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

Employment Law - Essay Example This paper focuses on the problems faced by a female employee named Jami Jensen in her workplace. She was hired by a big International Firm with numerous offices as well as a huge employee base just solely in the Western Region. It needs to be mentioned in this context that Jami was a woman of black origin. She was stated to witness certain unwanted attention from few of the male employees who were included in the group of employment selection at the time of her interview. These consequences proved ruining for her as she had to suffer emotional distress along with medical as well as psychiatric help. Sexual harassment is explained as the unwanted sexual approaches, calling for any kind of sexual favoritism or even other kind of physical as well as vocal behavior that is sexual in character and which is made towards a particular employee under certain specifically stated situations. It can be inferred that the sexual harassment was made to Jami on the base of the compliance or denial towards such a behavior was made to make decisions regarding her promotion. In response to the discrimination and the harassment faced by Jami Jensen, she is considered for tort claims under the state as well as the federal law. The damages that can be claimed by Jami for the civil wrong and sufferings caused to her is back pay where the company needs to provide the salary along with the fringe benefits if any to the employee that was supposed to be earned by that employee during the period of discrimination till the trial date.

The language in look back Essay Example for Free

The language in look back Essay The language in look back in anger is different compared to its contemporaries. The language is realistic; the characters are able to say what they would say in that situation in real life. In a way the writer John Orsborne had no limits because if something had to be real it needed everything to be realistic. Orsborne uses his characters as a mouth piece to examine the reality of life in the 1950s in Britain. Cliff has a Welch accent which is shown when he says like boyo and dullin. At the start of the play there seem to be a lot of exposition from the characters to describe themselves or tell us about the situation. For example James Porter, aged twenty five, was bound over last week after pleading guilty to interfering with a small cabbage and two tins of beans on his way home from the Builders Arms. This tells us Jimmys age and that he likes going to the pub, and shows that Cliff seems to have a sense of humour. The exposition goes on through out the play. We see this when jimmy is talk about Alison family and what was happening to his dying father when he was 10. The colonel has his share in exposition when hes talking to his daughter Alison about the past. It was March 1914, when left England, and, apart from leaves every ten years or so, the information Osborne constantly provides us with about each characters past helps the audience understand their personalities. In this play Orsborne uses dramatic irony. For example jimmy has some lines of dramatic irony, for example when he says to Alison if you could have a child, and it would die. This is ironic because towards the end of the play Alison has a miscarriage. Although Jimmy wanted her to go through this sort of pain he is affected in a way he never expected. The other ironic line Jimmy has is when Helena tells him that his got a phone call and he says well, it cant be anything good, can it? this is ironic because as he gets the message from the call that Hughs mother has had a stroke. Jimmy at some extent is a product of what has happened to him during his life. The play involves a lot of emotion. Jimmy chief motivating emotion is anger through out the play until the end when he embraces Alison, this is no doubt it is the characters most vulnerable point in the whole play.  The pauses are very important in the play because they make the moments of tension more effective, and shows us the emotion of most of the characters. For example when Alison tells cliff shes pregnant.  Alison: you see- (hesitates) Im pregnant.  Cliff: (after a few moments) I will need some scissors. Alison: They re over there.  Cliff: (crossing to the dressing table) thats something, isnt it? When did you find out?  At this point it shoes that Cliff is troubled about this, thats why he asks for the scissors just to hide his feelings for her. Another point which we worked on in class is when Alison arrives at the end of act 3 scene 1; there is a big pause before she says anything.  Alison: (quietly) Hullo.  Jimmy: (to Helena, after a moment) friend of yours to see you. After saying the line he leaves the room and the two women are left staring at each other. This is obviously this is a cliff hanger ending to the scene, there is tension between the two women.  Osborne has included several monologues in the play. Jimmy is the character with most of the monologues. In the majority of his monologues his objective is to provoke the others but the desperately try to ignore his taunts. His main objective usually is to irritate his wife Alison that it could lead to an argument. From the beginning of Act 1he is constantly trying to make his wife angry, he finally succeeds when she gets burnt with an iron and she tells him violently to get out. Alison: Get out!  Jimmy: (her head shaking helplessly) clear out of my sight.  This s the first time that Alison is actually showing that she is angry with jimmy. Even though the fight that caused the accident was between him and Cliff.  The monologue that I worked on in class was from act 2 scene 1 when Alison is about to go to church with Helena and jimmy is not in favour of her decision. In this monologue I had to think of the emotions which where associated with jimmy at the time, and I had to picture they way he would talk and act to these emotions. At the start of the monologue he is motivated and wants every one to see how he feels and as he goes on he loses his inspiration because he knows that no one is paying any attention to him.  The emotion and realism in the language makes the play very realistic because it helps the audience understand the situation the characters are in and helps the audience make a good mental judgement of the characters.

The Conception of Time in William Bucks Mahabharata Essay -- Mahabhar

The Conception of Time in William Buck's Mahabharata      Ã‚   In Hindu philosophy, there is no absolute beginning to the universe and no absolute ending. Therefore, time is not conceived of in a linear fashion as is common in western philosophy. Instead, time is seen as a wheel turning within a larger wheel, and moksha, or the release from this wheel is one of the goals of of the Hindu devotee. In William Buck's Mahabharata, time is viewed by the characters as an enemy of sorts, a personified entity which causes loss. It is the intent of this paper to show how Buck presents a cohesive treatment of the concept of time in has retelling of the Mahabharata story. I would like to explore seven elements of his story and try to explain how they are connected into a meaningful whole.    In order to set the stage, if you will, for Buck's treatment of time, I would like to start by briefly going over how time is a part of the Hindu religion. Time in Hinduism is generally conceived of as a wheel rotating through cycles of sarga (creation) and pralaya (destruction) called kappa cycles. Each kappa cycle is a life of Brahma which lasts 100 Brahmic years or 311,040,000,000,000 human years. At the beginning of each kappa the world is created as Brahma is born and at the end of each the world is destroyed as he dies. Between each kappa, a period of 100 Brahmic years passes before Brahma is born again and the next kappa cycle begins. A further aspect of the kappa cycles is that they are made up of 1000 great aeons which are themselves made up of four yugas (ages). These four ages are Saga Yuga, Treta Yuga, Dvapara Yuga, and Kali Yuga which is the present age. Buck uses none of these terms in his work, yet it is clear ... ...s paper is show the cohesion of Buck's treatment of time, which becomes most evident by viewing multiple examples side by side. This is by no means an exhaustive analysis of time in Hindu philosophy, but by considering Buck's text in the context of that philosophy as I have, it becomes clear that it is possible to make that vast amount of knowledge accessible to an audience who may expect little more than a romantic history.       Source Cited: Buck, William. Mahabharata. Berkeley: University of California Press, 1973.    Sources Consulted: 1) Organ, Troy W. AThe Hindu Motif.@ Hinduism: Its Historical Development. Woodbury: Barron=s Educational Series, 2) Waterstone, Richard. AIndia: Concepts of Time.@ WWW page. URL http://pathfinder.com/@@xxAIUQcASaX4vvex/twep/Little_Brown/living/india/india_time1.html. 7 January 1997.    The Conception of Time in William Buck's Mahabharata Essay -- Mahabhar The Conception of Time in William Buck's Mahabharata      Ã‚   In Hindu philosophy, there is no absolute beginning to the universe and no absolute ending. Therefore, time is not conceived of in a linear fashion as is common in western philosophy. Instead, time is seen as a wheel turning within a larger wheel, and moksha, or the release from this wheel is one of the goals of of the Hindu devotee. In William Buck's Mahabharata, time is viewed by the characters as an enemy of sorts, a personified entity which causes loss. It is the intent of this paper to show how Buck presents a cohesive treatment of the concept of time in has retelling of the Mahabharata story. I would like to explore seven elements of his story and try to explain how they are connected into a meaningful whole.    In order to set the stage, if you will, for Buck's treatment of time, I would like to start by briefly going over how time is a part of the Hindu religion. Time in Hinduism is generally conceived of as a wheel rotating through cycles of sarga (creation) and pralaya (destruction) called kappa cycles. Each kappa cycle is a life of Brahma which lasts 100 Brahmic years or 311,040,000,000,000 human years. At the beginning of each kappa the world is created as Brahma is born and at the end of each the world is destroyed as he dies. Between each kappa, a period of 100 Brahmic years passes before Brahma is born again and the next kappa cycle begins. A further aspect of the kappa cycles is that they are made up of 1000 great aeons which are themselves made up of four yugas (ages). These four ages are Saga Yuga, Treta Yuga, Dvapara Yuga, and Kali Yuga which is the present age. Buck uses none of these terms in his work, yet it is clear ... ...s paper is show the cohesion of Buck's treatment of time, which becomes most evident by viewing multiple examples side by side. This is by no means an exhaustive analysis of time in Hindu philosophy, but by considering Buck's text in the context of that philosophy as I have, it becomes clear that it is possible to make that vast amount of knowledge accessible to an audience who may expect little more than a romantic history.       Source Cited: Buck, William. Mahabharata. Berkeley: University of California Press, 1973.    Sources Consulted: 1) Organ, Troy W. AThe Hindu Motif.@ Hinduism: Its Historical Development. Woodbury: Barron=s Educational Series, 2) Waterstone, Richard. AIndia: Concepts of Time.@ WWW page. URL http://pathfinder.com/@@xxAIUQcASaX4vvex/twep/Little_Brown/living/india/india_time1.html. 7 January 1997.   

How does Stevenson use the specific technique to explore the idea of good and evil? Essay

In this essay I will explore how good and evil is presented in Dr. Jekyll and Mr. Hyde written by Robert Louis Stevenson. At the age 35, Stevenson produced his masterpiece. It is very rare for a novel so old to be still commonly read now. This shows just how well written this novel is. Dr Jekyll and Mr Hyde is a story about an enthusiastic scientist fascinated with life and death. Curious about human life, Jekyll is determined to change his physical appearance/personality. After successfully engineering his own physical appearance, people are shocked, appalled and astonished at the outcome of it. Stevenson was born on November 13, 1850 in Edinburgh. He was from a prosperous family, containing members of the legal professions and ministers of the church. His nanny and a nurse called Alison Cunningham taught Stevenson about good and evil. Good and evil and her taught influenced him to write Dr.Jekyll and Mr. Hyde. Jekyll is a scientist/doctor who covered up the secret of life full of cruel accomplishment. He feels that he is battling with himself between what is good and what is evil. In chapter 9 after drinking the potion the respectable Jekyll transform himself to younger, cruller and barbarous Mr. Hyde. Dr.Jekyll has many friends and friendly personality but Mr. Hyde has not. He becomes mysterious, secretive and violent. Mr. Hyde grows in power as the time goes by, he takes the potion again and he is no longer confident letting go of his evil side. Religion and science were two dominant forces during Stevenson’s time. The rapid development of science caused controversy throughout the churches man was questioning religion and it is trustworthiness. I believe that Stevenson was trying to demonstrate this in the novel. An eager, apprehensive doctor was delving in to the realm of unknown. Transforming a life is no simple everyday experiment meddling with the power of God can have serious consequences. In Jekyll’s the consequences were fatal. Jekyll’s love of doing experiments and being evil caused the death of innocent people and his eventual demise. Perhaps Stevenson was trying to prove that being evil must have its limitation. Even knowledge has its boundaries. I came to believe that Stevenson was trying to pass the message to people that there is light and dark in all mankind and he wrote Dr.Jekyll and Mr. Hyde to portray his emotions that he thought about good and evil. In this way Dr. Jekyll and Mr Hyde story is the same, as Macbeth who wants to be a czar and famous forever or also them both wants to be as powerful as god is. But they both are failure, not successful, they cannot be gods. Now I am going to examine how the specific techniques that are used to explore the idea of good and evil. In the Victorian times London was city of poverty, disease and desperation. At the same time London was a city of crime, where theft or violent assault happened either in early hours of the morning or late at night. In the novel of Jekyll and Mr. Hyde Places are used as a metaphor to show apprehension, uncertainty and enthusiasm. In the Novel of Dr.Jekyll and Mr. Hyde the Buildings is described as ‘Sinister block’ to give us an image of Jekyll’s building describing it as vile, nasty and a terrible place to be and live in. When Stevenson was writing Jekyll and Hyde, lots of crime was happening in London. ‘London was startled by a crime of singular ferocity’ this quotation suggests that a vicious criminal activities were happening in London, one eminent murderer at the time was jack the ripper, a serial murderer who murdered prostitutes during the night time. The area where Mr. Hyde lived were dingy and crowded at night it was the kind of place where you would meet beggars, hobos and criminals ‘The dismal quarter of Soho’ indicates that he did lived in a Dodgy area which was not very nice, and Stevenson mention this to display how dangerous it could be for some ordinary people . Moreover I think one of the reasons why Robert Louis Stevenson describes the places such as this in detailed is because at the time there was no TV or cinema and people would have to see the places from Stevenson’s description. London is described as one of the most atrocious city `like a district of some city in a nightmare` Stevenson is comparing London city to a nightmare and giving his audience an image of old, offended and an extremely obnoxious place to imagine with. In the novel of Dr.Jekyll and Mr. Hyde weather is used to create a chaotic and evil atmosphere to emphasis something very surprising is going to happen ‘Fog rolled over the city, night was cloudless†¦ but the wind was continually changing†¦ it was a wild, cold, seasonable night of March’ this quotation suggest that heavy mist was in London, night was bright but the wind was constantly wavering. And also in this quotation Stevenson is using ferociousness of the weather to show sign of Danger and create an evil atmosphere to grab the reader’s attention and change its readers mind. Further more it tell us that something hideous is awaiting and going to happen and that can be sign of ‘Jack the ripper’ Murdering a prostitute. In Dr.Jekyll and Mr Hyde Satan is recognized as a symbol of ultimate evil. Mankind’s reaction to temptation has been revealed to us in the Adam and Eve story. In the novel Stevenson was trying to compare Satan to Mr. Hyde by saying that he has ‘Satan signature’ which means that he has similar attitude, style and has all the ingredients in a way for him to be a Satan, Stevenson is trying to explore how bad some individuals can be. Stevenson explores how Dr.Jekyll is going to transform himself in to Hyde. He also tell us what Jekyll is to say about himself before being transformed† He thanked me with smiling nod, measured out a few minims of the red tincture and added on of the powder† He says that he always wanted to do what he loved mostly doing experiment which shows he is happy with himself and doesn’t care about what other people think about him when they sees him. I think this is a magnificent example from Stevenson exploring that no one is born evil; however they are transformed in to a brutal person. The Victorians believed that animals were a lower form of life and man was superior to animals. In the novel Mr. Hyde is compared to a beast and in Victorians view he is lower than man and they thinks that he should be excluded from their society. â€Å"Great flame of anger, stamping with his foot, brandishing the cane and carrying on-as the maid described it — like a madman† this quotation suggest that he is trampling his victims under foot and Stevenson displays him like a beast, unwanted, and portray him like a dog. Furthermore this quotation suggests that beast cannot be a form of their society because Victorians were strong fundamentally religious. When Stevenson was nine years old Charles Darwin published ‘The origin of species’ introducing theory of evolution. Many people saw this as an attack on religion because it is impossible to believe that God created the universe in seven days. A lot of people in the Victorian era came to believe that they had to chose between the two, but some people thought that science had become dangerous and was interfering in the matter which only God had control over. Stevenson describes character of Mr. Hyde immoral, because he trampled on a girl and clubbed an old man to death is significant because they are the most vulnerable people in society and so it is especially atrocious. The effect of Mr. Hyde in the other characters is disgraceful, outrageous and unbelievably terrifying. One day when Utterson and Enfield was walking they past Jekyll’s window, as they have not seen him in for a long time and his facial expression terrify them. His expression change to †abject terror and despair† Enfield and Utterson both describes him as dreadful, hopelessness and monstrous human being that other human are scared of him. Dr Lanyon become seriously ill and dies as result of seeing Jekyll transform into Hyde in front of his eyes. In here the readers view change about science and also they might start to acknowledge the fatal consequences of science and its effectiveness to mankind. And Mr. Hyde actions reveal that how bad some individual can be? His life is †shaken to its roots† this quotations suggest that he (Utterson) is horrendously scared to death. Other character like Dr. Lanyon and Utterson is described as good Because I strongly believe that Stevenson is trying to pass the message to people that we can be good or evil, it is our choice, but he is also trying to pass the message to people that in reality being good known its foundation, but being evil not, so Stevenson in sensibility is trying to say being evil should known its disadvantages. Mr Hyde is described as †Solid reliable yet full of contradictions† which means he says something but does something else completely strange and unusual and embarrassing. He is not completely evil neither he is good. In my opinion Stevenson is trying to portray many of his personal views in this novel. His thoughts on how society can turn an innocent person into a cruel vicious person are imperative in the novel Jekyll and Hyde. I believe that due to mass rejection and overall prejudice shown. Stevenson is trying is to prove that no one is born evil; how ever they are turned in to a creature of appalling nature by their respective surroundings. In conclusion I think that Stevenson was really successful in using specific technique to explore the ideas of evil. Characters like Utterson were described as `large, well made, smooth faced man` in the novel. He is a good lawyer and well respected in the community, I think Stevenson uses him to represent the rational lives of Victorians and may also express that weren’t all people in Victorians era bad like Mr. Hyde but there were mostly well respected, like Mr.Utterson a truly amiable man indeed . When Utterson think about Mr. Hyde he says â€Å"If he be Mr. Hyde, I shall be Mr. Seek.† Which I think is very clever and funny, clever because ones he catch Mr. Hyde he might call the police to take him away. Funny `cause they are like want to play a game. Describing Mr. Hyde as ugly, deformed, small, dissipate and hairy in the novel, I think Stevenson was trying to reveal dark side of a person to its Victorian audience, saying everything is unpleasant about Hyde. when Mr. Hyde murders sir Danvers crew an important member of parliament at the time, after that he roughly wanted to change himself, avoid using anymore violence, stops killing other innocent people but can’t because the power of science seem too strong for him and he realizes that he is battling between himself in trying to freeze his evil side behind but it seem impossible to transform back to his friendly and entrusted character which was the dignified Mr. Jekyll and I think this is one of the most remarkable techniques but adequately true at the same time used by Stevenson to answer the Victorians question about Charles Darwin’s ideas that human’s had a dual nature and ones they get in to their evil habit they can’t change it and it look like Dr.Jekyll would be Mr. Hyde permanently. Stevenson is using Charles Darwin idea to express his own idea about science. He is saying that scientists (Jekyll) who play with the nature have to understand what they do that affect people’s life’s, they had to be responsible and make sure they are not harmed. Robert Louis Stevenson used Mr. Hyde in this novel to personify many of his feeling and thoughts. The downfall of the Dr.Jekyll from an intelligent and caring being to a homicidal beast shows just how society can play a part turning someone in to a real individual. I thought that Stevenson has successfully achieved his aims in clarifying the commingled of human being. Overall I thought, evil is explored using many different devices. Stevenson creates an evil atmosphere using the weather to set the scene. He uses animal imagery- like descriptions for Hyde to show that nothing that evil can be human. However, evil is not always so distant from good as Dr. Jekyll was a combination of both.

Mabo Study Guide

Contents claim’s success. It also examines broader concepts such as colonisation, land rights and native title— in Australia and internationally—and looks at what happened in the past and what is happening now. Combining CD-ROMs with a website and online data- base, the project brings together a documentary video with hundreds of specially created audio-visual sequences and a wealth of text and images from primary and secondary sources. These teachers notes will help you explore the poten- tial of the materials.They provide summaries, set the resources within an educational framework, explain some uses of the key tools and features, and suggest classroom activities. The materials cross disciplines and can be used at different year levels. The variety of media makes it easier for different students to access the content. It’s assumed that you’ll pick and choose from the vast amount of material available, adapting for a year level, the needs of a part icular group of students and your school in your part of Australia.Levels and audience Senior secondary, undergraduate and research at adult levels Key learning areas Aboriginal Studies, Australian Studies, English, Indigenous Studies, Studies of Society and Environment, History, Legal Studies, Politics, Information Technology, and multimedia across the curriculum Introduction Background information 2 Features and uses 4 Designing a unit of work 5 Selecting a starting point 6 Activity suggestions 6 Introduction Mabo is the name that’s identified with a legal revolution in Australia. But Mabo was not just a court case: Eddie Mabo was a man—an obstinate, difficult and passionate human being, who was consumed with preserving the culture of a tiny island. ’ Trevor Graham, co-author/director of Mabo—The Native Title Revolution In 1992, the High Court of Australia put an end to the legal fiction that Australia was empty before it was occupied by Europeans.It up held the claim of Eddie ‘Koiki’ Mabo and his fellow plaintiffs that Murray Islanders were the traditional owners of land on the island of Mer in the Torres Strait. Mabo—The Native Title Revolution delves into the Mabo legal case and the important issues it raises for Australians and indigenous peoples everywhere. This multimedia resource gives an overview of the case and provides an insight into Torres Strait Islander culture and Eddie Mabo himself—both were crucial to the TEACHERS NOTES 1 FILM AUSTRALIA †¢ PAGE 1

How Decision to Rewrite My Paper Became the Best Ive Made in College

How Decision to Rewrite My Paper Became the Best Ive Made in College All through high school, I wrote essays and papers. I wrote them in a lot of my classes – history, biology, health, art, and, of course English. In most of those classes, I got very average grades on these pieces. In English, I sometimes got lower than average grades. My English teachers would use a lot of red ink to point my egregious errors of sentence structure, awkward composition, agreement mistakes, etc., and I pretty much ignored them. Never was I asked to rewrite an essay or paper that was poorly written or included some types of plagiarism which was also often pointed out. Editing and rewriting were just not in my experience. College quickly changed all of that. Bad Grades Woke Me Up The first thing that hit me between the eyes in college was that I would be writing a lot of essays and papers – in almost every class, actually. When I submitted the same quality that was my â€Å"trademark† in high school, I didn’t receive average to just below average grades. I received â€Å"F’s.† There were no errors pointed out, only terse phrases at the top – phrases like â€Å"Proofread your work!† or â€Å"Edit before you submit!† That pretty much did it. I decided that every time I wrote a paper, I would have to review it, find the errors, and rewrite my paper before turning it in. I had the best of intentions from that point forward. Good Intentions – Not So Good Results I began to work very hard to edit and rewrite my essay and paper assignments. I also put them all through a plagiarism checker, because some of my high school teachers had found some of this. A big issue was that I was not citing sources correctly. But my grades still didn’t improve that much even after I fixed that problem. What I came to realize was that I had structural errors, grammatical errors and usage error that I was not catching. In short, I didn’t have a clue about how to really review, edit and rewrite a rough draft to make it suitable for submission. I had lots of work to do. Learning How to Revise and Rewrite I began by reading some sources on learning to revise your writing and did pick up a lot of pointers. There really are several areas of review that all should be done separately. These include such things as: Reading the entire piece of writing without any concern for grammar or punctuation, but for the confirmation of a good thesis statement and a logical flow of the ideas I wanted to present. The second reading was one I read out loud. This was a pretty good activity, because I was able to find sentence fragments and run-ons and even see where maybe some commas should be placed. Another piece of advice I got from reading some of the articles about reviewing and editing my writing was this whole thing about transitions between paragraphs. This was something I never had much instruction on in high school, and it was really an important feature for college level writing. I needed some more professional help so began to look at a rewriting tool another student recommended. A Great Editing Service At first, I felt a little strange using an essay editing service. It almost felt like I was cheating. On the other hand, I knew there were other students using writing services for all sorts of help – researching and writing their essays and papers, and, yes, even having them edited the way I was. Here’s the thing about using a solid, reputable writing and editing service: Everyone has academic strengths and weaknesses. And getting help is nothing to be ashamed about. When students know that they have issues, and they get help, especially with editing college papers and essays, they can then study how that editing process works; they can see their errors and how they have been corrected by a professional. These become learning experiences. With every essay or paper I send over for editing, I get back a corrected copy, with simple explanations about why the changes were made – each time I learn something that I will be able to use the next time I write. The other nice thing about this professional editing service is that they check my writing for plagiarism. And they have provided explanations about how to avoid it. They also educated me about self-plagiarism, something that college students don’t even think about, but I will in the future. Plagiarism and Self-Plagiarism Most students understand plagiarism and the disastrous consequences if they do it. With the sophisticated software out there today, any plagiarism can be discovered. Sometimes we plagiarize and don’t even realize it. I was famous for taking notes, using an author’s exact words and then not giving credit where I should have. Now I run a plagiarism scan on everything I write. And if I send it over to my writing service for editing, they do this too. Self-plagiarism occurs when a student (or anyone for that matter) writes a piece and it is published somewhere online. And that student likes the piece so much, he decides to turn it in as an essay assignment to a professor. If a plagiarism scan is run, it will pop up. Why? Because it’s out there – in a blog, in the e-version of the student newspaper, in some forum, etc. This is especially important for grad students who may be contributing to online publications in order to enhance their resumes and CV’s. In these cases, it is far better to be up front and ask permission, before you have to ask for forgiveness. Not All College Writing is formal Academic writing is formal. The rules of proper English must be followed, especially for essays and papers. But a lot of college coursework will require a more casual style. Students of journalism or who are enrolled in courses such as content marketing, will find that there will be a major shift in style requirements. Good grammar and spelling is not thrown out the window, but this type of writing is very different. If you are enrolled in such courses, here are a few tips: Brevity of words is important. Say what you have to say as succinctly as possible. Sentences are short and simple. Example: There are many good authors who started out as journalists (windy   Ã‚        Ã‚  Ã‚  Ã‚  Many good authors started out as journalists. (short and sweet.) Use action/strong verbs as opposed to weak ones.   Ã‚     Example: She is now running every day (weak)   Ã‚     Ã‚  Ã‚        Ã‚  Ã‚  Ã‚  She runs every day (stronger, shorter) Cut the Use of Adverbs Example: Really great = Amazing If you take a course that requires this kind of writing, you will discover that your academic writing will improve too. Take Your Editing Seriously – Your Grades Will Thank You College is not the place to turn in your first draft and hope for the best. Expectations are high, and you will be expected to write well, no matter what the course. If you are not practiced in editing, get the help you need, learn from that help, and over time, you will be able to do this yourself.

Going Into Labor †The Pain!

Going Into Labor – The Pain! Free Online Research Papers I was in my eighth month of pregnancy, and my boyfriend and I were on our way to Peoria for another ultrasound. We drove for an hour and a half, discussing if our little one was growing, and how we couldn’t wait another four weeks until he was born. At the ultrasound appointment, the doctor had told us that our baby was not doing so well. She had told my boyfriend and me that we needed to get to the hospital and have an emergency Cesarean as soon as possible. All I could think to do was cry. I had so many emotions and thoughts running through my head. What was going to happen to my baby? Was he going to be okay? Would I be okay? I had another four weeks of my trimester left, and I was very scared and unprepared. The entire hour and a half drive home, I felt like I was going insane with all of these thoughts in my head. I had no idea what to do, except to gather what we could, and head back to the Quad Cities. My boyfriend and I arrived at Trinity Hospital two hours after the ultrasound. We checked ourselves in, and then a nurse showed us to our room and helped us get settled. The doctor had come, and took all the necessary steps to get me ready for my hospital stay. He explained to me that if anything were to go wrong with the baby, the heart beat monitor would sound an alarm and a nurse would be in here right away. Ten minutes after the doctor left, the alarm went off, and a nurse came rushing in. I was told something was stressing out the baby, and if the alarm were to go off one more time, the ultrasound technician would give me a sonogram to see if they could find anything wrong. Another hour went by, and the alarm went off once again. The nurse came in and ordered another nurse to get the ultrasound technician in my room as soon as possible. The technician came into the room minutes after being called with her big machine and bottle of jelly ready to go. When my baby was up on the screen, we could all see my baby tugging at the umbilical cord. The nurses told me that my Cesarean would have to happen sooner than they thought, and said they would start prepping me right away. I was getting very scared at this point. I put on my hair net and walked down the hall to where I would be delivering my baby. As soon as I walked in, I was blinded by how bright the room was. Everything was so white and clean; I could barely open my eyes. The nurses directed me to the operating table and told me they were going to be giving me a spinal tap, and said that I would feel a slight pinch in my back. They were lying – it was terrible. Soon after, I was paralyzed from the neck down and couldn’t move or feel a thing. My boyfriend was right there beside me as they put the curtain up and told me they were going to start the operation right away. I was scared, started to cry, and felt nauseated. I told one of the nurses I thought I was going to get sick, so they gave me some medicine to ease the sickness. The medicine they gave me made me feel very tired, and for some reason I could not hear anything. A few minutes later, my child was born. I wasn’t able to hold him, but just look at him. He was so beautiful, and I was so happy. After some nurses took him away and sent him to the Neonatal Intensive Care Unit, I slowly slipped into a deep sleep. When I awoke a few hours later, I realized my baby wasn’t in the room with me, and I couldn’t see him. I was told that he was in the NICU, and that I could see him. They showed me pictures of him in his tiny incubator with all of these IV’s and tubes in him. I started to cry. A few minutes later, my doctor came in to talk to me about the delivery. He told me how they were going to send my placenta in for further study because it was an extremely abnormal placenta. He also told me that the low amniotic fluids and placenta were the reason my baby was so small. He was an extremely health boy and had no complications. Hearing that he was healthy made me relieved; since it was the first time anyone had told me he was okay. I had stayed in the hospital for four days, and when it was time to leave, my son could not come with me. He had to stay in the nursery until he was at four pounds; in case anything was to go wrong. During his stay, I went to the hospital multiple times a day until he could come home. Now my son is almost four-years-old, and the smartest child I have ever known. He tells me many stories of astronauts and outer-space aliens, and talks to me about the Indians and the animals at the zoo. I am thankful for my child and glad that everything has turned out great for him. 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The History of How Cows Were Domesticated

The History of How Cows Were Domesticated According to archaeological and genetic evidence, wild cattle or aurochs (Bos primigenius) were likely domesticated independently at least twice and perhaps three times. A distantly related Bos species, the yak (Bos grunniens grunniens or Poephagus grunniens) was domesticated from its still-living wild form, B. grunniens or B. grunniens mutus. As domesticated animals go, cattle are among the earliest, perhaps because of the multitude of useful products they provide humans: food products such as milk, blood, fat, and meat; secondary products such as clothing and tools manufactured from hair, hides, horns, hooves and bones; dung for fuel; as well as load-bearers and for pulling plows. Culturally, cattle are banked resources, which can provide bride-wealth and trade as well as rituals such as feasting and sacrifices. Aurochs were significant enough to Upper Paleolithic hunters in Europe to be included in cave paintings such as those of Lascaux. Aurochs were one of the largest herbivores in Europe, with the largest bulls reaching shoulder heights of between 160-180 centimeters (5.2-6 feet), with massive frontal horns of up to 80 cm (31 inches) in length. Wild yaks have black upward- and backward-curving horns and long shaggy black to brown coats. The adult males can be 2 m (6.5 ft) high, over 3 m (10 ft) long and can weigh between 600-1200 kilograms (1300-2600 pounds); females weigh only 300 kg (650 pounds) on average. Domestication Evidence Archaeologists and biologists are agreed that there is strong evidence for two distinct domestication events from aurochs: B. taurus in the near east about 10,500 years ago, and B. indicus in the Indus valley of the Indian subcontinent  about 7,000 years ago. There may have been a third auroch domesticate in Africa (tentatively called  B. africanus), about 8,500 years ago. Yaks were domesticated in central Asia about 7,000-10,000 years ago. Recent mitochondrial DNA (mtDNA) studies also indicate that B. taurus was introduced into Europe and Africa where they interbred with local wild animals (aurochs). Whether these occurrences should be considered as separate domestication events is somewhat under debate. Recent genomic studies (Decker et al. 2014) of 134 modern breeds supports the presence of the three domestication events, but also found evidence for later migration waves of animals to and from the three main loci of domestication. Modern cattle are significantly different today from the earliest domesticated versions. Three Auroch Domesticates Bos taurus The taurine (humpless cattle, B. taurus) was most likely domesticated somewhere in the Fertile Crescent about 10,500 years ago. The earliest substantive evidence for cattle domestication anywhere in the world is the Pre-Pottery Neolithic cultures in the Taurus Mountains. One strong strand of evidence of the locus of domestication for any animal or plant is genetic diversity: places that developed a plant or animal generally have high diversity in those species; places where the domesticates were brought in, have lesser diversity. The highest diversity of genetics in cattle is in the Taurus Mountains. A gradual decline in overall body size of aurochs, a characteristic of domestication, is seen at several sites in southeastern Turkey, beginning as early as the late 9th at Cayonu Tepesi. Small-bodied cattle do not appear in archaeological assemblages in the eastern Fertile Crescent until relatively late (6th millennium BC), and then abruptly. Based on that, Arbuckle et al. (2016) surmise that domestic cattle arose in the upper reaches of the Euphrates river. Taurine cattle were traded across the planet, first into Neolithic Europe about 6400 BC; and they appear in archaeological sites as far away as northeastern Asia (China, Mongolia, Korea) by about 5000 years ago. Bos indicus (or B. taurus indicus) Recent mtDNA evidence for domesticated zebu (humped cattle, B. indicus) suggests that two major lineages of B. indicus are currently present in modern animals. One (called I1) predominates in southeast Asia and southern China and is likely to have been domesticated in the Indus Valley region of what is today Pakistan. Evidence of the transition of wild to domestic B. indicus is in evidence in Harappan sites such as Mehrgahr about 7,000 years ago. The second strain, I2, may have been captured in East Asia, but apparently was also domesticated in the Indian subcontinent, based on the presence of a broad range of diverse genetic elements. The evidence for this strain is not entirely conclusive as of yet. Possible: Bos africanus or Bos taurus Scholars are divided about the likelihood of a third domestication event having occurred in Africa. The earliest domesticated cattle in Africa have been found at Capeletti, Algeria, about 6500 BP, but Bos remains are found at African sites in what is now Egypt, such as Nabta Playa and Bir Kiseiba, as long ago as 9,000 years, and they may be domesticated. Early cattle remains have also been found at Wadi el-Arab (8500-6000 BC) and El Barga (6000-5500 BC). One significant difference for taurine cattle in Africa is a genetic tolerance to trypanosomosis, the disease spread by the tsetse fly which causes anemia and parasitemia in cattle, but the exact genetic marker for that trait has not been identified to date. A recent study (Stock and Gifford-Gonzalez 2013) found that although genetic evidence for African domesticated cattle is not as comprehensive or detailed as that for  other forms of cattle, what there is available suggests that domestic cattle in Africa are the result of wild aurochs having been introduced into local domestic B. taurus populations. A genomic study published in 2014 (Decker et al.) indicates that while considerable introgression and breeding practices have altered the population structure of modern day cattle, there is still consistent evidence for three major groups of domestic cattle. Lactase Persistence One recent strain of evidence for the domestication of cattle comes from the study of lactase persistence, the ability to digest milk sugar lactose in adults (the opposite of lactose intolerance). Most mammals, including humans, can tolerate milk as infants, but after weaning, they lose that ability. Only about 35% of people in the world are able to digest milk sugars as adults without discomfort, a trait called lactase persistence. This is a genetic trait, and it is theorized that it would have selected for in human populations that had ready access to fresh milk. Early Neolithic populations who domesticated sheep, goats and cattle would not have yet developed this trait, and probably processed the milk into cheese, yogurt, and butter prior to consuming it. Lactase persistence has been connected most directly with the spread of dairying practices associated with cattle, sheep, and goats into Europe by Linearbandkeramik populations beginning about 5000 BC. And a Yak (Bos grunniens grunniens or Poephagus grunniens) The domestication of yaks may well have made human colonization of the high Tibetan Plateau (also known as Qinghai-Tibetan Plateau) possible. Yaks are extremely well adapted to the arid steppes at high elevations, where low oxygen, high solar radiation, and extreme cold are common. In addition to the milk, meat, blood, fat, and pack energy benefits, perhaps the most important yak byproduct in the cool, arid climate is dung. The availability of yak dung as a fuel was a critical factor in allowing for the colonization of the high region, where other fuel sources are lacking. Yaks possess large lungs and hearts, expansive sinuses, long hair, thick soft fur (very useful for cold-weather clothing), and few sweat glands. Their blood contains a high hemoglobin concentration and red blood cell count, all of which make cold adaptations possible. Domestic Yaks The main difference between wild and domestic yaks is their size. Domestic yaks are smaller than their wild relatives: adults are generally no more than 1.5 m (5 ft) tall, with males weighing between 300-500 kg (600-1100 lbs), and females between 200-300 kg (440-600 lbs). They have white or piebald coats and lack gray-white muzzle hairs. They can and do interbreed with wild yaks, and all yaks have the high altitude physiology they are prized for. There are three types of domestic yaks in China, based on morphology, physiology, and geographical distribution: a valley type distributed in the valleys of north and east Tibet, and some parts of Sichuan and Yunnan provinces;a plateau grassland type mainly found in the high, cold pastures and steppes that maintain an annual average temperature below 2 degrees centigrade;and white yaks found in almost every region in China. Domesticating the Yak Historical reports dated to the Chinese Han Dynasty state that yaks were domesticated by the Qiang people during the Longshan culture period in China, about 5,000 years ago. The Qiang were ethnic groups who inhabited the Tibetan Plateau borderlands including Qinghai Lake. Han Dynasty records also say the Qiang people had a Yak State during the Han dynasty, 221 BC-220 AD, based on a highly successful trade network. Trade routes involving domestic yak were recorded beginning in the Qin dynasty records (221-207 BC)predating and no doubt part of precursors to the Silk Roadand cross-breeding experiments with Chinese yellow cattle to create the hybrid dzo are described there as well. Genetic (mtDNA) studies support the Han Dynasty records that yaks were domesticated on the Qinghai-Tibetan Plateau, although the genetic data does not allow definitive conclusions to be drawn about the number of domestication events. The variety and distribution of mtDNA are not clear, and it is possible that multiple domestication events from the same gene pool, or interbreeding between wild and domesticated animals occurred. However, the mtDNA and archaeological results also blur the dating of the domestication. The earliest evidence for domesticated yak is from the Qugong site, ca. 3750-3100 calendar years ago (cal BP); and the Dalitaliha site, ca 3,000 cal BP near Qinghai Lake. Qugong has a large number of yak bones with an overall small stature; Dalitaliha has a clay figurine thought to represent a yak, the remnants of a wood-fenced corral, and fragments of hubs from spoked wheels. The mtDNA evidence suggests domestication took place as early as 10,000 years BP, and Guo et al. argue that the Qinghai lake Upper Paleolithic colonizers domesticated the yak. The most conservative conclusion to draw from this is that yaks were first domesticated in northern Tibet, probably the Qinghai Lake region, and were derived from wild yak for the production of wool, milk, meat and manual labor, at least 5000 cal bp. How Many Are There? Wild yaks were widespread and abundant in the Tibetan Plateau up until the late 20th century when hunters decimated their numbers. They are now considered highly endangered with an estimated population of ~15,000. They are protected by law but still illegally hunted. Domestic yaks, on the other hand, are abundant, an estimated 14-15 million in central highland Asia. The current distribution of yaks is from the southern slopes of the Himalayas to the Altai and Hangai Mountains of Mongolia and Russia. Approximately 14 million yaks live in China, representing about 95% of the worlds population; the remaining five percent are in Mongolia, Russia, Nepal, India, Bhutan, Sikkim and Pakistan. Sources lvarez I, Pà ©rez-Pardal L, Traorà © A, Fernndez I, and Goyache F. 2016. Lack of specific alleles for the bovine chemokine (C-X-C) receptor type 4 (CXCR4) gene in West African cattle questions its role as a candidate for trypanotolerance. Infection, Genetics and Evolution 42:30-33. Arbuckle BS, Price MD, Hongo H, and Ãâ€"ksà ¼z B. 2016. Documenting the initial appearance of domestic cattle in the Eastern Fertile Crescent (northern Iraq and western Iran). Journal of Archaeological Science 72:1-9. Cai D, Sun Y, Tang Z, Hu S, Li W, Zhao X, Xiang H, and Zhou H. 2014. The origins of Chinese domestic cattle as revealed by ancient DNA analysis. Journal of Archaeological Science 41:423-434. Colominas, Là ­dia. The impact of the Roman Empire on animal husbandry practices: study of the changes in cattle morphology in the north-east of the Iberian Peninsula through osteometric and ancient DNA analyses.  Archaeological and Anthropological Sciences, Angela Schlumbaum, Maria Saà ±a, Volume 6, Issue 1, SpringerLink, March 2014. Ding XZ, Liang CN, Guo X, Wu XY, Wang HB, Johnson KA, and Yan P. 2014. Physiological insight into the high-altitude adaptations in domesticated yaks (Bos grunniens) along the Qinghai-Tibetan Plateau altitudinal gradient. Livestock Science 162(0):233-239. doi: 10.1016/j.livsci.2014.01.012 Leonardi M, Gerbault P, Thomas MG, and Burger J. 2012. The evolution of lactase persistence in Europe. A synthesis of archaeological and genetic evidence. International Dairy Journal 22(2):88-97. Gron KJ, Montgomery J, Nielsen PO, Nowell GM, Peterkin JL, Sà ¸rensen L, and Rowley-Conwy P. 2016. Strontium isotope evidence of early Funnel Beaker Culture movement of cattle. Journal of Archaeological Science: Reports 6:248-251. Gron KJ, and Rowley-Conwy P. 2017. Herbivore diets and the anthropogenic environment of early farming in southern Scandinavia. The Holocene 27(1):98-109. Insoll T, Clack T, and Rege O. 2015. Mursi ox modification in the Lower Omo Valley and the interpretation of cattle rock art in Ethiopia. Antiquity 89(343):91-105. MacHugh DE, Larson G, and Orlando L. 2017. Taming the Past: Ancient DNA and the Study of Animal Domestication. Annual Review of Animal Biosciences 5(1):329-351. Orlando L. 2015. The first aurochs genome reveals the breeding history of British and European cattle. Genome Biology 16(1):1-3. Orton J, Mitchell P, Klein R, Steele T, and Horsburgh KA. 2013. An early date for cattle from Namaqualand, South Africa: implications for the origins of herding in southern Africa. Antiquity 87(335):108-120. Park SDE, Magee DA, McGettigan PA, Teasdale MD, Edwards CJ, Lohan AJ, Murphy A, Braud M, Donoghue MT, Liu Y et al. 2015. Genome sequencing of the extinct Eurasian wild aurochs, Bos primigenius, illuminates the phylogeography and evolution of cattle. Genome Biology 16(1):1-15. Qanbari S, Pausch H, Jansen S, Somel M, Strom TM, Fries R, Nielsen R, and Simianer H. 2014. Classic Selective Sweeps Revealed by Massive Sequencing in Cattle. PLoS Genetics 10(2):e1004148. Qiu, Qiang. Yak whole-genome resequencing reveals domestication signatures and prehistoric population expansions. Nature Communications, Lizhong Wang, Kun Wang, et al., Volume 6, Article number: 10283, Decemeber 22, 2015. Scheu A, Powell A, Bollongino R, Vigne J-D, Tresset A, Çakirlar C, Benecke N, and Burger J. 2015. The genetic prehistory of domesticated cattle from their origin to the spread across Europe. BMC Genetics 16(1):1-11. Shi Q, Guo Y, Engelhardt SC, Weladji RB, Zhou Y, Long M, and Meng X. 2016. Endangered wild yak (Bos grunniens) in the Tibetan plateau and adjacent regions: Population size, distribution, conservation perspectives and its relation to the domestic subspecies. Journal for Nature Conservation 32:35-43. Stock, Frauke. Genetics and African Cattle Domestication. African Archaeological Review, Diane Gifford-Gonzalez, Volume 30, Issue 1, SpingerLink, March 2013. Teasdale MD, and Bradley DG. 2012. The Origins of Cattle. Bovine Genomics: Wiley-Blackwell. p 1-10. Upadhyay, MR. Genetic origin, admixture and population history of aurochs (Bos primigenius) and primitive European cattle. Heredity, W Chen, J A Lenstra, et al., Volume 118, Nature, September 28, 2016. Wang K, Hu Q, Ma H, Wang L, Yang Y, Luo W, and Qiu Q. 2014.  Genome-wide variation within and between wild and domestic yak. Molecular Ecology Resources 14(4):794-801. Zhang X, Wang K, Wang L, Yang Y, Ni Z, Xie X, Shao X, Han J, Wan D, and Qiu Q. 2016. Genome-wide patterns of copy number variation in the Chinese yak genome. BMC Genomics 17(1):379.

Sociocultural theory in collaborative learning Essay

Sociocultural theory in collaborative learning - Essay Example Sociocultural theory in collaborative learning It is a pedagogy that has at its centre the assumption that people make meaning together and that the process enriches and enlarges them†. The debate about the definition of term ‘collaborative’ as well as ongoing attempts to identify relevant criteria to determine whether learning is collaborative or not does not seem to have any major implications for the basics of collaborative learning. Almost every research study exploring collaborative learning environment comes to positive conclusions. Natasi and Clements (1991) summarize these conclusions in the following way: â€Å"Cognitive-academic and social-emotional benefits have been reported for students from early elementary through college level, from diverse ethnic and cultural backgrounds, and having a wide range of ability levels†¦ Furthermore, cooperative learning has been used effectively across a wide range of content areas, including mathematics, reading, language arts, social studies and science†. Initially, research in the realm of collaborative learning focused on functioning of an individual learner in a group: the theories which dominated cognitive psychology over the 1970s tended to emphasise the role of individual information processors in the process of cognition. The social context of this process was viewed as secondary to individual activity. The last decades of the 20th century were marked by increased attention to the social context, and, consequently, improved understanding of the process of cognition.

Written Practice in English Essay Example | Topics and Well Written Essays - 750 words - 1

Written Practice in English - Essay Example I have improved upon the following skills, but I still need some on working them: introductions/ conclusions, argument/persuasion, evidence/support, sentence/paragraph structure and staying on topic. I will need more, significant work on tone, revision, meeting/staying within page length, pre-writing and transitions. When I started the course, I was not even aware of the dynamics of writing. However, I was introduced to the various elements involved in good writing, and the first component that struck me and I wanted to specialize in was the ability to summarize. I practiced a lot on this because I thought it contained many subsidiary skills of writing related to identifying and choosing the significant ideas, editing, organizing and so on. I could say that I have mastered this skill after some dedicated hours of work. I have also mastered the skill of responding to a reading. For this, I spent quality time to read things carefully and to identify the main and supporting arguments. I am convinced now that my responses could be effective only if I understand properly whatever I read. I have improved drastically with my word choices. Earlier, I used to believe that words did not matter much as long as the content was significant. Now I am aware that the content can be made significant only if the r ight words are used. With the proper choice of words, I reached high levels of clarity as well. Before I start writing anything, I try to identify my thoughts clearly and ask myself whether this could be presented with clarity. With the help of my professor, I could identify various formats of writing and can claim that I am adept at it now. Though it all seemed restricting in the beginning, I was able to grasp the logic that worked with every format, and this helped me a lot to master them.

Business service management Assignment Example | Topics and Well Written Essays - 2000 words

Business service management - Assignment Example On the similar context, ‘Business Service Management’ is considered as a dynamic approach that assists the organisation to support its Information Technology (IT) operations in relation to its business functions (Darmawan & Et. Al., 2004). The paper studies the purpose of Business Service Management with respect to its importance and purposes in the organisations with due consideration to the service concept, customer segmentation and customer expectations and perceptions. Service management can be defined as the management of IT infrastructure including software systems, hardware systems, documentations, communication techniques and facilities, as well as skills which enable the organisation to provide and maintain high quality in their services. Business Service Management can also be considered as the application of service management principles with an intention to enhance the quality of the services provided by the organisation. IT operations are required to maintain proper organisational infrastructure which further supports the systematic functioning of the business as stated in the application of service level agreements (Darmawan & Et. Al., 2004). Business Service Management is dedicated to holistic approach of changing and improving the service function of the organisation with due consideration to service concept, customer segmentation and customer expectations. In addition, Business Service Management helps in measuring and maintaining the service quality provided by the organisation. The main purpose of Business Service Management is to assist in improving operational efficiency in every dimension of the organisation and maintaining the quality of services offered. The major contribution of it can be observed in reducing and controlling the extra incurred expenses by integration and automation procedure (Meyer, 2008). Emergence of IT and its inclusion in the business operation are the smart ways adopted by the organisation to deliver the

Ghandi, The Man not the Myth Essay Example | Topics and Well Written Essays - 1500 words

Ghandi, The Man not the Myth - Essay Example Gandhi’s approach to life is to build, not break. He knew that prosperity in the real sense of the term will not happen unless the people are sound and industrious, and basic conditions are created for them to become this way. With the profound knowledge that he possessed about cultural traditions and the state of the economy, he was in a position to guide the destiny of the people. The country he was associated with had their economy and cultural traditions exploited and devastated with a calculated plan by the colonial rulers. He desired that every segment of the population of the country needs to be self-sufficient and should not look forward for foreign aid. He desired and worked for the Indian people to make them self-sufficient and lead the life maintaining the essential dignity. Truth was the underlying message in his way of life. Non-violence to him meant strength without destruction, with no chance for weakness or fear for challenging injustice. In the dark coalmine o f politics, he was the sparkling gem. He had powerful issues to fight with, like racism, violence, religious fanaticism, and colonialism. Since truth was at the root of all his battles, he had no confusion about his goals, for he knew his destination. To him, how he did, what he did, and the honest means employed were more important than the violent tactics normally adopted by the politicians. "Truth remained at the root of his integrated approach to life, and by non-violence he meant vitality without destruction, with no opportunity for weakness or fear for challenging injustice." Religion enveloped every action in his life In 1944 Albert Einstein said, â€Å"Generations to come, it may be, will scarcely believe that such a one as this ever in flesh and blood walked upon this earth,†. He spoke of Gandhi as an angel, that only occurs once on earth. That was the time when Gandhi was at the peak of spiritual advancement and the Indian Freedom struggle had entered the conclusive phase. Most of the people then and eve n today understand the superficial Gandhi, a tall lean figure with a walking stick and robe. They were enthusiastic about following him, without understanding the basic principles for which he stood for. In turn he mixed freely with the people, irrespective of their class or official status and at the same time he maintained the essential dignity needed in a true leader. He possessed personal assets like purity in personal lifestyles, good dietary practices (he was a strict vegetarian), celibacy, and a life devoid of violence (ahimsa) His dietary practices were often ridiculed and termed as impractical for a hardworking and busy individual. However, Gandhi knew the scientific justification for his pursuits in this area, which he considered as an important aspect for his spiritual advancement. Gandhi’s food discipline is part of this theory. His mother took advice from a Jain priest and the 5 five great vows of Jainism are: nonviolence, truth, non-stealing, celibacy, and non p ossession (Holmes, p.6). Those taking junk and non-vegetarian foods are prone to anger, restlessness and unsteady behavior, get upset over frivolous issues and have jealous dispositions. Gandhi terms his life as an experiment with truth, and he tendered convincing proofs for all his actions. Gandhi does not expect everyone to follow his principles blindly and as the man with the divine orientation he knows that each individual is born with a level of progression. There is a place in which he has to commence the one’s own journey of life from the given set of circumstances. When the individuals are honest about their intentions and have an unselfish approach, all problems, personal, societal, national and international, can be solved. Apparently, this may seem hard to obtain, but this is the only alternative to challenge the issues confronting humankind. Treading the spiritual path is a gradual process and the episodes presented by Gandhi chronologically in the book need to be understood in this context. As one progresses spiritually, many a past beliefs turn myths. Meaning, such an individual has transcended the

Acne and Its Phychosocial Impacts Essay Example | Topics and Well Written Essays - 750 words

Acne and Its Phychosocial Impacts - Essay Example 438). In a society which places high regard for appearance, and a healthy, glowing skin, skin disorders are often associated with uncleanliness, In many cases, people with skin conditions are avoided, because of the perception that all skin problems are contagious. Minor skin conditions can have major psychosocial effects to individuals experiencing it. Such condition affects a person’s self image, as well as how an individual interacts with others. Interpersonal relationships often suffer and affected individuals are traumatized with stares and expression of revulsion that they receive from society. In cases when skin conditions are chronic, affected persons may be branded as social outcasts, hence leading to other psychological issues such as depression or social anxiety. For the purpose of this paper, the author will explore the effects of acne on an individual’s social experience. Acne vulgaris (common name, acne) is a â€Å"disease of the hair follicles of the fac e, chest, and back† (Rockoff & Cole, 2011). It is considered as the most common disease and almost all males and females have experienced it. It usually appears during puberty, peaks at around 14 to 19 and resolves by mid-twenties (Adityan & Thappa, 2009, p. 272). The disease tend to be more persistent in females but the more severe form is more commonly experienced by males. To gauge its severity, lesion counting is often used. Acne typically appears as blackheads or whiteheads (congested pores called comedones) or tender red bumps more commonly known as pimples. In more severe cases, acne takes the form of pustules and cysts. Acne happens when an hair follicles attached to oil glands enlarges. This causes the bump visible on the skin. Sometimes the walls holding the follicle may rupture which then allows skin bacteria to enter the deeper levels. When this happens, inflammation can happen. Pimples are inflammation in the deep levels, but deeper levels produce cysts. Whitehead s are oil which breaks out of the surface of the skin while blackheads are â€Å"black oil†, they are either oxidized oil or they may have accumulated melanin. In a study conducted by F. Ballanger, P.Baudry, J.M. N’guyen, A. Kammari, & B. Dreno (2006) shows that heredity is a prognostic factor for severe acne but in the case of minor to mild conditions, heredity does not matter. Moreover, there is indication that the parents experience is not always the same as that of their children. Choice of food can aggravate acne but there is no real evidence showing that it has a direct impact on the occurrence of the skin disease. Stress is also often cited as a cause of acne, but researches show that its effects are not direct (Rockoff & Cole, 2011). Some factors which may contribute to acne includes increased pressure from helmets, suspenders, etc., use of drugs containing steroids and prednisone, and use of comedogenic (skin clogging) products. While acne is a normal conditio n among adolescents, and will typically resolve on its own, there are instances when it will require treatment. Harald Gollnick, Andrew Finlay, & Neil Shear (2008) presents several indicators when acne should be considered a chronic disease: when its distribution and severity is constantly increasing, when acne treatment becomes necessary for months at a time, and if it affects the individual’s quality of life. The authors believe that acne should be treated as a chronic disease and that effective treatment must be made available through research. Several studies show that people suffering from acne are more â€Å"prone to depression, social withdrawal, anxiety, and anger and are more likely to be

Boutique Hotels Essay Example | Topics and Well Written Essays - 1000 words

Boutique Hotels - Essay Example It will also explore how the notion of the boutique hotel has evolved over time but still remains an important mainstay within the market. In particular, it will consider the factors that have influenced the growth in the boutique hotel sector. Swig (2000) examined the boutique hotel in more detail, suggesting that, whilst the major hotel chains are not suffering in any meaningful way, the boutique hotel never-the-less presents the consumer with a new and interesting option within the accommodation market. Swig (2000) suggests that an important characteristic of a boutique hotel is that the theme of the accommodation is somehow linked to the destination or neighbourhood in which it is situated, as well as taking into account the personality of the intended consumer. The article also uncovers the characteristics of this consumer, quoting Chip Conley (of Joie de Vivre Hotels); â€Å"sophisticated, artistic, literary and conscious† (Swig, 2000, p2). The boutique hotel may be hard to define in any definite terms, but essentially this is the purpose of the boutique hotel – it represents the personality of the individual consumer, in opposition to the chain hotels (Mcintosh & Siggs, 2005). Wilson (2004) covered in more detail what she termed ‘the boutique mystique’, stating that ‘not every distinctive property is a â€Å"boutique hotel† (p54). The emphasis on properly defining a boutique hotel suggests that it must be â€Å"trendy† (p55) in a similar way to the 1960s fashion boutiques. This means that the boutique hotel is not limited to traditional standards of beautiful architecture; indeed, many boutique hotels are located within urban areas and utilise refurbished â€Å"ex-factories and warehouses† (McNiell, 2008, p383). Thompson & Thompson (1995) suggest that this variety is a contrast to the anonymous larger chains, which is part of the reason why boutique appeals hold such an appeal. McNiell goes onto sugge st that the boutique hotel may not be a separate concept from the traditional B&B (McNiell, 2008, p384). In this case, we can see that some scholars believe that the boutique hotel may not be different to previous choices within the accommodation market. The difficulty in defining a boutique hotel is part of the reason that they appeal to such a wide variety of consumers. McManus (2001) suggests that the hotel consumer is now â€Å"turning to boutique hotels to give them the same services, but with greater intimacy† (p103), and the only applicable term for the boutique hotel user is â€Å"sophisticated† (p104). Fanning (2006) uses the term â€Å"cultural† to describe the consumer. These are both umbrella terms, with the precise demographic and tastes of the boutique user being hard to ascertain precisely because different hotels appeal to different consumers (Lim & Endean, 2009). Iwata (2006) proposed that the boutique hotel appeals more to the homosexual male t han the heterosexual. This literature seems to be in agreement that the boutique hotel offers something different, which contrasts with the opinion of McNiell (2008) above. More evidence that the boutique hotel can be considered different to the standard offerings is the literature exploring the global chains like Starwood Hotels & Resorts Worldwide (Chang & Teo, 2009). There are even chains which

Acne and Its Phychosocial Impacts Essay Example | Topics and Well Written Essays - 750 words

Acne and Its Phychosocial Impacts - Essay Example 438). In a society which places high regard for appearance, and a healthy, glowing skin, skin disorders are often associated with uncleanliness, In many cases, people with skin conditions are avoided, because of the perception that all skin problems are contagious. Minor skin conditions can have major psychosocial effects to individuals experiencing it. Such condition affects a person’s self image, as well as how an individual interacts with others. Interpersonal relationships often suffer and affected individuals are traumatized with stares and expression of revulsion that they receive from society. In cases when skin conditions are chronic, affected persons may be branded as social outcasts, hence leading to other psychological issues such as depression or social anxiety. For the purpose of this paper, the author will explore the effects of acne on an individual’s social experience. Acne vulgaris (common name, acne) is a â€Å"disease of the hair follicles of the fac e, chest, and back† (Rockoff & Cole, 2011). It is considered as the most common disease and almost all males and females have experienced it. It usually appears during puberty, peaks at around 14 to 19 and resolves by mid-twenties (Adityan & Thappa, 2009, p. 272). The disease tend to be more persistent in females but the more severe form is more commonly experienced by males. To gauge its severity, lesion counting is often used. Acne typically appears as blackheads or whiteheads (congested pores called comedones) or tender red bumps more commonly known as pimples. In more severe cases, acne takes the form of pustules and cysts. Acne happens when an hair follicles attached to oil glands enlarges. This causes the bump visible on the skin. Sometimes the walls holding the follicle may rupture which then allows skin bacteria to enter the deeper levels. When this happens, inflammation can happen. Pimples are inflammation in the deep levels, but deeper levels produce cysts. Whitehead s are oil which breaks out of the surface of the skin while blackheads are â€Å"black oil†, they are either oxidized oil or they may have accumulated melanin. In a study conducted by F. Ballanger, P.Baudry, J.M. N’guyen, A. Kammari, & B. Dreno (2006) shows that heredity is a prognostic factor for severe acne but in the case of minor to mild conditions, heredity does not matter. Moreover, there is indication that the parents experience is not always the same as that of their children. Choice of food can aggravate acne but there is no real evidence showing that it has a direct impact on the occurrence of the skin disease. Stress is also often cited as a cause of acne, but researches show that its effects are not direct (Rockoff & Cole, 2011). Some factors which may contribute to acne includes increased pressure from helmets, suspenders, etc., use of drugs containing steroids and prednisone, and use of comedogenic (skin clogging) products. While acne is a normal conditio n among adolescents, and will typically resolve on its own, there are instances when it will require treatment. Harald Gollnick, Andrew Finlay, & Neil Shear (2008) presents several indicators when acne should be considered a chronic disease: when its distribution and severity is constantly increasing, when acne treatment becomes necessary for months at a time, and if it affects the individual’s quality of life. The authors believe that acne should be treated as a chronic disease and that effective treatment must be made available through research. Several studies show that people suffering from acne are more â€Å"prone to depression, social withdrawal, anxiety, and anger and are more likely to be

Business Communication Coursework Example | Topics and Well Written Essays - 500 words

Business Communication - Coursework Example Brian does not give any solid reason why the employees should sign the company policy manual electronically. Erika, on the other hand, pinpoints that having the employees sign the policy on a paper form would help the company keep better records. Therefore, employees should sign the paper form policy so that the company can keep a better record unless Brian proves that the company will still keep better records when the employees sign the manual electronically. The management should recommend the use of the new uniforms because they are preferred by the majority of the employees. Employees in favor of the old uniform are only two while all the others are in favor of the new uniforms. Moreover, the new uniform is said to offer a wide range of options, unlike the traditional uniform. The best solution to the disagreement between the two management team members can be solved by introducing a policy that blocks websites such as online game, pornography, and shopping sites. The management needs to consult IT experts who would help in blocking such websites. However, banning personal e-mail totally would be a primitive action.The assistant manager should understand that there is no way an assistant manager can represent the senior manager not unless the senior manager is committed elsewhere. The assistant manager should give the presentation to the senior manager and help him or she understands it in an effective way. Assistant managers are meant to be representing the senior managers.

Factors Affecting Organizational Structure Essay Example for Free

Factors Affecting Organizational Structure Essay A companys organizational structure can determine its success or failure upon entry into the market. The decisions a small-business owner makes in choosing management and employee roles within the company help determine the organizational structure and can have a large influence on the culture within the business. If structure doesnt reflect the owners business goals, employees may have a hard time working successfully for the company. Change management process Research-based, holistic model for managing the people side of changewww. change-management.com Size of Business As a small-business owner, the size of your company can have a significant influence on the organizational structure of your company. If youre running a sole proprietorship with a few employees, you may not even need a well-defined organizational structure if you perform all the management functions of the business. A larger organization requires more structure to allow its different components to communicate effectively with one another. For example, a full-service restaurant requires a kitchen manager, floor manager, bar manager and general manager to run each division within the establishment and keep the employees in each division working to task. Stage of Development The stage of your companys development can dictate its needs regarding organizational structure. The youth stage of a companys life cycle emphasizes growth and the needs of the customer. This may require you as a business owner to develop an organizational structure around increased customer service, including a system to handle complaints and develop better service strategies. At this stage youre still very much in control of the majority of the companys day-to-day business decisions. By contrast, in the midlife stage of development, your company may require more levels of management to handle the growing departments with the company. Organizational structure may feel more mechanized with you as the owner somewhat removed from the day-to-day running of the company. Reflecting Organizational Culture The business culture you wish to project to your employees can dictate aspects of your companys organizational structure. For example, a company with multiple redundancies in the management infrastructure may prize procedure- and rule-following, whereas a company with a more lax management approach may encourage a culture of personal ownership among employees. Each culture has its place and benefits. A construction or manufacturing company has greater need of organizational structure and redundancy in the management infrastructure than a law firm where employees are working independently under the loose rubric of senior partners in management roles. Overall Business Strategy How your company intends to enter the market and become successful can play a role in how you choose to set up its organizational structure. For example, an aggressive marketing and product-placement strategy may require multiple department heads to coordinate efforts and ensure no portion of the companys larger plan lags behind the rest. Alternatively, a more methodical development strategy may require a smaller, more focused organizational structure, so you can actively monitor all the details of a plan and survey progress.

Capital Punishment - Stop the Killing :: Argumentative Persuasive Essays

Capital Punishment - Stop the Killing      Ã‚  Ã‚   Looking out for the state of the public's satisfaction in the scheme of capital sentencing does not constitute serving justice.   Today's system of capital punishment is fraught with inequalities and injustices.   The commonly offered arguments for the death penalty are filled with holes.   "It was a deterrent.   It removed killers.   It was the ultimate punishment.   It is biblical. It satisfied the public's need for retribution.   It relieved the anguish of the victim's family."(Grisham   120)   Realistically, imposing the death penalty is expensive and time consuming.   Retroactively, it has yet to be proven as a deterrent.   Morally, it is a continuation of the cycle of violence and "...degrades all who are involved in its enforcement, as well as its victim."(Stewart   1)   Capital Punishment has been part of the criminal justice system since the earliest of times. The Babylonian Hammurabi Code(ca. 1700 B.C.) decreed death for crimes as minor as the fraudulent sale of beer(Flanders 3). Egyptians could be put to death for disclosing the location of sacred burial sites(Flanders 3). However, in recent times opponents have shown the death penalty to be racist, barbaric, and in violation with the United States Constitution as "...cruel and unusual punishment." In this country, although laws governing the application of the death penalty have   undergone many changes since biblical times, the punishment endures, and controversy has never been greater.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perhaps the most frequent argument for capital punishment is that of deterrence.   The prevailing thought is that imposition of the death penalty will act to dissuade other criminals from committing violent acts.   Numerous studies have been created attempting to prove this belief; however, "All the evidence taken together makes it hard to be confident that capital punishment deters more than long prison terms do."(Cavanagh   4)   Going ever farther, Bryan Stevenson, the executive director of the Montgomery based Equal Justice Initiative, has stated that "people are increasingly realizing that the more we resort to killing as a legitimate response to our frustration and anger with violence, the more violent our society becomes.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Revenge is an unworthy motive for our society to pursue."(Whittier   1) In our society, there is a great expectation   placed on the family of a victim to pursue vengeance to the highest degree -- perhaps 1 the death penalty.   Pat Bane, executive director of the Murder Victims Families for Reconciliation (MVFR), stated, "One parent told me that people made her feel like she was betraying her son because she did not want to kill the person who murdered him."(Frame 50)   This creates a dilemma of morality. If anything, by forcing families to seek the death penalty, their own consciences will be burdened by

Far from the madding crowd’ is set in the late 1860s to the early 1870s :: Free Essay Writer

Far from the madding crowd’ is set in the late 1860s to the early 1870s in Wessex, a fictional county based heavily on Dorset. Far From The Madding Crowd Thomas hardy was born in 1840 in Dorset which is located near Dorchester. Hardy's first important novel was Far from the Madding Crowd in which he successfully adapted to a traditional form to his own purposes, slightly changing it in the process. His novel states the importance of man's connection to, and understanding of, the natural world. The story is set in an agricultural rural community. He viewed the industrial revolution as a major threat to the communities he loved. The main character in this novel is a shepherd who is called Gabriel, this gives off a very pastoral mood in the novel. The plot develops complications when Bathsheba has love for three different men. Gabriel Oak who is the shepphard embodies Hardy's ideal of a life in harmony with the forces of the natural world. Throughout the entire novel there are unusual twists and turns and in the end Bathsheba ultimately marries Gabriel, whom she had turned away so long ago. In the story of all Thomas Hardy’s novels, both love and fate play major roles. In the first chapter we are introduced to Gabriel oak. He is a young sheppard. The main incident starts when Gabriel is walking in the countryside and he sees a wagon travelling down the road, and sees this young attractive woman is sitting on top if it. The Waggoner comes to a halt when they reached the gatekeeper and they had to pay a fee of three pence but the woman refused and only offered two pence. Gabriel stepped forward and paid the gatekeeper the rest of the fee and he insisted to let the women pass. ‘Far from the madding crowd’ is set in the late 1860s to the early 1870s in Wessex, a fictional county based heavily on Dorset. The village where Gabriel oak lives is in a small rural community. Many people such as Oak liked to hold onto their traditional views and values. Nowadays many of these views would be considered conservative and possibly outdated. Oak being a Shepard is very significant because it links back to the bible, so there are a lot of religious and biblical references in this novel. Most people went to church on Sunday. Church was very important. We learn that Gabriel Oak goes to church but doesn’t take it seriously. Hardy uses rural dialect to bring the minor characters to life, this gives them some personality. ‘Higgling matter’. Even though it is a winter’s day it is described as

Learner-Center Educational Plan

With abundance of information regarding teaching and learning, it might reasonably be expected that education planning would be a quick and easy process. Teachers still have a vital role to play within planning; the guidance and frameworks provides information on what to teach, the teacher will decide how best to interpret this information for the particular children within their class. Proctor et al (1995, p.39) discusses the requirement for planning, and opens with the idea that no planning can take place without a clear idea, on the part of the teacher, of what the children in the class are going to learn.The planning process requires the identification of the learning objectives in detail; in reality, meeting the criteria of the curriculum and even the more detailed key objectives in the teaching strategy will require a series of lessons and usually a return to the subject at a later date. Planning over different time frames allows teachers to meet the desired outcomes and provid e a coherent progression.Long term plans will detail the expectations within a curriculum area over an academic year; these plans will identify themes to be used and the subject areas to be covered they will be expressed in terms of the key concepts that children will need to understand and the knowledge and skills that they should be acquiring. Medium term planning will usually be for a unit of work – generally one item from the program of study – and cover a term or  ½ term. The medium term planning phase is when teachers are required to link the long-term plans to the curriculum key objectives. The medium term plans will outline a series of activities and the approach that is to be taken; these plans are the first level at which the teaching/learning approach is considered and the methods and criterion for assessment are decided. (Platz 1994)There is need to consider the different learning styles that children prefer and to include (as far as is practical) these d ifferent styles within each teaching episode. Education planning, is a complex area, not all teaching methods are appropriate to the subject matter; we as teachers need to remember that an eclectic approach is necessary if we are to provide an adequate learning experience for all of the pupils within our classrooms. Additionally, new paradigm of learner-centered education emerged recently.It implies issues of what and how the student is learning, the conditions under which the student is learning, how current learning positions the student for future learning, and whether the student is retaining and applying the learning. (Weimer, 2002 XVI).   In this paper we will try to cover up a cognitive aspect of learner-center education planning. Cognitive aspect of learner-centered education involves some following factors. These are the nature and goals of learning process, the construction of knowledge and higher-order thinking.In order to identify children's individual learning needs t he teacher should observe the children and their work. Factual information can be obtained from previous teachers, schools etc. The Standard Assessment Tasks (SATs) provide essential information about the level of attainment a child has reached and may possibly show levels of progression over time. According to Proctor et al (1995 p.129) assessment provides an accurate picture of an individual child's achievements.It measures a child's achievements from that child's own baseline and as it is non-comparative to other children it shows what a child is able to achieve regardless of what other's can do. Individual Educational Plans (IEPs) show evidence of any special needs, which may be physical such as poor sight and hearing and any learning difficulties. It will also identify children who have behavioral problems or particularly able and gifted children.IEPs will also show any strategies and teaching approaches used to meet these children's needs. It can also highlight any particular resources that facilitate the children's learning. A previous teacher can provide valuable information on how these strategies and resources were employed and the success or failure of them. It is important to keep in mind when discussing children with other teachers that their views and opinions are unlikely to be impartial. Conversations with parents/carers allow them to raise any issues they have about their interpretations of their children's needs and progress in learning. It can also be useful to look at children's ages to gain a better understanding of the level they are working at.Once this preliminary information has been collected the teacher can plan diagnostic work, which will further identify children's abilities and needs. Teachers should plan broad topic work at a variety of levels where children have a reasonable opportunity of success and which provides some challenges. The teacher's prior knowledge of the children should enable him/her to pitch the work at the corr ect levels. If not, the assessment of the children's difficulties or ease will provide clues as to how to alter it. From this point onwards the teacher should have a fairly coherent idea of the needs of the class as a whole and the individual children within it. (Hamilton 1999)When planning to meet children's individual needs, a teacher is planning for inclusive education, which provides all children with an equal opportunity to reach their potential.   While planning, teachers must set up a learning activity, which effectively achieves the learning outcomes for each individual child. Teachers must structure learning within their classrooms in order to move each child forward, this can include differentiating appropriately, using appropriate resources and implementing various teaching and learning strategies inclusive of all children.Teaching Strategies Education planning will use a variety of strategies described by Minton (1997, p.117). It is appropriate to use ‘lecture' t o begin the session to explain what is to be covered, to find out how the students have found the work in the previous session so there will be some ‘questions and answers'. There will be a ‘group discussion' as we go through the assignment and this will give the students the opportunity to ask any questions and familiarize themselves with the work. A ‘question and answer' session will follow and then depending on the outcome, there be the opportunity for ‘demonstrations'. These strategies are outlined below. §   Question and answer to review work from last lesson §   Lecture to explain unit assessment §   Group discussion while criteria for assessment are discussed §   More question and answers as appropriate §   Demonstration of previous practical work if necessaryUsing Q and A to start the lesson as this gives an immediate feedback of progress. The disadvantage of this is that the ‘quiet' students may be reluctant to ask questions , There is need to be aware of this, and perhaps ask those students questions that they can answer to build up their confidence. A lecture strategy is then used to explain the unit assignment, as this is an effective method of broadcasting the information. Then a group discussion will involve teacher and students discussing criteria, this allows everyone to ask questions and give opinions but it may allow ‘loud’ students to dominate the group. Certain time to demonstrate practical work to the students on the computer allows the student to see what the final product should be of any particular exercise and gives them confidence in their own work.Learning Resources For IT classes, for example, a variety of resources are used in the high school. The most common ones used in the IT department are computer-based resources, OHT's and computer generated slides, and printed materials. The most common types of media resource are the PC/projector combination and printed materials , to accompany whiteboard work. In the IT department it is critical that students have individual access to PCs with relevant software installed on them, and also access to a printer to enable them to obtain hard copies of work produced.There is need for a room to seat all students, we do not need PCs for each student in this case, we need them all to see a whiteboard so we can explain the topic we will supply unit assignments in hard copy to every student, including the marking criteria and the moderator's comments. It is becoming common practice to write all forms of work on the PC, and we would expect them to word process their work whenever the facility is available.There is need to evaluate the group of students at the beginning of a course to determine if any had special requirements, for example disabled access or if any had hearing or visual impairments. It is necessary to develop intranet to include study aids for the students. For example, to put previous lecture notes and practical exercise handouts on the intranet to enable students to go over past work and also allow absent students the opportunity to catch up.Arrangement of the desks in the classroom is a common horseshoe of computer workstations with a small number of tables in the center of the room. The central tables can be moved freely although this is a suitable position for the classroom discussion. The computer workstations will be used towards the end of the lesson. The white board is at the door end of the room, it is a new smart board, and although is smaller, it can be seen from all positions in the room, if the students move their chairs round. This will be used for demonstrations of PC work and is available for the question and answer section. The acoustics are adequate for a teaching environment. The room is always light and warm enough, and windows can be opened to provide additional ventilation.Goals of learning process On reflection, education planning goals are following:Timing  · Allow enough time for each phase. Be aware of how long it takes to complete tasks and allow some leeway in each lesson for dealing with any class management issue. Be wary of being overambitious in what can be achieved in a lesson. Allow enough time for discussion and be aware of allowing too much time for starter and plenary activities.Content · Teacher should not try to cram too much in – don't fall into the trap of thinking ‘one topic per lesson’ and be prepared to spend more than one lesson on a topicWhen to collect in/hand out homework · Have a clear idea of when you are going to do this and how. Keep it consistent so the pupils know when to make a note in their contact diaries, and when to hand their homework into me, and allow time for this to be done.Differentiation.   Although there has been minimal need for differentiation in teaching particular class, teacher should be aware that other classes might require more differentiation and he should always ensure that lessons are tailored to the class he teaching. Pupil-led activities.   Make sure to include enough pupil-led activities. Remember that these types of activities not only engage learning but are also very useful in settling a lively class. Strengths Planning lessons around the five different phases of a lesson, using starter and plenary activities. This enables to focus on the different stages of a lesson and therefore how best to achieve the learning objectives as well as concentrating on what either myself as teacher, or the class or individuals should be engaged in at any point during the lesson. However, flexibility is also a key factor in delivering effective lessons and it is able to adapt the lesson plan (for example by omitting certain overheads or allowing more time for discussion of a topic) to accommodate the learning.Being creative. This a useful skill in planning and meant that it is appropriate to present what is for most pupils a familiar topic in a new and interesting way, therefore engaging more higher order thinking and facilitating learning (and minimizing disruptive behavior) at the same time. Being able to plan around what resources are available. This to a certain extent is also a creative skill although it must be taken into account when planning a series of lessons.Linking lessons with each other and with the pupils experiences. Using everyday examples, images that the pupils can relate to, and referring back to the concept map of the whole picture at every lesson enabled the pupils to put their learning (and the objectives for each lesson) in context. If the pupils can relate to what you are teaching them, you are more likely to succeed in your learning objectives.Weaknesses Overestimating what can be achieved in a lesson. Certainly to begin with, underestimated how long it would take to complete a worksheet or copy something from the board. In addition, it had not taken into account during first lesson plan, the t ime that would be spent on dealing with minor off-task behavior which can lead to you running five minutes late by the end of the lesson and therefore running out of time for the clearing and exit phases, which for example can mean you run out of time to explain the homework task properly.Spending too much time on one phase. The pupils enjoyed this so much that they would ‘plead’ for another round and on more than one occasion complied, meaning that although the pupils had a ‘great’ time, teacher run out of time to handle the clearing and exit phases as well as he should and the lessons ended a bit ‘rushed’. This is as a ‘new’ teacher who was anxious to ensure that the pupils viewed my lessons as a ‘positive' experienceReferences:Hamilton, P. J. (Fall 1999). Perceptual learning & lifelong Montessori. Montessori Life, 11(4), 41-42.Minton, D. (1997) Teaching skills in further and adult education 2nd edition, MacmillanProctor, A . Entwistle, M. McKenzie-Murdoch, S. (2001) â€Å"Learning to Teach in the Primary Classroom† London : RoutledgePlatz, Donald L., (March, 1994)   Student directed planning: fostering student ownership in learning. Education, 3Weimer, Maryellen. (2002) Learner-centered Teaching: Five Key Changes to Practice. Jossey-Bass