My Trip to Muir Woods Essay Example for Free

Bioethanol, a Potential Fuel Revolution

Bioethanol, a Potential Fuel Revolution Basically, bioethanol is ethanol (liquor) that is gotten solely from the maturation of plant starches. In spite of the fact that ethanol can be separated as a side-effect from a compound response with ethylene and other oil based goods, these sources are not viewed as sustainable and along these lines exclude most ethanol from being considered bioethanol. Synthetically, bioethanol is indistinguishable from ethanol and can be spoken to by either the recipe C2H6O or C2H5OH. Truly, bioethanol is a showcasing term for the items that don't have prompt damage to the earth through consuming and utilization of flammable gas. It tends to be aged from sugar stick, switchgrass, grains, and farming waste.â Natural Benefits All fuel ignition paying little mind to how eco-accommodating it is-creates risky discharges that hurt the earths air. In any case, the consuming of ethanol, particularly bioethanol, has far less outflows than gas or coal. Hence, the consuming of bioethanol, particularly in vehicles that can utilize powers got from them, is vastly improved for the earth than some other elective fuel sources.â Ethanol, as a rule, diminishes nursery outflows by up to 46% contrasted with gas, and the special reward of bioethanol not depending on destructive substance preparing implies it further limits the unsafe impacts of gas use. As per the United States Energy Information Administration,â unlike fuel, unadulterated ethanol is non-poisonous and biodegradable, and it rapidly separates into innocuous substances whenever spilled. All things considered, no fuel ignition is useful for the earth, however in the event that you should drive a vehicle for work or delight, maybe consider changing to a flex-fuel vehicle fit for handling ethanol-gas mixes. Different Types of Biofuel Biofuels can be separated into five sorts: bioethanol, biodiesel, biogas, biobutanol, and biohydrogen. Like bioethanol, biodiesel is gotten from plant matter. In particular, the unsaturated fats in vegetable oils are utilized to make an amazing substitute through a procedure known as transesterification. Indeed, McDonalds now changes over a lot of its vegetable oil to biodiesel to diminish their companys enormous carbon impression. Cows really produce methane in such huge sums in their burps that theyre probably the biggest supporter of discharges in the characteristic world-affected altogether by business cultivating. Methane is a sort of biogas which is created during processing of biomass or the consuming of wood (pyrolysis). Sewage and excrement can likewise be utilized to make biogas! Biobutanol and biohydrogenâ are both yielded through organic methods for additional separating butanol and hydrogen from indistinguishable materials from bioethanol and biogas. These powers are normal substitutes for their manufactured or synthetically designed, progressively hurtful partners.

Seven books we love about black history and how to learn more about it

Seven books we love about black history and how to learn more about it At Khan Academy we love to learn. As a learning organization, we often share book recommendations with one another. In honor of Black History Month, we asked our coworkers to share their favorite books by black authors that focus on the history of African Americans. Read on for seven recommended books as well as links to Khan Academy videos and articles where you can learn more about the historical events covered in each book.Middle-grade fiction The Watsons Go to Birmingham â€" 1963 by Christopher Paul Curtis  Ten-year-old Kenny lives with his family in Michigan. His teenage brother Byron gets into too much trouble, so his family heads south to visit their grandmother in Alabama. Grandma is the one person who can get Byron into shape. It’s 1963, and they are in town when Grandma’s church is blown up.Recommended by Leah (content team)Learn more on Khan Academy about life in the South in the postwar era and how a resistance to desegregation resulted in anger and violence toward innocent people.  Middle-grade nonfiction Child of the Dream by Sharon RobinsonThe daughter of baseball legend Jackie Robinson shares her coming-of-age story of being a 13 year old in 1963 and becoming increasingly aware of political activism and the civil rights movement.Recommended by Allison (content team)Learn more on Khan Academy about the Civil Rights Movement.  Martin Rising: Requiem for a King by Andrea PinkneyA celebration of Martin Luther King Jr.’s nonviolent struggle for civil rights. Using metaphor, spirituality, and multilayers of meaning, the author and illustrator convey the final months of MLK’s life and his assasination. The School Library Journal says it is, “beautifully illustrated and begging to be read aloud.Recommended by Allison (content team)Learn more on Khan Academy about Martin Luther King Jr. from the Montgomery Bus Boycott to the March on Washington where he gave his famous “I Have a Dream” speech.  Adult nonfiction The Warmth of Other Suns by Isabel WilkersonAn epic telling of a story that often goes untold in American historyâ€"the decades-long migration of millions of black Americans fleeing the South searching for a better life in cities in the North and West.Recommended by Caroline (content team)Learn more on Khan Academy about life after slavery for African Americans and the urbanization of the 1920s.Adult fiction Kindred by Octavia ButlerWhat would happen if you woke up and suddenly were on a plantation in the 1800s? Butler’s science fiction novel tells the story of a modern day black woman who lives in California and finds herself time traveling back to the antebellum South.Recommended by Caroline (content team)Learn more on Khan Academy about life for enslaved men and women in the United States in the 1800s.The Nickel Boys by Colson WhiteheadBased on the true story of a reform school for boys that operated for 111 years, The Nickel Boys dramatizes the story of two boys sentenced to the school during the Jim Crow era in Florida. At the school the students have to deal with physical and sexual abuse, corrupt officials, and the danger of resisting, which can lead to disappearing “out back”. The novel was named one of Time magazine’s best books of the decade.Recommended by Rosie (content team).Learn more on Khan Academy about the origins of Jim Crow and segregation.Homegoing by Yaa Gyas iFrom Africa’s Gold Coast to modern day America, this book follows the parallel path of two sisters through eight generations. The publisher says that this “extraordinary novel illuminates slavery’s troubled legacy both for those who were taken and those who stayedâ€"and shows how the memory of captivity has been inscribed on the soul of our nation.”Recommended by Stephanie (marketing team)Learn more on Khan Academy about all of U.S. History because Gyasi’s book really covers it all.

Gnomeo and Juliet vs Romeo and Juliet - Free Essay Example

Sample details Pages: 1 Words: 443 Downloads: 8 Date added: 2019/03/13 Category Literature Essay Level High school Tags: Romeo and Juliet Essay William Shakespeare Essay Did you like this example? Romeo and Juliet, a tragic play written by William Shakespeare, tells the story of two teenage lovers who get caught in the clash of their familys ongoing conflict. Despite the devastation of this play, a British-American animated film titled, â€Å"Gnomeo and Juliet,† tells a lighthearted and simplified version of Shakespeare’s famous play. One of the most famous scenes in literature takes place in â€Å"Romeo and Juliet,† as the two are seen on a balcony, passionately declaring their unconditional love for each other, as well as their desire to marry. Don’t waste time! Our writers will create an original "Gnomeo and Juliet vs Romeo and Juliet" essay for you Create order In the animated-remake, Gnomeo and Juliet takes an interesting approach in showcasing Shakespeare’s famous balcony scene. In the original play, the language expressed to one another is very complex, surreal, and passionate; however, in the animated remake, â€Å"Gnomeo and Juliet,† the language is simplified, childlike, and displays a more innocent theme. The setting is also significantly different. As Shakespeare’s balcony scene takes place in the city of Verona in the early 1600s, â€Å"Gnomeo and Juliet† appears to take place in a modern-day garden. Although these are noticeably diverse, the most significant difference in the two scenes is the emotions showcased by the characters. Shakespeare’s version exemplifies the love between the two teenagers as an ecstatic and overpowering need to be together, where the animated remake, â€Å"Gnomeo and Juliet,† lacks the intense passion and the overwhelming love the two share. Although â€Å"Gnomeo and Juliet† displays a much simpler approach to Shakespeare’s film, the traits of the characters are quite similar. For example, in the original play, Romeo is portrayed as being quite impulsive and immature. In â€Å"Gnomeo and Juliet,† Romeo is also portrayed as impulsive and immature. These characteristics are shown in the animated film when Gnomeo appears to accidentally flip on a switch, followed by a vibrant light-show in the garden. Another similarity between the original play and the animated remake is the unnecessary and ongoing conflict between the two families. In Romeo and Juliet, the conflict displayed between two families, the Capulets and the Montagues. In â€Å"Gnomeo and Juliet,† the conflict is also displayed by two families. Although the animated film creates a more innocent and simplified version of the conflict, the overall message is similar: the conflict is unnecessary and ongoing. Conclusion   In conclusion, â€Å"Gnomeo and Juliet†Ã¢â‚¬â„¢s approach to Shakespeare’s famous balcony scene is lighthearted and entertaining, yet lacks the deep emotions and unconditional love that the original displays. Since â€Å"Gnomeo and Juliet† is an animated film created for children, Shakespeare’s incredible language lacks greatly. Although there are significant differences in the two, the characteristics and the overall message of the story are similar.

Porphyrias Lover - 1269 Words

Porphyria’s lover: Like ‘My Last Duchess’, this poem is an example of a dramatic monologue – a poem in which the impression the speaker unwittingly gives is rather different from the picture they intend to present. Initially, the poem appears to be built around a contrast between the storm outside and the cosy domestic scene within the cottage that Porphyria and her lover share. But there are unsettling notes from the very start –the storm is strangely personified in terms of sullenness, ‘spite’ and anger, and the speaker is for some reason so moved by it that his heart is ‘fit to break’ (5), while – on the other hand – when Porphyria arrives, he is entirely passive and all but emotionless. A psychological reading of the poem would†¦show more content†¦Paradoxically, Porphyria is presented by the speaker as more alive than she ever was when living – a paradox which maintains our sense of his derangement. Where once she merely ‘murmur[ed]’ (21), now her blue eyes ‘laugh... without a stain’ (45);instead of the somewhat marmoreal ‘smooth white shoulder bare’ (17), we now have a cheek ‘blushed bright beneath [a] burning kiss’ (48); and in the space of nine lines the ‘shut bud’ (43) has developed into a ‘smiling rosy little head’ (52), as if Porphyria is a flower at last in bloom. It is at the end of line 51 that we get a second sudden revelation – the first being her death – that forces us to re-evaluate our picture of the lover: that she is propped up beside him as he speaks to us. If anything, this increases our horror, particularly as so important a piece of information has been so casually delayed by the speaker and for so long. A comparison with our earlier picture of the couple is interesting: once she brought him, entirely passive, to rest on her ‘smooth white shoulder bare’ (17) –fre quently used by Victorians as a euphemism for the breasts, and clearly an erotic detail for him – before covering the submissive lover with her hair; now instead it is his shoulder that bears her head. There is a second, similar shift in power: once he was entirely silent; now his voice is the only one heard. ButShow MoreRelatedAnalysis Of The Poem Porphyria s Lover 1385 Words   |  6 PagesLove can purely take an over a man, and drive him crazy. Robert Browning, demonstrates â€Å"Porphyria’s Lover as a terrifying love story given from a lunatic s point of view. It is the story of a man who is so obsessed with Porphyria that he decides to keep her for himself. In this poem however, we find that this poem is more than just about a lunatic, and his obsession, but rather find ourselves in the midst of a poem more depth. First, we can see how the role of nature can express the mood of theRead More Critical Comparison of Porphyrias Lover and My Last Dutchess1567 Words   |  7 PagesComparison of Porphyrias Lover and My Last Dutchess Both of these poems are based around the concept of power and possesion. They tell the story of obssesional lovers. The effect of using dramatic monologue to convey this idea is very effective. The first poem, Porphyrias Lover, was written in the mid ninteenth century, around 1842. It is the dramatic monologue of the Lover. It is not made known who the recipient of this poem is. I believe it to be an internal monologue, the Lover is goingRead MoreRobert Browning s Porphyria s Lover967 Words   |  4 Pagesin a blink of an eye. Through the use of personification, imagery and character, Browning’s poem â€Å"Porphyria’s Lover† proves that love can make anyone deranged. First, Browning uses personification to demonstrate the idea that love can make someone disturbed, for example, â€Å"The sullen wind was soon awake,† (Line 2). As the character in this poem sits in his dark cottage pinning over his lover, he labels the wind as being â€Å"sullen† and â€Å"awake† as if the weather is intentionally being unpleasant. In realityRead MoreEssay on My Last Duchess and Porphyrias Lover by Robert Browning1236 Words   |  5 Pages Robert Browning wrote the two poems, My Last Duchess and Porphyrias Lover. Both poems convey an thoughtful, examination profound commentary about the concept of love. communicates two interpretations concerning Both poems describe the behavior of people who are in loving, romantic relationships. There are several aspects common in both poems. Using the literary technique of dramatic dialogue, the author reveals the plot and central idea of each poem. Robert Browning tells each poeticRead More Porphyrias Lover, My Last Duchess and The Flea all have the theme of789 Words   |  4 PagesPorphyrias Lover, My Last Duchess and The Flea all have the theme of love in them Porphyrias Lover, My Last Duchess and The Flea all have the theme of love in them. But they are not all the same theme of love for example Porphyrias Lover is obsessive and seductive love whereas; The Flea is more like sexual love. Robert Browning writes both Porphyrias Lover and My Last Duchess and John Donne writes The Flea. I think Porphyrias Lover and My Last Duchess are alike as Robert Browning uses Read MoreAnalysis Of The Poem Porphyria s Lover And My Last Duchess 1794 Words   |  8 Pages​In the poems, â€Å"Porphyria’s Lover† and â€Å"My Last Duchess†, both written by Robert Browning, each speaker mentions a woman whom they had once known. The poems, being considered as dramatic monologues, depict a particular role that women have through the eyes of speaker. Browning keeps the speakers mysterious, but lets out their true characters through the use of the women in each of their lives. Each speaker brings their own eerie tone to the poem which adds to the mysteriousness of their charactersRead MoreA Brief Note On Robert Browning s Porphyria s Lover And The Laboratory1972 Words   |  8 PagesContributory Factors to the Murders in Robert Browning’s â€Å"Porphyria’s Lover† and â€Å"The Laboratory.† The word ‘love’ possesses such complexity and magnitude that people commonly have a hard time defining it effectively without oversimplifying. Given the true intensity of feeling, jealousy is often said to be synonymous with being in love and the real impact love can have on a person can be unpredictable. Considering this, The Cambridge Dictionary defines a ‘crime of passion’ as a crimeRead MorePorphyria s Lover By Robert Browning936 Words   |  4 PagesRobert Browning’s â€Å"Porphyria’s Lover† is a perfect representation of the status of women during the Victorian Era; women were treated as objects not people. They were property of men, not individuals. In this poem, the speaker, Porphyria’s lover, murders Porphyria and does not only think it was okay to do so, but he also thinks what he has done is noble. In the lines shown above, the speaker begins to realize that Porphyria loves him. Not only does she love him, but she â€Å"worships† him. This furtherRead MorePorphyria s Lover And Neutral Tones1318 Words   |  6 Pagesof a loved one is perhaps the most difficult experience that humans ever come up against. The poem Porphyria’s Lover, written by Robert Browning, adds a sense of irony to this. At the most superficial layer, the speaker’s in both Porphyria’s Lover and Neutral Tones, written by Thomas hardy, both deal with loss. The tones in Neutral Tones seem to be indifferent, or Neutral. Porphyria’s Lover speaker ends up murdering his beloved at the end the poem. While this isn’t the case with the speaker in NeutralRead MorePorphyria s Lover By Robert Browning1472 Words   |  6 Pages Robert Browning’s dramatic monologue entitled â€Å"Porphyria’s Lover† tells the story of a meeting between a man and a woman that begins filled with romance, but quickly turns sinister. Porphyria visits the speaker at his cottage late at nig ht, to confess her love for him even though they cannot be together. The speaker, filled with happiness in the newfound knowledge that Porphyria â€Å"worshiped† him, kills her by strangling her with her own hair in order to free her from her â€Å"vainer ties† and allow them

Constructive Teaching Methods Nursing Free Essays

string(280) " to instruct their students on certain responsibilities that they need instructions on and assess their students without the challenges that occur around the work place, mentors would have less of a hard time trying to see to all of their responsibilities at once \(NMC, 2008b\)\." I am a registered nurse working in one of the largest NHS hospitals in the UK. There are three different specialities on my ward. Infection disease, Tropical disease, Immunology, but we are well known as the Infection Disease ward. We will write a custom essay sample on Constructive Teaching Methods: Nursing or any similar topic only for you Order Now My ward is a Fourteen bedded ward; consisting of mostly single and double lobby side rooms, we also have five bedded bay. Due to the NMC (2008a) confidentiality code I must refrain from using any information regarding the identity of people in order to protect the identities, trust and clinical settings. The purpose of this assignment is to explore the experience of mentoring student nurses and also to establish a working relationship. This professional study will enable me to nurture the student nurses and improve the outcome of the student learning process and how the experience will affect my future practise. The definition of a mentor is a registrant professional e.g. nurse, midwives or any other professionals who has successfully completed an accredited mentor preparation programme from an approved HE programme. The NMC definition of a mentor is, a registrant who following successful completion of an NMC approved mentor preparation programme – or comparable preparation that has been accredited by an AEI as meeting the NMC mentor requirements – has achieved the knowledge, skills and competence required to meet the defined outcomes† (NMC, 2008b). Mentors need to be qualified for at least a year in their current profession and most mentors would have worked with students as co-mentors. A mentor is therefore an individual who has achieved the knowledge, skills and competence required to meet the defined outcomes of stage 2 of the developmental framework to support learning and assessment in practice (NMC, 2008b). The role of the mentor is teach and guide future nurses in a clinical area, whilst keeping to the NMC standards of mentoring in health and social care (NMC, 2008b). Mentors play a vital role in supporting, teaching and assessing students in the practice area. Helping study to learn or have better understanding of the ward speciality, according to their level of learning stage. Relate learning and teaching strategies to ensure effective learning experiences and the opportunity to achieve learning outcomes for students by giving the student nurses the confidence to ask questions about their learning experience. Communicating and evaluating principles of assessment, including direct observation to the demonstration of competence, utilising appropriate  criteria for the student nurse. Facilitating learning opportunities, by allowing students to work with the Multi-Disciplinary Team (MDT) and going to surgical or non-surgical procedures to improve their learning development. Part 2. The NMC also known as The Nursing and Midwifery Council is a supervisory body for nurses and midwives. The main purpose of the NMC is to protect the health and welfare of the general public by retaining a register of all nurses, midwifes and specialist community public health nurses that are able to work inside the UK. They ensure this by setting up a framework for their education, conduct, training, presentation and principles. When issuing new standards or giving advice, the NMC turn to nurses and midwives as well as potential nurses and midwives, the general public, employers and all those involved in the teaching and educating of nurses and midwives. When those standards have been set, they are revised once every five years (NMC, 2004a). As part of the NMC standards for mentors; practice teachers, teacher nurses and midwives must correspond to the 8 domains. †¢Establishing effective working relationships †¢Facilitation of learning †¢Assessment and Accountability †¢Evaluation of learning †¢Creating an environment for learning †¢Context of practice †¢Evidence-based practice †¢Leadership Establishing an effective working relationship and creating an environment for learning are two important standards that a mentor must create at the start of their mentorship. When establishing an effective working relationship with their student they must exhibit a decent understanding of all factors that affect how the undergraduates integrate into the practice as well as helping the student overcome obstacles that would affect meeting that standard. They must also provide the continuous support and guidance to simplify change from one learning environment to another by providing the student with time to adjust to the changeover. Above all a mentor must have  an authentic professional and semi-professional working relationship to support the student with their entry into the register (NMC, 2004). When creating an environment for learning, a mentor must remember to give guidance and support to a student by identifying the level their working at and by giving the right provision that they need. Also they must use a variety of learning experiences including patients, clients, carers and the professional team; to meet definite learning needs; also they must classify aspects of the learning environment which could be improved by discussing with others to make suitable alterations. But above all they must perform as a resource to simplify the personal and professional growth of others. The daily challenges that mentors face is time and having a place to address their students. As a mentor you have your own job to carry out as well as teaching and assessing students, which makes time-keeping difficult. A mentor is expected to perform different roles, the main focus lies on a mentor’s ability to serve as a role model to nursing students. A mentor cannot neglect their other duties as a nurse, they need to be able to carry out the duty of being a nurse which is a time consuming job, and this also affects how they assess their students as they have barely enough time to do so. Another problematic issue that is hard to solve is having a place to address students in the work environment, it is understandable that a hospital isn’t exactly an office building but a busy environment where all the employees need to be attentive, however this is our place of work nonetheless and students deserve a place where their mentors can thoroughly converse with them on any issues they may have. If mentors were able to instruct their students on certain responsibilities that they need instructions on and assess their students without the challenges that occur around the work place, mentors would have less of a hard time trying to see to all of their responsibilities at once (NMC, 2008b). You read "Constructive Teaching Methods: Nursing" in category "Papers" The Nursing and Midwifery Council standards are to support the learning and assessment in the practise setting. The practise do provide a framework for mentors, however the nature of documents it is not comprehensive enough to consider all angles of competence in the interpretation of the student assessment (Cassidy, 2009) It could be reflected that on some level of assessment that it can remain biased despite the framework being provided, due to the innate nature of the involved profession and the variation of skills to be  assessed. Duffy (2003) identified that one reason mentors may â€Å"fail to fail† students in practise is lack of knowledge of the assessment process. Price (2005) says that practise-based assessment needs to be conducted transparently, rigorously and fairly, and discussed two purposes of assessment: Formative and summative assessment. Holistic assessment of competence is challenging to structure on a framework, predominantly when considering a student reflexive action to develop their knowledge skills and attitude with emotional intelligence (Freshwater and Stickley 2004). This is somewhat corrected by the responsive development of a ‘sign off mentors’ who make a final judgement on the fitness for practice of the student at the end of their training at the end of their third year placement (NMC 2008b). Part 3: My practice based assessment session Practice based assessment is a core method of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure objective management (Carr, 2004). To accommodate a diversity of patients and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b). Type of assessment Clinical evaluation exercise; is a demonstrations of the student performing an important clinical skill, this can be integrated into ward environment or routine patient encounter (e.g. seeing a student wash their hands with alcohol gel after seeing a patient) Direct observation of procedural skill; observing a student carrying out a procedure and providing feedback afterwards (e.g. performing the seven stages of the hand washing technique). Case based discussion; this is a structured interview to explore behaviour and judgement (e.g. discussing aspects of a study and what a student did or observed). Mini peer assessment; is when a qualified professional providing feedback on an individual’s performance, including self-assessment (e.g. feedback from observers that supervise a student in their clinical placement). Validity and reliability are the cornerstones of a fair and objective method assessment, and mentors need to ensure that their  assessment sessions is appropriate to the level of the learner (Walsh, 2010) Assessment is formal knowledge that allows mentors to review of abstract of knowledge, including the possibility of probable risks or other influencing factors. Assessing an individual in practice, is related to collecting information as evidence of the student’s ability to perform particular in a clinical settings, these includes observing, measuring, interviewing and making decision (Gopee, 2011). These skills are also used to evaluate a students’ knowledge and skills. For the evaluation of health professional learners’ for the clinical competencies and related knowledge, assessments can be described as a purposeful observation and questioning commenced to ascertain the learners’ ability to perform particular clinical interventions in a precise accordance with established or approved guidelines, and the knowledge of rationales for each action (Gopee, 2011). Consistent assessments have limitations regarding validity and reliability for many reasons. There is an obligation for co-ordination between educators and service providers to approve on suitable assessment pathways for formative and summative assessments, allowing a fitting level of an assessment and practice theory link (Price, 2007). Mentoring in a complex clinical setting, makes it difficult to assess the competence of our student learners, also student skills might be ignored due to congruence necessary between possession of personal qualities and their applications in a moment of care, given the complexity of many nursing situation. Therefore, mentors need to be conscious of providing safe, high quality patient care while supporting the participants and learning in complex care situations (Cassidy, 2009). This is critical, as being an expert practitioner may not automatically equate with being a proficient assessor (Cassidy, 2009). Competence has become especially significant to the achievement of clinical learning outcomes as 50% of fitness for practise (Department of Health, 1999). My assessment was to assess the competence of a first year student using the seven stages hand washing technique in a clinical setting. I consider hand washing to be an important skill in nursing because it prevents the spread of diseases and infections from carer’s to patients. Poor hygiene enables infections and bacteria to spread around the hospital, especially when health professionals do not wash their hands thoroughly before and after seeing a patient. Therefore, if everyone washed their hands thoroughly we  would reduce the risk of cross contamination. By teaching my student the importance of the hand washing technique this would then make a huge impact on their learning outcome. I would consider this assessment a direct observation of a procedural skill (Wilkinson et al, 2008). During my assessment, an observing qualified mentor was present and observing at all angles of the assessment and feedback. The observing assessor has completed the written feedback about the assessment provided (Appendix 2). My assessment was planned using the criteria and a number of selected questions developed, to test the students understanding (Appendix 1). The criteria for the assessment, was planned at an appropriate level for the student to comprehend on both a theoretical and practical level (Stuart, 2007).I will establish a rapport by introducing myself to the student and explaining the teaching that I will do without making the student learner feel anxious or nervous. I am planning to do a checklist where my student will be able to evaluate my teaching by completing a questionnaire. In this questionnaire my student will be able to evaluate me by choosing a mark between 1-5, 1 being very bad and 5 being very good (Appendix 3). With this plan I will be able to reflect on my teaching and identify my weaknesses so that future students will be able to learn even more from me. My observer informed me that I had established a good rapport with my student which helped reduce any anxiety with the student, also I was informed that I connected with my student which helped the student feel comfortable. The environment was calm which means that the location was suitable for the teaching session. My observer also indicated that I had a good use of verbal language which also means that the student and I had no difficulties communicating pre and post teaching sessions. My positive attitude helped the teaching outcome as it eased the student’s anxiety and provided a good learning atmosphere. Considering the feedback and upon my own reflection on the assessment, there is need for my future development. However, I can say that my teaching was affective in a positive light, and I feel that my student has demonstrated a good hand washing technique that they have learnt from my teaching demonstrations. For future references, I will arrange for my student to take on more responsibilities for example; doing a hand washing audit. In conclusion, my observing assessor thought that my assessment of the student was suitable for their level of knowledge, skill and attitude (Bloom 1956,  Hinchliffe 2009, NMC 2008b) and effective in defining the level of competency in this clinical area. Part 4: My practice based teaching session I have arranged a teaching plan (Appendix 4), a power-point presentation and a hand out of the presentation prior to the teaching session. My presentation mentions the importance of the hand washing technique and gives step by step instructions that my student will find valuable. This teaching took an andragogy approach as an opposed to pedagogy approach, however, during my demonstrations it was clear that the learning allows for a more pedagogy approach. The pedagogy approach uses a descriptive of the old-style approach to teaching which regards the teacher as the font of all knowledge and upon whom the student is dependent. The learning theory description The humanistic approach takes into account base feelings, attitudes and values when examining knowledge and skills and recommends that rationale for learning in personal growth. This approach is very useful in nursing, as the attitudes and ethics are closely linked to nursing. One of the key factors of this approach is the importance of creating an independent, student centred, pleasant and safe teaching environment. The humanistic theories identify two different types of teaching approach, andragogy and pedagogy. The andragogy uses the concept of adult learning, where the pedagogy is generally regarded as relating to teaching children. There are four basic differences between the adult learner and child learner. Self-concept: Adult are more responsible for their own learning experience, they are less dependent and self-directed in their own learning. Adults are more involved in the planning and evaluation of their work, whereas children rely predominantly on the teacher to plan and also evaluate their learning. Experience: Adults use their past experiences and previous knowledge as a guide to their future learning. Readiness to learn: Adult learners are likely to be in education of their own accord therefore they take their initiative for learning and tend to focus more on that which has direct relevance on their lives. Orientation to learning: Adults are more enthusiastic to try and apply their learning to life and will usually become more problem focused rather than content oriented. The difference between the cognitive and behaviourist learning theories is that behaviourist believe that learning is based upon the key concept of stimulus response and condition whereas the cognitive believe that learning involves the mental process such as perception, reasoning, memory and information processing (Walsh, 2010). I have arranged for a qualified mentor to assess and observe my teaching and my feedback that I provided to the student (appendix 5). My assessor provided written feedback on my session. My assessor also noted how beneficial the use of further reading and hand outs. Provision of printed hand-outs, particularly with space for notes beside them, may help accommodate students who have dyslexia, and may otherwise struggle to absorb the information provided (White, 2007). I arranged the presentation to a standard where my student would be able to comprehend, with visual and audio guidance where each slide has just enough information to be thoroughly understood; as I was going through the presentation I was keeping good eye contact and body language to ensure that my students felt comfortable. At the end of the slide, I asked my student if they understood what I said and demonstrated. My assessor commented upon the open questions I asked, keeping the student interested, engaged and relating to practice, encouraging andragogy learning. Learning Style Visual; Learns through images, visual tools or imagining events. Completed tasks on time, has a reasonable interest in theoretical values Auditory; Learns well through talks or lectures. Absorbs sequenced organised information well, Uses checklist. Great at multitasking. Can focus well and understands the big picture. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it easy to demonstrate. Can  completely understand instructions or information when presented orally. Finds attention to detail simple. Upon reflection I can use this experience to expand my personal knowledge and how to develop my skills as mentor in the future. I will different resource to expand on my teaching as a mentor, different methods to suit the individual needs to learn. A wider range of learning styles would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also ask my student, the best way to learn and accommodate their learning needs. I can also put more emphasis on patient safety issues (Beskine 2008). Part 5 During my mentorship preparation, I have learnt that being a mentor is essential part of the student learning curve. As a mentor it is my responsibility to support my student in meeting the continues professional developments needs in agreement to the Code of Practice (NMC 2008b, Ali and Panther 2008). I also learnt that being a mentor is fragment and section of leadership behaviour to teach students (Girvin, 1998). Transformational direction focuses on the ability to influence circumstances or people by affecting their methodology of thought and their role modelling (Girvin, 1998). Transformational guidance in nursing inspires independence and allows students or staff to reach their potential and encourages good interprofessional rapport (Pollard, 2009). By assessing and addressing the daily obstacles mentors face in clinical environment, I would act as role model to overcome the difficulty of time and having a quiet place to assess my student. I would manage my time by planning ahead and adhere to this set time and book a room to interview my student in advance. This will help me to develop my student and help me as a mentor, but would also set a good example for the other mentors on the ward, this will improve their behaviour and practice in a positive way (Girvin 1998, Pollard 2009). Overcoming obstacles such as bad staffing levels, busy ward situation and the burden of clinical commitments influence me on a harmful effective working relationship between the student and I (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). Finding time to provide written feedback in the student’s documentation can be limited (Price, 2007). By e-mailing other colleagues mentors regarding the student progress on regular basis it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009). This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009). Preventing influencing factors such as anxiety of the student or I affecting the reliability, subjectivity and the validity of the assessment (Price, 2007). This can be supported by facilitating the learning of my student by having flexibility and understanding of the different learning styles of the student, including students with learning difficulties or disability (White 2007, Stuart 2007). As mentors, we must place strong relations between practice and theory to ensure suitability of assessment and teaching. With these concerns, the student mentor relationship must be encouraged to provide a good quality learning experience (Ali and Panther, 2008). Pre-assessing my students learning style in the initial interview would help me encourage the student to participate in a higher standard of learning (Knowles, 1990). This would help me to adjust my working strategy to build a better relationship between the student and I. I am currently mentoring a first year student on their first clinical placement, and from observation I could identify they lack a great deal of experience with adult learning and constantly need extra support and provision of resources to facilitate the learning curve, predominantly with practical skills. Orientation is the gateway to a positive placement (Beskine, 2009). All students deserve to be assessed fairly and objectively (Ali and Panther 2008), however this might cause hostile emotions or teaching environment to both the student and assessor, so it is important that this is done properly, to ensure student  progression is not impaired (Duffy 2003, Wilkinson 1999) and competence is insured to maintained patient safety(NMC 2008b, Lomas 2009). My main concern is to ensure that all the students I work with are properly assessed and are competent and fit for practice (NMC, 2008b). It is vital to frequently work with students and have clear objectives set for them from the initial interview (Duffy and Hardicre, 2007a). I am aware that my responsibility as their mentor is to make sure all concerns with the student performance are raised by midpoint the latest, so we can set action plan for the final interview. There should be no sudden surprises for the student summative assessment and for their progress and level of competence (Duffy and Hardicre, 2007a). In conclusion, mentoring is a complex and diverse role, and it is a role I will take on with focus and knowledge and the endeavour to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a much deeper understanding of the mentor student process through investigation of the various aspects of NMC standards, as well as various assessments and teaching strategies. Areas on which I must develop are clear and in completing this course I feel adequately prepared, and look forward to further developing my skills and knowledge within this role. How to cite Constructive Teaching Methods: Nursing, Papers

Nothing Can Be Accomplished Without Norms or Standards free essay sample

Supposing that everyone persists in their own way, it will result in social confusion. Every thing has a rule, state-owned national law, the home has a plan. The law is a fundamental of a country; the country can not be based on the world if they have no law at all. The plant is the basic of a family; the family plants guarantee the family members happiness. In the article Criteria, Norms and Standards of Quality: What Do They Mean? the author Avedis Donabedian states, In particular, the criteria of assessment often imply the general rules or norms that constitute goodness (410). That is to say Donabedian, the president of the International Society for Quality in Health Care and honor the distinguished life contributions, also agreed that people obey the rules or norms can make our live standing in goodness and harmony. This situation not only happens to humans, but also happens to animals. We will write a custom essay sample on Nothing Can Be Accomplished Without Norms or Standards or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As is known to all, birds are much disciplined. When they travel from place to place, they must fly in a very strict organization, either in a line or in a V shape. They continuously make their sound ah ah ah while they were vastly follow their leader as stipulated in the migration routes. In the event that one of the birds leaves behind alone, it could be in danger. If the birds are so disciplined, as the most advanced creature, there is no reason that humans are undisciplined. In our social live, there are many things we can do and we shouldnt do, people can get along well with each other only if they abide by our social norms. First of all, team spirit is the vital element for a good operation of an organization. If someone went his own way and didnt follow the team rules, than the significance of team spirit will gets lost. In Impact: Our Intention to Make a Difference and Our Readiness to Act , the authors write that Goals and plans are at the heart of what most organizations talk about —along with objectives and procedures, roles and rules (Bellman and Ryan 116). Namely, every ordinary team desirous to achieve the amazing results and its necessary for them to create a target. After they established their objectives, it’s very important for the team member to follow and pay their decisive roles. Second, to perform every job successfully, an individual must be able to perform each essential duty satisfactorily. Recently, our back yard needs to be repair, so my parents hire a Mexican repairman for the repair. At the beginning, the repairman works hard everyday, and he makes us a good impression. But when his finish half of the job, he ask for the deposit, which is about 300 dollars. After we gave him the deposit, he has shelved the job for a few days without notices us. A week later, he came back and continues the job. He also told us that he has just come back his country. How can an individualists being so insist on living and behaving as they please? He never regard of the consequence; he never worry about his reputation on his business. He is just being self-reliance. Third, freedom is not free. If there is too much freedom for a person, he will display of contempt for the fundamentals of order; such as break the low and prey on the community, all of the law-breakers and vandals should be punished. Even though too much ego means too much trouble for our society, but some people believe in self-reliance and independence. In Ralph Waldo Emersons article Self-Reliance, he claims that A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines,(265). He thought the man should believe himself was excellent at any time, and the real man should learn how to reject to drift with the stream. However, if most of the people reject to observe disciplines and obey laws, it may be socially destructive. For example, overdo self-reliance will increasing the crimes. Due to poor economic conditions, some people believe themselves to earn quick cash. Therefore, there was a general increase in the number of quick cash crime such as snatching, shop theft and miscellaneous theft. On the other hand, overconfident will harm in the public order seriously. Generally speaking, when we are prevented by an external constraint from acting as we want to act, or when our actions result from causes foreign to our personality, we are not free, and we need to comply with the rules. As the Chinese old saying goes: Nothing can be accomplished without norms or standards, every country, community, company, or family need to built up their own norms, so that to make sure everything run properly. Supposing everyone does whatever they want, it not only disturbed society order, but also destroy a society to stabilize. Works Cited Bellman, Geoffrey M. and Ryan, Kathleen D. Impact: Our Intention to Make a Difference and Our Readiness to Act. † In Extraordinary Groups: How Ordinary Teams Achieve Amazing Results. Jossey Bass. September 22, 2009. 409-412. Web. September 10, 2010. Donabedian, Avedis. Criteria, Norms and Standards of Quality:What Do They Mean? In Am J Public Health. 1981 April; 71(4): 409–412. Web. September 10, 2010. Emerson, Ralph Waldo. Self-Reliance. In A World of Ideas. Ed. Jacobus, Lee A . Boston, New York: Bedford/St. Martins, March 3, 2009. 255-269. Print.

How to Get ACT Scores, Step by Step

How to Get ACT Scores, Step by Step SAT / ACT Prep Online Guides and Tips So you've recently taken the ACT. Congratulations! But now you are probably wondering when and how you will be able to see your ACT scores. Where can you see your ACT scores? Read on to learn when ACT scores become available and how to check your ACT scores online. NOTE: Looking for ACT scores from before Spring 2008 or forgotten your ACT ID? Then you should check out our article on how to get old ACT scores first! When Do ACT Scores Come Out? Your ACT scores will be posted on the official ACT, Inc. website a few weeks after you take the test. They will not be emailed to you directly, so you'll have to access your scores yourself by logging on to your ACT account. Multiple-choice scores are usually available 10 days after the test, with your Writing scores added on about two weeks later (for exact dates, see our article on when ACT scores come out). Note that your Writing score will take a bit longer since it's being graded by actual people and not machines. // All ACT scores should be posted eight weeks after the test date at the very latest. (Your ACT scores could take a bit longer if you live outside the US or Canada.) Be aware that there is no way to speed up or prioritize your test scoring. The priority report option on the ACT website refers to sending scores to colleges- not getting a faster score report. Colleges will not be sent your ACT scores until the full report (including your Writing score, if you took the ACT with Writing) has been processed. How to Get Your ACT Scores: Step-by-Step Guide Now that you know when ACT scores come out, how can you actually see your ACT scores? Here is a step-by-step guide to teach you how. First,log on to your ACT Web Account; using the user ID and password you created when you originally signed up for the ACT. // If you forgot either your user ID or password, use the "Forgot User ID?" or "Forgot password?" links to retrieve your account info. Once you log in, you'll be taken to your ACT Student home page, where you will see a summary of your test registration dates. Click on "Your Test Dates And Scores" in the left column to get to your ACT scores: Next, you'll see a table with the date(s) you took the ACT, the type of test you took (ACT or ACT Plus Writing), and a link to view your scores. (Incidentally, you'll also see any test dates you signed up for and later cancelled, such as my September 2009 test in the screenshot below.) Click on "View Your Scores" to be taken to your ACT scores page: You will then be prompted to enter your password one more time. Don’t worry, it’s the same one you used before! Finally, you'll arrive at your ACT scores page. // On this page, you'll see your composite ACT score (out of 36), your section scores, and your subscores. The subscores are useful in that they give you detailed information about your subject area performance. Unfortunately, unlike with the SAT, with the ACT you won't get to see your exact raw scores. (For more information about how the ACT is scored, see our article.) If you click on the "Download student score report PDF" link, you'll get a PDF report with even more detailsabout your percentile scores, potential areas of improvement, and other pieces of information you can use to boost your ACT score! What to Do Once You Get Your ACT Scores Once you've seen your scores, the first step you should take is to determine whether you met your ACT goal score or not. Even if you didn't, were you pretty close to it, or pretty far from it? Your answer to this question will help you decide whether you should retake the ACT. // For example, if you were aiming for a 30 but got a 24, it'd probably be in your best interest to retake the test. In this case, be sure to focus on improving your weaknesses in your prep. On the other hand, if you were aiming for a 32 and got a 31, you might be satisfied with these results and decide not to retake the ACT. If your score is lower than you wanted it to be and you don't have time to retake the exam, you should definitely put in extra effort into making your college applications as strong as possible. Try to keep up your GPA and write a great personal statement so you can give yourself your best shot at getting accepted to college. Recap: How to Get ACT Scores This is pretty much all there is to getting your official ACT scores. Once again, you will not receive a score report by email or snail mail, so make sure you have your user ID and password ready to go the day your ACT results are scheduled to come out. In addition, once you've seen your ACT scores, take some time to determine whether they are high enough for your schools as well as whether you want to retake the exam or not. // What's Next? You've seen your official ACT scores. Now, the important question is what you should do with them. Should you retake the ACT? Figure out whether you should in our three-step guide. What's a good ACT score? Discover your target score using our expert guide. Still debating between taking the ACT and SAT? Learn which test is easier and get tips on how to choose the right one for you. Unhappy with your ACT scores? PrepScholar might be the program for you.We guarantee an improvement of 4 points on your current ACT score, or your money back. We have the industry's leading ACT prep program. Built byHarvard grads and SAT full scorers, the programlearns your strengths and weaknessesthrough advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our no-commitment 5-day free trial today: //

Answer Why Has Reverend Hale Returned to Salem

Answer Why Has Reverend Hale Returned to Salem SAT / ACT Prep Online Guides and Tips A lot of readers of The Crucible have the same question: why has Reverend Hale returned to Salem in Act 4?This is a short article detailing the reasons behind Hale's decision to return.If you're confused about what his motivations are and what he hopes to accomplish, read on for a complete explanation. Why Is This Question Tricky? At the end of Act 3, Reverend Hale quits the court in Salem out of frustration because he sees that irrationality and hysteria have taken over the proceedings. However, in Act 4, we learn that he has returned to Salem to speak with the prisoners and convince them to confess. This is a bit confusing - why would he return to Salem to convince people to confess if he believes that they're innocent? As I'll explain in the next two sections, Hale has shifted his moral compass slightly to accomodate his own guilt. Guilt and its counterpart, concern for reputation, are both common themes in The Crucible, which makes understanding the answer to this question important for an effective reading of the play. Short Answer Hale has returned to Salem in Act 4 because he recognizes himself as the original instigator of the ultimately unfounded witch hysteria, and he doesn’t want to end up with the blood of innocent people on his hands (or at least innocent people who are widely respected like Rebecca Nurse and John Proctor).His goal is to persuade the condemned prisoners to sign their names to false confessions. Hale has managed to convince himself that lying is a lesser evil than throwing away one's life for the sake of maintaining a spotless record of integrity. This is a somewhat selfish viewpoint, although it's the only one he can accomodate psychologically. If he gets the prisoners to save their own lives, his positive self-image will not be marred by their executions.He fails to fully consider the negative impact a confession would have on the self-image of the confessor, which is why no one responds to his efforts. Long Answer Reverend Hale’s purpose in returning to Salem is to speak with the condemned prisoners and convince them that they should give false confessions rather than martyr themselves.He chooses to do this because he is tormented by guilt.When Danforth asks Hale directly why he has returned, Hale responds, â€Å"Why, it is all simple. I come to do the Devil’s work. I come to counsel Christians they should belie themselves. There is blood on my head! Can you not see there is blood on my head!!† (Act 4 pg. 121). Note that when Hale says he comes to do "the Devil's work," he is being sardonic. He knows that what he's doing is technically not befitting of a man of God, but he feels that promoting lies is better than the alternative of allowing innocent people to go to their deaths because of him. He feels responsible for the way things played out in Salem since he was the original â€Å"expert† called on to investigate the witchcraft rumors in Act 1. He lit the fuse by pressuring Abigail to answer leading questions about her activities in the woods (pg. 40), prompting her accusations against Tituba.He then ignored Tituba’s protests that she never called the Devil (pg. 41) and insisted that she name the names of other people she’d seen with Him (pg. 44).He had all the authority in that situation because of his supposed superior knowledge of witchcraft (pg. 37), and he used it to intimidate people into confessing. This initial storm of confessions and ensuing hysteria eventually led to the condemnation of people he knew to be innocent.He signed seventy-two death warrants (pg. 92), including that of Rebecca Nurse, based on what he now believes was false evidence.The only way Hale thinks he can make up for this is by returning to Salem and convincing the accused to save their own lives, even if they must lie to do so.He’d rather advocate lying than be responsible for the deaths of innocent people.He does not consider that signing a confession is essentially the same as death to someone like Rebecca Nurse, whose whole identity is based on her integrity and piousness. Hale is ultimately only looking out for his own peace of mind and spiritual wellbeing. And God did say unto Reverend Hale, "#yolo." Summary:Why Has Reverend Hale Returned to Salem? Here's a short bullet point recap of the answer to this question: Hale returns to Salem to convince the condemned prisoners to confess to witchcraft. He does so because he feels responsible for the miscarriage of justice that led them to their current situation. He knows it's too late for them to be pardoned, so persuading them to give false confessions rather than hang is the best way to clear his own conscience. What's Next? So what actually happens in Act 4? What does the ending of the play mean? Check out our full summary of the last act of The Crucible. If you want to back up a little bit to the heightened courtroom drama of Act 3, you can also read our full Act 3 summary, complete with key quotes and thematic analyses. Another tricky question that comes up in The Crucible is why Elizabeth wants John to go to Salem in Act 2. Read our answer and explanation. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Museum Visit and Exhibit Review Essay Example | Topics and Well Written Essays - 750 words

Museum Visit and Exhibit Review - Essay Example Within this context, the artist makes use of a common location (say, La Grenouillere) as the most important factor that adds vividness to the main theme. This helps the viewers to have different view of a familiar place used for recreational purpose. The rippling effect on the surface of the water body is symbolic of liveliness of nature. Besides, the background (blue sky and thick vegetation) is symbolic of unexploited tranquillity. On the other side, one can see that the most important message of the painting is that cordial relationship with nature can fill human minds with hope, not despair. Techniques: The artist makes use of light in artwork to expose the effect of the same on his immediate surroundings. Francesco Salvi states that, â€Å"In Monet’s painting, the bright sunshine in the background contrasts with the cool shadows in the foreground† (28). To be specific, the artist provided ample light to the background (trees, horizon, sky etc). But the foreground ( boats, water body, foliage etc) is portrayed in less light. This progression from less brightness to brightness proves that the artist is deeply interested in the use of light in his artwork. The dominating colours in the artworks are dark green, grey, blue, bluish green, and combination of green, yellow and brown. This unnatural combination of different colours provides vividness and depth to the artwork. The ‘Actual texture’ technique (say, flowing water and floating objects) made use by the artist helps the viewers to consider the artwork as dynamic. The artificial island with a tree is the focal point and the same provides balance (say, symmetrical balance between nature and manmade objects) to the artwork as a whole. The dark contrast in the foreground and the brightness in the background are helpful to view the artwork from a different angle. To be specific, the combination of darkness and brightness enhances the visual acuity of the artwork. On the other side, th e artwork’s proportion is symbolic of the crafty combination of living and lifeless objects. Still, nature dominates the artwork because the same is the main theme and plot. Style: The artwork is symbolic of Impressionism because the artist himself is the mastermind behind the origin of Impressionism in Europe. To be specific, noticeable brush strokes, accuracy of light (bright and dark), time element, usage of usual subject/theme, liveliness, human perception of nature, strange visual angles etc prove the influence of impressionism. Ronald R. Bernier opines that, â€Å"In this picture Monet directs the viewer’s attention not to a unified narrative or synoptic view of things but to the lack of homogeneity, both in the procedure of painting and in the subject itself† (29). So, one can see that the artwork named as La Grenouillere represents the development of impressionism and impressionist painting. Compare and contrast: One can easily identify that the artwork represents the popularity gained by impressionism in Europe. To be specific, the basic elements of this artwork are strictly limited to the context of European Impressionism. Martha Moore opines that, â€Å"The label impressionism ironically resulted from negative criticism of Claude Monet’s Impression Sunrise in 1874† (227). Besides, Impressionism developed in Europe as experimentation within the context of

Baseball Essay Example | Topics and Well Written Essays - 750 words

Baseball - Essay Example Everyone wants to get out there and pitch that perfect curveball, or hit the first home run of the game. The air is rich with the scent of hotdogs as the vendors go to work feeding the masses. Young barmen and women do their best to satisfy thousands of thirsts filling endless plastic glasses with ice-cold beer. For some, a freshly baked pretzel is the way to go, plenty of salt and mustard, and a soda to wash it down. The wonderful mixture of odours in the air adds to the atmosphere and anticipation before the game. There's nothing quite like it. The stands are full of activity as everybody swarms to their seats. Not long until game time now. A hundred little boys hold on tightly to daddy's hand still not sure quite what to expect at their first ball game. They can feel the excitement building all around them and it is a new sensation. Although they may not know it they are beginning to understand the love of the game. Once full the ballpark is a magnificent picture of color and excitement. Music blares from the powerful sound system and adds to the already breathtaking atmosphere. Many fans are dressed in the shirts of their favorite teams. Others proudly wear their team's jacket, some just stick to the cap. The signs and banners are everywhere around the stadium held up high for all to see. Some of them simply display the name of a team; others send messages to the players wishing them luck in the game ahead. As the players make their way onto the park the stadium erupts with noise as so many thousands cheer, whoop and whistle for their favorite team and player. The sound is almost deafening but at the same time truly awesome. Everyone is on their feet knowing that all that stands between them and the first pitch of the game is a unifying rendition of the national anthem. Hands on hearts, the song brings everyone within the stadium together as it does every time. Even opposing fans are best of friends at this moment, proud to be American. The game starts and the crowd begins to settle down and enjoy the spectacle. The tension builds as several pitches fizz past the bat and smack into the heavily padded glove of the catcher. It's not long until the batter makes the first satisfying contact and the wonderful sound of bat on ball reverberates around the park. It is the sound that the fans love to hear, and to see the ball fly over the fence just makes it even better. Devout fans are pleased to be able to mark a home run on their scorecards, scorecards which they will no doubt show their children in years to come. The excitement of the final few innings is almost unmatched by any other game. Even after hours of play the crowd are once again on their feet yelling words of encouragement and willing their team to finish the job. Then it is over. The winner is decided and it is time to go home. As the stands gradually empty there is a feeling of satisfaction around the ballpark, even from among the supporters of the losing team. They have had their dose of the game, and nothing can take that away. Empty now, the ballpark stands and waits. It has done its job once again, providing a home away from home for the baseball fan. For now it rests, but soon its gates will open once again and the people will come. Baseball, what a

The Media and Body Image :: Media Argumentative Persuasive Argument

The Media and Body Image    Abstract    This research examined the media and how it affects fitness and body image. This was assessed by collecting data from surveys taken by three groups of ten high school students, five of each sex.   Two of the three groups were exposed to different media packages, one depicted images of unnaturally thin individuals, the other depicted athletic figures, while the third group was exposed to no prior data.   The results indicate the students attitudes towards social fitness views and self-acceptance.   It was my hypothesis that a correlation between media and the fitness concept will be found but the idea of a personal body image will remain fixed as body image is a determined part of one's psyche.   A significant correlation was discovered between those who viewed the thin package and their attitudes on social fitness.   However a low score in the self- acceptance scale in all three groups suggests a low self-concept within all participants.   This supports my statement that there would be a connection between the fitness concept and the media packages as well as a constant self- concept maintained by all participants.    In assessing personal attitudes it is often important to measure not only what an individual feels towards others but also his/herself.   Prior research indicates this is especially important when measuring attitudes towards physical issues. It has been found that opposing views may be held simultaneously by individuals in regards to themselves and others.   Also concern for how a response will reflect upon his/herself may negate an individual expressing his or her true attitudes.   This research sought to assess the attitudes of high school students towards fitness and body image in the presence of different physical media icons.   By monitoring the individuals response to both a third person scale and a personal scale, true attitudes can be assumed.   In this study, the different groups were the independent variable, here in described as Group A, those exposed to the thin images, Group B, those exposed to athletic images, and Group C, those exposed to no images or the control group, whereas the groups score was the dependent variable.   The surveys were distributed to thirty students, ten in each group, five of each sex.   The dependent variable, in the Social Fitness Attitudes Scale, reflects the individuals attitude towards fitness in society and in a dating atmosphere.   The higher the individuals score the more they are influenced by society, with a score of 46 being the accepted indication of society influence.   In the Self Acceptance Scale, the lower the individuals score the lower their self concept with scores between 36-110

Unique Photographers: Their Lives and Their Art

From 1979 to present there have been many famous photographers, but there are three who really stick out: Jerry Uelsmann, Freeman Patterson, and Annie Slivovitz. These three photographers had very distinct photography and viewed photography as more than pictures but as pigments of emotions and feelings. These photographers are very famous for their pictures and one photographer is known for her help in third world countries. The first photographer that I would like to mention in my research paper will be Jerry Uelsmann. Uelsmann was born in Detroit on June 11th, 1934. Uelsmann acquired school degrees and actually went on to teach classes. He was an intelligent man, who knew exactly what he wanted to do in his life. When Uelsmann was 23 years old (1957) he received his B. F. A degree at the Rochester Institute of technology. When he was 26 (1960) he received his M. F. A at the Indiana University. In 1960 he received his first job offer to teach photography at the University of Florida in Gainesville. Jerry Uelsmann is also a member of the Royal Photographic Society of Great Britain. Jerry Uelsmann founded The American Society for Photographic Education. Jerry Uelsmann did mostly double exposures. When working a day in the darkroom Uelsmann would go through 50 sheets of photo paper, trying to find at least one or two prints that he liked. During a year, Uelsmann may produce one hundred and fifty images, and only fifteen of those one hundred and fifty images last through out the year. The fifteen prints that are left are the prints that had meaning to him. Sometimes he would draw sketches of the pictures he would like to develop, just to give him an idea of the kind of image he would like to create in his next photo. Jerry Uelsmann is not known for computer images but on a couple of his photographs he has used his Mac Intosh computer to enhance the prints. One photograph that he has computer enhanced is (â€Å"Man Walking on the Deskâ€Å"). Uelsmann decided to use a computer to alter this print because it amazed him; all the possibilities/creations that are available to him through a computer. The print that he altered with his computer is one of his most famous prints (â€Å"Man Walking on the Desk†) which was created in 1976, and then resurrected in the year 2000 to modify he print by scanning it on to his computer and dding a shadow to the man walking on the desk. He didn’t make a really big change to the photo but he could not have added the shadow in the darkroom so his computer gave him that possibility. The image (â€Å"Homage to Man Ray†) was completely done on his computer in 1999 and he printed it out on an Iris printer to give a shinny professional finish. Uelsm ann has done over one hundred solo shows in the United States in the past thirty years alone. In the past twenty-five years, Uelsmann has had over ten books devoted to him and his artwork. He has more than 15 museums around the world that display his art work, these include: The Victoria and Albert Museum in London, the Bibliotheque National in Paris, The National Gallery of Canada, and The National Galleries of Scotland. Other museums show casing his artwork are located in Paris, Australia and New York. Some of his work has been reproduced and put into international journals, magazines, books, newspapers and television shows (The Outer Limits) . Some books produced about Jerry Uelsmann and his art are Jerry N. Uelsmann Millerton, and Jerry Uelsmann: Silver Meditations by Dobbs Ferry. Jerry Uelsmann is experienced in his art and has created memorable and unique photos and has displayed them so that the world can see what kind of imagery he can produce. Freeman Patterson is another interesting photographer currently lives in Shamper’s Bluff, New Brunswick. As a child Freeman grew up on a farm in New Brunswick. This is one of the reasons why he won’t photograph vegetables; he’s seen to many of them and they have boundaries. Freeman has acquired school degrees including a honours degree in philosophy from Acadia University in Wolf Ville, Nova Scotia in 1959; and a Master of Divinity degree from the Columbia University in New York. At Alberta College, Freeman was the dean of religious studies, and in Toronto Patterson, worked at Berkley studio in 1966. In 1984 Freeman co-founded the Namaquland Photographic Works Shops in Africa. Freeman has given many workshops around the world, including countries such as the United States, New Zealand, Israel, and Australia. Since 1973 Freeman has also given many seminars in countries such as Canada, United States, New Zealand, Israel, and Australia. These seminars are about music, art, ecology, and education. Freeman Patterson produces his own books on photography and his artwork. Some books that he has published are â€Å"Photography for the Joy of itâ€Å", â€Å"Shadow Light: A Photographers Lifeâ€Å", â€Å"Photographing the World Around You and Portrait of Earthâ€Å". The books that he has made are not just to show off his artwork but also to demonstrate and give guidelines to new photographers. Patterson’s work has been in exhibitions, magazines, books and calendars. Photography is an interest to Patterson because pictures excite him. Patterson feels that he needs to be at ease with his camera in order to take good pictures, without the technicality of rules and formulas made by equipment. He also believes that good images are made carefully and take time, they don’t just happen. Patterson states that â€Å"In these images, subject matter is like potters clay – you mould it however you want†#. The pictures he likes best are those pictures where he can discover himself and those pictures that have no rules. Patterson thinks that a good photograph portrays the photographer and the image and for him most of his subjects have a symbolic meaning to him and he feels free to take any approach to the subject to make them a visual statement. Patterson believes that emotions and feelings come out in photography, so if the photographer is happy, they would take pictures of the warm colours from a sunset. He truly believes that photography is an expression of feelings. Many of Patterson’s photographs are plants like trees and wild flowers, which make him feel happy, and they are free and have no limitations. Patterson thinks that photography starts with subjects such as wild flowers, sunrises, children, motorcycle gangs, gothic cathedrals etc†¦ Freeman Patterson does both coloured and black and white prints. He also ventures into some double exposures. Patterson does a lot of his photographic work at his home in New Brunswick, but does travel to take photos and to teach others about photography. So Freeman Patterson is interactive with many of his admirers due to him giving seminars and producing his own books about photography, all of which also makes his photos unique and organized, with a sense of freedom in his prints. The next famous photographer is Annie Leibovit’s, who was born in West Port, Connecticut, in 1949. When Annie was 22 she received her Bachelor of Fine Arts degree from the San Francisco Art Institute. At the age of 20 Annie was living in Israel and was helping in an archeologically dig near the famous Temple of King Solomon, where she took some photos of. After she received her BFA she continued to study with another photographer by the name of Ralph Gibson. Ralph Gibson taught her a few things about photography and he was an inspiration to the way she took some of her photographs. In Washington D. C Annie owns her own show called â€Å"Women†, which is located at the Corcoran Gallery of Art. In the past, Leibovitz has taken pictures of famous actresses such as a pregnant pose by Demi Moore and Jerry Hall breast-feeding her child. Annie photographed many people such as a former governor, two Supreme Court justices, an astronaut, a drag racer, and many more. Most of her artwork contains pictures of rock stars, fashion and advertising, and women. One of her most memorable photos is a naked picture of John Lennon and his fully clothed wife Yoko Ono in bed. This picture was taken two hours before John Lennon’s death in 1980. Since the 1980’s, Annie Leibovitz has taken many photographs of people living with Aids and photographs from a study of Sarajevo and its people. Leibovitz took pictures for magazine companies that she worked for such as: â€Å"Rolling Stonesâ€Å", â€Å"Vogue†, and â€Å"Vanity Fair†. Annie’s Photography career started in 1970 when she gave some samples of her work to the â€Å"Rolling Stone† magazine. Later on in the mid 1970’s she became the chief photographer for â€Å"Rolling Stone Magazine† as well a concert-tour photographer for â€Å"The Rolling Stones†. One of Leibovitz photographic projects was the book â€Å"Olympic Portraits†. This was an on going two-year project for her, that showcased athletes practicing for the Olympics. This book was published in 1996. Another project was a book published in 1999 of women’s photographs. Leibovitz artwork consists of using the whole subjects body captured in action (physically). One of the great things that Annie Leibovitz has experienced is that she is the first woman ever, and only the second living photographer to have her work shown in the National Gallery of Smithsonian Institute, in Washington D. C. which took place in 1991. Annie Leibovitz captures her effects with artificiality, flair and outrageousness, and that is what makes her artwork different from other portrait photographers. These photographers have lead remarkable lives and have evolved and developed throughout their lives. These changes are shown through their amazing photography work. Jerry Uelsmann, Annie Lei bovitz and Freeman Patterson’s unforgettable photos make them all so much different from any other photographers. Bibliography Ames, J. , Uelsmann Process and Perception, Florida: University Presses Of Florida, 1985. Anderson, J. , â€Å"Leibovitz, Annie†, Leibovitz, Annie An Encarta Encyclopaedia Article, [Internet], Sept 19, 2001. Available: http://www. encarta. msn. com/find/concise. asp Freeman, J. , â€Å"Jerry N. Uelsmann†, Jerry N. Uelsmann, [Internet], Sept 17, 2001. Available: http://www. arts. uf/edu/art/creative_photography/faculty/jerry_uelsmann/portfolio. shtml Ozeroff, W. , â€Å"Camera Looks Both Ways†, Freeman Patterson: Shadow Light – A Photographers Life, [Internet], Sept 19, 2001. Available: http://www. canoe. ca/jambooksreviewss/shadowlight_patterson. shtml Patterson, F. Photography For The Joy Of It, New York: Key Porter Books Ltd. , 1989. Squiers, C. , The Importance Of Women, American Photo: Hachette Filipacchi Magazines Inc. , March/April 2000. Unknown Author, â€Å"Annie Leibovitz Biography†, Annie Leibovitz Biography, [Internet], Sept 19, 2001. Available: http://www. shinegallery. com/anniebog. shtml Unknown Author, â€Å"Biographyâ₠¬ , Jerry Uelsmann’s Biography, [Internet], Sept 19, 2001. Available: http://www. uelsmann. com/bio. shtml Unknown Author, â€Å"Biography Freeman Patterson†, Freeman Patterson Biography, [Internet], Sept 19, 2001. Available: http://www. freemanpatterson. com/biograph. shtml Unknown Author, â€Å"Books By Freeman Patterson†, Photography Books By Freeman Patterson Presented By Webphoto. com, [Internet], Sept 19, 2001. Available: http://www. webphoto. com/book/patterson/ Unknown Author, â€Å"Jerry Uelsmann†, Apple – Apple Masters – Jerry Uelsmann, [Internet], Sept 17, 2001. Available: http://www. apple. com/applemasters/juelsmann Verzia, S. , â€Å"Annie Leibovitz Lou†, Annie Leibovitz, [Internet], Sept 19, 2001. Available: http://www. kuttara. gratex. sk/krajavicova/leib/annie_a. htm

Midterm 1 Study Guide- incomplete Essay - 897 Words

Midterm Study Sheet The midterm will draw on the following major themes we have discussed so far during the course. As you study, please consider not only each individual theme, but also the ways in which these themes may be related to one another. Essay questions will be drawn from these themes, but may ask you to relate two or more of them within the same question. The best answers will synthesize thematic material we have discussed in lecture with specific details from both lecture and readings. Colonial Recreation and Leisure: How did changing Anglo-American attitudes about work, labor, and leisure in the 1600s and 1700s shape the recreational practices of colonial America? What does Nancy Struna mean by the â€Å"leisure†¦show more content†¦What roles did urbanization, industrialization, specialization, commercialization, and mass media play in these developments? Urbanization, Industrialization, and Social Change: Have some idea of the changes in transportation, communication, technology, and law that spurred the rise of an urbanized and industrialized capitalist economy in the Northeast and upper Midwest in the first decades of the 19th century. How did industrialization and the factory system change the location and nature of work? What were some differences between â€Å"pre-modern† and â€Å"modern† work culture? How did employers and reformers attempt to impose new kinds of social power over the workforce? How did these economic changes correlate with changes in political citizenship and public identity in the industrial city? In what ways did they begin to alter the lived nature of time and space? How did they change the relationship between work and leisure? 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