seemed to produce a lot of electricity but not enough to light a light bulb.in order to power a light bulb you will need both voltage and current. When connect fruit in parallel, it gives you a higher current. Connect the fruit in series arrangement it increase the voltage.Voltaic Battery Test ResultsGrapefruit1..10 volts2..12 volts3..15 voltsThe grapefruit with the most volts will not produce lightLemons1..40 volts2..35 volts3..35 voltsOne lemon does not light a bulb. When 1 and 2 are in series it contains .45 volts.Limes1..25 volts2..20 volts3..20 voltsWhen 1...

The Suicide Death of Conrad Roy III

The Suicide Death of Conrad Roy III On July 12, 2014, Conrad Roy III, 18, killed himself by carbon monoxide poisoning by shutting himself in the cab of his pickup truck in a Kmart parking lot with a running gasoline-powered water pump.​ On Feb. 6, 2015, Roys 17-year-old girlfriend Michelle Carter, who was being treated in a mental facility at the time of his death, was charged with involuntary manslaughter for encouraging him to go through with his suicide plan via a number of text messages and phone calls, including one call while he was dying. Here are the latest developments in the Conrad Roy III case. Judge Upholds Manslaughter Charges in Encouraged Suicide Case Sept. 23, 2015:Â  A juvenile court judge has denied a motion to drop criminal charges against a Massachusetts teenager who encouraged her boyfriend to commit suicide. Michelle Carter will face involuntary manslaughter charges for the death of Conrad Roy III. Judge Bettina Borders pointed to evidence that shows Carter was on the phone with Roy for 45 minutes while he was in his vehicle inhaling the carbon monoxide that would kill him and failed to call the police. Judge Borders also cited text messages that reveal that Carter, 17 at the time, told Roy to get back in the truck when his suicide plan began to work and he became afraid. The Grand Jury could find probable cause that her failure to act within the 45 minutes, as well as her instruction to the victim to get back into the truck after he got out of the truck, caused the victims death, the judge said in her ruling to deny the defense motion to dismiss the charges. The defense plans to appeal Borders ruling. The next pretrial hearing is scheduled November 30. Michelle Carters Attorney Wants Charges Dropped Aug. 28, 2015 - The attorney for an 18-year Massachusetts teen accused of encouraging her boyfriend to commit suicide has asked a judge to dismiss the charges against her because prosecutors are trying to apply manslaughter to speech. Joseph Cataldo, attorney for Michelle Carter, said his client is not responsible for the death of Conrad Roy III. It was his plan, Cataldo told the judge. He is someone who caused his own death. Michelle Carters only role in this is words. Carter, who was being treated at McLean Hospital, a psychiatric facility, at the time of Roys death, has been charged with involuntary manslaughter in New Bedford Juvenile Court. Online Relationship Roy, from Mattapoisett, and Carter, from Plainville, had seen each other only a couple of times in-person, they were mostly online friends, exchanging thousands of text messages over the past two years. Cataldo said that Carter, now 18, at first tried to discourage Roy from killing himself, but when that did not work, she became brainwashed over the weeks leading up to his death to assisting him with his suicide plans. Roy had been hospitalized in a psychiatric facility two years before his death and was on medication for his mental condition, Cataldo said. Roy left suicide notes at his home for his family on the day he died. Romeo and Juliet Pact Rejected Cataldo told the court that just days before he killed himself, Roy sent Carter a text suggesting that they should kill themselves together like Romeo and Juliet. Carter responded to the text with, (Expletive), no we are not dying. Carter tried to help Roy by suggesting that he join her at McLean Hospital, but he rejected the idea, Cataldo said. The government is harping, if you will, on her saying when are you going to do it? When are you going to do it? Joseph Cataldo, Carters attorney said. What they are not harping on are all the times she said dont do it, dont do it. Words Are Harmful But, at the court hearing on the defense motion to dismiss the charges, Assistant District Attorney Katie Rayburn told the court that it is possible to commit a crime with words only. One can be an aider and abettor or an accessory before the fact simply for words, Rayburn told the judge. Her words are not protected, Your Honor. Her words are harmful, offensive and likely to cause an immediate, violent act. The indictment against Carter included text messages she sent other friends after Roys death in which she appears to admit being responsible for his death. Its My Fault It’s my fault. I was talking to him while he killed himself. I heard him cry in pain, Carter texted a friend. I was on the phone with him and he got out of the car because it was working and he got scared and I told him to get back in. In a later text, she explained why she told him to get back into the vehicle. I told him to get back in because I knew he would do it all over again the next day, and I couldnt have him live that way the way he was living anymore. I couldnt do it. I wouldnt let him, Carter said. Therapy didnt help him and I wanted him to go to McLeans with me when I went but he would go in the other department for his issues, but he didnt want to go because he said nothing they would do or say would help him or change the way he feels. So I like, started giving up because nothing I did was helping and but I should have tried harder, she continued. Like, I should have did (sic) more. Its all my fault because I could have stopped him but I (expletive) didnt. All I had to say was I love you and dont do this one more time, and hed still be here, Carter said. You Just Fall Asleep On Aug. 28, prosecutors released to the media other texts that Carter sent directly to Roy during the time leading up to his death. They included: There is no way you can fail... Youre strong... I love you to the moon and back and deeper than the ocean and higher than the pines, too, babe forever and always. Its painless and quickEveryone will be sad for a while but they will get over it and move on.Do you have the generator? WELL WHEN ARE YOU GETTING IT?You just need to do it, Conrad. The more you push it off, the more it will eat at you. Youre ready and prepared.All you have to do is turn the generator on and you will be free and happy. No more pushing it off. No more waiting.You have everything you need. There is no way you can fail. Tonight is the night. Its now or never.Yeah, it will work. If you emit 3200 ppm of it for five or ten minutes you die within a half hour. You lose consciousness with no pain. You just fall asleep and die. Conviction and Sentencing Carter was freed on $2,500 bond and was ordered by the judge not to use social media. Even in youthful offender court, in Massachusetts, she was looking at the possibility of being sentenced to 20 years if convicted. However, in August 2017 she was sentenced to 15 months in prison, with the sentencing judge ultimately convicting her of involuntary manslaughter due in part to the complexities of criminal responsibility in the case. Source Woman sentenced to 15 months in texting suicide case, CNN.com. August 3, 2017

A2 Essay Example | Topics and Well Written Essays - 2250 words

A2 - Essay Example The choice of the procurement strategy is justified and maintained throughout the report. The project involves construction of road for the large factory site; the road plan also includes two bridges. As the design phase of the project is complete the next step is to move forward and devise a procurement strategy. Selection of the procurement strategy is the very first phase for the construction of the project. 1. Design and Build: A design and build contract is a unique type of project delivery system used in construction and renovation projects. The client starts with the architectural design after which the tendering is done for the general contracting companies. The client awards the entire contract to a single company which is responsible for all the design and construction work required to complete the project. This system allows the client to deal with a single source throughout the duration of the contract rather than coordinating between various parties. This type of contract simplifies the work of the client. 2. Design, Build and Operate: The design build and operate approach to contracting combines design, construction and long-term operation if a facility into one single contract awarded to a single contractor. The contractor usually is a joint venture or consortium representing all the disciplines and skills required for the DBO arrangement. 3. Design, Build, Operate and Maintain: In this approach the asset is also operated and maintained by the contractor for an extended period of time of 5-15 years or more. It is most likely that the contract conditions are to maintain the asset in a certain state. 4. Traditional Approaches: In addition to these, there are several traditional approaches for a procurement strategy contract under the ECC, these include TSC (training services contract), TSSC (Technical Support Services Contract), PSC (Professional Services Contract) but

Electronic Communication Technology Essay Example | Topics and Well Written Essays - 2500 words

Electronic Communication Technology - Essay Example However, because of the additional tubes it used, the receiver did not become common until the 1930’s when the levels of performance it provided became an essential requirement and the technology involved became cheaper too. The super-heterodyne receiver operates on the principle of heterodyning or frequency mixing in a non-linear fashion. Two different signals are mixed using an RF mixer, to produce an output that is the product of the instantaneous levels of the signals at both the inputs. The resulting output will contain signals at a frequency that is different from the two original signals. If f1 and f2 are the two original signals, the resulting new frequencies are expressed as the sum (f1 + f2) and difference (f1 – f2) of the two. If two signals, one at a frequency of 7.0 MHz and the other at a frequency of 8.0 MHz are heterodyned together, two new frequencies of 15 MHz and 1.0 MHz are produced. A suitable antenna is required to receive the radio signals, and they are often built into the receiver itself. The frequencies enter the circuitry from the antenna and then pass through the different stages of the receiver. The RF amplifier is the first stage of the super-het receiver, and it is used to amplify the signals prior to mixing. The level of amplification has to be carefully chosen. The amplifier must enable the signals to be sufficiently amplified with a good signal to noise ratio and must not overload the mixer. The amplified and tuned signals are then fed into a mixer circuit. A local oscillator is connected to the other port of the mixer. This local oscillator consists of a variable frequency oscillator that produces sine waves. The mixer combines the local oscillator signal with the original RF signal, and produces two new frequencies. The local oscillator may also be a frequency synthesiser. The mixer stage is used to enhance the received frequency to an intermediate stage. The signals leaving the mixer enter the IF stage.

Sustainability In Business Essay Example | Topics and Well Written Essays - 2500 words

Sustainability In Business - Essay Example As a result, the question arises as to how organizations as well as societies which are capable of sustaining exceedingly productive performance can be developed. Moreover, it has become increasingly comprehensible that â€Å"sustained economic success and quality of community life depends on developing a different relationship with the natural environment† (Dunphy, 2000, p.5), and hence, it is necessary to realize the fact that much of the economic affluence has been attained at the cost of global resources that have been exploited at an unsustainable rate. In the light of these facts, the current research will aim at evaluating the corporate sustainability of three global majors, viz. Royal Dutch Shell plc (Shell), Fluor Corporation (Fluor), and The Kuwait Oil Company (KOC) in terms of the sustainable profiles of different countries wherein they operate. The report will address a range of corporate sustainability issues that organizations commonly face, in order to substanti ate the fundamental premise of this research. The major strengths of the Shell include its internal factors that have lead to rapid growth of the company. It is one of the largest oil companies and it has acquired very strong market position in global oil industry. It enjoys an upper hand position in the market. The company has taken vertical integration for its operations that allows it to enter downstream and upstream activities like oil and gas exploration and refining, business-to-business sales etc (Shell-b, 2009). The company internal strategies and management team are efficient in maintaining the global operational business operations. The company has acquired high technical advancements for their business operational projects. Since last five years, the weaknesses of Shell have become more prominent due to certain negative factors. Firstly, the decreasing profit and sales margins are the major weakness of the company.

Comparison Essay Example | Topics and Well Written Essays - 1000 words - 4

Comparison - Essay Example At the end of the play, Nora’s secrets get reveled to Torvald and she discovered that despite of her eight years marriage with Torvald, she must find courage to leave him. â€Å"Trifles† written by Susen Glaspel is based on a true story. It revolves around investigation of the murder of a farmer John Wright. The prime suspect of the murder is John Wright’s wife, Mrs. Wright; who claims she was sleeping when someone strangled her husband. The investigation is carried out by the sheriff, his wife, the attorney and two neighbors Mr. and Mrs. Hale. In this play, it has been shown that men discourage women and their capabilities. The investigation carried out by the men is entirely based on forensic evidence where women critically analyzed the case accordingly. Therefore by comparison, we will be able to observe that both dramas discus about what it means to be a woman; how men are found to be holding power over women; role of two genders have always seen to evolve an d change especially in the case of women that they have always struggled for their rights. Also we shall see how women can take an action and stand up for themselves. However we shall also put light on the difference of both women’s character. In comparison of both dramas, gender identity has found to be the main aspect in which a evaluation can be made. In â€Å"Trifles†, it has been seen that the sheriff, the attorney and Mr. Hale ignore the point of view of Mrs. Wright and neglect the critical evidences of the dreary marriage life that Mr. and Mrs. Wright had. Basically the argument of this drama is ‘how woman worry over trifles’ and one can analyze that the play successfully depicts the qualities of women as they tend to worry over minor things. In the same way the play â€Å"A Doll’s House† depicts the characters of woman living a troublesome married life. Nora’s husband Torvald in

Ecosystem structure and function lecture (Kindly follow the Essay

Ecosystem structure and function lecture (Kindly follow the instructions) not an - Essay Example The energy as a result of cellular respiration is called net primary productivity. Decomposers feed on the waste product. As one moves up the next energy level, only 10% of the energy moves to the next level with the rest been lost as heat (Boag, 1- 7). The net primary productivity of ecosystems such as marine ecosystems is limited by certain nutrients like nitrogen and phosphorus. Pyramids of biomass and energy change between ecosystems. Some pyramids of biomass are inverted. Biomagnification is as a result of the concentration of pollutants as they move from lower to higher trophic levels. The nutrients in an ecosystem are transferred from organism to organism through assimilation, consumption and decomposition. Factors that influence the rate of nutrient cycling in an ecosystem include decomposition of detritus limits the rate of movement of the nutrients through an ecosystem and the abundance of decomposers in terms of biomass. The carbon cycle involves the movement of carbon among terrestrial ecosystems, oceans and atmosphere. Photosynthesis and respiration are the main movers of carbon. Carbon dioxide is a greenhouse gas that traps heat on earth (Boag, 8 – 14). The lecture was full of intensity and concentration was required throughout without which vital concepts were missed. The reason why I chose to attend this lecture was because the topic on ecology is related to my field of study which is Microbiology and I have an interest in knowing the nature of the courses I shall attend during my graduate program. This lecture is related to my field of study through the study of the nature of organisms, how they coexist and relate to their environment. In this lecture, I already knew about the four components of the ecosystem. I learnt a new concept termed as biomagnifications. I learnt that my ability to follow take notes in a typical academic lecture was excellent at the beginning, but as the lecture went on, the

Comparison Essay Example | Topics and Well Written Essays - 1000 words - 4

Comparison - Essay Example At the end of the play, Nora’s secrets get reveled to Torvald and she discovered that despite of her eight years marriage with Torvald, she must find courage to leave him. â€Å"Trifles† written by Susen Glaspel is based on a true story. It revolves around investigation of the murder of a farmer John Wright. The prime suspect of the murder is John Wright’s wife, Mrs. Wright; who claims she was sleeping when someone strangled her husband. The investigation is carried out by the sheriff, his wife, the attorney and two neighbors Mr. and Mrs. Hale. In this play, it has been shown that men discourage women and their capabilities. The investigation carried out by the men is entirely based on forensic evidence where women critically analyzed the case accordingly. Therefore by comparison, we will be able to observe that both dramas discus about what it means to be a woman; how men are found to be holding power over women; role of two genders have always seen to evolve an d change especially in the case of women that they have always struggled for their rights. Also we shall see how women can take an action and stand up for themselves. However we shall also put light on the difference of both women’s character. In comparison of both dramas, gender identity has found to be the main aspect in which a evaluation can be made. In â€Å"Trifles†, it has been seen that the sheriff, the attorney and Mr. Hale ignore the point of view of Mrs. Wright and neglect the critical evidences of the dreary marriage life that Mr. and Mrs. Wright had. Basically the argument of this drama is ‘how woman worry over trifles’ and one can analyze that the play successfully depicts the qualities of women as they tend to worry over minor things. In the same way the play â€Å"A Doll’s House† depicts the characters of woman living a troublesome married life. Nora’s husband Torvald in

Museum art techniques Essay Example | Topics and Well Written Essays - 250 words

Museum art techniques - Essay Example The viewing audience enjoys the history of origin of man and major social transitions that has characterized various generations. In regard to Alpers’ opinion, art is an integral part of human history. Duncan rekindles the past memories on the ancient world and the series of changes that characterize the society through generations. In other words, some of the past cultural aspects of various communities are represented by museum artifacts. Comparative analysis of ancient civilization and modern culture between the west and the rest of the world generally offers a ritual connectivity. In essence, Museums constitutes structures that are associated with past cultural norms and special building in which artifacts and records are kept. Although viewing is done by people of diverse socio-economic and political backgrounds, the aim is always homogeneous. This mostly lies in the curious nature of man to explore and experience diversity of humanity. The concept of museum entails various issues that include religious artifacts, communal art and connotation of

Ethics Scholarship Essay Essay Example for Free

Ethics Scholarship Essay Essay One ethical issue to which I became aware of while in college mainly involved cases illegal drugs, bribery, and cheating. Although there is an existing law against illegal drugs and most schools and universities are very stringent in imposing penalties for illegal activities and other things that are criminal in nature, sadly there are still some students who find ways to break those rules, especially outside the campus. While I am not the one involved in these illegal activities, I felt that I had a moral obligation because two of my classmates were involved. These classmates of mine were actually good people, but unfortunately, they ended up with the wrong company. It took place not very long ago, during a house party held by one of the rich students in the university. This certain student, whom I personally know, constantly held parties in his/her lavish house. My two classmates were not invited because the host of the party didn’t like their introvert nature. They were very shy, had very little friends, and were only interested in playing video games and the like. Nevertheless, as I have mentioned above, they were people who possessed values. The problem is they just lacked social skills. One day in class, I noticed that they were talking to a guy who was a notorious rule breaker in the university and was one of the friend of the rich person mentioned earlier. Later, I found out that they were invited to one of the parties held by the rich person and they were both very excited to go as it was their first time to have the change to mingle with a lot of people. On the night of the party, I was to see them talking to a couple of girls and boys. Although I do not wish to judge them, I was a bit confused because, as mentioned above, they were very shy and were not the type of people who would approach someone for a casual conversation. I felt happy for my two classmates but I noticed that certain things about them started to change in the succeeding months. There were instances that they were absent from class, which was something they never did, and there were also times that they were asleep during a lecture or an exam. After some time, I spoke with one of the two and found out that the reason behind their unusual behavior was because of illegal drugs. This person further revealed that they were invited to the rich student’s party on the condition that they would do the assignments of a group of people who were close to of him/her (rich student). This classmate of mine also told me that they were doing drugs because it was considered â€Å"cool† among their new circle of friends. However, the main problem was that both these classmates of mine were nearly failing a lot of their subjects due to their absences and neglect. Because I was concerned for them, I sought the help of fellow students who were also concerned and together we notified the university officials on condition of anonymity. Although it was the right thing to do, I had an ethical dilemma because as a result of my actions, my two classmates were indefinitely suspended from school and were taken to a rehabilitation facility. I was very bothered at first because in a way, I cost them a lot by revealing their secret illegal activities. But after several months, I realized that it was the only thing to do because I didn’t want their future to be ruined by drugs. Basically, this event has impacted me in such a way that I carefully choose whom I associate with. Although I have a lot of friends, I only trust people whom I am sure would not give in to negative influences and to peer-pressure from the wrong ground. It also made me more vigilant and more careful of people who are trying to be nice to me but actually have ulterior motives. On the business perspective, it made me more cautious in dealing with alleged â€Å"easy money† gimmicks and deals which are perpetrated by people who have questionable backgrounds. In short, it made me wiser and clever in terms of business dealings because now I am more aware of the capabilities of certain people who only claim to offer good deals but in truth, do not offer anything of value at all.

Caring for Child and Family with terminal Illness

Caring for Child and Family with terminal Illness The aim of this assignment is to critically explore the concept of paediatric palliative care and the relevance of a childrens hospice in Ireland. A critical analysis of literature surrounding this topic will be undertaken in order to gain an in-depth understanding. Key elements relating to paediatric palliative care will be highlighted. Finally, the author will conclude on appropriateness of a hospice for sick children. An initial need for palliative care for children was acknowledged in the 1980s; having identified the need for this service, a nun opened and successfully ran a hospice for sick children (Rowse 2008). Interestingly, thirty years on, there is much debate surrounding the advantages and disadvantages of a national childrens hospice in Ireland. However, contrary to beliefs and the success of many hospices, it is recognised by the Department of Health and Children (DOHC) (2001); Rowse (2008); Watson et al (2009); Bishop et al (2008); that children with a life-limiting illness are best cared for at home. In addition, Watson et al (2009) outlined that when the premature death of a child was evident, the option of home, hospice or hospital as a place of death was presented to a child and their family, the majority of children and their families chose home. Caring for a child with a life-limiting illness can be a stressful and exhausting experience; it can put enormous pressures on the family unit (Wolff 2008). From personal experience, a familys dynamics can be seen to change over a period of time when a child is born or diagnosed with a life-limiting illness. Individual family members appear to take up a specific role when faced with a diagnosis of a life-limiting illness. A life limited-illness can be viewed as a condition that has no cure at present and will inevitably lead to the premature death a child (International Childrens Palliative Care Network (ICPCN) 2008; DOHC 2005). However, in many cases of paediatric palliative care it is very difficult to place a time frame on the length of the illness and its trajectory. Watson et al (2009) illustrated that these factors depend greatly on the individual childs diagnosis and the rarity of the illnesses being experienced. The DOHC (2010) identified conditions and diseases that children most commonly suffer with and divided them into 4 individual groups according to their types. However, experience and further reading has demonstrate that, in reality these illnesses dont always stand alone and can be combined with another illness or condition; as a result they may not always fit into a specific group type. Therefore, needs change and vary depending on the individual. While et al (1996) identified that an alarming 60% of children suffering with a life-limiting illness were dying from non cancer related conditions. It would appear difficult to clearly ascertain how long individual paediatric palliative care provisions would needed for, as many of the paediatric cases are unique in there diagnoses and have vast amounts of unknown variables. Similarly, these problems can be mirrored within the adult population of individuals with an intellectual disability, many individuals within this group are living with complex mental/physical illnesses throughout their lives, a further diagnosis of a life-limiting illness and its illness trajectory is surrounded by even more uncertainty (Gary and Stein 2008). Unfortunately, individuals with an intellectual disability are viewed as being one of the most disadvantage groups in society (Ryan McQuillan 2005). It would appear that a comparison could be drawn to a childs position regarding their needs, Watson et al (2009) highlighted that when a child is at an advanced stage within the illness trajectory many problems can occur, however, children unlike adults tend to live many years longer; many parents find this extremely difficult. From the authors experience many individuals with a primary diagnosis of severe intellectual disabilities and a life-limiting illness, appear to live longe r than that envisaged by the doctor. Although it has been acknowledged by the DOHC (2005), that within the trajectory of a child illness, children can cross over in their requirements for care needs throughout their illness due to the individuality of cases. The same has not been recognised within individuals with an intellectual disability. It can be argued that there are similarities between the philosophies of adult and paediatric palliative care. Gaining recognition of these differences has proven difficult to achieve (Richie 2008). In addition to this, Malcom et al (2008) acknowledged that children and adult palliative care principles were comparable, although, the uniqueness and specialist field of paediatric palliative care continues to emerge on its merits. McCulloch et al (2008) identified that paediatric palliative care principles are largely based on adaptation of the adult principles. However, Watson et al (2009) recognised some variations of these were developmental factors, approaches to consultation, physiology/pharmacokinetics, family structure and function, school and finally illness trajectory. Unfortunately, Dangel (2002) acknowledged that in the past some groups of children within Europe, where paediatric palliative care was not recognised or offered as part of multidisciplinary team involvement, a pr edisposing factor for the more recent tapered number of children receiving the provisions and benefits of a palliative care input. Furthermore, The European Association of Palliative Care (2009) advocated that a child should not be compared to that of a small adult, it was reiterated that their individual needs differed to that of an adult, although adult palliative care knowledge and experience can be a valuable and enriched source of expertise. The World Health Organisation (WHO) (2002a) illustrated that adult palliative care aims to improve quality of life for patients and their families with problems associated with life-threatening illness, this can be achieved through the prevention, relief, early identification, holistic assessment and treatment of pain, encompassing all factors associated with physical, psychosocial and spiritual needs. Moreover, the paediatric definition applied by the WHO (1998a) bears a very close resemblance to that of the adult definition, however, central to the paediatric definition is active total care of the childs body, mind and spirit, giving support to the family from the start of diagnose and will continue regardless of whether or not a child receives treatment directed at the disease, this should be a broad multidisciplinary approach availing of community resources provided tertiary care including that of the home. Furthermore, a Report of the National Advisory Committee on Palliative Ca re (2001) stated that, if a child requires a palliative care service due to their life-limiting illness, their individual needs must be addresses and differ from that of adults. As a direct result of the recommendations published within this report, the DOHC (2005) devised a document on the assessment needs of a child needing palliative care. Murphy (2009) cited by Hawley (2010) outlined that the collaboration and interagency workings of professionals and families is key to unlocking the puzzle and viewing the holistic needs of a child and family. Interestingly, Hawley (2010); Gary and Stein (2008); McKechnie (2006) reported that as professionals we only see the needs of individuals based on the experiences and components that our own disciplines allow us to see. The needs of a child are identified by the DoHC (2010), where they foresee the future provision of paediatric palliative care in Ireland. Within this insight there is much change and some encouraging prospects for the field of paediatric palliative care. The main areas within both medical and nursing care that are being addressed are specialist paediatric positions, education and training, co-operation and collaboration between paediatric and palliative care services (DOHC 2005). Furthermore, in light of the primary care strategy DOHC (2001) the focus of health c are is being developed within the community setting, lead by General Practitioners, Public Health Nurses (PHNs) and other members of the multidisciplinary team. The question on many people minds is, is there adequate funding, recourses and trained staff in place to deal with the number of complex palliative care cases? It would appear that the Department of Health and Children and the Irish Hospice Foundation have worked collaboratively in response to the needs of those within the community and paediatric palliative care, concurring with recent advances in publication of paediatric palliative care. However, it would appear that the greatest financial input has come from the voluntary sector. The Irish Hospice Foundation (2010) has vowed to provide somewhere in the region of à ¢Ã¢â‚¬Å¡Ã‚ ¬2.25 million over the next three to five years to fund the cost of providing eight outreach nurses with specific training to work and care for children with life-limiting illnesses. Furthermore, the Jack and Jill Foundation a registered charity, also provide à ¢Ã¢â‚¬Å¡Ã‚ ¬3m annually to families whose children suffer with a form of brain damage, providing them with financial and emotion support in their homes. Hynson et al (2003) identified that as home care is central to paediatric palliative care it would appea r the most appropriate place to begin supporting in the task of improving the quality of life, reducing fears and allowing families to continue with as much normality as possible within their lives. However, in the case where home care is not appropriate or possible due to the complexity of illnesses, lack of trained nurses or that of geographical problems, a hospice may be more appropriate from that of an acute hospital setting. It was been well documented that children with a life-limiting illness and their families needing palliative care support, require a holistic approach to their individual case (Wolfe et al 2000). This can be an extremely challenging experience for the health care professional. To provide adequate care it is important to assess the needs of health care professional as well as the service users needs. Papafadatou (1997) identified that as health care professionals deal with a death of a child, they too can become disheartened by their failed attempts to save a childs life, this can happen on different three levels, firstly, the feeling of not being able to save the childs life, secondly, as a practitioner they could not protect the child from harm and thirdly the feeling of betrayal to the parents who trusted them with their child. The importance of supervision is reiterated by Butterworth and Faugier (1992), where it allows professionals to care for their emotional, social, physical a nd physiological needs. It would appear easier to be achieved within a hospice due to the central locality of staff. Having identified concerns related to paediatric palliative care, is it not more commendable to have a paediatric hospice that encompasses all needs supported by highly skilled staff, adapted and equipment within this specific area of medicine. An advantage of a hospice could be that of continuity of care and expertise management of rare and complex conditions. However, a disadvantage could be taking a child out of its familiar environment, causing fear and anxiety. The DOHC (2005) illustrate that only in exceptional and rare circumstances is taking a child out of its home is in the best interest of the child and their family. It only seems natural that grief associated with life-limiting illnesses will have long lasting effects on a childs siblings and a family as a unit. Wells (2001) outlined that coping with the death of a sibling was an impossible task; a surviving childs self esteem was directly related to the length and trajectory of the illness experience. Many problems can oc cur and personality changes in a surviving child can be seen following the death of a child with a life-limiting illness. However, Groot et al (2005) outlined, that these problems were less apparent when a child was cared for throughout the illness within the home environment. Again, this leads one to believe that the most appropriate place for a child to be cared for is that of the home with extensive provision of palliative care in place. However, Stelle et al (2008) identified little is known about a childs or families rational for attending a hospice. Benini et al (2008) outlines that in the Veneto region of Italy there is a paediatric palliative care network team supported by a regional paediatric hospice, there is a multi-disciplinary team approach with specialist supervision, training and care integrated within acute hospital services. It would appear that when a child is diagnosed with a life-limiting illness, there is a cascade of expert professionals contacted from the hospice, the child and their family then meet with the skilled professionals affiliated to the case to discuss options and resources available to them; as a result they coordinate care accordingly. The ultimate aim is to try getting the child home, pending influencing factors such as locality, staffing and cost, once a home a continuous reassessment of needs is carried out by the family paediatrician who coordinates care and liaises closely with the members of the multi disciplinary team involved. From this model it would appear that the hospice has multi functions. It appears to provide professional expertise, training, skills, knowledge and is a base for experts within the profession. The above concerns are similar to that within Ireland; the optimum locality for a hospice that is accessible to all within Ireland is of great concern. Furthermore, the American Academy of Paediatricians (AAP) (2000) cited by Jennings (2005) illustrated that hospice care is different to that of palliative care, as hospice care offers a package of care incorporating multi-disciplinary team workings. However, within the DOHC (2010) it is envisaged that there will be integration and co-ordination of services in a bid to provide an effective and efficient seamless palliative care service for children with life-limiting illnesses and their families within the home. In order for this to be implemented and carried out there will be an amalgamation of services from all organisations within the healthcare system. The DOHC (2005) reiterates the importance of a key worker to act as a link connecting services. The implementation of a childrens outreach nurse will undertake this role in an attempt to co-ordinate services and facilitate the needs of health and social care professionals, (Department of Health and Children 2010). From the literature, it would appear that nurses have a greater knowledge and experience in dealing with adult palliative care cases (While et al 1996). This is primary due to the limited number of paediatric palliative care cases in Ireland. In 2002 it was believed that there was a population of 1,013,301 children in Ireland (The Government of Ireland 2007). Moreover, the Irish Hospice Foundation (2008) estimated that there are 1,369 children living in Ireland with a life-limiting illness. As there are limited cases of paediatric life-limiting illnesses many cases appeared to be spread over a wide geographical area and this is bound to pose problems for organisations, influencing the levels of available expertise, training and costs European Association of Palliative Care (EAPC) Taskforce (2007). However, under the directions of the DOHC (2010) policy it has recognised that if effective palliative care is required, it can be successfully delivered even if resources are limited. Bear ing this is mind, the DOHC (2001), illustrated that there were three levels of palliative care, a minimum of level 1 should be practiced by all staff indifferent of their area of expertise. The role of outreach nurses incorporates the training needs of staff at a local level (DoHC 2010). Furthermore, within the DoHC (2010) document it states there is a requirement for a consultant paediatrician with an interest in palliative care. However, some criticism with lack of limited research within this field and the majority of guidelines are based on opinions and a need for evidence based medicine Straatman et al (2008). The All Ireland Institute for Hospices and Palliative care (2007) identified that educational programmes were being made available for staff caring for children with a life-limiting illness. This was done in order to raise standards and provide up-to-date evidenced based care for children with a life-limiting illness. However, these programmes are located in Northern Ireland; recent economic difficulties do not promote attendance of staff to courses due to the financial burden and reduced staffing levels within organisations. However, within the current policy the DOHC (2010) have acknowledged that staff should ideally have knowledge, skills and confidence in both childrens and palliative care practices when providing paediatric palliative care. Many of the nurses who are experience within this field appear to work within the acute setting. While et al (1996) identifies that families have expressed a wish that when the time comes their child could die at home, however, there was some unease that without adequate nursing support this would not be possible. The Health Service Executive plan to implement a hospice home care programme, combined with a group of skilled and knowledgeable nurses providing advice and support to parents and other professionals alike who are caring for children at home (DoHC 2010). Benini et al (2008) advocates that a paediatric hospice is an important link within the paediatric palliative care chain, it can aid the transition from hospital to home, with the aim to achieve some normalisation within the childs life and prepare them for the home environment. The Cancer Strategy (2007) sets out principles outlining the ways in which palliative care service for the adult population should be developed and met. This is reiterated globally within the World Health Organisation (2007) document. Moreover, The Department of Aging and Disability Home Care (2004) produced a report more specific to the needs of an individual with intellectual disabilities identifying how policies and procedures can be implemented to achieve standardised practice. On a paediatric level, the publication of a national policy is a starting point for things to come. The DoHC (2010) aims to provide training in paediatric palliative care, thus improving standards for those afflict with a life limi ting illness. Literature informs the author that both the hospice and the home have equal credibility when implementing palliative care principles. However, firsthand experience speaks for itself, Time is precious and whatever time a child has left should be used to ensure they are as happy as possible in a home environment ODwyer-Quinn (2010), this is a profound and very heartfelt message sent out by a mother who suffered the loss of her little girl, 5 years later, she remains heavily involved and at the forefront of paediatric palliative care, contributing and present at the unveiling of the national policy on paediatric palliative care in March this year.

Mutable Feminists: Are We Ready for Them? ::

Mutable Feminists: Are We Ready for Them? Throughout history, as women struggled to gain equality with men, these suffragettes were often ostracized and not accepted by society. In today’s world we find the basic rights which these women were fighting for fair, and the thought that someone would have opposed a woman’s right to vote seems ridiculous. Our society likes to feel that we are less rigid and very open-minded, but is there a type of equality, which we are still not prepared to accept? The two science fiction novels, He, She, and It by Marge Piercy, and The Ship Who Sang by Anne McCaffrey both make strong predictions about the technology, government, and social aspects of the future. Piercy and McCaffrey also express similar feminist views through the characters of Nili and Helva. Although they come from completely different hypothetical universes, these women are able to accomplish amazing feats without falling into a label, and are completely comfortable and proud of who they are. Helva and Nili exemplify feminists who use their strength and confidence with themselves, their constantly mutating attitudes and personalities, and their unique relationships with others to make incredible changes in their worlds. Although the characters of Helva, from The Ship Who Sang, and Nili from He, She, and It, are very different, they actually possess very similar personalities and characteristics. Helva is a human who was crippled at birth and transformed into a shell person. She lives her life inside the safety of a titanium shell, and without the shell’s protection she would be dead. Helva’s limitations may seem severe; however, the shell, which Helva lives in, allows her to have extreme capabilities far more advanced than any regular human’s. Therefore Helva is physically disabled, yet at the same time physically superior. Nili is very different in that she appears to have the body of an average human, and she has the abilities that humans have without needing a shell to protect her. However, they are both very similar because both Helva and Nili need their technological advances in order to survive. If Nili had not undergone alterations as a child, she would have been u nable to survive the incredibly harsh conditions of ‘the black zone’ where she was raised.

Benefits of Recycling in Your Organization

A strategical approach to recycling program is required in order to gain out of recycling program. Whereas recycling program involves investment of finances for equipment, labor and marketing for resale of recycled products, although the raw material for recycling need not be purchased as it is available as waste. [e. g. waste water, cars for recycling etc. ,] Potential gains of recycling program One of the biggest gain that can be derived from recycling program is the non-levy of taxes in terms of cost as governments do not consider payment of taxes on recycled products.The second gain in terms of cost is a long-term investment in equipment/land to generate revenues from recycling program. [e. g. recycling plant for waste water/land for preparing compost to sell as fertilizer etc. ,] Potential losses of recycling program One pre-emptive loss that is unpredictable could be from the competitors of recycled products who may pull a market share through low-price bidding in order to win contracts. The second loss that is predictable is the volatility in market basing on local conditions, which fluctuates the costs, revenues and services of recycled products. ConclusionThe reduce of costs in recycling program is in adopting an efficient system such as to use opportunities which reduces costs, jurisdictions that extend tax benefits and a provision for bargaining power and to use a combination of resources. Also a constant watch over market conditions also result in gain / loss of a recycling program in an organization. References Pennsylvania Department of Environmental Protection (2005) Building Financially sustainable recycling programs Retrieved on 10 February, 2007 from http://www. dep. state. pa. us/dep/deputate/airwaste/wm/RECYCLE/document/Sust_Rpt/part_1. pdf

10 Interpretation of Jose Rizal’s Poem Essay

1. Mi Ultimo Adios He adores the beautiful country that he and others are fighting for. He wants his fellowmen to pray for others who also have died and suffered for the country. In the last part of Mi Ultimo Adios, he said â€Å"In Death there is rest!† which means that he, being ready to be executed, is happy to die in peace. 2. Himno Al Trabajo He states that the Lipeà ±os will always be willing to work hard for the country. The men encourage others to farm. The wives, are taking care of the household chores and educating their children. The children yearn for the adults to teach them on how to work productively. 3. Awit ni Maria Clara In this poem it expresses the love for the native land. The experience of living in one’s own country to the comforts felt from a mother’s presence. 4. Sa aking mga kabata This poem tries to awaken the Filipino Youth, to love our country and respect people. It also tells the significant role of the youth for the betterment of the country. 5. Our Mother Tongue This poem talks about love and taking pride of one’s own language to acquire a sense of freedom and identity. 6. My Retreat He describes the surroundings of his place of exile in Dapitan. He reminisce his past, and he mention his desire returning home. 7. To the Virgin Mary It tells the gratitude for whatever we have is a powerful prayer or calling. 8. Kundiman This poem shows a person’s love for his country and delivers a message of hope to his countrymen. 9. Education Gives Luster to Motherland He describes that education makes a country more beautiful. He mentions that it is a Christian education that always endures. 10. Goodbye to Leonor He wrote this poem as a goodbye, to Leonor Rivera for his departure to Europe.

Urbanisation

Urbanisation in the world today is an ongoing process that has a profound impact on people's living conditions and health status. The globalisation of markets, the desire for higher education, increased use of communication, and new information technologies are the driving forces behind this process. The urbanisation process has marked effects on the natural and cultural environment, on housing arrangements and social networks, as well as on work and employment patterns, not only in the cities, but also in the rural areas.Access to health care, social services, and cultural activities are in many cases better in the cities, but there the access may not be evenly distributed among the population. Problem of urbanization is manifestation of lopsided urbanization, faulty urban planning, urbanization with poor economic base and without having functional categories . Hence India's urbanization is followed by some basic problems in the field of : 1) housing, 2) slums, 3) transport 4) water supply and sanitation, 5) water pollution and air pollution, 6)inadequate provision for social infrastructure ( school, hospital, etc ).Class I cities such as Calcutta , Bombay, Delhi, Madras etc have reached saturation level of employment generating capacity (Kundu,1997). Since these cities are suffering from of urban poverty, unemployment, housing shortage, crisis in urban infra-structural services these large cities can not absorb these distressed rural migrants i. e poor landless illiterate and unskilled agricultural labourers. Hence this migration to urban class I cities causes urban crisis more acute. 2 Most of these cities using capital intensive technologies can not generate employment for these distress rural poor.So there is transfer of rural poverty to urban poverty. Poverty induced migration of illiterate and unskilled labourer occurs in class I cities addressing urban involution and urban decay. 3 Indian urbanization is involuted not evoluted ( Mukherji, 1995). Poverty induced migration occurs due to rural push . Megacities grow in urban population (Nayak,1962) not in urban prosperity, and culture. Hence it is urbanization without urban functional characteristics.These mega cities are subject to extreme filthy slum and very cruel mega city denying shelter, drinking water, electricity,  sanitation ( Kundu,,Bagchi and Kundu, 1999) to the extreme poor and rural migrants. 4 Urbanisation is degenerating social and economic inequalities ( Kundu and Gupta, 1996) which warrants social conflicts, crimes and anti-social activities. Lopsided and uncontrolled urbanization led to environmental degradation and degradation in the quality of urban life—-pollution in sound, air, water, created by disposal of hazardous waste. Illiterate, low- skill or no-skill migrants from rural areas are absorbed in poor low grade urban informal sector at a very low wage rate and urban informal sector becomes in-efficient and unproductive.