Health Problems Among the American Indians and Alaskan Natives Free Essay Example, 1500 words

American Indians and Alaskan Natives individual should be educated regarding the deleterious effects of diabetes and the factors that cause them. They should be informed of how lifestyle changes and eating habits can contribute to the pathogenesis of diabetes. They should be guided about the prospect of bringing positive changes in their lifestyle and how such changes can benefit them in the long run. In addition, they should be educated about handling the various aspects of the disease. Families that are currently experiencing the problem need to be educated about prevention of complications that arise secondary to diabetes. The concerned authorities should take into consideration the fact that the native style of earning a living has been replaced due to numerous modern advancements. The American Indians and Alaskan Natives should be encouraged to adopt professions that demand a high level of physical activity; a change that is likely to decrease fat accumulation in the body and h ence prevent diabetes development. Moreover, the American Indians and Alaskan Natives should be provided ample opportunities to adopt professions with high fiscal yield; improved financial status will allow them to include high-protein, low-fat, low-calorie items in their diet, thereby preventing the individuals from developing diabetes. The health sector of the country should be instructed to develop programs targeted at reducing diabetes incidence among the American Native Indians and Alaskan Natives. We will write a custom essay sample on Health Problems Among the American Indians and Alaskan Natives or any topic specifically for you Only $17.96 $11.86/page

Demonstrative Communication Essay - 937 Words

Demonstrative communication is an important means of transferring information from one person to another, or a group through a means that provides context, tone, and symbolism with brevity and conciseness. People are empathic creatures who communicate through many nonverbal means. Symbols, expressions, vocal intonations and gestures communicate information about the sender’s feelings and opinions on a level that â€Å"fills in the gaps† of mere linguistic transmission. These â€Å"gaps† in information are often layered dimensions of information about the sender’s feelings and opinions that would be too pedantic and time-consuming to relate to a receiver with a limited attention span. The following describes how body language, vocal intonation,†¦show more content†¦The words can be likened to the scenery and chorus, who provide explicit content and context information. The hands can be likened to actors or dancers, who provide implicit information that forms a synergy in the perceptions of the receiver. An orator can instill a sense of comfort in the receiver by keeping their gestures soft and reserved. Open palm gestures can be used to put the receiver at ease, as the open palm tends to say â€Å"I invite you† to them, whereas a pointing, shaking finger might affront the receiver with its threatening movements, which can be likened to a brandished sword or a phallus. Gestures are not always rehearsed and can be analyzed as an indicator of the sincerity of the speaker’s words. Jilted movements that tend to indicate nervousness or an excessive flourish of theatricality tend to put the speaker’s words under the scrutiny of the receiver, who is rendered uncomfortable and suspicious of the sender’s intentions. Vocal intonation is an important means of communicating information between sender and receiver. Humans are empathic creatures. Human brains demonstrate to be â€Å"soft wiring† for empat hy, by mirror neurons, which imbue empathic creatures with the tendency to feel the emotions of other people. Crowds of people tend to be more likely to laugh at the jokes of a comedian than an individual who is told a joke by the same comedian inShow MoreRelatedThe Effects of Demonstrative Communication792 Words   |  4 Pagesworld today. The one way that I really want to look at is the demonstrative communication. This is one type of communication that we all do and have done, but I do not think that people realize just how many aspects there are to demonstrative communication. Demonstrative communication is nonverbal and unwritten communications that involve such aspects of facial expressions, tone of voice and body language. When you think of communication, you automatically think of someone having a verbal conversationRead MoreDemonstrative Communication Essay925 Words   |  4 PagesDemonstrative Communication XXXXXX XXXXXXX BCOM/275 January 16, 2013 Provide examples showing how demonstrative communication can be effective and ineffective, positive and negative, for the sender and receiver. Demonstrative Communication is the process of people’s thoughts and messages of communicating by actively listening in verbal and nonverbal communication. Depending on how a message is communicated, â€Å"can be effective and ineffective, either positive or negative† (Juancho24,Read MoreDemonstrative Communication Paper728 Words   |  3 PagesDemonstrative Communication Paper BCOM/275 Demonstrative Communication Paper â€Å"Demonstrative communication includes nonverbal and unwritten communication and involves such things as facial expressions, tone of voice, and body language.† (University of Phoenix, 2011, Course Syllabus) Demonstrative communication supplements verbal communication in many ways. For example, when a salesman dresses smartly, and presents a friendly attitude he is saying I’m trustworthy and am offering a great dealRead MoreDemonstrative Communication Paper889 Words   |  4 PagesDemonstrative Communication Paper By: MaryLouise Maddox BCOM 275/ Robert J. Mascarenas University of Phoenix Demonstrative communication consists of accepting and sending messages that can be silent; this can help give attention for the start of verbal communication even though a non verbal communication can transmit the message all by itself. An example of this would be facial expressions, which can be used to express most non verbal communications. According to Nayab body language along withRead MoreDemonstrative Communication Essay example725 Words   |  3 PagesRunning Head: Demonstrative Communication Demonstrative Communication Paper Fabiola Nevarez BCOM/275 Demonstrative Communication Paper We all have different ways of expressing how what we are thinking and feeling while communicating with others. We communicate verbally and non-verbally, written or visual. Demonstrative communication is defined as the process of sending and receiving messages and involves, exchanging thoughts, messages or information. One of the most common ways to communicateRead MoreDemonstrative Communication Essay example846 Words   |  4 PagesDemonstrative Communication Sharon Weissman BCOM/275 August 8, 2011 Shalonda Lee Demonstrative Communication is the process of sending and receiving messages. These messages exchange thoughts or information in a verbal or nonverbal, written or visual manner. Verbal communication consists of oral and written messages, where nonverbal communication consist of facial expressions, body posture, eye contact, and or hand gestures. â€Å"Non verbal communication entails communicating by sendingRead MoreBcom 275 Demonstrative Communication Essay740 Words   |  3 PagesDemonstrative Communication There are many levels and moving parts in communication. We rely on both verbal and non-verbal forms of communication in order to send, receive, translate and respond to each other (Cheesebro, O’Connor, Rios, 2010). The spoken or written word only comprises of about 7% of our communication with each other. The other 93% is made up of voice quality and non-verbal communication (Heathfield, 2011). Non-verbal communication or demonstrative communication comes in manyRead MoreBcom 275 Demonstrative Communication Paper733 Words   |  3 PagesDemonstrative Communication Paper BY: Erin Kelly BCOM 275 There are several things that can be said about nonverbal and unwritten communication. When you are talking to someone or someone is talking to you. You can tell a lot about how well the person is listening and understands what you are saying. You can also tell by their body language and facial expressions if they are interested in what you are saying. If you are talking to someone and they are not makingRead MoreOverview of Demonstrative Communication990 Words   |  4 PagesIntroduction Demonstrative communication in basic terms includes both unwritten and nonverbal communication. This text concerns itself with demonstrative communication. In so doing, it will highlight such things as body language, voice tone, facial expressions, etc. Further, the paper will in addition to discussing the effectiveness of demonstrative communication also address how the same involves listening and responding. Communication: A Brief Overview Communication does not have an assignedRead MoreUnderstanding Demonstrative Communication1023 Words   |  4 Pagesï » ¿ Demonstrative communication Communication is the process of sending and receiving messages involving the relay of thoughts, information, or messages. Communication can be undertaken through writing, signals, speech, or behavior. Demonstrative communication entails nonverbal communication that can be done using body posture, gestures, eye contact, or facial expression ADDIN EN.CITE Cheesebro T.2010410(Cheesebro T., OConnor L., Rios F., 2010)4104106Cheesebro T., OConnor L., Rios F., Communicating

Reciprocity in Subordinate Relationships †Free Samples to Students

Question: Discuss about the Reciprocity in Subordinate Relationships. Answer: Introduction The treaty of Waitangi was first signed in 1840 by the British Crown representatives and some M?ori chiefs from New Zealand which resulted with British sovereignty over New Zealand. The treaty represents some principles which the British and the M?ori made an agreement to form a nation of New Zealand (Temm, 1990). The articles of the treaty pointed that the sovereignty of New Zealand would be ceded to Britain, that they would get the right to their land and other resources and the Crown got exclusive rights to buy land and the M?ori given the rights and privileges of British subjects (Burns, 1989). Subsequently, New Zealand became a colony of the Crown. Successive governments alienated the M?ori land and resources without the M?ori consent of compensation. The Waitangi tribunal of 1975 was to investigate accusations by the M?ori against the Crown for breaching the treaty principles and to give recommendations to the government on compensation (Belgrave, 2005). This provided a means o f investigating the grievances against previous government and means of settlement. This paper will discuss the principles of the treaty and how these principles can be applied in the work environment. The Principles of the Treaty There is no one agreed list of the treaty principles. The Waitangi tribunal and the courts identify principles in each case. Some principles developed over the span of time while others are now fully developed yet others regarded as controversial (Hayward, 2012). Various principles have been applied to different situations where claims have been raised. Some of the principles that were developed from the Te Tau Ihu Tribunal as they were seen to be appropriate to the inquiry include partnership, reciprocity, autonomy, active protection, options, mutual benefit, equity, equal treatment and redress (New Zealand Government, 2016). These principles are among which will be discussed in this section and their application at the work place. The treaty implied a partnership would exist between the two parties and each side was expected to act reasonably and in good faith which is a typical obligation in all partnerships (Te Puni, 2002).One obligation to the partnership was the M?ori needed to be consulted to get their informed consent about the correct right holders whenever there was a transaction regarding their land and any other resources. The partners are of equal status and there is need for accountability and compromise in the partnership. Partnerships are reciprocal in nature and usually involve exchange for mutual benefit and advantage. The M?ori had ceded the governance of their country to the Crown in exchange for full authority to their land and people and for protection. They expected settlement of their country to be fair and mutually advantageous to both parties. The Crown was expected to protect the M?ori peoples autonomy as they had guaranteed. This was the ability of the M?ori communities to self govern as was the case over the years. They were supposed to drive their own politics, economic and social activities and to behave according to them. They were supposed to retain their customs and institutions and choose their leaders and determine their land issues. The Crown had a duty to protect the M?ori people and their land and all other resources. This requires the full consultation with the people and fair process by the Crown and decision making by the people whose interests were being protected. The M?ori were promised protection of their rights and their interests at the time of the treaty which was meant to secure their acceptance of the treaty. The Crown had an obligation to protect the M?ori in retention of their tribal authority in their community affairs and to live according to their culture (Te Puni, 2002). It was envisaged in the treaty that there would be two sets of people in New Zealand each with their own laws and customers to govern them with an interface governed by mutual respect and partnership. M?oris laws were guaranteed in the treaty and protected and they were to have choices in the new community. They were to continue with their traditional way of life or to adapt to the developing new society or to choose to combine the two worlds without coersion. The two parties to the treaty were expected to benefit from it and the needs of both groups of people needed to be provided for and that sometimes there needed to be compromise to achieve this objective (Te Puni, 2002). The two groups of people, the settlers and the M?ori people, were supposed to retain or obtain resources to help them develop in the new nation they were sharing. The M?ori who sold their land were to have more value in what they retained to ensure they got full benefits from the settlement. The settlement was thus supposed to be of mutual benefit to both groups of people and thus they were supposed to retain sufficient land and resources to achieve this. The Crown was expected to act fairly in the protection of interests of both the settlers and the M?ori people. The settlers interest were not supposed to be given priority over those of the M?ori. The M?ori were not supposed to be disadvantaged but if this were to be the principle of equity required that there were active measures that were put in place to address the disadvantages and restore balance. This principle required the Crown to treat all the M?ori groups fairly and equally and not favor one over the other. None of the groups was supposed to be treated with unfair advantage over the others. Their circumstances, their interest and their rights were broadly the same and thus were to get equal treatment. In case the Crown was in breach of any of these principles of the treaty and the M?ori people were found to have suffered prejudice, then the Crown had a duty to correct the matter. The Crown is expected to take action to restore its honor and integrity and the dignity and status of the M?ori people. Past wrongs would definitely lead to redress and the Crown is expected to restore remedy and resolve any breaches to the treaty. This would include compromise from both sides and ensure no new inequities were created. Reconciliation was required for adequate redress and to enable the M?ori people restored themselves as people and thereafter commit and adhere to the treaty of Waitangi. Treaty Principles Application at Work Partnership is a critical element of labor and employment policies considered by government, employers and also by trade unions with a growing interest and attention in it (Guest Peccei, 2001). At the work place, this principle can be cultivated by encouraging employee consultation, involvement and participation in the day to day organization activities. The individual employee contribution should be valued and their interests are met by encouraging them to make decisions concerning issues that relate to their work. Reciprocity is especially important in managerial relationships and also between members and leaders. It relates to the outcomes at work whether they are positive or negative in manger subordinate relationships. It relates to the obligation that people at work will have based on past behavior (Uhl-Bien Maslyn, 2003). It is therefore important that employees feel treated well at work so that they can have positive reciprocity. If they feel the treatment is not good it might result in negative reciprocity. An organization also needs to have proper guidance on how to handle negative reciprocity as it affects productivity. Individual autonomy combined with low levels of monitoring might lead to low performance. However, higher trust leads to higher team performance when individual autonomy is lower (Langfred, 2004). This principle can lead to increased work performance when individuals and teams are trusted to do their work and enhanced with moderated mediating role. Individuals should be given autonomy but monitored so that performance is not affected negatively and motivation continues to increase. Active protection of employees rights and interest at work should be encouraged so that employees feel valued and safe at work. This requires proper consultation of the employees and fair consideration of what they provide as important for them to be highly productive. The employees also need to feel protected from any kind of unfair practices in the course of their work. They need to be educated on the methods of seeking for fairness in all activities. Having options at work might lead to having motivated employees hence high productivity. Employees should have choices in some element of their work so that they feel valued. An organization may for example allow people to work from home on some of the days if they choose to as long as they deliver on their work. They may also be allowed flexible working hours depending on what works better for them. Even on matters that regards benefits at work, a company may have different packages so that each chooses what works best for their stage in life. Mutual benefit principle requires that employees as individuals and also through their representatives work with management and devise the mutual benefits which relate to their work for example job security, flexibility or performance. If the employee initiatives are to be successful, then the human resource practices need to be progressive and effective (Guest Peccei, 2001). An organization needs to focus on the shared interests and goals of the two parties considering they could other different interests. The policies and practices need to promote the mutual benefit of both employer and employees. Equity at the work place may lead to reduce turnover, increase employee commitment and increase employees ideas that enhance productivity and quality. Traditionally the focus was on efficiency and this needs to be balanced with equity or fair treatment and a chance to have meaningful contribution in decision making (Budd, 2004). Organizations need to have policies that ensure that there are fair practices and that employees are treated fairly. This is especially important when handling grievances where employees need to feel their issues are fairly considered. This may lead to increased commitment and productivity. The equal treatment principle at work implies that nobody enjoys fewer opportunities or rights that another person. Employees should not just feel that they are treated equally but there should be policies and actions that do not discriminate people based on ethnic, gender or any other circumstances (Rees, 2006). If an organization has any existing inequalities that have discriminated against minority groups, appropriate actions need to be taken to correct this. This may include training of minority groups so that they may be accommodated in the roles at work. Redress at work may refer to any third party interventions that may involve either financial or non financial compensation for employees who feel they were disadvantaged Work place bullying or unfairness makes employees likely to experience stress or other physical and psychological problems and other economic consequences like sick leaves, transfers, and layoffs and are often targeted for employment termination (Meglich-Sespico, Farley, 2007). Organizations need to have methods of redress so that they do not suffer the consequences of employees being absent from work, high turnover, low morale and even filing for legal redress which might lead to financial losses in compensation. Appropriate procedures for redress need to be put in place and made known to employees before negative consequences. Conclusion In conclusion, the principles from Waitangi treaty have been incorporated in the work environment for better work relationships and enhanced productivity. This paper has discussed some of the principles and ways in which they can be applied in the work place. The work place is about partnership and these principles can be used to guide how this partnership can be enhanced by fair treatment and consultation of employees in decision making for mutual benefit. The employees also need to feel protected in their work and given options and be trusted to deliver in their roles. In case of breach of the employment contract, there needs a proper mechanism for seeking redress and restoring the partnership. References Belgrave, M. (2005). Historical Frictions: M?ori Claims and Reinvented Histories, Auckland. Budd, J. (2004). Employment with a Human Face: Balancing Efficiency, Equity, and Voice. ILR Press. Burns, P. (1989).Fatal Success: A History of the New Zealand Company. Heinemann Reed. p.153 Guest, D. and Peccei, R. (2001). Partnership at Work: Mutuality and the Balance of Advantage. British Journal of Industrial Relations 39:2, 0007-1080 pp. 207-236. Hayward, J. (2012). Principles of the Treaty of Waitangi ng? m?t?pono o te tiriti - What are the treaty principles?, Te Ara - the Encyclopedia of New Zealand. Accessed October 5, 2017 from: https://www.TeAra.govt.nz/en/principles-of-the-treaty-of-waitangi-nga-matapono-o-te-tiriti/page-1 Langfred, C. (2004). Too Much of a Good Thing? Negative Effects of High Trust and Individual Autonomy in Self-Managing Teams. Academy of Management Journal: vol. 47no. 3, p385-399. Meglich-Sespico, P. Farley,R. (2007). Relief and Redress for Targets of Workplace Bullying. Springer New Zealand Government. (2016). The Waitangi Tribunal and Treaty principles. Accessed October 5, 2017 from: https://www.waitangitribunal.govt.nz/treaty-of-waitangi/principles-of-the-treaty/ Rees, T. (2006). Mainstreaming Equality in the European Union. Education, Training and Labor Market Policies. London: Routledge. Temm, P. (1990). The Waitangi Tribunal: The Conscience of the Nation, Auckland. Te Puni K?kiri. (2002).He Tirohanga ? Kawa ki te Tiriti o Waitangi: A Guide to the Principles of the Treaty of Waitangi as expressed by the Courts and the Waitangi Tribunal. Te Puni K?kiri: Wellington. Uhl-Bien, M. Maslyn, J. (2003). Reciprocity in Manager-Subordinate Relationships: Components, Configurations, and Outcomes. Management Department Faculty Publications. 13.

Upon the Burning of Our House Essay Example

Upon the Burning of Our House Paper Upon the Burning of Our House by Anne Bradstreet LITERARY FOCUS: THE PLAIN STYLE The Puritans favored â€Å"plainness† in all things: in dress, in the architecture and design of their churches, in their forms of worship, and in language. Unlike the ornate â€Å"high style† popular in England at the time, the Puritan plain style used simple sentences and common words from everyday speech. The plain style contained few or no classical allusions, Latin quotations, or elaborate figures of speech. The plain style, Puritans felt, was much more effective in revealing God’s truth than the ornate style. Despite the fact that the style used by Puritan writers now seems hard to read, it was considered simple and direct in the 1600s. Although Anne Bradstreet’s â€Å"Upon the Burning of Our House† contains some figurative language, it is a good example of the plain style. REVIEW SKILLS As you read â€Å"Upon the Burning of Our House,† notice the way the following literary devices are used. RHYME The repetition of vowel sounds in accented syllables and all syllables following. METER A pattern of stressed and unstressed syllables. Make It Plain In the left column of the chart below are two descriptions of everyday objects written in an ornate style. We will write a custom essay sample on Upon the Burning of Our House specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Upon the Burning of Our House specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Upon the Burning of Our House specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Rewrite each description in plain style_as a Puritan might have. Copyright  © by Holt, Rinehart and Winston. All rights reserved. Ornate Style Shabby but beloved, my shoes house my feet as they carry me from place to place. The pen spills ink-blood as it brings words to life. Plain Style READING SKILLS: ANALYZING TEXT STRUCTURES â€Å"Upon the Burning of Our House† is filled with inversions. In an inversion, sentences are not written in normal word order. For example, Bradstreet writes â€Å"I wakened was with thund’ring noise† instead of â€Å"I was wakened with thund’ring noise. Inversion is often used to make a poem’s rhyme scheme work out or to maintain a fixed meter. Literary Skills Understand the characteristics of plain style. Reading Skills Understand the use of inversion. Review Skills Understand rhyme and meter. Use the Skill As you read Anne Bradstreet’s poem, underline the places you find inversion. Here Follow Some Verses upon the Burning of Our House, July 10, 1666 15 Here Follow Some Verses upon the Burning of Our House, July 10, 1666 Anne Bradstreet In silent night when rest I took Circle the inversions you find in lines 1-4. For sorrow near I did not look I wakened was with thund’ring noise And piteous shrieks of dreadful voice. 5 That fearful sound of â€Å"Fire! † and â€Å"Fire! † Let no man know is my desire. I, starting up, the light did spy, And to my God my heart did cry To strengthen me in my distress What is the speaker doing in lines 11-12? 10 And not to leave me succorless. 1 Then, coming out, beheld a space The flame consume my dwelling place. And when I could no longer look, I blest His name that gave and took,2 Copyright  © by Holt, Rinehart and Winston. All rights reserved. 15 That laid my goods now in the dust. Yea, so it was, and so ’twas just. It was His own, it was not mine, Far be it that I should repine; He might of all justly bereft In lines 16-17, why does the speaker say that the fire was â€Å"just? † 20 But yet sufficient for us left. When by the ruins oft I past My sorrowing eyes aside did cast, And here and there the places spy Where oft I sat and long did lie: 1. succorless (sukv? r  · lis) adj. : without aid or assistance; helpless. 2. that gave and took: allusion to Job 1:21, â€Å"The Lord gave, and the Lord hath taken away; blessed be the name of the Lord. † 16 Part 1 Collection 1: Encounters and Foundations to 1800 25 Here stood that trunk, and there that chest, There lay that store I counted best. My pleasant things in ashes lie, And them behold no more shall I. Under thy roof no guest shall sit, What is the â€Å"house on high erect† described in lines 43-46? 30 Nor at thy table eat a bit. No pleasant tale shall e’er be told, Nor things recounted done of old. No candle e’er shall shine in thee, Nor bridegroom’s voice e’er heard shall be. 35 In silence ever shall thou lie, Adieu, Adieu, all’s vanity. Then straight I ’gin my heart to chide, And did thy wealth on earth abide? Didst fix thy hope on mold’ring dust? In line 44, who is the â€Å"mighty Architect†? 40 The arm of flesh didst make thy trust? Raise up thy thoughts above the sky That dunghill mists away may fly. Thou hast an house on high erect, Framed by that mighty Architect, Practice reading the boxed passage aloud. As you read the first time, notice the rhymes and strong meter. On your next readings, try to vary the rate of your reading to avoid sounding sing-song. 45 Copyright  © by Holt, Rinehart and Winston. All rights reserved. With glory richly furnished, Stands permanent though this be fled. It’s purchased and paid for too By Him who hath enough to do. A price so vast as is unknown 50 Yet by His gift is made thine own; There’s wealth enough, I need no more, Farewell, my pelf,3 farewell my store. The world no longer let me love, My hope and treasure lies above. Bradstreet’s plain style helps to convey a complex message. In your own words, what is this message? The poem is rhymed in couplets. Circle any end rhymes that do not rhyme exactly. (Review Skill) 3. pelf: wealth or worldly goods (sometimes used as a term of contempt). Here Follow Some Verses upon the Burning of Our House, July 10, 1666 17 Here Follow Some Verses upon the Burning of Our House, July 10, 1666 Reading Skills and Strategies: Analyzing Text Structures â€Å"Upon the Burning of Our House† contains many instances of inversion, in which words appear in an unusual order. The left-hand column of the chart below lists several examples of inversion from the poem. In the right-hand column, write the inverted words or phrases in normal word order. Example of Inversion from Poem Restatement of Inversion â€Å"In silent night when rest I took† (line 1) â€Å"I, starting up, the light did spy,† (line 7) When by the ruins oft I past† (line 21) â€Å"My pleasant things in ashes lie,† (line 27) â€Å"And them behold no more shall I. † (line 28) 18 Part 1 Collection 1: Encounters and Foundations to 1800 Copyright  © by Holt, Rinehart and Winston. All rights reserved. Coyote Finishes His Work Upon the Burning of Our House by Anne Bradstreet LITERARY FOCUS: THE PLAI N STYLE REVIEW SKILLS Reading Skills: Understanding Cultural Characteristics Look back over the details you highlighted or underlined that reveal characteristics of Nez Perce culture. The chart below contains a list of different aspects of Nez Perce life. Fill in the right-hand column with details from â€Å"Coyote Finishes His Work† that tell you about each aspect. Sample entries are given. Aspect of Nez Perce Life Details from the Story religious beliefs As you read â€Å"Upon the Burning of Our House,† notice the way the following literary devices are used. RHYME The repetition of vowel sounds in accented syllables and all syllables following. METER A pattern of stressed and unstressed syllables. I will send messages to the earth by the spirits of the people who reach me but whose time to die has not yet come. . . When their spirits come back into their bodies, they will revive and tell you their experiences. (lines 53=57) The Puritans favored â€Å"plainness† in all things: in dress, in the architecture and design of their churches, in their forms of worship, and in language. Unlike the ornate â€Å"high style† popular in England at the time, the Puritan plain style used simple sentences and common word s from everyday speech. The plain style contained few or no classical allusions, Latin quotations, or elaborate figures of speech. The plain style, Puritans felt, was much more effective in revealing God’s truth than the ornate style. Despite the fact that the style used by Puritan writers now seems hard to read, it was considered simple and direct in the 1600s. Although Anne Bradstreet’s â€Å"Upon the Burning of Our House† contains some figurative language, it is a good example of the plain style. customs (what they are, how they are followed) Ornate Style He taught the people how to eat and how to hunt the buffalo and catch eagles. He taught them what roots to eat and how to make a good lodge and what to wear. (lines 10=12) Make It Plain In the left column of the chart below are two descriptions of everyday objects written in an ornate style. Rewrite each description in plain style_as a Puritan might have. Plain Style Shabby but beloved, my shoes house my feet as they carry me from place to place. The pen spills ink-blood as it brings words to life. My shoes are old, brown, kind of worn-out, but comfortable for walking around in. The pen is a blue ballpoint with a leaky tip. social life Copyright  © by Holt, Rinehart and Winston. All rights reserved. Copyright  © by Holt, Rinehart and Winston. All rights reserved. Coyote was ugly too. The girls did not like him. But he was smart. He could change himself around and trick the women. Coyote got the girls when he wanted. (lines 23=25) READING SKILLS: ANALYZING TEXT STRUCTURES â€Å"Upon the Burning of Our House† is filled with inversions. In an inversion, sentences are not written in normal word order. For example, Bradstreet writes â€Å"I wakened was with thund’ring noise† instead of â€Å"I was wakened with thund’ring noise. † Inversion is often used to make a poem’s rhyme scheme work out or to maintain a fixed meter. Literary Skills Understand the characteristics of plain style. Reading Skills Understand the use of inversion. Use the Skill As you read Anne Bradstreet’s poem, underline the places you find inversion. Review Skills Understand rhyme and meter. Student Pages with Answers Collection 1 Student pages 14–15 14 Part 1 Collection 1: Encounters and Foundations to 1800 Here Follow Some Verses upon the Burning of Our House, July 10, 1666 15 9 Copyright  © by Holt, Rinehart and Winston. All rights reserved. Copyright  © by Holt, Rinehart and Winston. All rights reserved. 10 25 Here stood that trunk, and there that chest, There lay that store I counted best. My pleasant things in ashes lie, And them behold no more shall I. Under thy roof no guest shall sit, What is the â€Å"house on high erect† described in lines 43-46? Here Follow Some Verses upon the Burning of Our House, July 10, 1666 The â€Å"house on high erect† is heaven, or eternal life with God. 30 Nor at thy table eat a bit. No pleasant tale shall e’er be told, Nor things recounted done of old. No candle e’er shall shine in thee, Nor bridegroom’s voice e’er heard shall be. Anne Bradstreet In silent night when rest I took 35 The Holt Reader: Teacher’s Manual In silence ever shall thou lie, Adieu, Adieu, all’s vanity. Then straight I ’gin my heart to chide, And did thy wealth on earth abide? Didst fix thy hope on mold’ring dust? 40 In line 44, who is the â€Å"mighty Architect†? Circle the inversions you find in lines 1-4. For sorrow near I did not look I wakened was with thund’ring noise And piteous shrieks of dreadful voice. 5 That fearful sound of â€Å"Fire! † and â€Å"Fire! † The mighty Architect is God. What is the speaker doing in lines 11-12? Let no man know is my desire. The arm of flesh didst make thy trust? Raise up thy thoughts above the sky That dunghill mists away may fly. Thou hast an house on high erect, Framed by that mighty Architect, 45 She has escaped her I, starting up, the light did spy, And to my God my heart did cry house and is now To strengthen me in my distress atching it burn. 10 And not to leave me succorless. 1 Then, coming out, beheld a space The flame consume my dwelling place. And when I could no longer look, With glory richly furnished, Stands permanent though this be fled. It’s purchased and paid for too By Him who hath enough to do. A price so vast as is unknown Practice reading the boxed passa ge aloud. As you read the first time, notice the rhymes and strong meter. On your next readings, try to vary the rate of your reading to avoid sounding sing-song. I blest His name that gave and took,2 15 That laid my goods now in the dust. Yea, so it was, and so ’twas just. 0 It was His own, it was not mine, In lines 16-17, why does the speaker say that the fire was â€Å"just? † Far be it that I should repine; Yet by His gift is made thine own; There’s wealth enough, I need no more, Farewell, my pelf,3 farewell my store. The world no longer let me love, My hope and treasure lies above. Bradstreet’s plain style helps to convey a complex message. In your own words, what is this message? The house and goods He might of all justly bereft The only wealth a person needs is a relationship with God. 20 But yet sufficient for us left. are God’s, not the When by the ruins oft I past speaker’s. My sorrowing eyes aside did cast, And here and there the places spy Where oft I sat and long did lie: The poem is rhymed in couplets. Circle any end rhymes that do not rhyme exactly. (Review Skill) 3. pelf: wealth or worldly goods (sometimes used as a term of contempt). Here Follow Some Verses upon the Burning of Our House, July 10, 1666 1. succorless (sukv? r  · lis) adj. : without aid or assistance; helpless. 2. that gave and took: allusion to Job 1:21, â€Å"The Lord gave, and the Lord hath taken away; blessed be the name of the Lord. † Collection 1 Student pages 16–17 16 Part 1 Collection 1: Encounters and Foundations to 1800 7 Here Follow Some Verses upon the Burning of Our House, July 10, 1666 World, in hounding me . . . by Sor Juana Ines de la Cruz LITERARY FOCUS: SONNET Reading Skills and Strategies: Analyzing Text Structures â€Å"Upon the Burning of Our House† contains many instances of inversion, in which words appear in an unusual order. The left-ha nd column of the chart below lists several examples of inversion from the poem. In the right-hand column, write the inverted words or phrases in normal word order. Example of Inversion from Poem Restatement of Inversion â€Å"In silent night when rest I took† (line 1) In silent night when I took rest A sonnet is a fourteen-line poem that follows a strict structure. The writer Petrarch (1304-1374) created the model for what is now referred to as the Petrarchan, or Italian, sonnet. Here are the characteristics of a Petrarchan sonnet: †¢ The first eight lines, or octave, ask a question or pose a problem. †¢ The rhyme scheme of the octave is abba abba. (The first and fourth lines rhyme, as do the second and third, and so on. ) †¢ The last six lines, or the sestet, respond to the question or problem. †¢ The sestet may contain the rhyme scheme cde cde or cdc dcd. Sor Juana’s â€Å"World, in hounding me . . . is a Petrarchan sonnet. Note that some of the rhymes are approximate, because of the translation from Spanish to English. â€Å"I, starting up, the light did spy,† (line 7) I, starting up, did spy the light READING SKILLS: FINDING UNITS OF MEANING In many poems the speaker’s ideas do not end at the ends of lines. Instead, those ideas may fi ll up two, three, four, or even more lines. When you read poetry, look for punctuation clues like commas, periods, and question marks to help you identify units of meaning. Look at the following example from â€Å"World, in hounding me . . . †. The end punctuation clues are circled. The other marks are underlined. This passage from the poem contains two complete thoughts over four lines of poetry. World, in hounding me, what do you gain? How can it harm you if I choose, astutely, rather to stock my mind with things of beauty, than waste its stock on every beauty’s claim? â€Å"When by the ruins oft I past† (line 21) When I oft past by the ruins Copyright  © by Holt, Rinehart and Winston. All rights reserved. â€Å"And them behold no more shall I. † (line 28) And I shall behold them no more. Copyright  © by Holt, Rinehart and Winston. All rights reserved. â€Å"My pleasant things in ashes lie,† (line 27) My pleasant things lie in ashes Use the Skill As you read â€Å"World, in hounding me . . . ,† look for capitalization and punctuation clues that indicate the beginning and ending of the speaker’s ideas. Literary Skills Understand the characteristics of a Petrarchan sonnet. Reading Skills Find units of meaning. Student Pages with Answers Collection 1 Student pages 18–19 18 Part 1 Collection 1: Encounters and Foundations to 1800 World, in hounding me . . . 19 11 Name Selection: Class Author: Date Plain Style The plain style is a way of writing that stresses simplicity and clarity of expression. DIRECTIONS: Read the selection, and find examples of the four characteristics of plain style. Fill in the chart below with the examples. Answer the questions below to help you analyze the plain style. Everyday language Simple sentences Direct statements Biblical references Copyright  © by Holt, Rinehart and Winston. All rights reserved. Questions to Help Analyze Plain Style 1. What other style of writing was popular in England during the time of the Puritans? How was this style different from the plain style? 2. Why does the plain style seem difficult to today’s reader? Graphic Organizers 211

Children With Depression essays

Children With Depression essays Running head: PSYCHOLOGICAL TREATMENT FOR DEPRESSED STUDENTS Psychological Treatment for Depressed Students Depression in school-age children may be one of the most overlooked and undertreated psychological disorders of childhood, presenting a serious mental health problem. Depression in children has become an important issue in research due to its many emotional forms, and its relationship to self-destructive behaviors. Depressive disorders are of particular importance to school psychologists, who are often placed in the best position to identify, refer, and treat depressed children. Procedures need to be developed to identify depression in students to avoid allowing those children struggling with depression to go undetected. Depression is one of the most treatable forms of disorders, with an 80-90% chance of improvement if individuals receive treatment (Dubuque, 1998). On the other hand, if untreated, serious cases of depression in childhood can be severe, long, and interfere with all aspects of development, relationships, school progress, and family life (Janzen, The existence of depression in school-age children was nearly unrecognized until the 1990s. In the past, depression was thought of as a problem that only adults struggled with, and if children did experience it, they experienced depression entirely different than adults did. Psychologists of the psychoanalytic orientation felt that children were unable to become depressed because their superegos were inadequately developed (Fuller, 1992). More recently, Clarizio and Payette (1990) found that depressed school-age children and depressed adults share the same basic symptoms. In fact, only a few minor differences between childhood and adult depression have been found, including the assumption that with childhood depression, irritable mood may serve as a substitute for the depressed mood criterion (Waterman Depression in stude...

Make your reports irresistibly interesting - Emphasis

Make your reports irresistibly interesting Make your reports irresistibly interesting People who are extraordinarily knowledgeable unfortunately have an extraordinary capacity for being boring. So when you’re writing reports, how do you make sure they impart all the information they need to, without putting the reader to sleep? The chap in the picture knows a tip or two, and well come back to him a bit later. One thing that can make knowledgeable writers boring is an imbalance in information between writer and reader. If you know a lot, and your reader knows very little, there is a danger of factual overload. This can be very dull. (If the reader is polite, they will probably call it ‘dense’ or ‘technical’ – at least to your face.) It’s context that’s the problem. Context is the medium within which facts make sense. You, having immersed yourself studiously in your subject for months or years, are positively dripping with context. Your reader, coming face to face with the subject for the first time, isn’t. As a result, what you may find interesting, they may find rather dry. As a question-setter for the BBC quiz show Mastermind, I’m routinely confronted by this kind of imbalance. I stand by the principle that knowledge is never boring. To those who know all there is to know about their specialist subject, it’s all interesting: when you know that Joseph Gayetty is said to have invented the first commercial toilet paper in 1857, it’s interesting that Emperor Hongwu of China was ordering custom-made toilet paper for the imperial court back in the 14th century. When you know that, in cricket, the googly is usually delivered out of the back of the bowler’s hand, it’s interesting that the Australian Jack Iverson found a way to deliver it from between his thumb and forefinger. Every field of endeavour and every sector of business is stuffed with this sort of arcana. Not all facts are equally interesting So how do you persuade your readers that they should find these things just as interesting as you do? It’s not about compromising on accuracy. Without integrity, without a commitment to the facts, your reports won’t do the job you need them to do. Putting reader-appeal before accuracy might suit a tabloid newspaper, but it’s simply self-defeating when your primary goal is effective communication. Instead, it’s about identifying the elements of your report or proposal that are able to flourish without a support network of life-giving context. We might call them ‘mudskippers’, after the fish that have the ability to breathe and move around on land as well as underwater. How do you spot a mudskipper? Let’s say I have room in my report for 50 facts. Let’s say that the central, critical message of my report constitutes 20 of these. These are the facts that simply have to go in, ditchwater-dull or mudskipper-interesting, and that’s fine – this is a business report, after all. What we’re discussing here are those other 30 facts, the information that comprises your supporting argument and turns a stark list of take-home statements into an effective and fully rounded report. This is where your mudskipper-spotting skills can make the difference. As a knowledgeable person, you’re in the privileged position of being able to see the goings-on behind the green curtain. You’re the scuba diver who can see the vast, vibrant coral atoll that to the airline passenger flying overhead is just a bleak bollard in the middle of the ocean. This privileged position is hard-earned – but it’s one you have to relinquish if you want to do a good job of communicating your expertise. You have to swallow the unpalatable reality that, to your readers, not all facts are equally interesting. You’ll soon understand how Charles Darwin felt when, after spending decades establishing himself as an all-time world expert on barnacles, all anyone ever wanted to ask him about was On The Origin Of Species. It’s frustrating, but it’s necessary. How to spot a mudskipper Mudskippers – those versatile ideas that don’t perish when taken out of context – needn’t be sensational. If they are, treat them with extreme caution. And they shouldn’t be trivial. They should help the reader understand your message, but, just as importantly, they should make the reader want to understand. They’ll often jump out at you during the research process. They might be of a different category to the surrounding information (a name, rather than a number, say). They might have a hinterland (historical, geographical, cross-sectoral). They might introduce an element of humanity (a quotation might sometimes be a mudskipper). Mudskippers are facts with flavour. They’re the information equivalent of umami – that fifth flavour of savoury hard-to-describe ‘meatiness’ – the quality that makes everything just that bit more moreish. Knowledge is power. But only when you know how to use it.

Media Analysis Essay Example | Topics and Well Written Essays - 500 words - 1

Media Analysis - Essay Example nts such as the tempo, rhythm, harmony, modality, among others, are crucial as they participate in the process of disseminating message in the media production to its intended audience. This essay discusses how music influences media production in both the positive and negative ways, if there is any. When music is used as an accompaniment in high-definition slide sets, television, motion pictures, and films productions, both the media producers and commercial producers accept and recommend this. In this case, music will be in the form of background, or mood music. However, there has been a debate whether this kind of music in media production results in increased motivation, enjoyment, and more learning for the people receiving the message in the media production (Seidman WEB). Some people believe that if the media production is meant exclusively for learning or education purposes, then the inclusion of background or mood music is unnecessary. This is because it lowers the concentration of the audience, and instead of paying attention to the educative material in the media, most will concentrate on the music alone. Various experimental evidence also point to this fact. Other scholars have argued against use of music in educational media because music produces different moods on the people, therefore, their mood of learning might be messed up, such that they will not benefit from what was meant to be an educative media session. This includes both instructional films and educational television programs. However, in media productions with other goals apart from educational goals, it is right to use the music. These include entertainment media productions, where people have entertainment as their sole purpose. Whether they concentrate or not, it will not cost them much, as music is also meant for entertainment (Seidman WEB). There are different roles music plays in media productions. For instance, in movies, background music gives the audience some relaxation and

Discussion LIGHTING DESIGN Assignment Example | Topics and Well Written Essays - 250 words

Discussion LIGHTING DESIGN - Assignment Example ts, because in the movies, every actor gets a chance for retake and correct the mistakes during the retake, but in the plays actors do not get the chance for retake. Quality lighting can assist in hiding the mistakes of the character of the play and produce an optimistic impact among the audiences mind. I agree with this assertion that lighting design can change the atmosphere as well as mood of the audiences. The intensity of lights, color and movement of lights helps in creating a visual magic. To support my answer, I have presented some examples about the assertion. In this regard, play, can be regarded as best example wherein the views, comments and different kinds of interpretations are expressed in a brilliant manner with the help of lighting design. Lighting design highlights the change in the atmosphere from gloomy to interesting. Changing of lighting not only give focus light to the actor of the play, side by side give various lights according to storytelling to signify the importance of the play. In the play, â€Å"Oedipus the king† there are only two main characters. Each character has taken the play to another level with the support of various types of lighting design to create drama and emotions among the mind of audience. Therefore it can be asserted that, corr ect lighting and design can chance the moods as well as environment of the play to a considerable

Social Policy Essay Example for Free

Social Policy Essay Demonstrate an understanding of the historical and ideological developments of UK social policy, identifying the underpinning principles and values. Social policy is defined as actions aimed at promoting social well being (Alcock). It is not just about state legislation but also about what the government does to support and interfere with the well being of citizens. Policies can be regarded as embodying ideas about society, the economy and views about justice, equality and individual responsibility (Alcock). Social policy as a whole looks at the rules and procedures made by the government to keep the publics best interests at heart. The social policy that is being focused on is Healthcare. In the early 1940s a report was written by a man called William Beveridge, highlighting problems in society. Ever since then, this social policy has been subject to changes and reforms made by each political party in their time of running. Healthcare as a whole has a huge impact on its service users as well as its service workers and I believe it to be one of the most important social policies. In 1942, Beveridge published a report recommending ways that the government could improve post war Britain. He stated that they should begin by tackling the 5 Giant Evils : Want, Squalor, Disease (Health), Ignorance and Idleness. This led to many social reforms and in 1945 when the labour party was elected into power, Clement Atlee was made priminister. This proved to be beneficial for the country and resulted in over 200 acts being passed from 1945 to 1948. One of the acts passed was the National Health Service act passed by the minister for health Aneurin Bevan. He wanted to make sure that every citizen could access the best medical care when they needed it and for it to be free at the point of use. The aim of the NHS was to reduce ill-health and promote good health in all citizens. Between high infant mortality rates and general poor health of the public he knew actions had to be taken. Before the NHS, the 2,700 hospitals were either run by charities or local authorities with only those in employment entitled to free treatment. (http://news.bbc.co.uk/1/hi/health/7405526.stm). Prior to the actual start of the NHS, many of the working doctors shared a conservative and neoliberal  ideology about this new act. They believe that a government run health service would take away the individuality of their profession and make them ‘puppets of the state’. The conservative party shared these views as well as the British Medical Association, who started a survey voting against the NHS. Conservative politicians had a very right wing approach to things, believing in social hierarchy and believed social inequality to be inevitable. The labour party adopted a collectivist way of thinking. They focused more on those who were disadvantaged and devised ways to improve it which resulted in the introduction of the NHS in 1948. On the 5th July 1948 the NHS was introduced and resulted in free healthcare for UK citizens. In addition it created a mass amount of jobs in the healthcare sector. The Election of Clement Atlee in 1945 proved to be beneficial and resulted in over 200 acts being passed from 1945 to 1948 as well as the NHS act. In 1979 Margaret Thatcher led the conservative party into power. The conservative party shared right wing, neoliberal ideas about the way things were being run. As an individualistic ideology neo liberalism was very much pro market and against public provision and involvement of the state. Thatcher and the conservatives believed that collectivism and free welfare services encouraged lazy people to become dependant on the government.

Water in the Baptismal Ceremony :: Theology Essays

Water in the Baptismal Ceremony In the baptismal ceremony water is used during the baptism part of the ceremony. At this point the priest pours blessed water over the forehead of the baby three times whilst saying, "(Name), I baptize you in the name of the father, and of the son and of the Holy Spirit." Water is a powerful symbol. It is also a rich symbol it makes things clean. It is also a symbol of life and death. Without water plants, animals and humans would not be able to survive (life). It is a sign of destruction, causes floods and it can cause death through drowning. In the sacrament of baptism it is also a sign of life and death. Death in that it is death to original sin and old life of sin before baptism. Life in that it is a new life with God as a Christian free from sin. In the bible water has taken part in many miracles, including, Noah and the great flood, Moses and the red sea, Jesus walks on water and Jesus calms a storm. The story of Moses and the red sea is very relevant when talking about Baptism. Before Moses parted the sea he and the Israelites had been living in their old life of slavery. After they reached the other side of the water they had begun their new life of freedom. When they passed through the water death was brought to their old life and they had begun their new life, just when being baptized. In baptism when blessed with the water death is brought to the catechumens old life and they begin their new life. The White Garment. In the baptismal ceremony the priest clothes the catechumen with a white garment, usually a shawl. He then says, "See in this white garment an outward sign of Christian Dignity." The white garment represents putting on Christ. The parents, god parents and friends then promise to, by their words and examples, help the newly baptized child to bring that dignity unstained into the Heavenly eternal life.

Don’t Live to Eat but Eat to Live Essay

The title sounds easy right? Eat to live, don’t live to eat. Simple enough. So why do I go to the park and half of the people I see are overweight or severely obese? Why are their kids fat? Why do my coworkers have fat rolls that hang off the back of their chairs? It’s a question I have asked myself over and over again. There have been many theories as to why people are fatter today than they were 100 years ago. Now you can choose to believe the BS about good calories and bad calories or that we are fatter because we don’t eat like our ancestors. You can also choose to believe that calories don’t matter and we are fat because of the processed junk food we consume so much of. By taking a look at fat people, we can make the most probable assumption that they consume more calories than they expend. So, if you are in tune with what happens when energy intake is greater than expenditure, you know the excess energy is stored as body fat or contributes to LBM gain under certain situations. Why is this important? A long time ago when we had to chase down our food and stab it with a sharp object, storing fat was essential for survival as it could be days or weeks before we might feast again. So after I expended all of that energy hunting down the kangaroo, you can bet your sweet loin cloth I am going to sit and stuff myself for the next few days. Now some of that ingested energy went to preserving lean body mass but a lot of the excess was shuttled right into my fat cells. Thankfully we have the ability to store fat, otherwise I wouldn’t be here today writing this article. So here is what I have noticed. While it’s not revolutionary, it’s not something we think about much. We are Emotional Eaters Many of us are emotional eaters. We sometimes eat to relieve stress and find comfort in eating certain foods. While I have not looked at statistics, I am willing to bet those of us at high stress jobs are more likely to be overweight than those in less stressful positions. I witnessed this at a previous job where over half of the workers there were over weight and some were dangerously obese. The day job was very stressful and the cafeteria served some really calorie dense food. People would go to lunch and take the edge off by eating a foot long chili cheese dog or go down the road and polish off a few big macs. Then when it was time to head home, I am sure many hit the pint of ice cream for their post dinner indulgence. I have also noticed people working in lower stress environments to be slimmer and more fit. I supposed they had more energy and vigor outside of work to be more active than their stressed out counterparts. Now this could all be coincidence and anecdotal but I have a hunch there is more to it than that. Lots and Lots of Food If you live in America, you know how easy food is to come by. We are constantly being told to eat thanks to TV, radio and the internet(I am thinking about ordering a pizza right now because of the Domino’s ad I see on the web page). This seems to screw with our natural cravings. It’s like we only become hungry because food is always in front of our face. So we only think we are hungry. We eat and then a few hours later are bombarded again with more advertisements of food. Time to go to Wendy’s! No wonder we are a bunch of fatties. Lack of Balance This is probably the biggest factor in the obesity epidemic we are facing. The fact is most people are very sedentary. We wake up, go to work, sit for 8 hours and return home to sit some more until we hit the sack. Now this may sound a bit exaggerated but it’s not far from the truth for many. Most of the people living like this are very chunky too. People like to argue and say they have a metabolic disorder. They say â€Å"I eat the same amount that my grandparents used to eat and they were always thin. † I wonder if working on a farm and doing manual labor had anything to do with them staying so slim? If you are sedentary and desire to maintain your weight it’s most definitely a great idea to begin working out a few times per week, burn some calories and move around a bit more than usual. Perhaps you can begin walking on your lunch break. If you don’t have time to do any extra activity, then the only way to manage your weight is by watching what you eat and keep it at your maintenance intake. Now ideally, you will be doing both of these(exercise and watching your diet) for optimal results. Eat To Live Eating purely out of necessity is often hard to do because some food tastes so good. Sometimes we eat a little too much or indulge a bit too often. I am not telling you to completely limit your intake of what you really enjoy eating because that will only make you crazy. This is coming from the guy ho eats cereal every day because he absolutely loves it. I really love a big bowl of Cap’n Crunch with cold whole milk. The main point I am trying to make here is we should view food as energy and nothing else. You simply need energy to live. Do not get hung up on food being bad or good, clean or unclean. This will only lead to a terrible relationship with food. I have experienced some slight issues with binge eating, thus I had to take the time to reestablish a healthy relationship with food. Nowadays I am not concerned with what I eat, as long as I eat enough for my current goals. I make sure to get my protein, fish oil and fill in the rest with the other macros. I may eat pizza, tacos, oats or have a few beers. Once you can view food as nothing but a fuel source, a piece of chocolate cake or a bowl of rice is essentially the same difference. They both provide energy. We need energy to live. Don’t live to eat, eat to live. Many people struggle to attain the health goals that they want to achieve. Whether those goals are losing weight, lowering cholesterol levels or just getting into better overall health, the foundation for those goals is a healthy diet. Diet is a four letter word. I’m not sure if you’re aware of that. When people hear the word diet, they cringe. They immediately think it means you have to eat very little, and the food that you’re allowed to eat must taste terrible. I am here to tell you that does not have to be the case. When I talk about diet I mean diet in its most basic meaning. The first definition of diet listed in the dictionary is as follows: Diet (n) – food and drink considered in terms of its qualities, composition, and its effects on health. It’s not about breaking down what you’re eating a cutting a bunch of it out to lose weight. It’s about the quality of the food that you are putting into you mouth and how it will affect your overall health. It truly is about your habits with regard to food. When patients come into my office diet is always something that we modify. Patients come to see us for a wide range of conditions, but dietary change is almost always necessary. There is the occasional patient that already has a perfect diet, but they are few and far between. Patients are very motivated at first to change their eating habits because they are very motivated to feel better. As they get into their programs motivation dwindles and people begin to miss their comfort foods. It really is amazing how much people depend on food to make them happy. It should not be that way. Food can certainly be a source of joy. There is nothing better than a good piece of steak or a tasty chicken breast sometimes. However, if foods become your only enjoyment there is a problem. Food should be nourishment, not your sole source of pleasure. Patients, even when they are achieving the results they desire, complain about the dietary changes they’ve been forced to make. Of course the alternative is to continue down the path they were on, eat as they wish and continue to feel bad. Either way they feel trapped. This is where the mind set needs to switch. They need to finally realize that they need to eat to live, not live to eat. If a person can understand that concept, accept it and then apply it, dietary changes are easy. You are eating to be healthy and therefore happy. Not the other way around. Patients that have the hardest time changing often do not accept this concept. They don’t want to give up ice cream, candy, cakes, etc. ecause they get enjoyment out of consuming them. There are physiological reasons for this of course, but even when those are addressed the mindset does not change. If one can decide to use food as a tool to get healthy rather than a tool to be happy changes occur much faster. Remember this concept: food is fuel for our bodies. We need it to function. We need it to live. We can certainly enjoy it, but it should not be a tool to make us happy. We should view food simply as something that can nourish our bodies and make us healthy. Viewing it this way makes it much easier to make good choices. Inevitably people who choose â€Å"comfort foods† make bad choices. When was the last time you heard that someone over ate chicken breast? It doesn’t happen. People over eat the bad stuff like donuts, chips or ice cream because they are eating for joy, not for nourishment. Abiding by the eat to live, don’t live to eat mantra will serve you well because it will help you make the right diet choices for the right reasons. Chances are, you’ve tried to lose weight. The first goal of dieting is to stop further weight gain. The next goal is to establish a realistic weight loss goals. Any intentional weight reduction results in health benefits. And, the amount of weight loss can improve your health. Changing your behavior to adopt a healthier lifestyle can be tough; however it’s easier to make healthy lifestyle changes one step at a time. Sticking to a diet rich in fresh fruits and vegetables and exercising regularly are also proven ways to prevent diseases such as cancer and heart complications. Losing weight is not simple because many factors affect how much or how little food a person eats and how that food is metabolized by the body. Your weight depends on the number of calories you consume, how many of those calories you store, and how many you burn. If you decrease your food intake and consume fewer calories than you burn, or if you exercise more and burn up more calories, your body will reduce some of your fat stores. In order to turn your body into a weight loss machine, you must start by determining how many calories you should consume each day. Weight loss can be accomplished by eating fewer calories and by exercising to help you burn fat and calories and keep the weight off. Exercise can boost your metabolism increase muscle mass as a result you burn more calories. The most effective method for weight loss is reducing the number of calories you consume while increasing the number of calories you burn through physical activity. In order to reach this goal, you must multiply your current weight by 15 that’s about the number of calories per pound of body weight needed to maintain your current weight if you do at least 30 minutes of physical activity a day. To lose one to two pounds a week your food consumption should provide less than your total weight-maintenance calories. You will also need to build more activity into your day. In order to lose at least a pound a week, try to do at least 30 minutes of physical activity at least three days a week, and reduce your daily calorie intake. Physical activity is an important part of weight management. However, calorie intake should not fall below 1,200. Becoming physically active can help you burn extra calories and naturally increase your glucose uptake by increasing your metabolism and muscle mass. Whether you want to drop 10 pounds or 100, the truth is that no weight loss plan will work if you don’t stay with it. Our bodies require a complex array of nutritional components, and especially the micro-nutrients that are missing from the normal diet. The question is how to do this while eating less. The answer is to eat super foods, or booster foods. Booster foods provide us with a full spectrum concentrated nutrition with minimal caloric content. A well-functioning metabolism has three jobs: it converts energy from the food we eat into work and heat; it eliminates toxins and any unnecessary nutrients in the form of waste; and it stores glucose in the form of lycogen and extra energy as fat for future use. All of these functions are interrelated and interdependent; they rely on each other. One cannot function properly without the support of the other two. Healthy leanness results from burning fat and building muscle. Many people try to lose weight, but fewer people lose weight and keep it off. The first step in losing weight safely is to determine a realistic weight goal. If you want to lose weig ht, cutting calories or controlling your portions is a good place to start. After determining a reasonable goal weight, devise an eating plan. Our eating habit and lifestyle have a great impact on our body. This does not mean you have to stop eating your favorite foods. It means you must reduce your caloric intake. Set a realistic weight loss goal. One of your goals should be to lose a few pounds and be able to keep it off for a long time. Eating foods high in fiber, such as fruits, vegetables, legumes and whole grains can be an important aid in weight maintenance because eating enough of fiber can help make a person feel full or curb your appetite longer. Weight loss is a continuous process.

Corporate Social Responsibility and Human Rights Essay

This brings me to the system theory. A system has interconnected parts that depend on each other to develop the mutual goal, which is a successful center. The interconnected parts are the environment, the processes, and the outcomes. Each component needs the support of the other to keep the common goal. According to Bloom the system theory is, â€Å"A set of interrelated parts that is characterized by the interdependence of its parts and it differentiation from its environment, a complex network of social relationships, and its own unique culture. † (Bloom, 2005, p. ) The environment is a place where input is implemented. When I think of a childcare center environment I think of children and how they develop. I think of the atmosphere, the setting, and the conditions that can spark the chil d’s analytical thinking abilities. But that is just the internal environment. The external environments consist of the parents, sponsoring agencies, local communities, legislative bo dies, and the professional communities / teachers. â€Å"The external environment places constraints and demands on the center. † (Bloom, 2005) The external environment is the input and processing stage. This is a collaboration of people and agencies that come up with strategies to support the development of the center. The centers that have sponsors have money and agencies that develop supportive programs such as art, literacy, and technology. Columbia College sponsors the center that I work for. The center used the money Columbia gave them to developed a program for the teachers to learn the importance of art and how a person can utilize art throughout the day. Parents, sponsoring agencies, local communities, legislative bodies, and the professional communities / teachers are big factors on the input and processing stage. Parents may demand that the students have more free play and outdoor play. The sponsoring agencies might require more outcome data. The local communities may ask the center to stop the students from writing on the ground with chalk. The Legislative bodies may require the students to take shorter naps for more gross motor activities. The professional communities may ask for better wages for their degrees. (Bloom, 2005, p. 6) After the inputs of complaints or suggestions the director needs to structure and process how to develop a plan of action. Getting feedback from the sources that asked for the changes is essential. After developing a plan of action the director can stand back and observe if the changes are working or not. This system allows the director to process the changes, implement the changes, and revise the changes if needed to prefect the change. The outcome process is very important because it could either sink or sail a center. If the changes in the program are not supported by staff, and parents this may become a problem that causes low enrollment, and staff turnovers. I am experiencing these problematic issues at the center I work for. Four years ago the center hired a new director. During the four years she has made lots of changes. She changed classroom teacher teams. She closed classrooms that were bringing in the students. She put teachers in infant classrooms when they did not want to work with babies. Recently she enforced closed campus lunch. No one can go out for lunch. You have to order your lunch or bring your lunch from home. She stated that it was mandated by the state. She gave all the teachers the head-start licensing standards that stated the teacher child ratio. It said nothing about our lunch hour. We also have low enrollment. Parents are complaining about teachers’ morale and the director’s attitude. How you implement change can affect the outcome and cause staff and parents to be disgruntle. As Bloom stated, â€Å"Problems can arise when directors and boards lack adequate data and bas decisions about outcomes on inference. † (Bloom, 2005, p. 16) My director did not collaborate with her environment. She is an autocratic leader. She is a dictator. She does not give anyone an opportunity to be involved with the decision making process. As it stated in the article Leadership Styles, autocratic leaders are extremely controlling and paternalistic, where leaders have complete power over their staff. Staff and team members have little opportunities to make suggestions, even if these would be in the team’s or the organization’s best interest. (Tools) If my director managed the center in a People oriented/relation oriented approach I believe the center would not be I such a crisis. People oriented/relation oriented approach leaders are totally focused on organizing, supporting, and developing the people on their teams. They treat everyone on the team equally. They’re friendly and approachable. They pay attention to the welfare of everyone in the group, and they make themselves available whenever team members need help or advice. (Tools) Directors need to be mindful of how they lead. A director needs s to know how to coach, mentor and manage the staff. Dictating is not he way to lead. If my director collaborated with the staff, parents, and the community I believe the outcome would be different. Coaching and mentoring is not telling a person what to do.

The eNotes Blog Top 10 Works LostForever

Top 10 Works LostForever There are some things we will just never know: why do we have so many unmatched socks, and what do all those keys we carry around actually unlock? But bigger than all of these mysteries is one of the ultimate onesthe loss to humanity of some possibly important works of literature. This week, Megan Gambino, writing for  Smithsonian.com compiled what she deems to be the Top 10 Books Lost to Time. While there is a chance some of these manuscripts might be located someday, it is a slim chance indeed. Here is a synopsis of her argument: 1.   Homer’s Margites Sadly, absolutely no extant copies exist, though authors such as Plato and Aristotle quote from Magrites in their own works. Interestingly, Magrites was a comedy.   Aristotle held it in as much acclaim as The Iliad and The Odyssey. 2.   Lost Books of the Bible These are not the texts which were discarded from the canon, but works actually lost. These books are referenced within the Bible that we know, but no copies have ever been discovered. The Book of Numbers, for instance, mentions the Book of the Battles of Yahweh. The First and Second Book of Kings and the First and Second Book of Chronicles names a Book of the Chronicles of the Kings of Israel and a Book of the Chronicles of the Kings of Judah. There are over 20 titles for which the text is missing, Gambino says. 3. William Shakespeare’s Cardenio Intriguingly, this play is known to have been performed by Shakespeares company, but no copies survive. The plot is said to involve a character named Cardenio who appears in Cervantes Don Quixote. 4.   Inventio Fortunata Inventio Fortunata is the work of an unknown 14th century Franciscan monk who charted the Arctic and described in detail what he believed to be the North Pole. A Flemish author incorporated parts of the work into his own book, Itinerarium, but then that book too went missing. In 1577, the verbiage copied from the monk and then the Flemish writer was once again copied by Gerard Mercator, a leading 16th century cartographer. The information he provided, third hand, was 200 years old. 5. Jane Austen’s Sanditon Jane Austen did not live to complete her final novel, Sandition. She finished eleven chapters but no one knows exactly how she would have resolved it. One author, Anne Telscombe, tried to complement Austens style and finish the work, but the effort was met with a decidedly chilly reception. A reviewer for Time magazine sniffed that if   â€Å"Janeites take their author like warm milk at bedtime,† then Telscombe’s book is â€Å"watery milk.† 6. Herman Melville’s The Isle of the Cross Melvilles novel about a shipwrecked sailor and the woman who falls in love with him was rejected by his publisher, Harpers, for reasons unknown. The manuscript has never resurfaced. 7. Thomas Hardy’s The Poor Man and the Lady This was Hardys first novel, which was rejected by publishers. We know roughly what it is about because of transcripts that exist between the elderly author and the poet Edmund Gosse, a conversation that took place in 1915, some fifty years after the fact. Hardy was fuzzy on the details, but knew it was about a romance between the daughter of a squire and the son of peasants. Hardy thought it to be one of the most original things he had ever written. 8. First draft of Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde Rumor has it that Stevenson wrote his novel of 30,000 words in three days, but his wife criticized it, and he got upset and chucked it in the fireplace. Other rumors say that his wife was responsible for the destruction. Either way, or in any other way, the manuscript no longer exists or at least has never been found. 9. Ernest Hemingway’s World War I novel Hemingways first wife, Hadley, had collected some of his long-hand short stories and part of a novel. She put them in a suitcaseand left them on a train. The priceless valise was never recovered. Hemingway was sickened by the loss, saying he wished surgery could erase the memory. He   frequently cited this incident as the catalyst that ended his marriage. 10. Sylvia Plath’s Double Exposure Plath had completed 130 pages of this novel when she took her own life in 1963. Her husband, Ted Hughes, claims there were only about 70 pages, and that her mother took them. But Hughes admits to having burned one of Plaths last journals, claiming it was too much for their children to ever be exposed to, so it is unclear if Hughes was being truthful in this regard or not.

Definition, Examples, and Observations on Writing

Definition, Examples, and Observations on Writing (1) Writing is a system of graphic symbols that can be used to convey meaning. See the observations below. Also, see the following topics related to the writing system: AlphabetGraphemicsHandwritingIdeogramLanguageLetter (2) Writing is the act of composing a text. See the observations below. Also, see the following topics related to composition: Academic WritingThe Advantages of Slow Reading and Slow WritingBasic WritingBusiness WritingCollaborative WritingComposition-RhetoricDraftingOnline WritingOverwritingPrewritingRevisionTechnical WritingWriterWriting ProcessYour Writing: Private and Public Writers on Writing Quotes About WritingWhat Is the Secret of Good Writing?What Is Writing Like? (Explaining the Writing Experience Through Similes and Metaphors)Writers on RewritingWriters on WritingWriters on Writing: Overcoming Writers Block Etymology and Pronunciation From an Indo-European root, to cut, scratch, sketch an outline Pronunciation: RI-ting Observations Writing and Language Writing is not language. Language is a complex system residing in our brain which allows us to produce and interpret utterances. Writing involves making an utterance visible. Our cultural tradition does not make this distinction clearly. We sometimes hear statements such as Hebrew has no vowels; this statement is roughly true for the Hebrew writing system, but it is definitely not true for the Hebrew language. Readers should constantly check that they are not confusing language and writing.(Henry Rogers, Writing Systems: A Linguistic Approach. Blackwell, 2005) Origins of Writing Most scholars now accept that writing began with accountancy. . . . In the late 4th millennium BC, the complexity of trade and administration in Mesopotamia reached a point at which it outstripped the power of memory of the governing elite. To record transactions in a dependable, permanent form became essential... [E]ssential to the development of full writing, as opposed to the limited, purely pictographic writing of North American Indians and others, was the discovery of the rebus principle. This was the radical idea that a pictographic symbol could be used for its phonetic value. Thus a drawing of an owl in Egyptian hieroglyphs could represent a consonant sound with an inherent m; and in English a picture of a bee with a picture of a leaf might (if one were so minded) represent the word belief.(Andrew Robinson, The Story of Writing. Thames, 1995) The Literate Revolution in Ancient Greece By Aristotles time, political orators, including Demosthenes, were publishing written, polished versions of speeches they had earlier delivered. Though writing had been introduced into Greece in the ninth century [BC], publication long remained a matter of oral presentation. The period from the middle of the fifth to the middle of the fourth centuries B.C. has been called the time of a literate revolution in Greece, comparable to the changes brought in the fifteenth century by the introduction of printing and in the twentieth century by the computer, for reliance on writing greatly increased in this period and affected the perception of texts; see Havelock 1982 and Ong 1982. . . . Rhetoric gave increased attention to the study of written composition. The radical effects of greater reliance on writing can, however, be exaggerated; ancient society remained oral to a much greater degree than modern society, and the primary goal of the teaching of rhetoric was consistently an ability to speak in public. (George A. Kennedy, Aristotle, On Rhetoric: A Theory of Civic Discourse. Oxford University Press, 1991) Plato on the Strange Quality of Writing Thamus replied [to Theuth], Now you, who are the father of letters, have been led by your affection to ascribe to them a power the opposite of that which they really possess. For this invention will produce forgetfulness in the minds of those who learn to use it, because they will not practice their memory. . . . You offer your pupils the appearance of wisdom, not true wisdom, for they will read many things without instruction and will therefore seem to know many things, when they are for the most part ignorant. Writing, Phaedrus, has this strange quality, and is very like painting; for the creatures of painting stand like living beings, but if one asks them a question, they preserve a solemn silence. And so it is with written words; you might think they spoke as if they had intelligence, but if you question them, wishing to know about their sayings, they always say only one and the same thing. And every word, when once it is written, is bandied about, alike among those who understand and those who have no interest in it, and it knows not to whom to speak or not to speak; when ill-treated or unjustly reviled it always needs its father to help it; for it has no power to protect or help itself.(Socrates in Platos Phaedrus, translated by H. N. Fowler) Further Reflections on Writing Writing is like a drug, too often employed by quacks who dont know what is true and what is false. Like a drug, writing is both a poison and a medicine, but only a real doctor knows its nature and the proper disposition of its power.(Denis Donoghue, Ferocious Alphabets. Columbia University Press, 1981)Writing is not a game played according to rules. Writing is a compulsive, and delectable thing. Writing is its own reward.(Henry Miller, Henry Miller on Writing. New Directions, 1964)Writing is really a way of thinkingnot just feeling but thinking about things that are disparate, unresolved, mysterious, problematic or just sweet.(Toni Morrison, quoted by Sybil Steinberg in Writing for Your Life. Pushcart, 1992)Writing is more than anything a compulsion, like some people wash their hands thirty times a day for fear of awful consequences if they do not. It pays a whole lot better than this type of compulsion, but it is no more heroic.(Julie Burchill, Sex and Sensibility, 1992)It is necess ary to write, if the days are not to slip emptily by. How else, indeed, to clap the net over the butterfly of the moment? for the moment passes, it is forgotten; the mood is gone; life itself is gone. That is where the writer scores over his fellows; he catches the changes of his mind on the hop.(Vita Sackville-West, Twelve Days, 1928) You most likely need a thesaurus, a rudimentary grammar book, and a grip on reality. This latter means: theres no free lunch. Writing is work. Its also gambling. You dont get a pension plan. Other people can help you a bit, but  ­essentially youre on your own.  ­Nobody is making you do this: you chose it, so dont whine.(Margaret Atwood, Rules for Writers. The Guardian, February 22, 2010)Why one writes is a question I can answer easily, having so often asked it myself. I believe one writes because one has to create a world in which one can live. I could not live in any of the worlds offered to methe world of my parents, the world of war, the world of politics. I had to create a world of my own, like a climate, a country, an atmosphere where I could breathe, reign, and recreate myself when destroyed by living. That, I believe, is the reason for every work of art. We also write to heighten our awareness of life. We write to lure, enchant, and to console others. We write to serenade. We write to taste life twice, once in the moment and once in retrospection. We write to be able to transcend our life, to reach beyond it. We write to teach ourselves to speak to others, to record the journey into the labyrinth. We write to expand our world when we feel strangled or restricted or lonely.(Anaà ¯s Nin, The New Woman. In Favor of the Sensitive Man and Other Essays. Harcourt Brace Jovanovich, 1976) The Lighter Side of Writing Writing is like the worlds oldest profession. First, you do it for your own enjoyment. Then you do it for a few friends. Eventually, you figure, what the hell, I might as well get paid for it.(Television scriptwriter Irma Kalish)

Validation Guidelines Article Example | Topics and Well Written Essays - 500 words

Validation Guidelines - Article Example   While construct validity involves measurement between constructs, reliability involves measurement within a construct, with the concern being that the instrument items that are selected for a given construct can be taken together. Manipulation validity is traditionally inserted into experimental tests or procedures to measure the extent to which treatments are perceived by the subjects. Statistical conclusion validity assesses the mathematical relationships that exist between variables and makes inferences about whether this statistical formulation correctly expresses the true co-variation. This validity deals with the quality of the statistical evidence of co-variation such as sources of error, the use of appropriate statistical tools, and bias. Type I and Type II errors are classic violations of this kind of validity.The article by David and Joseph tries to establish a method for investigative the cognitive processes and knowledge structures of expert salespeople. It is a study that focuses on the mental process rather than the overt behavior of sales people. Therefore, the research can be termed as activity-oriented. This is an approach which recognizes that people are goal-seeking, and therefore behavior simply becomes the end result of a complex set of underlying mental processes. In the study, the researchers provide such a method for studying the cognitive processes and knowledge structures of highly skilled or expert salespeople. The article derives some data using such this method.   

Caterpillar's Strength in Surviving the Most Recent Global Economic Essay

Caterpillar's Strength in Surviving the Most Recent Global Economic - Essay Example Caterpillar continuously maintained its core competency and followed strategic measures to sustain its state of success in the market of global competition. In the late 1990s, the company was seen to improve more and diversify into engine production, finance, re-engineering and logistics which although showed signs of enhancement in the company’s profits, but at the same time, created concerns over rising debts that could pose troubles for the company in the approaching recession of 2008. Nevertheless, Caterpillar successfully survived the recession and maintained its position in the market (BMAN20002 Caterpillar Inc. Case, pp.1-4). This research study would thus reflect on the company’s strength in terms of its core competency as well as strategic business policies that might have aided the company to survive through the phase of recession. Performance of the company before and after the recession of 2008: The performance of the company before and after the recession c an be studied by going through some of the financials of the company. For this purpose, the financials of last four years, comprising the period between 2007 and 2010, have been taken into consideration. The case study indicates that the company had improved its performance in the late 1990s. From a period of 1980 till 2007, the company’s results showed fluctuations but an overall increase in its net sales came about moving from as low as $10000m to $50000m, and the operating profit margins ranging from a negative percentage to as high as 15 percent (BMAN20002 Caterpillar Inc. Case, p.6). The gross profit, the operating income, and the net income of the company from 2007 till 2010 are represented in Exhibit 1 below: Exhibit 1. Gross profit, Operating income and Net income of Caterpillar Company from December 2007 till December 2010 (Bloomberg Business Week, 2011). (In millions of US Dollars) December 31, 2007 (USD) December 31, 2008 (USD) December 31, 2009 (USD) December 31, 2010 (USD) Gross profit 11,200.0 11,756.0 7,465.0 11,307.0 Operating income 4,921.0 4,478.0 1,305.0 3,996.0 Net Income 3,541.0 3,557.0 895.0 2,700.0 Thus if the profits and income as represented for the period before and after the recession are considered, it can be found that the company had suffered losses from the period between 2008 and 2009; however the results improved thereafter reflecting that the company had successfully survived the recession. The return on the company’s equity for the period before and after the recession can be represented through the following table: Exhibit 2. Return on Equity (ROE) of Caterpillar Company for the period from December 2007 till December 2010 (Bloomberg Business Week, 2011). (In millions of US Dollars) December 31, 2007 (USD) December 31, 2008 (USD) December 31, 2009 (USD) December 31, 2010 (USD) Net Income 3,541.0 3,557.0 895.0 2,700.0 Equity 8,996.0 6,714.0 9,300.0 11,325.0 ROE (Net Income / Equity) (in %) 0.39 0.53 0.10 0.24 Th e return on equity had been reasonably low over the last four years. However after the recession the percentage had fallen very low which can be found to be improving sooner as reflected through the results of December 2010. The debt issued by the company can be represented through the following chart that would show whether the company had to face troubles owing to increasing debt amounts. Figure 1. Debts issued

Module 1 Discussion Questions Assignment Example | Topics and Well Written Essays - 500 words

Module 1 Discussion Questions - Assignment Example The membership fees are payable on a calendar year basis. Corresponding and observing members are not levied any fees. The membership for AMIA has been categorized as regular, student, trial, retired, corporate, and affiliates memberships. The membership fee for each category is $300, $40, $150, $75, and $450 per annum respectively. Each of these categories attracts unique benefits. For American Medical Informatics Association (IMIA), membership for half-day members is $935 per annum. Likewise, pre-symposium members have to pay 1,035 members and student members, $1,085, annually. For the Nursing Informatics Working Groups (NIWG), each membership category has a specific membership fee. For instance, publishing members pay $2,000 so as to make their articles available on NIWG website. The International Medical Informatics Association (IMIA) website offers a wide range of medical information, information about itself and its affiliates, its publications, and information on upcoming or latest developments. The website has also a portal designed to help members login to their accounts or for newcomers to open new accounts (IMIA, 2012) The American Medical Informatics Association’s website, on the other hand, contains information that relates to government affairs, healthcare industrial development, and general news items that are pertinent to AMIA. Healthcare educational programs and career information are other resources one can find on the website (AMIA, 2012). The Nursing Informatics Working Groups (NIWG) has information about itself, given that it is an organization that seeks to integrate nursing, information and knowledge on nursing and management information for the promotion of global and public health. Publications, summits, career guidance, nursing educational facilities and centers are some of the pieves of information that one finds on NIWG website (AMIA-NIWG, 2009). Both IMIA and NIWG offer great discounts to their members. For instance, while

Analysis of Professional Development Plan Essay Example for Free

Analysis of Professional Development Plan Essay The definition of professional development varies in school districts and educators agree that the term is ever changing and involves the use of technology. Some educators have said that the term has an operational definition. In the article, key design factors in durable instructional technology professional development, author John Wells offers the following definition for educators within the context of the technological age:Professional development†¦goes beyond the term training with its implications of learning skills, and encompasses a definition that includes formal and informal means of helping teachers not only learn new skills, but also develop new insights into pedagogy and their own practices, and explore new or advanced understandings of content and resources. [This] definition of professional development includes support for teachers as they encounter the challenges that come with putting into practice their evolving understanding about the use of technology to support inquiry-based learning (p.2). Professional development may encompass various characteristics such as goals and outcomes aligned to the districts, relevant topics in trainings, opportunities for staff collaboration, development maintained by an on-site coordinator, high quality and professional training and evaluations to determine effectiveness of program. James Polk, author of traits of effective teachers, states, the need for a strong professional development program is well established in research (p.2). Mr. Polk (2006) cites a recent study of factors contributing to three aspects of the teaching process that, teachers ranked professional development in the top third of importance on each aspect (p. 2). In analyzing the professional development plan of my school district, Richland County School District One, I noticed several issues that were identified by Mr. Polk. Mr. Polk outlined several problems associated with the traditional in-service programs that are deemed ineffective. Mr. Polk (2006) states that:assumptions, such as periodic in-service being sufficient to develop new teaching methods and improve practice, teachers being able to learn by listening to a speaker, and professional development being a luxury  rather than an integral part of district improvement, are all negating factors in the implementation of patronization of training programs (p. 2). Mr. Polk further identifies research-based, more effective assumptions such as professional development should be perpetual, and school change involves external and internal organizations and personal development. In professional development programs, the instructions to teacher should be demonstrated or modeled, practiced with feedback and professional development should be integrated into the daily life of teachers. Mr. Polk (2006) states that if professional growth rests solely on bimonthly, two-hour in-service sessions after the students are dismissed early, then any training received will unlikely be reflected in student mastery (p.2). Richland County School District Ones (RSDI) professional development program has several components such as the Plan Do Check Act (PDCA), Avatar, and classroom walkthrough. According to the Richland County School District Ones website, Plan Do Check Act is used in designing curriculum and delivering classroom instruction, in providing student support services, staff goal setting and evaluation, developing any new program, product or process design, planning strategically and starting a new improvement project or implementing any change. The Plan component is identifying the learning problem and gathering the needed data. The Do component is analyzing the causes and implementing the plan on a trial of pilot basis. The Check component of PDCA is gathering the data results of the solution and analyzing the data. The Act component is implementing the instruction for all students and modifying the improvement plan. Avatar is the districts professional development management system that allows for teaches to sign up for trainings offered by the district. All the trainings are offered after school or in the summer; this contradicts the recommendation offered by Mr. Polk that professional development should be integrated into the daily life of the teacher during the school day. The classroom walkthrough team is a district employee, the principal, assistant principal, and the professional development on-site coordinator. The team conducts the classroom walkthrough by observing the instructional strategies of a teacher for a total of five to ten minutes. The teacher is not offered prior information or feedback on the classroom walkthrough to correct or enhance his instructional strategies. The Richland County School District One website offers the levels of engagement of the students who the team should identify during the walkthrough. The levels; Authentic Engagement, Ritual Engagement, Passive Compliance, Retreatism, and Rebellion and their definitions are cited on the web page but teachers would not know their level due to lack of communication from the classroom walkthrough team. The problem of the poor quality of professional development was identified in the South Carolina schools that I have researched. For example, in Richland County School District Two, the districts professional development program mirrors Richland County School District Ones program by only focusing on providing monthly in-service trainings on half-days for students or summer in-service activities. Both districts also provide the occasional monthly state or national conference in the teachers subject area and online training, i.e. Educational Television. Richland County School District Two differs by offering their Richland School District Twos Technology Education Collaboration Mentors Program. The program is for school-selected representatives from every school in the district. The program focuses on helping fellow staff members develop personal technology skills and integrate technology into their classroom. Besides this program, I was unable to find any difference from the two dist ricts and the professional development training. Richland County School District One and District Two professional development programs consist of low quality training once a month, irrelevant topics, lack of feedback from teachers and administrators, and concepts but lack of implementation. The districts programs lack the scope, high quality, accessibility (besides the Avatar system in RSDI), relevancy, and feedback from students. The majority of the districts professional development program is the poor quality program described by Mr. Polk; two-hour  in-service sessions after the students are dismissed early from school. Reference Polk, J. (2006). Traits of effective teachers. Arts Education Policy Review, 107, p. 23-30. Wells, J. (2007). Key design factors in durable instructional technology professional development. Journal of Technology and Teacher Education, 15, p. 101-123. www.richlandone.org/ipda/Training_Tools/pdca.htm and www.richland2.org