Cleopatras Family Treeâ€Ancestry

Sample Resume Electronic Health Record System Essay

MEMO To: Elizabeth A. Dennis, Esquire From: Adriane S. Towns Date: November 18, 2014 Re: Electronic Health Record System Statement of Facts: I represent Oakland Hospital, which is a health system with 3 locations. It is considering a plan to implement a new electronic health record system, which it believes will better serve its patients. It wants to make patient medical records available to all doctors affiliated with the hospital. That means doctors that are employees of the hospital, independent practice associations and doctors working as independent contracts. It wants those doctors to be able to access the medical records off site at their medical practice. It will increase patient care because doctors will able to access all medical records for their patients, regardless of which doctor they see in the network. That means if a patient is seen in the ER or by a cardiologist, the doctor will be able to gain access to the notes of other doctors. Also, doctors with new patients will be able to search the records if they want to see patient histories prior to the first appointment with the patient. Your supervisin g attorney wants you to review HIPAA, case law, and any other sources to make sure this scheme complies and also outline for the client what needs to be done to mitigate any penalties under HIPAA. Question Presented: Is it possible for Oakland Hospital to implement a new electronic health record system, according to HIPAA? How secure will the firewall beShow MoreRelatedTask 1 Healthcare Ecosystems1304 Words   |  4 Pagesï » ¿ Healthcare Ecosystems - Task 1 Introduction Founded in 1841, New York University Langone Medical Center is considered one of the nation’s top health care centers. Located in Manhattan, NYU Langone Medical Center consists of four hospitals -Tisch Hospital, with 705 acute-care beds; Rusk Institute of Rehabilitation Medicine, the first hospital dedicated solely to rehabilitation in the world, with vast inpatient and outpatient rehabilitation services and programs; Hospital for Joint Diseases, containsRead MoreOrganizational Culture At E Groceries1354 Words   |  6 Pageshiring personnel Knowledge and skills requirements: †¢ 3-5 years of experience in related fields †¢ Degree in Bachelor of Commerce or any other related areas †¢ Extensive experience in all aspects of supplier relationship management †¢ Proven track record in managing and directing highly skilled, motivated, and solution-oriented sales force †¢ Strong understanding of customer dynamics and requirements †¢ Able to operate in fast-paced and changing market environments †¢ Excellent written and verbal communicationRead MoreCard 405- Rough Draft Portfolio1921 Words   |  8 PagesEducation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Resume†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Professional development and Training †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦..10 Reference†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦.11 Reference List †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..12 Awards and Accomplishments †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦13 Volunteer History †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..14 Professional Affiliations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..15 Career Path †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..16 Work Samples †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreInvestigation Of The Murder Weapon Essay1715 Words   |  7 PagesThe informant, Edward Martin, a man in prison for aggravated criminal sexual assault of his stepdaughter, pointed the finger at Juan Rivera, a 19-year-old mentally ill man. River first met with police while in jail on October 2, 1992. He provided samples of blood and hair and cooperated fully with the police. The police had him write and sign an initial statement reflecting his whereabouts on the night of the crime; he claims he was at a party near the victim’s house. His statement was as followsRead MoreExecutive Roles and Responsibilities1812 Words   |  8 PagesContinuity of Operations Plan, or COOP. Moreover, identifying whom is responsible for what plays an important role as well. Account management procedures define when and how new users should be added and when other users should be removed from the system. Password control may be included here. I have been apart of the Navy active and Reserve components for 8 years, working as either a Cryptologic Technician Operator (Communication) or Assistant ISSO for Operations department. One thing that has remainedRead MoreSample Resume : The Purchasing Process2382 Words   |  10 Pagesprocess , the settlement process was automatic of good decrepit its was response rd by owner of the company to save company time and money , the payment process is made by either electronic funds ( paying online ) or by check or cash . And the last condition the company must keep these record which contain purchase record to establish any tax information and purchase order to confirm it . so we talked about the condition or steps of purchasing process in simple way . Now we will discuss with allRead MoreWorking and Leading People Assignment18560 Words   |  75 Pagesof Marketing 37 Appendix 3 – Person specification for Vice President of Production 38 Appendix 4 – Person specification for Vice President of Marketing 39 Appendix 5 – A sample job advert 40 Appendix 6 – A sample job application form 41 Appendix 7 – A sample CV 45 Appendix 8 – An introduction of and a sample electronic cognitive test 48 INTRODUCTION Working with and leading people is one of the major concepts of a person who wants to be a leader. A good leader must acknowledge whatRead MoreWorking and Leading People Assignment18553 Words   |  75 PagesPresident of Marketing 37 Appendix 3 – Person specification for Vice President of Production 38 Appendix 4 – Person specification for Vice President of Marketing 39 Appendix 5 – A sample job advert 40 Appendix 6 – A sample job application form 41 Appendix 7 – A sample CV 45 Appendix 8 – An introduction of and a sample electronic cognitive test 48 INTRODUCTION Working with and leading people is one of the major concepts of a person who wants to be a leader. A good leader must acknowledge what anRead MoreDaily Physical Activity Can Improve Exercise Tolerance And Functional Capacity5823 Words   |  24 Pagesalone will be discussed. Further research with a larger sample population would support further clinical use and implementation of a pedometer as a comparative tool to the 6-minute walk test for evidence-based practice. Introduction Over six million American’s have a diagnosis of heart failure with a projected 670,000 new cases per year (Braunwald, 2012). People over the age of 70 carry the greatest burden of chronic disease, disability, and health care use (Guralnik, Leveielle, Hirsch, Ferrucci, FriedRead MoreEvents Attendance Monitoring System Using Biometrics and Sms7274 Words   |  30 Pagessignificance and the scope of the study. It talked about how the researchers do the research, where are the objectives of the research basis of conducting it and the purpose of the research and it significance, and what are the scope and limitations of the system. The Institute of Information and Communication Technology of Isabela State University Echague Campus is now facing problems with regards to monitoring the attendance of the students during school’s activities. Most of the time students are required

The World Series Game of 1919 free essay sample

This paper discusses the baseball world series of 1919 with special reference to the Black Sox Scandal that followed soon after the game. The following paper begins by focusing on the rudiments of the Black Sox Scandal which blemished the sport for good and resulted in public loss of faith as well as contributed to the American financial crisis. The paper presents arguments in favor of and against the related topic followed by a commentary and a sound conclusion. William Howard Taft once quoted: The game of baseball is a clean, straight game (1919 World Series) and looking at the basic rules the game chalks out for its players give the very same impression. For instance, it is a game played between two teams each having nine players equipped with the true sportsmanship spirit and trained to fight for their country. The infield and outfield, including the boundary lines, are fair territory and all other area is foul territory. We will write a custom essay sample on The World Series Game of 1919 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The ball is a sphere formed by yarn wound around a small core of cork, rubber or similar material, covered with two stripes of white horsehide or cowhide, tightly stitched together. The bat is a smooth round stick not more than 2 3/4 inches in diameter at the thickest part and not more than 42 inches in length. The most common length used is 35 inches.

The Outsider free essay sample

Have you ever noticed that more than half of the models presented to us worldwide are extremely slim, or the fact that high school students are segregated into groups based on popularity? We are pressured to follow the same line of thinking when it comes to specific scenarios. Everyone wants to be alike so they can fit in and not be treated differently, but no matter how hard some of us try we will always be different; instead of trying to stand in, we should embrace the in differences we have. For the majority of my life Ive been trying my best to fit into society; just be the same as everyone else surrounding me so I would not be noticed. However, I have realized that this is impossible. Every individual is different in appearance and personality. I have been trying to fit into society’s quota to the best of my ability when in reality I should have really been embracing my own identity. We will write a custom essay sample on The Outsider or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My earliest childhood memories are of me striving to be like everyone else in appearance. I strongly disliked my scars. They were ugly and they made me look hideous. As soon as I learned the magical wonders of makeup, I was grateful for the creator of it, and I used it every day to cover the scars on my neck. The cruel comments from ignorant children made me ashamed of how I looked. I had my own insecurities about my scars although only one was constantly visible to everyone else. In elementary school, I sounded like a duck when I spoke. This made me want to keep quiet for the whole year. Nevertheless, with time and therapy my speech improved tremendously. At that age I thought speech therapy was absolute torture. I was pulled out of classes to repeat words I could not pronounce and the therapist would constantly tell me I was wrong, as if I did not already know. If I was not home I did not like to speak because I always had to repeat myself. Nobody understood me more than my parents did. I was always filled with anger and as I got older I bottled up all my anger. It was difficult trying to fit in when I was so different, and there was not anyone who could relate to me. I felt as if that was the past and I should not have to pay for it my whole life; especially since that was something I had no hand in choosing. Nevertheless, I felt as if there was really nobody else to blame but myself for being born the way I was. At birth I was diagnosed with Pierre Robin Sequence, which is a congenital condition of facial abnormalities. This was the root of all my problems; it was impossible to be normal if I was not born normal. Pierre Robin Sequence was the reason why I had suffered from the childrens ignorant outbursts, my scars, and an inability to speak. It was the reason I had numerous surgeries which resulted in me having a feeding tube when I was younger and the speaking valve that appeared in every baby picture. It was never clear to me why I was born this way, and it only seemed to get worse with time but now Im actually okay with being different. What distinguishes me from everyone else is what I feel inside and my experiences; not the clothes I wear, nor the music I listen to. I have come to the conclusion that beauty comes in all different shapes, sizes, and colors. Now as a senior in high school I can say that the experiences I have faced have positively impacted the person I am today. Moreover, instead of yearning to be like everyone else, I reveal all that I was ashamed of , and strongly embrace my differences.

Better Player Essays - African-American Culture, Rapping, Reggaeton

Better Player Essays - African-American Culture, Rapping, Reggaeton Better Player Many different genres of music express different feelings and ideas about social behaviors. Even if the ideas are not commonly accepted, artists can use their music to express themselves. One type of popular music that does just that is rap. The beginnings of rap are believed to have stemmed from African rhythms, which were used as a form of communication by the native peoples. Rap evolved and gained in popularity in the 1960's when a few revolutionary DJ's, including Kool DJ Herc, DJ Lovebug Starski, and DJ Hollywood, began to work block parties in the Bronx. They would bring in large speakers, hook them up to a turntable and play two of the same record at the same time, repeating the same section of the vinyl over and over by scratching it. Other performers would chant and yell to the crowd. In 1979, music companies recorded rap for the first time. Such acts as The Sugar Hill Gang, The Fatback Band, and Grandmaster Flash were among the first to gain popularity. The early popularity of rap was hindered by an inability to reach new audiences. After much controversy, MTV began to run videos by black artists. These artists were showcased primarily on the new program Yo! MTV Raps. The rhythms and the lyrics attracted a spectrum of listeners, from inner-city minorities to suburban upper-class whites. Even with rap musics relatively large following, it is not commonly accepted by our society because many of todays rap artists use crude and offensive themes for their songs. Some rap artists even express how they feel about sex roles through their music. One such song by Too Short, Better Player, demonstrates how he truly feels about women. Although his feelings do not represent the whole rap community, many do accept and express them. Too Shorts song describes how no one is a better player than him. When he refers to player, he is talking about how smooth he is with women and how he is able to make them do things that he wants them to do. He refers to women more as possessions than as people often. One example of this is when he says, chilling at the club with all your women, which sounds like he owns the women and that they are not there on their own free will. The main theme of this song is that women are powerless creatures who are only good for one thing, sex. He proves this when he says, I be f*****g hoes every day of the week. He looks at sex from a different perspective than the average person. To him, sex is just something pleasurable with no relation to love. He also doesnt believe that sex should be reserved for one person after marriage. He demonstrates this when he says, I get some new hoes and do it again. The idea of dominance over women is also apparent when he refers to them as bitches and hoes. Most people would take serious offense to being called things like bitches and hoes, but it is an everyday thing among many rap artists. Although many people agree with Too Shorts standpoints on women, these ideas do contradict current social values. Current values hold women as equals to men, and sometimes even higher than men. Women have been held as low class citizens for many years, and if anyone should understand how this feels, African American rappers should. Maybe growing up in ghettos and being around drugs have caused these rappers to have so much disrespect for themselves that it seems nature to disrespect the opposite sex.

The Chemistry of Baking Cookies

The Chemistry of Baking Cookies Baking cookies seems simple, especially if you cook pre-made cookie dough, but its really a set of chemical reactions. If your cookies never turn out perfect, understanding their chemistry may help improve your technique. Follow this classic chocolate chip cookie recipe and learn about the ingredients and the reactions that occur throughout the mixing and baking process. Chocolate Chip Cookie Recipe 3/4 cup granulated sugar (sucrose, C12H22O11)3/4 cup brown sugar (caramelized sucrose)1 cup unsalted butter (a fat)1 large egg (consists of water, protein, fat, emulsifier, and albumin)1 teaspoon vanilla extract (for flavor)2-1/4 cups all-purpose flour (contains gluten)1 teaspoon baking soda (sodium bicarbonate,  NaHCO3, which is a weak base)1/2 teaspoon salt (NaCl)2 cups semi-sweet chocolate chips Youll get the best results if you use room temperature eggs and butter. This helps the ingredients mix into the recipe more evenly and means your cookie dough will be room temperature and not cool when you put the cookies in the oven. The fat in the recipe affects the texture of the cookies and browns them, which influences flavor as well as color. Substituting a different fat in place of butter affects the flavor of the cookies and also the texture since other fats (lard, vegetable oil, margarine, etc.) have a different melting point from butter. If you use salted butter, its usually best to reduce the amount of added salt.Preheat oven to 375 degrees Fahrenheit. Its important to preheat the oven because if you put the cookies in the oven and the temperature is too low, the dough can spread rather than firm up. This affects the thickness of the cookie, its texture, and how evenly it browns.Mix together the sugar, brown sugar, butter, vanilla, and eggs. Mostly, this is to blend the in gredients so the composition of the cookies will be uniform. For the most part, no chemical reaction occurs at this point. Mixing the sugars with the eggs dissolves some of the sugar in the water from the eggs, so the crystals wont be as large in the cookies. Brown sugar adds caramelized sugar flavor to the cookies. While it doesnt matter what color of eggs you use (white or brown), the size matters, just like measuring all of the other ingredients! If you substitute an egg from a different bird than a chicken, the recipe will work, but the flavor will be different. You dont want to over-mix the ingredients because beating eggs for too long affects the protein molecules in the egg white. Real vanilla and imitation vanilla (vanillin) contain the same flavor molecule, but real vanilla extract has a more complex flavor because of other molecules from the plant. Mix in the flour (a little at a time), baking soda, and salt. You can sift the ingredients together to make sure they are evenly distributed, but sprinkling the salt and baking soda onto the mixture works too. The flour contains gluten, the protein that holds the cookies together, makes them a bit chewy and gives them their substance. Cake flour, bread flour, and self-rising flour could be substituted for all-purpose flour in a pinch, but arent ideal. The cake flour might produce fragile cookies with a finer crumb; the bread flour contains more gluten and could make the cookies tough or too chewy, and the self-rising flour already contains leavening agents that would make the cookies rise.  The baking soda is the ingredient that makes cookies rise. The salt is a flavoring, but also controls the rising of the cookies.Stir in the chocolate chips. This last to ensure the other ingredients are properly mixed and to avoid smashing the chips. The chocolate chips are flavoring. Dont like semi-sweet? Switch it out! Drop rounded teaspoons of the dough about two inches apart on an ungreased cookie sheet. The size of the cookies matters! If you make the cookies too big or put them too close together, the interior of the cookie isnt dont by the time the bottom and edges brown. If the cookies are too small, they may not brown enough by the time the middle is done, giving you rock-hard cookies. Theres no need to grease the cookie sheet. While a light spritz of non-stick spray might not hurt, greasing the pan  adds fat to the cookies and affects how they brown and their texture.Bake the cookies 8 to 10 minutes or until they are light golden brown. Which rack you put the cookies on depends on your oven. Usually, the center rack is fine, but if your cookies tend to get too dark on the bottom, try moving them up one rack. The heating element in a conventional oven is on the bottom. The Baking Process If the ingredients are high quality, measured carefully, and mixed as they should be, chemical magic happens in the oven to make great cookies. Heating sodium bicarbonate causes it to decompose into water and carbon dioxide: 2NaHCO3 → Na2CO3 H2O CO2 Carbon dioxide gas and water vapor form the bubbles which make cookies rise. Rising doesnt just make cookies taller. It also opens up space to keep the cookie from becoming too dense. Salt slows down the decomposition of baking soda, so the bubbles dont get too big. This could lead to weak cookies or to cookies that fall flat when they come out of the oven. The heat works on the butter, egg yolk, and flour to change the shape of the molecules. The gluten in the flour forms a polymer mesh that works with the albumin protein from the egg white and the emulsifier lecithin from the egg yolk to form the dough and support the bubbles. Heat breaks the sucrose into the simple sugars glucose and fructose, giving each cookie a shiny, light brown crust. When you take the cookies out of the oven, the hot water gases in the cookie contract. The chemical changes that occurred during baking help the cookie keep its shape. This is why undercooked cookies (or other baked goods) fall in the center. After Baking If the cookies arent devoured immediately, the chemistry doesnt end with baking. The humidity of the surroundings affects cookies after they have cooled. If the air is very dry, moisture from the cookies escapes, making them hard. In a humid environment, cookies can absorb water vapor, making them soft. After cookies have completely cooled, they can be placed into a cookie jar or other container to keep them fresh and delicious.

Reviewing Structural theory and Social process theory Essay

Reviewing Structural theory and Social process theory - Essay Example Due to social pressures, it becomes so important for the individual to achieve the desired status that he/she might ignore the righteous means of achieving the objective and adopt some wrongful methods. Another example can be very poor law enforcement or too many loopholes in the legal system that encourages individuals to commit crime. Social process theories focus on how an individual becomes a criminal. Now as one can see that the impact of structural theories should be on the entire society because all the people live in the same social environment. Still all of them don’t become criminals. Therefore, in addition to the Structural theories, which put forth a broader perspective, there are definitely some more factors that cause a criminal behavior. When social process theories come into the picture, all the pieces of the jigsaw start falling in place. For example, while explaining different crime rates among higher and lower classes, Merton posited existence of two social structures- as per the culture, objectives and ambitions generally considered ‘standards’ for an individual, which include material and non-material objects. The second one is acceptable methods of achieving own goals that includes following the law, using honest means to pursue the goals etc. (Merton 1938) To maintain the social norms, a balance between the two structures is very much desired. According to Merton (1938), in case of an individual, this balance would occur when he/she has the satisfaction of following the set social norms and deriving the aimed objectives. If the culturally set goals are not realistic i.e. achievable through accepted methods, then wrong means can be employed by the individual to appear successful. Then more stress is placed on the goal rather than the means of achieving them. For some individuals, scarcity of opportu nities prompts them to use wrongful means. In a materialistic

Community Health Advocacy Project Part Four Essay - 1

Community Health Advocacy Project Part Four - Essay Example The most prominent causes of depression in the elderly include lack of physical activity, lower self esteem and reduction in social activity. According to psychology people who exercise properly on a daily basis are less likely to contract various diseases whereas those people who manage to maintain an appropriate level of self esteem and keep on working hard towards attaining their professional and personal goals can avoid the possibility of depression because of their healthy lifestyle (Livingston, Blizard, & Mann, 1993). The nursing and other medical staff can help older patients in fighting depression by motivating them to maintain the habit of walking. Moreover, the medical staff should also promote the habit of reading in the patients because it is believed that books can help humans in recovering from diseases. The books are helpful regarding fighting depression because they provide patients with an opportunity to shift focus from the disease and thus they experience less psychological burden (Schulz, Drayer, & Rollman, 2002). Yee, the family and friends can also play a significant role in eliminating depression and hopelessness in the elderly because old people are found to be considering their children and family as true sources of motivation. More especially elders tend to extract happiness from educational and professional achievements of the children. Therefore it is suggested that families should maintain close contact with elders in order to prolong their life span. Yes, retirement can also be taken as an active cause of depression because it forces elders to think that they are not of any use to the society anymore. But it is the responsibility of the society to keep retirees busy in healthy activities like gardening. The elders should also be encouraged towards joining social clubs so that they can have sufficient social activity as

Dominoes vs. Pizza Hut Essay Example for Free

Dominoes vs. Pizza Hut Essay To penetrate the Indian market, Dominos introduced an integrated home delivery system from a network of company outlets within 30 minutes of the order being placed. However, Dominos was not the trendsetter so far as home delivery was concerned. Delhi based fast food chain; Nirulas was the first to start free home delivery in 1994. But where Dominos stole the market was its efficient delivery record. GouthamAdvani, Chief of Marketing, Dominos Pizza India, said, What really worked its way into the Indian mind set was the promised thirty minute delivery. Dominos also offered compensation: Rs. 30/- off the price tag, if there was a delay in delivery. For the first 4 years in India, Dominos concentrated on its Delivery act. For its delivery promise to work, Dominos followed an 11-minute schedule: one minute for taking down the order, one minute for Pizza-making, six minutes oven-time, and three minutes for packing, sealing and exit. Pizza Hut, on the other hand, laid more emphasis on its restaurant dining experience. It positioned itself as a family restaurant and also concentrated on wooing kids. Its delivery service was not time-bound. A company official said, The Pizza making process takes about 20 minutes and since we dont usually deliver to places which are beyond the reachable-in-half-an-hour distance, customers can expect home delivery within 45 minutes. Moreover, analysts felt that Pizza was something that just was not meant to be delivered. Said Vivek Sure, Projects Manager, Pizza Express, If you dont eat pizza fresh, it turns cold and soggy. However, Dominos seemed to have overcome this problem through its delivery pack called Dominos Heatwave. Localizing the Menu Since its entry into India, Dominos introduced nine new toppings for Pizzas to cater to the local tastes. Different flavours were introduced in different parts of India. Advani said, The Indian palate is very definitive people are extremely finicky and choosy, not too willing to experiment. Food tastes vary from region to region. To capture the market, we had to localize flavours. Thus, Deluxe Chicken with Mustard Sauce and Sardines were confined to the East, Mutton Ghongura and Chicken Chettinad to the South and Chicken Pudina to Mumbai. Butter chicken, MakhaniPaneer and the ChatpataChana Masala were confined to the North. Very soon, Pizza Hut followed Dominos and offered customized Spicy Paneer and Chicken Tikka toppings. Apart from this, it also opened a 100% vegetarian restaurant at Ahmedabad, a one-of-its-kind worldwide. The restaurant also offered a special Jain menu, which did not have a single root-based ingredient to fit in with the food habits of Jains. Another city-specific adaptation of its menu by Pizza Hut was the restaurant in Hyderabad, (Andhra Pradesh) which offered Halal meat and chicken only with no beef and pork products in the menu. Worldwide and in India pizza hut has come to become synonymous with the â€Å"best pizza’s under one roof†. this is because at pizza hut the belief is that every pizza has its own magic thus making it a destination product which everyone seeks. it is this belief that has ignited the passion to create , innovate and serve the finest product the industry has to offer while setting standards for others to strive to replicate. Pizza hut is committed to providing uncompromising product quality, offering customers the highest value for money and giving service that is warm, friendly and personal. A critical factor in pizza hut’s success has been its unique dining experience. Crew members at pizza hut strive each day to provide ‘customer mania’ the kind of service that ensures that every visit of the customer is a memorable one. b. Pizza Features: Pizza hut has many unique features of their product due to which it attracts the customers. The product is classified into non-durable goods as it is a food item. Pizza hut differentiates itself with its competitors with respect to their wide range of offerings (menu items) one can find besides pizzas, range of pasta’s appetizers, cakes deserts etc. There are a large number of items to choose from. Some of the items are: * Pizza’s * Pasta and salads * Appetizers * Deserts * Beverages c. Mass Customisation: The main advantage of customisation is that one can customize his/her own pizza by selecting the bread and loading it with his/her choice of toppings. This creates variety in the customers mind and thus one can enjoy whatever he/she can imagine pizza hut can offer. The most unique feature is that there is ‘pan 4 all’ scheme where one can select 4 different types of vegetarian/no-vegetarian combination of pizza. This is a unique way of offering as there are many customers who come in groups where someone in the group may have different preferences. d. Conformance quality Pizza Hut products have high conformance quality all the products produced are identical and meet the promised specifications. e. Style Pizza is delivered in hot pans and served in style. The toppings are also dressed in a good fashion thus having ‘food in style ‘defines pizza hut experience. f. Service Differentiation * Dining: Once one enters a restaurant immediately the attendants initiates the ordering process by providing the menu. All associates are well trained in English and can take order from any type of customer. Pizza hut’s style of delivering the pizza is quite an experience. The restaurant is aesthetically designed. All the staff members are uniquely dressed, managers dressed specially. Also the tables and menus are all placed in a good manner. All orders placed are served within 15-20 minutes. * Delivery and takeaway:They have the concept of hot-dot in case of delivery, which means that the package is guaranteed to be delivered hot. There is a dot on the cardboard box that serves as a checking point as to whether the hot-dot status has been met or not. Also they place a tripod on top of the pizza at the centre so that the ceiling does not touch the toppings. DOMINOS a. Product Differentiation Domino’s pizza India has maintained its position in the market with its constant product innovation and maintenance of stringent service standards. More importantly it has established a reputation for being a home delivery specialist capable of delivering it’s pizza’s within 30 minutes to its community of loyal customers from its entire chain of stores around the country. As the name suggests ‘the pizza delivery experts’ customers can order their pizza’s by calling their hotline. Domino’s believes strongly in the strategy of ‘ think local and act regional’ . Thus time and again Domino’s has been innovating toppings suitable to the taste buds of the local population and these have been very well accepted by the Indian market. Also they have their promotional campaign ‘ hungry kya ? ’ which means call up Domino’s at any time of the day 24/7 whenever you are hungry and have the food in 30 minutes. b. Pizza Features

Teenage Runaways :: Journalistic Essays

Teenage Runaways A news bulletin flashed across the television. Interrupting my favorite program, a news reporter announced, "Missing teenagers." The reporter went on to state that a group of young teenagers had been reported missing for the last twenty-four hours. It was later reported that the teenagers had run away, and they had left a note demanding more independence. The teenagers were from wealthier homes; therefore, the parents of the missing children could not understand the reason their children left home. The teenagers later stated, "We are almost grown; give us our space." Teenage runaways are becoming a problem in America. Each year, many teenagers run away from home because of troubles with discipline, communication, and attention. The first girl that the news reporter interviewed said, "The discipline in my house is out of control." The girl continued to give examples to back up her statement. She said that she couldn't be two minutes late for her curfew. She would be grounded a week for every minute she was late. There were to be no phone calls after 9:30 p.m. She couldn't talk to boys on the phone at all. If she was caught breaking the rules, she lost all of her telephone privileges. She had to have an adult with her at all times. Her last statement was, "I know my parents are doing all of this out of love, but give it a rest. Let me grow up!" The reporter asked another girl a few questions. The girl began the interview with the statement, "My parents do not understand me. I know they are trying, but give me a break. They want to talk to me all the time. Our communication is outrageous." The girl continued to tell the news reporter about the problem. She said that her mother wanted to know about everything going on in her life. Her mother wanted to talk about her sexual experiences; she wanted to know how it felt to be drunk, and her mom would ask her daughter to share her spiritual thoughts with her. "My mom wants to be my friend. I understand that, but some things are better left unsaid," the girl said in closing. The last teenager that the reporter talked to was a young boy.

An Epic Man Who Became an Epic Hero Essay

Odysseus, of Homer’s Odyssey, is an appropriate hero and ruler of Ithaca. He does not act irrationally but contemplates his actions and their implications. Odysseus is an appropriate hero because he embodies the values of bravery, intelligence, astuteness, and competency. Odysseus is an appropriate ruler for Ithaca by virtue of his hereditary right to kingship as well as his diplomatic skills, familiarity with his male subjects, discipline, and his impartiality and compassion. However, he is a character that does make a foolish decision. There is a rare instance when his pride supersedes his intellectual ability. Odysseus is an appropriate hero for he embodies the values of bravery, intelligence, astuteness, and competency. While he trying to return home from Ilium, numerous suitors attempt to seduce his wife, Penelope. However, when he returns Odysseus cleverly plans and carries out the demise of the evil and wasteful suitors with the help of Athena, goddess of wisdom: â€Å"Come on [Athena] weave me a plan to punish them [the suitors].† Odysseus’ wisdom is admired by Athena, the goddess of that aptness. Athena is also impressed by his battle heroics and so she endeavors to provide him with succor: â€Å"And you didn’t know Pallas Athenaia the daughter of Zeus himself, your faithful stand-by and guardian in all your labours!† With Athena’s assistance Odysseus becomes a true hero. Odysseus is the epitome of honor and virtue for his Ithacan subjects. Odysseus’ kind and stalwart leadership is revealed by Eumaios, his faithful swineherd, and Philoitios, his loyal cowherd, who have both remained loyal to him for twenty years. Eumaios praises Odysseus as â€Å"A rare fine master.† â€Å"Indeed I do not mourn so much for them as for him [Odysseus], though I long to see ’em again and my native land, but I do miss Odysseus since he went away. I don’t like to speak his name, man, although he is absent, but I call him ‘his honour,’ even when he is far away.† Odysseus is a befitting king because it is his ancestral right, for he is familiar with his male subjects and understands their desires. Odysseus’ equity and mercy is displayed after his triumph over the suitors, whom he executed because of their lawless  behavior. However, Odysseus shows compassion by allowing Phemius, the minstrel suitor, and Medon, a herald suitor to live. â€Å"Cheer up, my son has saved your life. So you shall know, and tell other men, that doing well is far better than doing ill.† Odysseus’ proper sovereignty is expressed by his justice. Odysseus displays his shrewdness as he overcomes the challenges that beset his crew. When Odysseus and his men become trapped by Polyphemos on the island of the Cyclops, Odysseus cleverly tells Polyphemos that his name is ‘Noman.’ Thus, when Polyphemos is stabbed in the eye by Odysseus and his men, he renounces assistance from his friends by stating that â€Å"Noman is killing me,† leading his companions to believe that no man has hurt him. However, once Odysseus and his men reach their ships and set sail, he performs his most foolish act. Odysseus taunts Polyphemos by declaring, â€Å"if ever any one asks who put out you ugly eye, tell him your blinder was Odysseus, the conqueror if Troy, the son of Laertes, whose address is Ithaca!† Once Polyphemos obtains this critical information on his blinder’s identity, he implores his father Poseidon, god of the sea, to â€Å"grant that Odysseus the conqueror if Troy- the son of Laertes- whose address is Ithaca, may never reach his home!† Because Odysseus’ pride would not allow him to let his ingenious action go unrecognized, he dooms himself and his crew. Odysseus’ wisdom and courage enable him to be a brave hero and a strong ruler, both traits of superiority in his society. Being mortal binds him to occasional mistakes that he compensates for by becoming wiser and stronger. His extraordinary abilities are heralded by the gods. Upon his return to Ithaca, Odysseus ingeniously kills the rude and wasteful suitors and reclaims his title of king. In reconciliation and honor, he finally makes a sacrifice to Poseidon. Odysseus is the epitome of a hero of his culture.

The Math in Figure Skating

Alexis Dillon l. Introduction This paper will be discussing the involvement of math in figure skating. There are three parts of skating that will be discussed in the essay; Jumps and moves in the field. Jumps require a lot of power, strength and knee bend in order for the Jump to be successful. I will be looking at the appropriate angle of knee bend a skater needs to successfully land a Jump. Moves in the field are series of test that include certain turns and moves that are tested in front of Judges.Moves in the field require grace, knee bend, speed and strength. This essay will discuss the correct angle of the knee bend required to correctly complete specific turns, including counters, rockers and brackets and to successfully remain on the correct edge. I have been skating for nine years. I have done many types of skating, like freestyle, moves in the field and synchronized skating. I'm currently a competitive synchronize skater and working on my novice moves. Both these parts of f igure skating require speed, grace, edge quality and strength.Many things can affect how well a skater can preform and the quality of the skating. Knee bend is one of the many crucial parts of quality skating. II. What Is Skating? Figure skating is defined as a â€Å"competitive on ice sport in prescribed fgures and/or choreographed free skating. † Figure skating includes many different types and levels. Ill. Basic Skills To start, many skaters complete basic skills classes, which, in short, teach the basic components of skating, needed to be successful. Children under the age of six usually begin a beginner class called â€Å"snowplow'.This level consists of very basic skills including things like learning how to stand up and fall down. After the skater has completed these levels, or is above the age of six, moves on to the levels â€Å"Basic Skill† There are eight levels in this section, where each level increases in difficulty. The basic skills provide the fundamen tals of skating. These levels will also provide more challenging skills including, edges, turns, and crossovers that are necessary for successful skating. Once the skater has successful passed these levels, the skater may move on to â€Å"freestyle†.There are six levels in this section. These levels teach the skater basic Jumps and spins. ‘V. Freestyle Freestyle skating consists of Jumps, spins and footwork sequences choreographed in a program using the skater's style. Some Jumps include axel, the loop Jump, lutz and salchow. These Jumps can be preformed as singles (, doubles, triples, and even quadruples. The axel is one of the hardest Jumps to master, whether it's a single, double, or a quad The axel requires knee bend, power and speed Competitions are based on levels. There are eight levels in freestyle.Each level gets harder and the harder Jumps require programs with required moves, Jumps and spins. These test are preformed in front of Judges. These test are importa nt for a fgure skater because in determines what level the skater competes at. These tests ake practice and skill. V. Moves in the field Like the freestyle tests, there are eight tests the gradually increase in difficulty. The tests are as follows; pre-preliminary, preliminary, pre-Juvenile, Juvenile, intermediate, novice, Junior and senior. Each test consist of certain step sequences, turns, and moves that require knee bend, grace, and speed.Example of a very simple pattern on the preliminary exam: This pattern consist of a very simple inside three-turn in which you start on an inside edge and turn onto your outside edge. Example of a two very challenging patterns on the Junior exam: Figure 2 Figure 3 This pattern requires a lot good edge quality, grace and knee bend. This turns, also known as a rocker, requires you to stay on the same edge before and after a turn. To determine the correct amount of knee bend, twenty forward inside rockers were done and photographed.Each turn was a nalyzed to determine whether or not the turn was on the correct edge or not. The photos were separated into two groups, turn with a perfect edge and turn with imperfect edge. The angle of the knee was measured for each photo and then averaged. The average angle for a turn with perfect edge quality was 1090 (refer to fgure 3 for what the edge is supposed to look ike). The average angle for a turn with imperfect edge quality was about 1230. Below are the pictures of a person doing the turn and what the turn looked like on the ice. RFI Rocker. How does math relate to this turn?Although, the differences between the two angles may have seemed small, it made a huge difference. IVe been working on these types turns for about a year, and from experience, I know there are some many things that need to be perfect in order for the turn to be on the correct edge and successtul. One ot the most important and influential part of the turn is the amount of knee bend the skater has. So, how does the angle of the knee make the turn have good or bad edge quality? When you bend your knee, you are doing what's called, â€Å"pressing your edge†. This means you are on the correct edge because of your knee bend.So, how much knee bend is enough? Is there a certain angle needed to perfect the turns? The answer is yes. This experiment has shown that a very large angle and a very low angle will disrupt the turn. VI'. What is an axel? Axel is one of the most difficult Jumps. The axel takes off from the forward outside edge and is landed on the back outside edge of the opposite foot. A single axel is 1. 5 revolutions. Axel is one of the many Jumps that skaters practice and attempt to master. Like most other Jumps, the axel can be increased in difficulty by adding more rotations to the Jump. VIII.What things affect the success of an axel? Many experienced skaters would say the most important things to master when learning how to land an axel successfully is power, speed, and height. How can you master all of these things? Through knee bend. Knee bend provides many things for a successful axel. When you bend you're knee while you skate, you â€Å"pressing on your edge† letting your skates skate with the ice rather than on top of the ice and merely liding.. No matter how fast your feet move, you will not gain speed if are â€Å"stepping† rather then bending your knees and actually skating.Knee bend also provides grace when preforming an axel. The more you â€Å"get down in your knees† or bend your knees, the more graceful and elegant you appear. This will help those who compete. Finally, right before the Jump takes off, knee bend provides height and the power of the Jump itself. But, how much knee bend is enough knee bend? Skaters, like me and those who think analytically, would love to know how much knee bend will lead to a successful Jump. ‘X. Figuring out how much knee bend is enough knee bend Like what was done for the rockers, a si milar experiment was done for the axel.To determine the correct amount of knee bend before the Jump, twenty axels were done and recorded and photographed. Each Jump was analyzed to determine whether or not the turn was a successful Jump or not. The photos were separated into two groups, turn with a perfect edge and turn with imperfect edge. The angle of the knee was measured for each photo and then averaged. The average angle for a Jump with good height and a quality Jump was 1070. The average angle for a turn with imperfect dge quality was about 1280. These results are very similar to the rockers.The Jumps that were considered unsuccessful landed with a fall or it was over or under rotated. This is most likely because the skater either had too much or too little power. X'. How does math relate to this Jump? Even though the differences between the two angles may have seemed small, it made a huge difference. From experience I know that an axel can up to about a year to perfect. Like the rocker, I know there are some many things that need to be perfect in order for the turn to be successful. One of the most important and influential part f the turn is the amount of knee bend the skater has.

French Conjunction Tant Que Doesnt Need Subjunctive

French Conjunction Tant Que Doesnt Need Subjunctive Tant que is a conjunctive phrase (locution conjonctive) that, unlike many other conjunctive phrases, does not need the subjunctive. It means as / so much as or as long as / while / since, depending on the context. Tant que is a phrase that communicates certainty and intensifies quantity, frequency, degree and the like. Thus, there is really no reason for the subjective subjunctive. Tant que tu es ici, tu peux maider. As long as / Since youre here, you can help me.Jai tant lu que jai mal aux yeux. I read so much that my eyes hurt.Il a tant manger, quil est malade. He ate so much that hes sick.Tant que tu es la, cherche mes lunettes. As long as / since youre here, look for my glasses.Tu peux rester tant que tu veux. You can stay as long as you want. Tant Que vs. Autant Que Do not confuse tant que  with autant que,  another conjunctive phrase that seems similar but is really more about equalizing and comparisons. It, too, is an adaptable and widely used phrase in French that has a number of possible meanings in English: as far as, as / so much as or as long as / while. So while tant que is about intensity, autant que is about balance. Autant que communicates conjecture and doubt, so the verb following it should be in the subjunctive, indicated in bold below: Autant que je me souvienne... As far as I remember...Autant que je vous le dise tout de suite. I may as well tell you right now. Other French Conjunctive Phrases A conjunctive phrase is a group of two or more words that function as a conjunction that links clauses. French conjunctive phrases end in que, and many, but not all, are subordinating conjunctions, rather than coordinating conjunctions, that require a subjunctive verb. One asterisk below indicates those that take the subjunctive. condition que*  Ã‚  provided thatafin que*  Ã‚  so thatainsi que  Ã‚  just as, so asalors que  Ã‚  while, whereasautant que* as far as / as much as / while mesure que  Ã‚  as (progressively) moins que**  Ã‚  unlessaprà ¨s que  Ã‚  after, when supposer que*  Ã‚  assuming thatau cas oà ¹Ã‚  Ã‚  in caseaussità ´t que  Ã‚  as soon asavant que**  Ã‚  beforebien que*  Ã‚  althoughdans lhypothà ¨se oà ¹Ã‚  Ã‚  in the event thatde crainte que**  Ã‚  for fear thatde faà §on que*  Ã‚  in such a way thatde manià ¨re que*  Ã‚  so thatde mà ªme que  Ã‚  just asde peur que**  for fear thatdepuis que  Ã‚  sincede sorte que*  Ã‚  so that, in such a way thatdà ¨s que  Ã‚  as soon asen admettant que*  Ã‚  assuming thaten attendant que*  Ã‚  while, untilencore que*  Ã‚  even thoughjusqu ce que*  Ã‚  untilparce que  Ã‚  becausependant que  Ã‚  whilepour que*  Ã‚  so thatpourvu que*  Ã‚  provided thatquand bien mà ªme  Ã‚  even though/ifquoi que*  Ã‚  whatever, no matter whatsans que**  Ã‚  withoutsità ´t que  Ã‚  as soon assupposà © que*  Ã‚  supposingtandis que  Ã‚  while, whereastant que  Ã‚  Ã‚  as long asvu que  Ã‚  seeing as/that *These conjunctions must be followed by the  subjunctive.**These conjunctions require the  subjunctive  as well as the  ne explà ©tif, a more formal negation that uses ne without pas. Additional Resources Tant Que vs. Autant QueFrench ConjunctionsThe SubjunctivatorQuiz: Subjunctive or indicative?

Persepolis (Iran) - Darius the Greats Persian Empire

Persepolis (Iran) - Darius the Great's Persian Empire   Persepolis is the Greek name (meaning roughly City of the Persians) for the Persian Empire capital of Pà ¢rsa, sometimes spelled Parseh or Parse. Persepolis was the capital of the Achaemenid dynasty king Darius the Great, ruler of the Persian Empire between 522–486 B.C.E. The city was the most important of the Achaemenid Persian Empire cities, and its ruins are among the best known and most visited archaeological sites in the world. The Palace Complex Persepolis was built in a region of irregular terrain, on top of a large (455x300 meters, 900x1500 feet) man-made terrace. That terrace is located on the Marvdasht Plain at the foot of the Kuh-e Rahmat mountain, 50 kilometers (30 miles) northeast of the modern city of Shiraz and 80 km (50 mi) south of Cyrus the Greats capital, Pasargadae. Atop the terrace is the palace or citadel complex known as Takht-e Jamshid (The Throne of Jamshid), which was built by Darius the Great, and embellished by his son Xerxes and grandson Artaxerxes. The complex features 6.7 m (22 ft) wide double stairways, the pavilion called the Gate of All Nations, a columned porch, an imposing audience hall called Talar-e Apadana, and the Hall of a Hundred Columns. The Hall of a Hundred Columns (or Throne Hall) likely had bull-headed capitals and still has doorways decorated with stone reliefs. Construction projects at Persepolis continued throughout the Achaemenid period, with major projects from Darius, Xerxes, and Artaxerxes I and III. The Treasury The Treasury, a relatively unassuming mud-brick structure on the southeastern corner of the main terrace at Persepolis, has received much of the recent focus of archaeological and historical investigation: it was almost certainly the building which held the Persian Empires vast wealth, stolen by Alexander the Great in 330 B.C.E. Alexander used the reported 3,000 metric tons of gold, silver and other valuables to fund his conquering march towards Egypt. The Treasury, first built in 511–507 B.C.E., was surrounded on all four sides by streets and alleys. The main entrance was to the west, although Xerxes rebuilt the entrance on the north side. Its final form was a one-story rectangular building measuring 130X78 m (425x250 ft) with 100 rooms, halls, courtyards, and corridors. The doors were likely built of wood; the tiled floor received enough foot traffic to require several repairs. The roof was supported by more than 300 columns, some covered with mud plaster painted with a red, white and blue interlocking pattern. Archaeologists have found some remnants of the vast stores left behind by Alexander, including fragments of artifacts much older than the Achaemenid period. Objects left behind included clay labels, cylinder seals, stamp seals, and signet rings. One of the seals dates to the Jemdet Nasr period of Mesopotamia, some 2,700 years before the Treasury was built. Coins, glass, stone and metal vessels, metal weapons, and tools of different periods were also found. Sculpture left behind by Alexander included Greek and Egyptian objects, and votive objects with inscriptions dated from the Mesopotamian reigns of Sargon II, Esarhaddon, Ashurbanipal, and Nebuchadnezzar II. Textual Sources Historical sources on the city begin with cuneiform inscriptions on clay tablets found within the city itself. In the foundation of the fortification wall at the northeastern corner of the Persepolis terrace, a collection of cuneiform tablets were found where they had been used as fill. Called the fortification tablets, they record the disbursement from royal storehouses of food and other supplies. Dated between 509-494 BC, almost all of them are written in Elamite cuneiform although some have Aramaic glosses. A small subset that refers to dispensed in behalf of the king is known as the J Texts. Another, later set of tablets were found in the ruins of the Treasury. Dated from the late years of the reign of Darius through the early years of Artaxerxes (492–458 B.C.E.), the Treasury Tablets record payments to workers, in lieu of a part of or all of the total food ration of sheep, wine, or grain. The documents include both letters to the Treasurer demanding payment, and memoranda saying the person had been paid. Record payments were made to wage-earners of various occupations, up to 311 workers and 13 different occupations. The great Greek writers did not, perhaps surprisingly, write about Persepolis in its heyday, during which time it would have been a formidable opponent and the capital of the vast Persian Empire. Although scholars are not in agreement, it is possible that the aggressive power described by Plato as Atlantis is a reference to Persepolis. But, after Alexander had conquered the city, a wide array of Greek and Latin authors like Strabo, Plutarch, Diodorus Siculus, and Quintus Curtius left us many details about the sacking of the Treasury. Persepolis and Archaeology Persepolis remained occupied even after Alexander burned it to the ground; the Sasanids (224–651 C.E.) used it as an important city. After that, it fell into obscurity until the 15th century, when it was explored by persistent Europeans. The Dutch artist Cornelis de Bruijn, published the first detailed description of the site in 1705. The first scientific excavations were conducted at Persepolis by the Oriental Institute in the 1930s; excavations were thereafter conducted by the Iranian Archaeological Service initially led by Andre Godard and Ali Sami. Persepolis was named a World Heritage Site by UNESCO in 1979. To the Iranians, Persepolis is still a ritual space, a sacred national shrine, and a potent setting for the spring festival of Nou-rouz (or No ruz). Many of the recent investigations at Persepolis and other Mesopotamian sites in Iran are focused on preservation of the ruins from ongoing natural weathering and looting. Sources Aloiz E, Douglas JG, and Nagel A. 2016. Painted plaster and glazed brick fragments from Achaemenid Pasargadae and Persepolis, Iran. Heritage Science 4(1):3.Askari Chaverdi A, Callieri P, Laurenzi Tabasso M, and Lazzarini L. 2016. The Archaeological Site of Persepolis (Iran): Study of the Finishing Technique of the Bas-Reliefs and Architectural Surfaces. Archaeometry 58(1):17-34.Gallello G, Ghorbani S, Ghorbani S, Pastor A, and de la Guardia M. 2016. Non-destructive analytical methods to study the conservation state of Apadana Hall of Persepolis. Science of The Total Environment 544:291-298.Heidari M, Torabi-Kaveh M, Chastre C, Ludovico-Marques M, Mohseni H, and Akefi H. 2017. Determination of weathering degree of the Persepolis stone under laboratory and natural conditions using fuzzy inference system. Construction and Building Materials 145:28-41.Klotz D. 2015. Darius I and the Sabaeans: Ancient Partners in Red Sea Navigation. Journal of Near Eastern Studies 74(2):267-280.

Tourism in Turkey Essay Example | Topics and Well Written Essays - 1250 words

Tourism in Turkey - Essay Example Also, the industry provided employment to around 7% of total employed workers (estimated 1.8 million) either directly and/or indirectly. These people include transporters, artisans (who produce and sell traditional Turkish handicrafts), tour guides, airline(s) employees, commercial agencies, hotels’ and restaurants’ workers and others etc. In addition, the number of tourists in turkey has jumped from around 5 millions in 1990 to over 20 millions in 2005 which is mainly attributed to improvement in infrastructure, tourism regions and sites. The growth rate of this industry remained over 10% in the recent years, despite the fact that economic meltdown and credit crises deteriorated the business outlook. More specifically, Hotel Industry has observed tremendous growth of nearly 6% per annum from 1998 to 2008 as the owners or groups have continuously expanded their bed capacities. The country has an intention to increase the tourists’ arrivals and revenues to 63 mill ions and US $86 billion respectively by 2023. Various new projects are in pipeline to hasten the development of tourist regions that will be discussed below. (Eco Report, p.14), (Invest Support and Promotion Agency Report, pp. 4-9) and (Aslan, Kula and Kaplan, pp.66-67) The country enjoys the reputation of having culturally and historically rich places (its ancient civilization and archeological sites), enticing lakes as it has long (5,000 miles) coastline / sea shore, mountains, a relatively well-developed infrastructure and recent improvements, innovations and updating in hospitality. The major cities that have attracted more than 60% of tourists include Istanbul (federal capital), Ankara, Konya, Bursa, Adana and Ä °zmir (‘with destinations such as Antalya MuÄŸla and AydÄ ±n’). As highlighted in Investment Support and Promotion’s report, Turkey is ‘surrounded by 3 different seas with

Describe how the web(www.gilt.com ) is used by a real corporation Assignment

Describe how the web(www.gilt.com ) is used by a real corporation - Assignment Example The website offers various discounts to its customers and only those customers can access these discounts who have subscribed with the website. There are various ways in which the website can be helpful for various brands located within and outside United States. Real world organizations such as Saint Laurent and various other organizations can benefit from Gilt Groupe in several ways. Gilt Groupe website is similar to the local small sized retail stores that are located in various areas. These stores purchase various products from different manufacturers at discounted prices and then they sell these products directly to the customers. In return the manufacturers selling their products derive many benefits including advertisement benefit, research benefit, cost cutting benefit and targeting benefit. The organizations that connect with the Gilt Groupe website can obtain same benefits from the website (Ostapenko 64). One way through which high end brands such as Saint Laurent can use the Gilt Groupe website is that such brands can directly reach their target market without compromising the image they had developed over the years. The members who are subscribing with Gilt include individuals who are educated and at least have a bachelor’s level degree and belong to higher income earning groups (The Business of Fashion 1). Brands such as Saint Laurent sell their offerings at very high prices and the customer base of Gilt are the main target markets of these brands. Another benefit that brands including Saint Laurent can benefit from Gilt website is that they can reach a higher consumer base and can easily attract new consumers that had been previously shopping with their competitors. The target market that is catered by Gilt mostly includes those consumers who are very brand loyal and only purchase from a certain brand. But organizations such as Saint Laurent can sell their products through the Gilt website and even gain the attention of customers who

Credit & Identity Theft Research Paper Example | Topics and Well Written Essays - 250 words

Credit & Identity Theft - Research Paper Example You should know all of your payment due dates. Make a list of all your regular due dates and if a bill doesn’t show up, look into it right away. You should always review your medical insurance claims and statements. Medical costs are so high that it would only take one or two fraudulent claims to leave you owing thousands of dollars for treatments someone else received. Another way to protect yourself is to invest in a paper shredder. There is just so much information on so many different bills and statements that can easily fall into the wrong hands. Before you throw away anything with any personal information on it, shred it! Another good idea to take advantage of the three free credit reports that you can access every year. You can space them apart so that you can review a credit report every 4 months. Not only is it important to keep someone from accessing your identity or your credit but it’s just as important that you become aware of it right away. The longer it goes undetected, the longer it will take you to repair your name, your identity and your credit. It’s important to keep in mind that this is a global problem. Last year I got a phone call from my credit card company asking if I had made two charges totally about $1000 in France. They told me that the two charges were actually â€Å"swipes† at two stores in Paris, France which means that someone had actually made up a fake credit card with my credit card number on it and passed it through a credit card machine. Even though they didn’t allow the two charges I felt violated that somehow somebody had gotten my credit card information. Mine was a small case. Some people have been financially ruined with their bank accounts emptied; credit cards â€Å"maxed† out, home and car loans initiated without the victim’s knowledge until it was too late. As I stated earlier, if your identity is stolen it is important that you find out as quickly as

Reflective Practice And The Effect Education Essay

Reflective Practice And The Effect Education Essay This essay aims to examine the extent that secondary school teachers understand and involve themselves in reflective practice and the effect of this for their professional development. I will discuss the term Professional Development in order to demonstrate that a change in practice is an important part of development. In the Literature Review I propose to explore a) teachers understanding of professional development, b) how they partake of reflective practice, c) the changes that can be brought about in their reflective practice and d) the issues that are associated with these changes. I believe that the knowledge that secondary teachers acquire is not sufficient in itself and that they should continually strive for professional development so that they can also encourage effective learning by their pupils. I then propose to look at the methods and questions that teachers should ask themselves so that they can identify any discrepancies between espoused theories and theories in use. This ensures that change and development can be addressed, as this identification plays an important element for professional development in which teachers can monitor any changes in practice. Espoused theories have restrictions in not being able to assess the thinking processes that teachers use to revise and change practice. This is due to the processes which are reinforced in the unconscious (theories in use). A teacher may not be aware of these processes (theories in use), and what we espouse when investigating practice, may not be similar with any actions. Espoused theories provide a structure to engage in professional exchange in order to identify discrepancies between espoused beliefs and theories in use. This applies to a large extent on the expertise in which the teacher can reflect on his or her own abilities and also helps another to reflect, question, understand and analyse classroom behaviour which concerns teaching. Beauchamp and Thomas (2009:178) have found the following statement a useful starting point in the overall perception of teacher development: Developing an identity as a teacher is an important part of securing teachers commitment to their work and adherence to professional normsà ¢Ã¢â€š ¬Ã‚ ¦ the identities teachers develop shape their dispositions, where they place their effort, whether and how they seek out professional development opportunities, and what obligations they see as intrinsic to their role. (Hammerness, Darling-Hammond, Bransford, 2005, pp. 383-384) Professional Development has been defined by Evans (2002:132) as the process whereby teachers professionality and/or professionalism may be considered to be enhanced. She defines professionality as an ideological based stance on the part of an individual in relation to the practice to which she/he belongs, and which influences her/his professional practice(2002:131). Professional Development is about becoming more expert. Stenberg(2010:331) refers to the process as extending self- knowledge. It is about questioning and changing habits that were developed in order to cope in certain situations. Mason (2002:1)notes it is a form of personal enquiry in order to broaden and deepen professional sensitivities to notice and to act. We need to understand, therefore, what constitutes the developmental process what must happen in order for teachers to develop. Evans (2002) further identifies within the term professionality, two elements which can be identified, namely Attitudinal Development and Functional Development. Attitudinal Development is the process where teachers attitudes to their work are modified ( p.132). This features an ability for the professional teacher to be reflective/analytical , and also to show elements of motivation e.g. towards a variety of aspects of their work. Clearly, reflection is at the heart of what it means to be a professional(Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Functional Development is where teachers professional performance may be improved (p132). This combines changes in the methods that teachers apply to their teaching and also the changes that teachers make in the process of improving their professional performance and as a result a change in their practice. I would argue that these two developmental features are interconnected with teachers not being able to develop one component in relation to one and not the other. Evans'(2002)definition, nonetheless, refers to both of the processes outlined above for promoting professional development( intellectual features) and to the outcomes which come out of this development (changes in processes and productivity). Days (1999)definition of professional development has considerable breadth and depth and: is the process by which, alone and others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking planning and practice with children young people and colleagues through each phase of their teaching lives.(p.4). All learning experiences, according to Day (1999), contribute to educational quality in the classroom and are part of the professional development of teachers. They are critically reflective professionals in their on-going development throughout their teaching careers. According to Bolam (2002), former Professor of Education at Cardiff Universitys School of Social Sciences, professional development is an on-going process in education, training and support activities which is aimed mainly at promoting learning and development of teachers professional knowledge, skills and values and also to help decide and implement valued changes in their teaching and learning behaviour so that they can educate their students more effectively (p.4). For Bolam, professional development is a process that is on-going whose aim is to encourage professional knowledge, values and skills. Professional development will, therefore, result in valued changes in teaching and pupils being educated more effectively. Clearly, reflection is at the heart of what it means to be a professional, (Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Reflective practice is fundamental to teacher professional development as it is a core activity within the profession. Teachers who engage in reflective practice need not only to have competencies but also attitudes. When Dewey defined reflective action as behaviour which involves active, persistent and careful consideration of any belief or practice in light of the grounds that support it and the further consequences to which it leads (1910:9), he believed that the attitudes of a) open-mindedness, b) responsibility and c) wholeheartedness were necessary for suitable reflective action (1910:29,34). These then were adapted by Pollard (2003:17), and accepted as a major component of professional commitment. Wholeheartedness. Aspiring to develop professional development thereby enabling engaging in reflection and aspiration towards reflection in order to progress in our professional capacity. Open-mindedness. This attitude makes us consider different ways of reflective teaching by investigating other practices rather than relying on their own. I would suggest that, however open-minded we are, we should examine critically whether another practice would suit our own educational goal in our teaching. Responsibility. Professionals who accept responsibility of their action also accept accountability for their enhanced performance which produces better outcomes. Together, these three attitudes need to be demonstrated by teachers whose objectives are to be reflective teachers. In the work of Zeichner and Liston(1996:6)this responsibility for professional commitment is clearly linked to reflective practice: When embracing the concepts of reflective teaching, there is often a commitment by teachersà ¢Ã¢â€š ¬Ã‚ ¦.to take responsibility for their own professional development. This assumption of responsibility is a central feature of the idea of the reflective teacher. Day (1999) constitutes change as part of planning and professional thinking which contribute to changes in practice because teachers planning and thinking will certainly lead to reflection in what they will do in their classrooms. For Calderhead(2012:11) , planning is not a rational or linear process but a much more creative, interactive, problem finding and problem solving process where a teacher might start with an idea and through various multi-faceted strategies of reflexivity, eventually come to form a classroom activity or activities. Consequently, the major outcome of professional developmental planning is change in practice and, I believe, is a direct function of the adeptness of teachers. Any change is founded upon personal ethical values. We are what we do rather than what we say we are (Bolton 2005.) It is difficult to gain clarification regarding ethical issues expressed in practice, its much easier to say what we believe. Argyris and Schà ¶n(1974:6-7) developed theories of action which demonstrate how changes in behaviour could be achieved. They note that there are two types of theories of action, namely espoused theories and theories in use. Espoused theories represent what we say we believe, we mean to do or actually do. In contrast, theories in use describe what we actually do and the beliefs and theories which have determined what we do. Another contribution by Argyris and Schà ¶n(1974:19) is the difference between single loop learning and double loop learning. Single-loop learning involves enabling people to develop knowledge and skills appropriate to and defined by present circumstances while, in contrast double- loop learning involves redefining the nature of problems faced by an individual and learning how to cope with the new understanding. In single loop learning, the teacher will strive to learn more skills to further increase class control but will not address the fundamental problem that his theory in use is not working. He may consider that maintaining such strict control is disadvantageous to his own effectiveness as a teacher. If he does so, he may now strive to acquire skills that allow for the development for more inclusive teaching styles, greater pupil involvement and a deepening of the learning experience. Such a response can be seen as double loop learning learning that the original theory in use was ineffective and then acquiring skills to modify the theory in use to bring it more in line with the espoused theory with a focus that is deeper and broader than they had previously attempted. Tomlinson(1995:72), nonetheless, recommends us to be alert to the possibility of deskilling ourselves when we try to perform consciously and deliberately actions and skill that are intuitive through experience. For Er aut(2004: 51)its reflecting critically upon that evidence, without necessarily having to explain tacit knowledge that is functioning well. However, if that knowledge is ineffective, the situation has to be reviewed and tacit knowledge subjected to scrutiny. Differentiating between the two theories is central to the work of Argyris and Schà ¶n. One of the main factors which moves the individual from single-loop to double-loop is feedback. The teacher who continues to increase classroom control is unlikely to seek feedback but the teacher who changes his theory-in-use is far more likely to seek feedback from colleagues and pupils when he runs into problems. Tomlinson (1995:26) notes that Schà ¶n and Dreyfus and Dreyfus assume that the acquisition of systematic capabilities like teaching must be seen as requiring assistance from others. One outcome of theory in use is that practitioners are not aware of what their experience has taught them about their practice. They may perform their practice with great expertise but not be able to explicitly describe their actions. The reason being is that actions are supported by theories which are in-built in the unconscious and that cannot be expressed. Teachers may not be aware of all that has taken place while in action or the knowledge about how to perform their practice. According to Osterman and Kottkamp(1993:7) a professional colleague can identify behavioural regularities and also the assumptions that lie beneath them. These behavioural regularities refer to our patterns of behaviour which become second nature to us despite perhaps being ineffective. This, I would argue, are the inconsitencies between espoused theories and theories-in-use that we, as reflective educators, are unaware of. Schà ¶n(1987) uses the term knowing in action in order to show that people know what to do while in action and stresses that knowing in action is implicit. The knowing is in the action (1987:25). However, what this model neglects, according to Thompson and Pascal (2012), is what they refer to as reflection-for-action. This is an aspect of reflective practice that Schà ¶n did not discuss. It refers to the process of planning, thinking ahead about what is to come, so that one can draw on experience (and the professional knowledge base implicit within it) in order to make the best use of the time resources available. While discussing reflective practice in Higher Education, Brockbank and McGill (1998:72) have also noted that even if they are clear as regards the process they follow in order to enable students to learn, there may be an entire range of unintended actions on their part as well as their students. Its only when this application of their practice is brought to their attention, that they are aware of it. One outcome of the unconscious existence of theories in use is inconsistencies between theories in use and espoused theories or between actions and outcomes. Many educators have theories in their head (espoused theories) and yet they behave in ways which are quite dissimilar (theories in use). Is this because they are unaware of the theories- in- use in our unconscious? Teachers may have an idea in their conscious about their actions which may differ from their theories-in-use and even though the outcomes of their actions are inadequate, they may keep applying the same approach with the hope that this approach will, at some time in the future, produce desirable outcomes. These theories-in-use are so deep-rooted within peoples unconscious, that they take them for granted and therefore cannot measure them and cannot see the relationship between their actions and the unacceptable outcomes. Awareness of theories-in-use can be realized when people describe their own actions. Osterman and Kottkamp (1993) define reflective practice as a means by which practitioners can develop à ¢Ã¢â€š ¬Ã‚ ¦a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development (1993:19). Personal reflection may not lead to any significant change and as a result theories-in-use run the risk of remaining implicit. Dadds(1993:287) perceives that we are more likely to remain open to further learning and professional development if we have the support of acquaintances that can help us through the potentially dangerous processes of self-evaluation. However, Eraut(2004:49) notes that the purpose of a reflection episode is not always clear, and may differ among the participants. Sometimes an individual can reflect rather vaguely or if other members of the group have very different agendas. Any positive outcome will depend on having sufficient time, the quality of the relationships within the group and the expertise of any facilitators. Educators can also espouse a broad range of beliefs. Teachers beliefs or conceptions about teaching and learning influence strongly how they teach and what pupils achieve. Belief must be inferred and because it can be problematic to uncover teachers beliefs, most of the research in this area has been case studies as quantitative methods would not be able to compare without difficulty. Pajares ( 1992) proposed that beliefs can be defined as : An individuals judgement of the truth or falsity of a proposition, a judgement that can only be inferred from a collective understanding of what human beings, say, intend and do (1992: 316) According to Calderhead (1996:719) there are five main areas in which teachers have significant beliefs. These are : i) Learners and learning. This belief looks at how pupils learn and how likely they are to influence how teachers approach teaching tasks and their interaction with their pupils. ii) Teaching. This belief refers to the learning environment and the purpose of teaching. iii) Subjects or curriculum. This belief refers at the content of the curriculum, the effect of knowledge within these subjects and the aptitude by teachers in carrying out tasks within their subject. iv) Learning to teach. This belief refers to professional development and how educators learn to teach. v) About the self and the nature of teaching. These are the beliefs that teachers have about themselves and their roles in teaching. Calderhead implied,also, that : à ¢Ã¢â€š ¬Ã‚ ¦such areas, however, could well be interconnected, so that beliefs about teaching, for instance, may be closely related to beliefs about learning and the subject(1996:719). There seems to be a recurring theme that what teachers believe in one area of instruction impacts on practices and conceptions in the other domains. My belief of assessment, for example, is shaped by my conceptualisation of learning and teaching and therefore, affect the way that I teach and assess. In order to produce as many espoused beliefs as possible, questions must be asked about beliefs in all of Calderheads five domains. As educators we need to ask questions of a more extensive nature which refer to our beliefs, goals and values. By reflecting on these questions, espoused theories can be elicited. Our responsibilities, therefore, as teachers, is to make the tacit explicit. Shulman (1988:22) also points out that teachers will become better educators when they begin to have explicit answers to certain questions. Osterman and Kottkamp (2004) suggest: Why did events take place as they did? What ideas and feelings prompted my actions? Did my actions correspond with my intentions? Did my actions lead to the outcomes I intended? (2004:49) Shulman(1993:34) says that answering such questions not only makes a teacher become skilled but it also requires a combination of reflection on practical experience as well as theoretical understanding. Ghaye (2011) suggest the use of value statements where information is collected about espoused beliefs and which can begin with the words I believeà ¢Ã¢â€š ¬Ã‚ ¦ followed by the word becauseà ¢Ã¢â€š ¬Ã‚ ¦ The first half of the statement is concerned with the what, while the second half focuses on why, or the rationale for the what . (2011:102) Convery (2001:139) maintains that reflection can only be developed in social and emotional circumstances. This is in contrast with Schà ¶ns lack of attention to the role of dialogue in teachers learning as reflection is also a social process requiring, what I would emphasise as collaborative discussion, to allow the development of a critical perspective and also that cognitive skills are developed as a means of improving practice. Cognitive skills refer to espoused theories and beliefs, values, actions and attitudes. Emotional aspects denote feelings. Osterman and Kottkamp (1993:20) note that feelings are essential because actions are influenced by feelings as well as actions. Teachers could be asked to describe feelings that encouraged certain action, in order to further explore the theories-in-use where people can become aware of how unconsciously expectations reinforce their actions when they are forced to reflect on their feelings and deliberate how certain feelings make them think and behave. Osterman and Kottkamp (1993) note that only by understanding the personal reaction of ourselves and others can we come to a full understanding of the problem and develop appropriate solutions. (1993:24). This is also endorsed by Brockbank and McGill (1998:85) who maintain that part of the skill in facilitating reflective learning though reflective dialogue is to grapple with that tendency for inter-personal collusion. Any self-reflection needs to be supported and supplemented by dialogue by a professional colleague which will add to the potentiality for reflecting over and above that which one would undertake on his own. Brockbank and McGill suggest that this form of questioning can encourage teachers to look at traits of behaviour that they might be oblivious to. Indeed, asking professionals to explore aspects of their teaching processes, which could have been easily overlooked, can be helpful in their professional development. This is because teachers would be required to express areas of their practice which they would never have reflected on without inspiration from their co-workers or critical friendships'(Day, 1995:123), which increases the possibilities of moving though stages of reflection to confrontation of thinking and practice within professional development to reinforce a sense of responsibility by affirming confidence in teachers professionalism ( Day, 1995: 124) As a result, discrepancies are easily identified between actions and outcomes. Another way of noticing discrepancies between espoused theories and theories-in-use is to question or compare expectations and perceptions held by the person who is describing the practice and those who listen. Loughran (2006:57) notes that working with colleaguesà ¢Ã¢â€š ¬Ã‚ ¦provides the opportunity of gaining advice and feedbackà ¢Ã¢â€š ¬Ã‚ ¦and of continuing to push to make the tacit explicit. Livingston and Schiach (2010:85-86) note that a collaborative approach will result in better outcomes by bringing together different perspectives and having the opportunity to develop mutual understanding to create new knowledge and meaning. Listening to assumptions of other teachers about what strengthens a particular teachers practice can improve the identification of discrepancies of behaviour. As a result, the teacher can reflect whether what he espouses about practice is similar with others thinking of what is happening in action. As a result of this, any discrepancies between actions and outcomes are revealed and one can ask whether these assumptions are appropriate for what we aim to achieve in our practice or whether we should discuss other alternative interpretations for a different outcome and improvements. Once these improvements in our practice are put in place , once can reflect further on the nature of these improvements(Ghaye and Ghaye, 1998). One can examine whether the method to achieve these improvements has taken place as espoused where there is a discrepancy between beliefs and action, or whether the level of these improvements is the expected where there is a discrepancy between actions and outcome s. Consequently, personal growth and development is possible when an awareness of the nature and influence of an action is developed. As a result, does a teachers action lead to preferred outcomes, or are those actions associated with espoused theories? These discrepancies can be identified either between espoused theories and theories-in use or between actions and outcomes. Academics agree that engaging in reflective practice is neither a direct process nor a process with a predetermined conclusion. It is a process that is recurring (Argyris and Shà ¶n, 1974; Day, 1999; Osterman and Kottkamp, 1993; Pollard, 2002). When educators involve themselves in reflective practice they aim to bring about substantial changes in practice in which they will achieve their long-term goals and their aim of developing professionally. This can only be achieved if they become aware of their underlying theories-in-use and being able to recognize the discrepancies between espoused theories and theories-in-use. This process gives them the opportunity to move between different stages of reflection. They may have taken on board a colleagues recommendations, for example and begun to identify discrepancies of behaviour. This would make them aware of other aspects of their practice before reflection on new ways of action. As a result, the cycle of reflection begins again. To conclude, this essay has attempted to take an overview of professional development through reflective practice in terms of the literature, what is meant by reflection, the key Theorists associated with Reflection, and its practical use in professional practice. Change in practice plays an important part in professional development and, while I believe that self-reflection is important, it can only be achieved by reflecting with other colleagues where espoused theories and theories in use can be identified and developed to further professional development where the objective is to identify discrepancies between espoused theories and theories in use.

Alternative Energy Sources and New Technologies :: War Politics Essays

Alternative Energy Sources and New Technologies Oil may not be the main reason for our military action against Iraq, but the Middle East has the majority of the world’s oil. If the politics of that area were reorganized and we had not taken military action, Saddam Husein could have cut off his supply of oil to our country, shooting our prices to outrageous heights. If we could lessen our dependency on such countries for oil, our country would be much better off. When a crisis hits the U.S. or when conflict arises, we are always in a bind because of our dependency on other countries for oil. It raises our prices, and with a slowing sinking economy, the citizens cannot handle high prices. Cars and factories put off many different poisonous gasses into our air. These can make people very sick, cause plants and animals to die, and causes our atmosphere to become hazardous while depleting the O-zone layer. Another problem is oil spillage. About 1,000 barrels of oil seep per day into our ocean waters. About 11,000 barrels of U.S. oil got spilled from tankers from 1980 to 1998. But this doesn't include the barrels that were spilled outside of U.S. waters, which was about another 72,000 barrels. These numbers are simply too, high. They are improving, but still need to be decrease more. Alternative resources can solve so many of our countries problems. Alternative resources would cause our politicians to be less worried about an oil crisis because of our relations with other countries, but also it would simply decrease our fuel consumption to be saved for later uses, and drastically help clean our environment such as our air, land, and water. As I mentioned before, we have serious political conflict between countries that are major oil exporters and ourselves. These countries have the power to raise and lower our prices by simply be disturbing the relationship between their nation and ours. In addition, because these countries are not always ready to give us the oil we need, we must conserve our oil. In our reserves alone, we have only 599.3 million bbl. (bbl) of oil stored beneath Texas and in the Louisiana Gulf Coast. This is only enough to cover the supply coming from Iraq for 6 months. We need to save it incase of an extreme emergency.

Philosophy, Abortion Essay

Judith Thomson in her article ‘A Defense of Abortion’ the scholar discusses philosophical and psychological issues, outlining the biases of common perception of abortion as a murder. Her primary argument relates to developmental issues, which either directly or implicitly suggest that human ontogenesis begins after the birth, so â€Å"the fetus is not a person from the moment of conception. A newly fertilized ovum, a newly implanted clump of cells, is no more a person than an acorn is an oak tree† (Thomson, 1971, p. 7). In addition, the author positions human right for choice, more precisely, to control physical processes as a redline of the paper. Interestingly, the scholar defends women’s position in the following way: supporting the interests of the prospective child, the members of anti-abortion movement often forget that the mother is also a person, who might feel discomfort or fear when ‘housing’ her child, moreover – might be at health risk, as the lives of pregnant woman are not actually safe. The female therefore is entitled to protect herself from such threats or eliminate them. On the one hand, the unborn individual definitely has the right to live. On the other hand, the woman unquestionably can decide whether to allow the unborn individual to use her organs, as no-one can be forced to allow physical intrusion. The right for life, she continues, relates precisely to the right not to be killed unjustly, but abortion is in reality a murder, providing the eradication of the health threat (pain, at least). The independence of fetus, as Thomson argues, is extremely doubtful, because such prospective children need the women’s physical resources, a house, in Thomson’s words. Finally, the scholar denies the permissibility of abortion and restricts the right for killing the unborn to the presence of health threats, rape or fetus pathology, as Minimally Decent Samaritanism requires of mother safe, sound and healthy reproduction, so the fact of reluctance to bear a child is not enough for abortion, as this phenomenon is viewed as indecent and immoral in the cases behind the three aforementioned conditions.

North and South Growing Together: The Differences It Makes Essay

The Global North and South are in a state of change, that can continue to grow further from a real and loving relationship with God, or become a religion that is closer to what Christ had intended for all us. In the north we see a rise in an individualism, a idea that forgets the evil (SIN) in religion, substitutes God’s grace for self-knowledge, and makes Christ mission about self help instead of global defeat and global salvation. â€Å"Jesus, who became the Christ of faith, suggested that the gospel need some concretization within cultures for it to have a capacity to transform destructive tendencies in them. The evangelizing objective was to seek life-giving elements in cultures which could â€Å"give flesh† to the gospel vision of reconciliation, peace, justice, compassion, and love.† The development of the Christian life and message in context with cultural living is not always clear and can be manifested appropriately in a specific cultural context, however but is not always clear with keeping to the Jesus traditions and Christian traditions at less. Christian traditions are built on Jesus traditions; however, where there is man there is error in caring out Christ’ traditions and teachings without personal characteristics interfering with the inerrant word of God. We are not capable on our own to carry out God’s will without the guidance of the Spirit. Some may ask how the life changing and life giving elements of God’s grace and God’s word determine through culture the true perspective and vision of the gospel? Pedro Arrupe, the former Superior General of the Roman Catholic Jesuit order stated that faith in Christ can be achieved globally if we work to bring the  Gospel needs concretization within cultures for it to have a capacity to transform destructive tendencies in them. Arrupe also stated these words were not his alone but came from Christ. Arrupe stated that inculturation is 1 Thomas Grenham, (2001). Exploring changing religious, cultural, and faith identities in an African context. the â€Å"the incarnation of Christian life and of the Christian message in a particular local cultural context, in such a way that the experience not only finds expression through elements proper to the culture in question (this alone would be no more than a superficial adaptation), but becomes a principle that animates, directs, and unifies a culture, transforming and remaking it so as to bring about ‘a new creation.†3 â€Å"If the Christian life and the Christian message can be embodied in a particular local culture, it seems obvious that a diverse religious way of life and its worldview could be manifested within Christianity, thus ‘a new transformation’ would take place simultaneously for Christianity and a diverse religious worldview.† The changes in some cultural worldviews are changing in a way that incorporates the Gospel of love and relationships into their way of life. This is good as Christ’ missionary work was about relationships, and about restoration of a relationship with God through his sacrifice for all mankind. In the Turkana’s who inhabit Kenya’s northern territories is bringing the good news to everyone including their poor. Traditionally with many of the Southern religions Liberation theology is the normative in their religious beliefs. Where Liberation theology was Pentecostalism has come. But today much of the religious sect in the south are turning to a straight forward reading of the Gospel with a direct interpretation on how to live. We are seeing a beginning of another reformation but not with a idea of some other belief but a reformation back to what we have lost. This is a global influence that is beginning to become a trend amongst many religious sects within the Christ ian worldview. We have lost sight of the Goal but as we begin to emerge from the ashes of sin that we have been living under we begin to be made aware of our transgressions by the Spirit. In is seen more and easily confirmed by this shift in thought by humans that the Triune God is ever so busy in our lives globally as a family imbedded in Christ’ body  that is being made possible by the Spirit. 3 Thomas Grenham, (2001). Exploring changing religious, cultural, and faith identities in an African context. Bibliography Thomas Grenham, (2001). Exploring changing religious, cultural, and faith identities in an African context. Retrieved on August 25, 2013 from Pacifica.org, PDF.