Red Cabbage Indicator Prac Write Up Essay

The red cabbage marker shows how a standard family unit item, for example, red cabbage can make a reasonable pointer and be capable see whether a synthetic is either and corrosive, salt or impartial. Acids are a synthetic that responds with an antacid killing it delivering water and a salt. Acids are additionally usually seen as acrid tasting. Acids respond with metals, discharging hydrogen gas and abandoning a salt they additionally can lead power. Acids additionally promptly emit hydrogen particles and have a pH level lower than 7. Some progressively normal research center acids are Hydrochloric, Sulphuric and Nitric Acids. Sulphuric acids and water are utilized in vehicle batteries as the electrolyte. Bases or salt are a synthetic that will respond with acids and for the most part have a disgusting or foamy inclination on contact with skin. Bases promptly acknowledge hydrogen particles and has a pH level that is higher the 7. Bases have a severe taste and kill d by acids, delivering water and a salt. Some normal research center bases are Sodium Hydroxide, Potassium Hydroxide and Calcium Hydroxide. More grounded bases are generally utilized today in many cleaning items. Markers assist us with discovering wether if a synthetic is a corrosive or base. The scale that is utilized to discover wether a concoction is a corrosive or a base is the pH scale. The pH scale gives us a sign of the measure of hydrogen particles and goes from 1 †14, one being the most grounded corrosive and 14 being the most grounded base. Numerous plants and blossoms have characteristic substances which have demonstrating properties that permit them to be utilized as pointers. The red shade of red cabbage originates from a particle called an anthocyanin. Acidic arrangements will turn anthocyanin a red shading. Unbiased arrangements bring about a purplish shading. Soluble bases arrangements show up in greenish-yellow. Along these lines, it is conceivable to decide the pH of an answer dependent on the shading it turns the anthocyanin in red cabbage juice. Materials: ↠ Red cabbage leaves (or red blossom petals, for example, carnation, rose or geranium) ↠ 250ml container ↠ Hotplate or Bunsen burner, tripod, bandage tangle and seat tangle ↠ Spotting tile ↠ Dilute (0.1M) Hydrochloric corrosive ↠ Dilute (0.1M) sodium hydroxide arrangement ↠ Vinegar ↠ Distilled Water ↠ Filter ↠ Jar ↠ Cloudy Ammonia ↠ Sodium Chloride ↠ Lemon Juice ↠ Shampoo ↠ Dish washing cleanser Strategy: Section A: Making the marker 1.The cabbage leaves were destroyed and put in the measuring utencil 2.The container was warmed until the water was delicately bubbling. The cabbage leaves kept on bubbling until the water has been firmly shaded red. 3.The cabbage leaves were permitted to cool and afterward to be sifted, stressed or pick Part B: Testing the marker 4.The cabbage water was added to all wells of the spotting tile and split similarly between them. 5.A realized corrosive and base were put on a spotting tile on the cabbage pointer. The shading was record. 6.The residual synthetic compounds were put on the spotting tile and were recorded as in sync 5 Security Assessment: Hydrochloric corrosive (HCL) is a destructive fluid †Skin contact: Exposer for a brief period/s of time may cause disturbance and delayed exposer may cause consumes †Eye Contact: Exposer for a brief timeframe may cause bothering and may cause consumes. †Permanent eye harm may result. To keep away from any contact with the substance wear: †Protective Clothing †Safety Glasses †Safety Gloves (Optional) †Closed shoes †Eye contact †promptly hold eyelids open and flush eye persistently for five †ten minutes †Skin contact †promptly flush the influenced zone submerged until there is none of the synthetic left on the skin †Contact with some other concoction ought to be treated as this one. †All defensive apparatus recorded above ought to be utilized in the test similarly. †Hair tied back †Jewelry to be taken off

Realism Free Essays

Subjective sentences are those that are needy to realities and promptly have or comprise of truth esteems, for example, valid and bogus. Non-Cognitive Sentences comprises articulations which are free of realities and are can't be accepted to have a fact esteem. In this respects, articulations, for example, â€Å"Girelle is remains around five feet and five inches tall† and â€Å"the jar is red† are proclamations which falls under the Cognitive division. We will compose a custom paper test on Authenticity or then again any comparable theme just for you Request Now While articulations like â€Å"keep quiet† and â€Å"you must not lie† compares to Non-intellectual statements.(Marturano 2006, 1) As indicated by the Stanford Encyclopedia of reasoning, Non-psychological holds that ethical properties also called moral realities don't exist. This implies moral explanations are articulations that can nor be valid or bogus or basically these announcements don't contain any reality condition. Moral estimations are just â€Å"approval or disapproval† articulations progressively similar to wishes and goals that are only from time to time connected with feelings than to subjective â€Å"state of mind†, for example, convictions or thoughts. Moral Realism then again holds that ethical proclamations were really reports of true activities or thoughts that are in every case valid or genuine or existing. ( Sayre-McCord 2005, 1) Non-cognitivist contends that ethical articulations have no reality conditions in such case that their predicate was just good expressions or estimations that neither have truth or lie. It doesn't inform anything regarding its subject that could demonstrate its honesty. One might say, moral suppositions are good for nothing and stay to be minor articulations. They further contend that ethical proclamations were emotive, prescriptive and inspirational that can't be delegated either evident or bogus (Ayer 1936, 28-55) .Non-moral explanations then again can communicate convictions and thoughts that can be assessed as either obvious or bogus (Blackburn 1984, 12-25). In this manner the Non-Cognitivist holds that since moral cases are non-intellectual articulations, they don't contain any elucidating sentence and are subsequently not portraying anything at all which implies that they don't contain authentic explanations and are not attesting anything.(Railton 1986, 4-6) The Non-cognitivist accepts that regularizing claims are not legitimate of any rationale since they can't be valid or bogus. As per Ayer, as cited in the Internet Encyclopedia of Philosophy, â€Å"ethical claims are involved pseudo ideas which simply pass on orders or emotions and don't contain any importance (Marturano 2006, 1). Moral proclamations stays significant or huge on the grounds that it is being use to convince others most explicitly the collector to perform or act with a specific goal in mind. In such case, moral cases can be discussed or can cause a few differences and understandings however it can never contain a coherent comprehension or arrive at any discerning resolution on the grounds that standardizing claims can't communicate reality estimation of the announcement. In this manner, consistent laws or essential standards of rationale are inapplicable to moral articulations (Hooker 1996, 3-5). By being a non-cognitivist, an individual can manage progressively pertinent inquiries concerning reality. For example, rather than managing the subject of honesty of the announcement â€Å"abortion ought not be permissible†, individuals would be increasingly centered around surveying the case as for its impact or to its general utility. On the off chance that fetus removal is done what might be its impact, along these lines putting together the judgment with respect to the truthful result and not on simple suspicion. To make this point more clear, consider the announcement â€Å"genocide is wrong†, since it doesn't communicate any reality esteem, its evaluation or its continuation would rely upon its outcome. Non-cognitivism, by evacuating reality estimation of regulating explanations has finished the contest in regards to the truth of a target moral code or profound quality. This made ready for moral relativism which favors the variety of good codes in the various pieces of the universes at various occasions. This outcomes to more regard to various societies and conventions across national and ethnic limits. By signifying that ethical explanations are simply articulation of endorsement/objection or conclusions, the non-cognitivist have likewise prevail with regards to underlining the motivation behind why there have been various responses among various individuals in regards to a specific good issue. The shifting explanation with regards to why and how individuals see things in an unexpected way. It additionally shows that ethical explanations can't be valid or bogus, consequently they can't be use to convince others in doing either. Moral authenticity then again implies that ethical explanations is either obvious or bogus. The ethical case, â€Å"abortion is wrong† is either obvious or bogus. In the event that this will be the situation, there would be fixed good codes that ought to apply to every other person or if nothing else each objective individual in the planet. However, the relativity and subjectivity of good explanations appears to negate the ethical pragmatist position on the grounds that in various nations there were contrasting perspective with respect to this issue and this is something that is pervasive in the truth in which we lived in. Individuals doesn't concur on a similar good issue, frequently they would contend distinctively relying upon their position, predispositions, standpoint, encounters, etc. The motivation behind why I concur that â€Å"abortion is wrong† would be altogether different from your or their explanation. In moral authenticity, individuals would proceed to contend and banter over cases unproductively. At long last they would think of an end that isn't a long way from being the choice of the â€Å"majority†. On the off chance that ethical authenticity are directly in affirming that ethical explanations communicates truth esteem, at that point what individuals, uncommonly compelling and ground-breaking ones would do is to convince others into accepting that their announcement is the privilege and whatever that repudiates their announcement and intention aren't right. Moral authenticity keeps up that there can be â€Å"objective good values† which repudiates the Non-cognitivist claims. Be that as it may, moral pragmatist neglected to account what establish the target moral realities (Shafer-Landau 2005). They contended that â€Å"death punishment is wrong† can be accounted as either obvious or bogus basically in light of the fact that they accepted that it is equivalent to any subjective explanation, for example, â€Å"it is dark†. Moral pragmatist can't refute that â€Å"death punishment is in certainty true† for it varies from people’s feeling, viewpoints and want. There is no true proof that could really demonstrate that it is valid (Stevenson1944, 15). The truth of the presence of good realities is unavailable to logical request and can't be watched legitimately through our faculties without bid to our feelings, opinions or sentiments. References: Ayer, A. J. 1936. Language, Truth and Logic. London: Gollancz Blackburn, S. 1984.â Spreading the Word. Oxford: Clarendon Bunny R. M. 1997. Sifting through Ethics. Oxford: O.U.P. Hooker, Brad. 1996. Truth In Ethics. Oxford. Kim, Shin. 2006. Moral Realism. The Internet Encyclopedia of Philosophy. Marturano, Anotonio. 2006. Non-Cognitivism in Ethics. The Internet Encyclopedia of Philosophy.  Railton, Peter. 1986. Moral Realism: The Philosophical Review. Vol. 95, No. 2 (Apr.,), pp. 163-207 Sayre-McCord, Geoff. 2005. Moral Realism. The Stanford Encyclopedia of Philosophy. Recovered on September 20, 2007. Recovered from the World Wide Web: http://plato.stanford.edu/sections/moral-cognitivism/ Shafer-Landau, Russ. June 15, 2005. Moral Realism: A Defense.  USA: Oxford University Press Stevenson, C.L. 1944. Morals and Language. New Haven: Yale U.P Step by step instructions to refer to Realism, Essay models

How To Transfer Colleges as a Freshman TKG

How To Transfer Colleges as a Freshman While it’s true that transferring colleges is common, there is a major misconception floating around about the process. A lot of people think that transferring is easy, and that if you want to end up at Harvard, you can start out at a state school and transfer in your sophomore year. This is very much not the case. The idea of “trading up” sophomore year should not be a part of your application strategy. This is because top tier schools have very high retention rates and when they accept transfer students, they are only looking to replace the ~3% of students that left. They don’t technically have to admit anyone, and very few students decide not to return to Harvard their sophomore year. Admissions counselors will look to fill any holes they see, but it’s impossible to predict exactly what they’re looking for during any given year. All of this means that before you decide to transfer, you need to figure out exactly why you want to transfer. And you need solid reasons. The process is simply not worth it if you’re wishy-washy on the specifics and unclear on what you’re trying to achieve. You’ll send in your applications around March of your freshman year, and if you get in, you’ll start at your new school fall semester of your sophomore year. There are very few top-tier schools that accept transfer students during the middle of freshman year. Below you’ll find four main steps of the transfer process, but fair warning: these steps all take a lot of time. Decide whether or not you should transfer. Then make lists:An obvious step. We have worked with a number of transfer students at TKG and the first thing we do is get down to the bottom of why transferring is the best move. There are many factors that can cause a student to want to transfer, but academics usually top the list. Maybe you just decided what you want to major in, but it’s not offered at your school. It could also be that you’re looking to refine your major, perhaps from psycho logy to biopsychology and that is not offered at your current institution. Maybe you thought that large lecture halls would be a welcome change from your high school, but now you’re feeling overwhelmed and lost in class. The location of your school can also be a reason, but we don’t mean the weather. “I just realized how cold it gets in Wisconsin” will not make for a solid transfer essay. However, internship and job opportunities (or lack thereof) is a common reason we hear from clients for wanting to transfer. If you realized that you want to study marine biology, but you’re nowhere near an ocean, you might want to transfer.You should also take stock of the people who you are surrounded by. Socially speaking, does your school match your needs? “There are no fun parties” is not a good reason to transfer. But if you’re feeling disengaged or uninspired, then that is something to consider.  You don’t want to be the smartest person in all of your classes, but this can go the other way too. You should be challenging yourself, but you shouldn’t be constantly floundering. Both your peers and your professors should inspire you to push yourself to perform at your best, but if you’re always stressed/overwhelmed/on the verge of tears, you might not be at the right school.  If the above made you realize that transferring is something you want to consider, it’s now time to make a list of all of the reasons as to why you want to transfer. For the initial list, write down everything that comes to mind. You’ll come back to this list as you start considering what you need in the future.  Once you have a list of all of the things that aren’t working at your current school, make a list of things that you’re looking for in a transfer school. You should only be applying to transfer schools that offer specific aspects that your current institution doesn’t, or else you won’t be able to make a case for why you’re better off there. (We’ll expan d on this in step two.)Create a Transfer School list  Now, the fun begins! It’s time to research. Let’s say your list of needs looks like this: Agricultural Sciences major Fieldwork opportunities Research opportunities with professors focused on organic agricultureThe first thing you probably noticed is how specific our list is. However the most important takeaway should be that for this list to “work” these things should not be offered at the school you currently attend. Unfortunately, transferring from Bard to Princeton to major in English is not enough. This means that when you start researching schools, you’ll more than likely need to spent a lot of time on the homepages of your desired academic discipline. Look for opportunities that are specific to X school. Better yet, streamline your research from the beginning by starting with academics. For every school on your list, write out three specific reasons for wanting to transferring. For example, I want to transfer to Washington and Lee because: The Shepard Poverty program ’m currently at a big school, and I’m looking for smaller class sizesI would like to research with X professor Aim for three reasons per school, but the more the merrier. Everything might not fit into your final supplement, but you’ll gain a better understanding of the school which will help you write the essays. It’s hard to say how many transfer schools you should apply to, because if we suggest 8-10 then you’ll likely end up applying to schools that don’t really make sense. But you should keep in mind that transfer acceptance rates into top tier schools are astoundingly low, so hedging your bets is not a bad idea. Just make sure that you’re genuinely interested in attending the schools you apply to before you put the work in. Organize your documents:  Let’s say you end up with five schools. Create a master checklist for every school complete with deadlines and materials. Double-check this on your own, but yo u will likely need standardized test scores, transcripts from both high school and college, recommendations from professors, essays, and additional supplements. You’ll also need to pay the application fee. Decide what system for keeping track is best for you, and check it often. Ask for your letters of recommendation ASAP! Write the essays:There will be different supplements and requirements per school, and you should look into those early. But there are three things that you’re going to need to tell every single school. You will save yourself a lot of time if you nail down this material, which will be usable in a number of your applications.An origin story: Before you jump into the specifics of why you want to transfer, you need to help the admissions team get to know you a little better. Explain why you want to study what you want to study, and if you have recently defined your goals more clearly then tell them how that happened. An explanation of why your current school isn†™t right for you: This is not where you trash talk your current institution. You shouldn’t do that, ever. Tell them why your school isn’t right FOR YOU, not why it’s the worst place on earth. Generally speaking, you should keep this brief. Specific reasons for wanting to transfer: This part will vary by school, and you’ll rely on your research for this section. Go into vivid detail about classes, tracks, professors, research opportunities, etc. that you plan to take advantage of at the school.  Once you have all of those details outlined, you should find a way to weave that information into a story about yourself. Your essay should not read like a pamphlet of the offerings available at any given school. This tends to be the most difficult part of the transfer essay writing process, but it’s worth the effort. Write a story with a beginning, middle, and end that is first and foremost about you, with offerings of the school included throughout.  Need help figuring out where to start? Contact us here.

Pros and Cons of Job Sharing for Teachers

Job sharing refers to the practice of two teachers sharing an employment contract. The contract split can vary (60/40, 50/50, etc.), but the arrangement allows two teachers to share the contracts benefits, vacation days, hours, and responsibilities. Some school districts do not allow job sharing, but even in ones that do, the interested teachers often must partner and come up with an agreement on their own to present to administrators for approval and formalization. Who Job Shares? Teachers returning from maternity leave may pursue job sharing to ease back into a full schedule. Others, such as teachers who want to simultaneously pursue a masters degree, teachers with disabilities or recovering from illness, and teachers nearing retirement or caring for elderly parents, may also find the option of a part-time position appealing. Some school districts promote job sharing in an effort to attract qualified teachers who would otherwise choose not to work. Why Job Share? Teachers may pursue job sharing as a means to teach on a part-time basis when no part-time contracts exist. Students can benefit from the exposure to different teaching styles and the enthusiasm of two fresh energized educators. Most teaching partners split the week by days although some work all five days, with one teacher in the morning and the other in the afternoon. Job-sharing teachers may both attend field trips, holiday programs, parent-teacher conferences, and other special events. Job-sharing teachers must maintain clear and constant communication and exercise extreme cooperation, sometimes with a partner who operates with a different teaching style and possesses different educational philosophies. However, when a job-sharing situation works well, it can be quite beneficial for the teachers, the school administration, and even the students and their parents. Consider the pros and cons of job sharing before you pursue an agreement with another teacher. Pros to Job Sharing The flexibility to work part-timeThe advantage of a schedule conducive to child care and family lifeThe accrual of years-of-service credits (toward retirement benefits) that would otherwise be lost (for example, upon resignation)The opportunity to work cooperatively with a chosen colleagueThe option to split curriculum by expertiseThe benefits of a two heads are better than one problem-solving approachThe convenience of a built-in substitute teacher Cons to Job Sharing Decreased benefits (medical, retirement, and other)Dependence on someone else for job securityExtra time (without extra pay) required to coordinate with a partnerLess control over classroom setup and environmentPotential for personality conflicts with teaching partnerPotential student discipline problems without consistent classroom expectationsEffort required to present a unified front to students and parentsLikelihood for important details to fall through the cracks if communication faltersPossible parental confusion about which teacher to contact with concerns Job sharing wont work for everyone. Its important to discuss the details, agree on every aspect of the arrangement, and weigh the pros and cons before signing a job-sharing contract.

The Merchant of Venice by William Shakespeare - 2080 Words

The Merchant of Venice by William Shakespeare The play revolves around one main plot and three sub-plots. The main plot centres on the question of mercy and forgiveness as seen in the relationship between Antonio, the kind Christian, and Shylock, the unrelenting Jew. The three subplots revolve around the romances of Portia and Bassanio (the most important couple in the play), of Lorenzo and Jessica, and of Gratiano and Nerissa (the least important couple of the play). All four plots are bound by the threads of love, generosity, friendship, and the wise use of money, which are the ideals of the Elizabethan society. The plots are also reflective of one another. Antonios love for Bassanio is†¦show more content†¦Jessica is prepared to become a Christian for Lorenzo, she wants to end this argument and become his wife - but though I am a daughter to his blood I am not to his manners and if thou keep promise, I shall end this strife, become a Christian and thy loving wife, during these scenes we see shylock as both a villa in and a victim, he is seen as a victim because Jessica is going to leave him so he would loose a big part in his life, but he can also be seen as a villain because of the way he must of treated Jessica to make her feel that she wants to move out and elope with Lorenzo and talk about talk about shylock in the way and context that she does makes us realize that shylock is more of a villain. Jessica wishes to elope with Lorenzo and she is madly in love with him, however she realises that shylock will not approve with it and so she is going to escape. Later on in the play shylock realises that Jessica has eloped with Lorenzo, he is furious with the fact that he has lost his daughter, lost all his money and jewels, and that she has gone behind his back and faith and fled with a Christian and became one too - my daughter!, o my ducats!, o my daughter!, fled with a Christian!, o my Christian ducats!, justice!, the law!, my ducats and my daughter! in this scene we see shylock more as a villain than a victim, the reason for this is that shylock must haveShow MoreRelatedThe Merchant Of Venice By William Shakespeare1445 Words   |  6 PagesTalia Warshawsky Ms. Rembert CGI English 11 HH 12 November 2014 Crashing Thru Venice William Shakespeare, possibly the most esteemed writer of all time, wrote a play titled The Merchant of Venice, near the end of the 1500 s. The play takes place in Venice, and while it can be described as what we now call a romantic comedy, it also draws attention to the harsh divides in the Venetian society brought on by conflicting beliefs and religions. Centuries later, in the early 2000 s, Paul Haggis wroteRead MoreMerchant of Venice by William Shakespeare830 Words   |  4 PagesWilliam Shakespeare’s Merchant of Venice is a story about man seeking justice for the forfeiture of his bond. Shylock the Jew created a bond loaning three thousand ducats to his rival Antonio. In the event that the loan could not be paid back, Shylock was entitled to a â€Å"pound of flesh from the breast† of Antonio. Antonio’s invested the money in his merchant ships hoping to gain profit. Unfortunately he loses his ships at sea, losing everything Shylock had loaned him. Shylock h appily takes AntonioRead MoreThe Merchant Of Venice By William Shakespeare1102 Words   |  5 Pagespassed, but even today, women are being treated unfairly in certain situations. However, in The Merchant of Venice, William Shakespeare challenges the concept of women being unequal to men. He conveys this message through the actions of Jessica, Portia, and Nerissa. The female characters empower themselves, accomplishing various tasks in order to gain control over the men in their lives. The Merchant of Venice is a highly effective feminist play, which is demonstrated through the assertive and cleverRead More`` The Merchant Of Venice `` By William Shakespeare1147 Words   |  5 Pagesjeopardy. It is an inescapable labyrinth that plagues the lives of all ever since humanity’s first existence. Yet it,s double-edged sword like characteristics of also providing opportunities and gains keeps many enthralled in it. In William Shakespeare s’ The Merchant of Venice, Antonio, a protagonist, gives himself over to a life-threatening contract with the villain, Shylock the Jew, in order to provide the means for one of Antonio’s friend the opportunity to woo a lady. Over the course of the playRead MoreThe Merchant Of Venice By William Shakespeare1036 Words   |  5 Pagesauthentic and respectable character. The Merchant of Venice by renowned playwright William Shakespeare is in itself a story about religion and religious tensions; however, one’s religion is not what defines them. One’s character does, and in the Merchant of Venice we encounter two characters, Antonio and Shylock, who share similarities throughout the play, but are overall different people with different morals. On one hand there is Antonio, a sad, christian merchant and a dear friend, while on the otherRead MoreThe Merchant Of Venice By William Shakespeare1153 Words   |  5 Pagesprogressed as time has passed, but even today, women are treated unfairly. However, in The Merchant of Venice, William Shakespeare challenges the concept of women being unequal to men. He conveys this message through the actions of Jessica, Portia, and Nerissa. The female characters empower themselves, accomplishing various tasks in order to gain control over the men in their lives. The Merchant of Venice is a highly effective feminist play, which is demonstrated through the assertive and cleverRead MoreThe Merchant Of Venice By William Shakespeare1685 Words   |  7 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The play The Merchant of Venice  by William Shakespeare is anti-semetic because anti semetic thoughts and actions are incorporated in a majority of his charcters. The actions of these Christian charcters go against Shylock, and other Jews presented in the play; as a result, establishing a clear seperation between the two ethnic groups. The constant hatred and mistreatment towards Shylock only enhances the division since it develops the idea that Christianity is the sup erior religion. AlthoughRead MoreThe Merchant Of Venice By William Shakespeare2046 Words   |  9 PagesEssay Abbesath.K Throughout the education system, there seems to be an unofficial consensus that pieces of literature that are deemed â€Å"controversial† should not be taught in school. The Merchant of Venice falls into this category due to the Anti-Semitism which exists within the play making it â€Å"controversial† therefore, banned. On the contrary, this play should not be considered controversial and it should not be banned due to the learning experiences and knowledge that can be gained by readingRead MoreThe Merchant Of Venice By William Shakespeare Essay2233 Words   |  9 Pagesâ€Å"The Merchant of Venice† by William Shakespeare, explains the differences of religion and greed. There was a guy who needed a loan so he could go across the country to marry the girl of his dreams. He didn t have the money so he asked a Jew name Shylock. Shylock lends the guy money but he told him â€Å"If you don’t pay me back, I get to take a pound of your flesh† (pg. 143). We all know if someone needs money and you have it you would give it to them and you’ll have power over that person. ThereforeRead MoreWilliam Shakespeare s The Merchant Of Venice 1189 Words   |  5 PagesNikki Vietz Ms. Seibel Honors English 12 1 May 2015 Was Shakespeare Prejudice? The premise of William Shakespeare comedy, The Merchant of Venice, is the hostile relationship between Shylock, a Jewish moneylender, and Antonio, a Christian trader. The two gentlemen have a deep history of hatred due to personal injuries and Antonio’s refusal to collect interest on loans. This hatred comes to a climax when Antonio’s friend, Bassanio wishes to borrow three thousands ducats from Antonio so he can travel

Promote effective communication with individuals with...

Unit 4222-395 Promote effective communication with individuals with sensory loss 1.1 The communication that takes place between two people (the sender and the receiver) is known as two way communication. The main feature of two way communication is the flow of information from both ways. This process is called a communication cycle as the process goes around in circles. †¢ Ideas occur – individual thinks of something they want to communicate. Communication always has a purpose. It might be to pass on information or an idea, to express a need or want to persuade someone to do something. †¢ Message coded – individual thinks about how they are going to say what they are thinking and decides in what form the communication will be i.e†¦show more content†¦I need to take time to listen and understand the individual. I should adjust the length of conversation to maximise the individual’s ability to remain attentive and help decrease stress levels. I may need to give instructions and have conversations in a quiet calm environment. I should describe job tasks clearly and concisely and simply. I need to break down large tasks into clearly defined small steps keeping descriptions short and direct. As a professional, it is my responsibility to make sure that my communication skills meet the needs of the people I support. I should not expect people to adjust their communication to fit in with me. The best way to find out about what individuals want and need, of course, is to ask. The individuals concerned are always my first and best source of information about their needs and the best way to meet them. But asking is not always possible. I can discover some information about communication needs, wishes and preferences by observing someone or by talking with other colleagues who have worked with the person previously and by talking to family or friends. They are likely to have a great deal of information about the communication needs are for the individual. They will have developed ways of dealing with communication, possibly over a long period of time, and are likely to be a very useful source of advice and help. Effective communication may have a positive impact on the lives ofShow MoreRelatedEssay on 4222-258 INTRODUCTORY AWARENESS OF SENSORY LOSS893 Words   |  4 Pagesï » ¿Outcome1. 1. describes how a range of factors have a negative and positive impact on individuals with sensory loss. There are a number of factors that can impact individuals with sensory loss. People with sensory loss can miss out on important information that people without sensory loss take in day to day without even realising. Communication is an area in which people with sensory loss have many issues. they may also find it difficult to feed themselves, dressing, mobility, hobbies and interestsRead MoreThe Different Reasons People Communicate1489 Words   |  6 Pagesencouragement and share opinion. Communication is a tool with which influence can be exercised on others. People communicate their views, wishes and passes their information to others such as information about their health or a warning. Communication is a tool used by service users and care workers in work environment to gain an understanding of the care either to be received or be provided. This can be given by the service users through different communication technique which could either be verbalRead MoreThe Use Of Music And S inging On Young Adults Written By Eells ( 2014 )1649 Words   |  7 PagesHealth Literature (CINAHL), Medline and PsyARTICLES databases. Eells (2014) considered three themes in her analyses with a view to understanding how using music/singing as nursing intervention reduces anxiety symptoms, increases quality of life and promotes health and wellbeing in older adults. According to Eells (2014), ageing is successful when it is in line with World Health Organization (WHO) (1997) definition of quality of life which states that: ‘The individual’s perception of their positionRead MoreCommunication Changes For Healthy Ageing And Effective Communication With Older People1453 Words   |  6 PagesCommunication changes in healthy ageing and effective communication with older people Ageing is an inevitable process that every individual has to face. As such, it is key that individuals are able to differentiate whether communication changes are caused by healthy ageing, disease or disability. This report will focus on the occurrence of communication changes due to healthy ageing. Healthy aging is the process of enhancing one’s well-being while sustaining their functional ability as they progressRead MoreEvaluation Of A Speech Language Pathologist ( Slp )1397 Words   |  6 Pagesrange of academic challenges a child with this syndrome may experience that will require support in the classroom to promote effective learning. A speech-language pathologist (SLP) may face many challenges while working with a student with 22q11.2 DS. These include: variety of deficits presented in this syndrome, social-cognitive deficits, verbal instruction, and prevalence of hearing loss. It is important for the SLP to understand the wide variety of disorders a student with 22q11.2 DS may be experiencingRead MoreThe Truth behind Aging: The Facts from the Fiction1991 Words   |  8 Pagesirritability, not able to cope and sleep disturbances are other symptoms that may be present (Van Exel E,2000). 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Hip Hop Research free essay sample

Research Proposal My topic Is how the Truly has come to shape or define how we, the public define hip-hop. The Trinity is the idea of how hip-hop has become ill or sick due to the fact that it has evolved from the old traditional days into the new pimp, h, and gangs type of hip-hop. In my paper I will diagnose what the you would consider the original thoughts were of hip-hop and how they have been altered. The thought back then for what we now now wasnt close to anything like it is now days.There was a sense of community and also a big tradition and name that people had to hold up. It wasnt about getting girls. It was about sticking it to the man and people back in the day showed ways to stick It to the man in many different ways. The second thing that I will try to do Is paint a picture for my readers on the Trinity. We will write a custom essay sample on Hip Hop Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Not many people know exactly how much there views have been shaped by this sickness In hip-hop by these songs.For example, Togas Make It Nasty song Is completely about having sex and doing drugs. But at the same time there is a deeper message behind it. A message of how many girls he can get and how many rubber bands he is pippin. Thats not what hip-hop is all about. As I stated before Im doing to digest how this new pimp, ho, and gangs style of hip-hop has defined on how the regular listener has defined hip-hop, as well as really help people understand what hip-hop really is .

Direct and Indirect Essay Example

Direct and Indirect Paper Topic: Direct and Indirect Speech We may report the words of a speaker in two ways:- (i). we may quote his actual words. This is called Direct Speech. (ii). We may report what he said without quoting his exact words. This is called Indirect Speech. For example: Direct:Ahmed said, â€Å"I am very busy now†. Indirect:Ahmed said that he was busy then. Direct Speech is that form of narration in which the actual words of a speaker are reported. It may be divided into two parts: the reported speech, i. e. the actual words of the speaker (its VERB is called Reported Verb); and the reporting speech, i. . the introductory words added to the reported speech (its VERB is called Reporting Verb). The reported speech is marked off by inverted commas. The reporting speech comes before or after the commas. Indirect Speech is that form of speech in which what one speaker says is reported by another with utmost accuracy but without using his actual words. It will be noticed that in Direct Speec h, we use inverted commas to mark off the exact words of the speaker. In Indirect Speech we do not. It will be further noticed that in changing the above Direct Speech into Indirect certain changes have been made.Thus: (i). we have used the conjunction that before the Indirect statement. (ii). The pronoun I is changed to he. (The 1st Person Pronoun is changed into 3rd Person Pronoun). (iii). The verb am is changed to was . (Present Tense is changed to Past). (iv). The adverb now is changed to then. 1. ASSERTIVE SENTENCES Definition: An assertive sentence makes a positive (Affirmative), negative or forceful statement. For example: 1. Islamabad is the capital of Pakistan. (Affirmative or positive) 2. Death is not the end of life. (Negative) 3. She did go to school. (Emphatic) or forceful statement.When Assertive Sentence is changed from the Direct into the Indirect Speech, all changes explained earlier take place. EXAMPLES: | | | | |Sr. No. |DIRECT SPEECH |INDIRECT SPEECH | |1 |She sa ys, â€Å"I do not like this dress† |She says that she does not like that dress. | |2 |He will say, â€Å"My father has bought these books for me. He will say that his father has bought those books for him. | |3 |The lion said to the fox, â€Å"Many animals come here every day. † |The lion said to the fox that many animals came there every day. | |4 |The teacher said to us, â€Å"It is 9 o’clock by my watch now. † |The teacher said to us that it was 9 o’clock by his watch then. | |5 |The monitor says to the teacher, â€Å"Sir, the bell has gone. † |The monitor says to the teacher respectfully that the bell has gone. | |6 |The boys said, â€Å"It is the Quaid’s birthday today. † |The boys said that it was the Quaid’s birthday that day. |7 |I shall tell my friends, â€Å"Tomorrow is a holiday. † |I shall tell my friends that the next (coming or following) day is a | | | |holiday. | |8 |She said, â€Å"I did not go to school yesterday. † |She said that she had not gone to school the previous day. | |9 |He said, â€Å"It will rain tonight. † |He said that it would rain that night. | |10 |He will say to you, â€Å"All right, I shall come. † |He will say to you that he will come. |11 |She said tome, â€Å"well, you may go now. † |She said to me that I might go then. | |12 |You said to him, â€Å"Yes, she is ill. † |You said to him that she was ill. | |13 |He said to me, â€Å"No, you are not at fault. † |He said to me that I was not at fault. | |14 |She said, â€Å"Good morning, Miss Naghma. † |She greeted Miss Naghma. | |15 |He said, â€Å"Good-bye (farewell), my friends. † |He said good-bye (farewell) to his friends. | |16 |They said, â€Å"Hullo! Mr. Salman, we are very glad to see you. |They said to Mr. Salman that they were very glad to see him. | |17 |He said to him, â€Å"I did my duty, sir. † |He told him respectfully that he had done his duty. | RULES FOR CHANGING ASSERTIVE SENTENCES FROM DIRECT SPEECH INTO INDIRECT. A. CHANGES IN THE TENSES OF VERB: 1. If the REPORTING VERB is in the PRESENT TENSE, the tenses of the REPORTED SPEECH do not change. For example: Direct:He says, â€Å"I am unwell†. Indirect:He says that he is unwell. 2. If the REPORTING VERB is in the FUTURE TENSE, the tenses of the REPORTED SPEECH do not change. For example:Direct:He will say, â€Å"I have passed the examination†. Indirect:He will say that he has passed the examination. 3. When the REPORTING VERB is in the PAST TENSE, the Tenses of the REPORTED SPEECH are changed as under: (I). All Present Tenses of the Reported Speech are changed into the corresponding Past Tenses. Thus: (a). A Simple(Indefinite) Present Tense becomes a Simple (indefinite) Past Tense. For example: Direct:He said, â€Å"I am unwell†. Indirect:He said that he was unwell. (b). A Present Continuous Tense becomes a Past Continuous Tense. Direct:He said, â€Å"My master is writing letters†.Indirect:He said that his master was writing letters. (c). A Present Perfect Tense becomes a Past Perfect Tense. Direct:He said, â€Å"I have passed the examination†. Indirect:He said that he had passed the examination. (d). A Present Perfect Continuous Tense becomes Past Perfect Continuous Tense. Direct:He said, â€Å"I have been doing a lot of hard work since yesterday†. Indirect:He said that he had been doing a lot of hard work since the previous day. (II). When the REPORTING VERB is in the PAST TENSE, Tenses of the REPORTED SPEECH are changed as under: (a).A Simple (Indefinite) Past Tense becomes Past Perfect Tense. Direct:He said, â€Å"My brother did a splendid job today†. Indirect:He said that his brother had done a splendid job that day. (b). A Past Continuous Tense becomes Past Perfect Continuous Tense. Direct:They said, â€Å"We were going to school on foot. Indirect: They said that they had been going to school on foot. (c). A Past Perfect Tense remains unchanged Direct: The doctor said, â€Å"I had already seen many patients. Indirect: The doctor said that had already seen many patients (d). A Past Perfect Continuous Tense remains unchanged.Direct: We said, â€Å"We had been working since morning†. Indirect: We said that we had been working since morning. (III)â€Å"WILL† and â€Å"SHALL† of All four Forms of Future Tense are changed into â€Å"WOULD†. No other change in tenses is done. a. Direct: The doctor said to him, â€Å"She will not test my eyes†. Indirect: The doctor said to him that she would not test his eyes. b. Direct: Faisal said, â€Å"I shall leave for Karachi tomorrow†. Indirect: Faisal said that he would leave for Karachi next day. c. Direct: He said, â€Å"I shall be doing my duty without fail. Indirect: He said that he would be doing his duty without fail. d. Direct:She said, â€Å"It will have been raini ng in Lahore since night. † Indirect:She said that it would have been raining in Lahore since night. 4. The tenses may not change if the statement is still relevant or if it is a universal truth. We can often choose whether to keep the original tenses or change them. Direct: The teacher said, â€Å"The earth goes round the sun. † Indirect: The teacher said that earth goes/went round the sun. NOTE 1:IT MAY BE NOTED THAT IF â€Å"THIS†, â€Å"THESE†, â€Å"HERE† AND â€Å"NOW†, ETC.REFER TO SOME PLACE, OBJECT OR TIME THAT IS PRESENT TO THE SPEAKER AT THETIME HE OR SHE SPEAKS, THEN THESE WORDS REMAIN UNCHANGED; AS, 1. DIRECT:She said, â€Å"This pen is mine. † INDIRECT:She said that this pen was hers. 2. DIRECT:He said, â€Å"I cannot stay here. † INDIRECT:He said that he could not stay here. NOTE 2:IT MAY ALSO BE NOTED THAT IN CHANGING AN ASSERTIVE SENTENCE FROM DIRECT INTO THE INDIRECT SPEECH, â€Å"SAID TO† MAY; IF DESIRE D, BE CHANGED INTO â€Å"TOLD†; AS, DIRECT:I said to him, â€Å"I do my duty. † INDIRECT:I told him that I did my duty. NOTE 3:THE COMMA BETWEEN REPORTING AND REPORTED SPEECHES IS REPLACED WITH THE WORD â€Å"THAT†.EXERCISE : Put into the Indirect form of Speech: (A): 1. He said, â€Å"I eat apples. † -. 2. He said, â€Å"I am eating apples. † -. 3. He said, â€Å"I have eaten apples. † -. 4. He said, â€Å"I have already been eating apples. † -. . She said, â€Å"I ate apples. † -. 6. She said, â€Å"I was eating apples. † -. 7. She said, â€Å"I had already eaten apples. † -. 8. She said, â€Å"I had been eating apples since morning. † -. 9. You said, â€Å"I shall eat apples. -. 10. They said, â€Å"We shall be eating apples. † -. 11. They said, â€Å"We shall have eaten apples. † -. 12. They said, â€Å"We shall have already been eating apples. † -. 13. They said, â€Å"The sun ri ses in the east. -. 14. You said to me, â€Å"I was playing tennis with her. † -. 15. He said to us, â€Å"You played a match against my school. † -. (B): 1. He said, â€Å"I go out for a walk in the morning. † -. 2.He said, â€Å"I am going for a walk to the river. † -. 3. He said, â€Å"I have taken a ball. † -. 4. They said, â€Å"We went to the zoo on our bicycles. † -. 5. They said, â€Å"We were going to the zoo on our bicycles. † -. . She said to me, â€Å"I had changed my clothes before I went to school. † -. 7. She said to us, â€Å"I shall change my clothes before I go to school. † -. 8. Father said to us, â€Å"I shall be going to Murree to see your uncle. † -. 9. He said to her, â€Å"You did not help me in learning my lesson. -. 10. They said to him, â€Å"We had been living in your house for three years. † -. 11. I said to them, â€Å"God helps those who help themselves. † -. 12. She s aid to me, â€Å"I shall look after my mother. † -. 3. He said, â€Å"Man is mortal. † -. 14. The teacher said to the students, â€Å"History repeats itself. † . 15. She said, â€Å"The earth moves round the sun. † -. B. CHANGES INT THE PERSON OF PRONOUNS: The Pronouns in the REPORTED SPEECH are to be changed when necessary as per rules as under: (i).Some other words in the REPORTED SPEECH are also changed, when a sentence is changed from the Direct into the Indirect Speech. | | | | |Sr. No. |Words in Reported Speech |Changed into Indirect Speech | |1 |This |That | |2 |These |Those | |3 |Here |There | |4 |Now Then | |5 |Today |That day | |6 |Tonight |That night | |7 |Yesterday |The previous (last) day | |8 |Tomorrow |The next (following) day | |9 |Last night |The previous night | |10 |Ago |Before | |11 |Thus |So | |12 |Sir or madam |Respectfully | |13 |Good morning , good evening, good noon or good day |Greeted | |14 |Words like â€Å"well†,  "all right,† â€Å"yes†, â€Å"hullo† and | | | |â€Å"no† are omitted. | | EXAMPLES: | | | | |Sr. No. DIRECT SPEECH |INDIRECT SPEECH | |1 |She says, â€Å"I do not like this dress† |She says that she does not like that dress. | |2 |He will say, â€Å"My father has bought these books for me. |He will say that his father has bought those books for him. | |3 |The lion said to the fox, â€Å"Many animals come here every day. † |The lion said to the fox that many animals came there every day. | |4 |The teacher said to us, â€Å"It is 9 o’clock by my watch now. † |The teacher said to us that it was 9 o’clock by his watch then. | |5 |The monitor says to the teacher, â€Å"Sir, the bell has gone. †

Lab Report APA Format Essays

Lab Report APA Format Essays Lab Report APA Format Paper Lab Report APA Format Paper The purpose is also sometimes written as a separate section from the introduction. Theory (or Background pertaining to the experiment). This can include information from previous research, explanations of theories, methods or equations used, etc. ; for the example above, you might want to explain the theory behind acid/ base titration and a brief description of the setup and process you will use in the experiment. If research is done for this section, be sure to cite any sources used according to the instructors preference. Be careful to include only the information that a reader would need to know in order to understand the purpose and methods; the report should still be as straightforward as possible. In addition to the purpose and background information, the instructor may also ask students to provide the following items in the introduction section: A hypothesis What is expected to happen in the experiment based on background information. 4 Safety Information This is especially useful in chemistry classes, where toxic or flammable chemicals are often used. Regardless of the specific information required from the instructor, the main Ochs of the introduction should be on helping the reader to understand the purpose, methods, and reasons these particular methods are being used. Method Materials This is usually a simple listing of the equipment used in the form of a billeted list, but it should be complete and accurate. Graphics of more complex setups may also be included if they would be helpful. Procedure This section includes the process of the experiment exactly as it was done in the laboratory. Usually the procedure is written out in paragraph form, but it may also be written out step-by-step in the form of a numbered list. Some instructors allow a citation to the lab manual for this section (Ex: aha process in the laboratory manual for BIO 102 was used. ); however, if the lab manual is cited, any changes made to that procedure should be noted. There should not be any results (things that happened when the procedure was being carried out) included in this section; only include the procedures carried out. A good rule of thumb for writing complete but concise experimental procedures is to include enough information so that others who read the report would be able to duplicate the experiment at a later date. 5 Results This section contains all the results of the experiment, including the tables and figures. The key to making tables and figures effective is to refer to and explain each one in the body of the paper. Organized the graphs or tables in the Appendix. Important results in verbal form. For the main results that will be expanded upon in the discussion section, use complete sentences (i. E. The percentage of acetic acid in vinegar was calculated to be 4. 982 %). This will help the key results to stand out from all the calculations, tables, and figures that normally dominate the results section. Calculations. Usually, only a sample of each calculation is needed. For example, if the percentage of acetic acid in 10 samples of vinegar has to be calculated and then averaged, write out the calculation for only one of them, then mention that the calculation was repeated for 10 samples and give the average of all 10. Correct significant figures should be used in all . Make sure units (CM. Ml, etc. ) are included in all calculations, and that major results of each calculation stand out from the rest of the numbers. Discussion The discussion section is the most important part of the report. This is the section where the results are explained, and a student can show the instructor that he or she has a thorough understanding of the concept of the experiment and the results obtained. The main question to be addressed in this section is What is the significance of the results? Here are some strategies to help focus your discussion: Compare expected results with actual results. If the experiment 6 did not turn out exactly as expected, think about why the results might have been different and try to explain why you got the results you did. Analyze experimental error. There is a degree of error in every experiment, so every lab report should mention potential causes of error. Be specific about what caused the error. Was it due to the equipment? Impurity of the sample? Errors in calculations? Explain how the methods could be improved. Once you have decided what might have caused error, you should explain how the error might have been avoided. How could the setup be made more effective? Should you have been more careful with measurements? How could contamination have been prevented more effectively? Should more precise equipment be used? Explain the results in terms of the purpose. If the original purpose of the experiment was achieved, explain how the results show that the purpose was accomplished. For example, if the purpose was to determine the percentage of acetic acid in vinegar, you could research the real percentage of acetic acid in most commercial vinegars and compare that to the calculated result from the experiment. A small difference would indicate that the percentage calculated was very close to the actual percentage and the purpose was accomplished. If the purpose was not achieved, prove this by the results in a similar fashion. Relate the results to those of other, similar experiments. Depending on the nature of the experiment and the instructors preferences, you may want to compare your results to those of the rest of the class. If your results were similar to the others, this can be an indication that they were reasonably accurate. If they were very different, explain why they may have been different. Conclusion This section includes only one or two sentences that summarize definitive conclusions from the results. Here is an example of a conclusion for the acetic acid experiment used in earlier examples: 7 From a comparison of the results of the experimental calculations with the aroma value for percent acetic acid in vinegar, it can be concluded that the percentage of acetic acid in the sample used in this experiment was about 4. 982%.

Breast cancer screening and management in AL Nor Hospital Airport Essay

Breast cancer screening and management in AL Nor Hospital Airport Road, Abu dhabi UAE - Essay Example The hospital also participates in the World Cancer day, so as to create awareness on the management of breast cancer. Al Nor Hospital is based along the Airport road in Abu Dhabi. The hospital is state-of-the-art, and it was developed in 2008. The hospital provides diverse services in the areas of; in-patient and out-patient services, diagnostic services, surgical procedures, and medical services. Most importantly, the hospital boasts of 24 hours GP and emergency procedures or services. The hospital has five operating theaters, with 103 bed capacity that has VIP and royal suits. Staffs of the hospital are highly trained in tope hospitals and medical schools in the USA and Europe. The medical facilities are most advanced, with latest diagnostic and treatment procedures and equipment. The hospital has specialized departments in the areas of surgery, cancer treatment, and nuclear medicine. The hospital thus has competent staffs and superior medical facilities, to handle the treatment of breast cancer. The Al Nor Hospital has put adequate financial investments in the management of cancer. In 2014, the hospital entered into a contract to acquire the Gulf International Centre that is valued at US$21.8 million. The centre is the only cancer treatment facility that is found in Abu Dhabi. The land for the cancer centre was additionally leased at US$2.7 million for 25 years. An extra payment of US$2.2 million was made, and it is based on performance. The acquisition process was accomplished on February 10, 2014 (Al Noor Hospitals Group PLC., 2014). Cancer is a health condition that results from the uncontrolled growth of abnormal body cells. This condition occurs when the body’s control system fails to work properly leading to the persistence of old cells that grow abnormally into new abnormal cells. These new abnormal cells may form a mass of cells called a

Christianity and Education Essay Example | Topics and Well Written Essays - 1000 words

Christianity and Education - Essay Example Years ago, people served God without feeling ashamed. He was a part of everyday life. Society valued the Lord as a whole, as it was expected that all people go to church for worship. Those who did not were looked down upon, since they were not giving the Lord the thanks he deserves. Children prayed openly in school, and the class always said prayers before beginning the daily study routine. Nowadays, fewer people attend church. Christians who are faithful in their worship towards God are frequently mocked, and if people miss church, not much is thought of it. Much of society does not hold god in as high of regard as they used to. What’s even worse is that God has practically been taken out of our schools. Some secular individuals who do not take Christianity seriously may reason that Christians are making too much of a big deal about matters. They feel that God is still in our schools, since children are still allowed to pray privately. Evidence, on the other hand, is contrary to such reasoning, as the Bible has much to show us about the times we are living in. What’s more, we can find an explanation in the pages of God’s word as to why the school system is going downhill when it comes to God and morals. The passage at 2 Timothy 3:1-5 gives us a good explanation as to why such events are transpiring. This passage talks about the last days and what is to occur during those times. We are told that children will be disrespectful to those in charge, having a complete lack of regard to authority. Violence will increase greatly, as people will commit violent crimes without a conscience. There will be a serious lacking of self control, and the number of selfish individuals will increase to an alarming rate. Should a person make a mistake, there will be no forgiveness if he wants to smooth things over because people during the last days will be very unforgiving. And if this isn't bad enough, we are told about how people will have a prideful spirit, and will deeply persecute those who love serving God and doing what is right. People will only be concerned about the things that pleasure them rather than devoting time to serving God (the Holy Bible, New King James Version.) Everything that was mention in this Bible passage is characteristic of what is currently occurring in our schools at present. Years ago, children actually respected the teachers. Now, it is not common to hear that teachers stand around helplessly while the children do their dirty business because they are afraid of what the children might do for correcting the behavior. Children talk back to the teachers, and some have even inflicted harsh physical violence. The number of violent incidences that occur in our schools today is ever increasing. Just about every time one switches on the TV to watch the news, there is some sort of report on school violence. There are numerous cases concerning children who bully others, and nothing is done about it because the teachers are afraid of the bullies. Others take things to the extremes by calling bomb threats or bringing weapons to school to injure and kill teachers and fellow classmates. Such violent behavior is not characteristic of a Christian who is reverent in his service to God, and it shows us that things are really getting out of control as described in the above Bible passage. When we look at the pages of God's word, He makes it very clear how he feels about violence. At Galatians 5:19, 20, there is a list of practices that are not acceptable for a servant of God to engage in. Acts of violence are listed among them. In these verses, we are told what will happen to those who engage in such acts. These persons will not inherit God's kingdom (the Holy Bible, New King James Version). Also Psalm 11:5 states that God hates violence (the holy Bible, New King James Version). Nothing can be clearer about how God feels than this verse, which directly states His feelings about the subject. Sadly, school children are not taking this into account, as God is no longer a part of the school curriculum. God

Hiring Manager Essay Example for Free

Hiring Manager Essay I have recently found through your online advertisement that your company is in need of an administrative support specialist to fill the position of clerical support staff. I am confident that upon your review of my credentials you will find that I am a perfect match for the job.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I have five (5) years of extensive experience in administrative posts in a variety of professional environments. I have working knowledge of all general office procedures. I am fluent in many languages and exceptionally competent in office related computer software.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Details of my qualifications can be found on the attached resume. Professional and personal references are available upon request. I hope to hear from you soon. Thank you.

Discussion in terms of Fayol’s Managerial Functions Essay -- Business

Discussion in terms of Fayol’s Managerial Functions Henri Fayol proposed that all managers perform five management functions. 1- Planning, 2- Organizing, 3- Commanding, 4- Coordinating, 5- Controlling. Most management books still continue to be organized around the management functions, Although they have been condensed down to basic and very important functions. 1- Planning The planning functions involves the process of defining goals, establishing strategies for achieving these goals, and developing plans to integrate and coordinate activities. Our instructor also defines or goals which is standard education and successfulness in the exams, according to this concern he establish the ways and strategies that how can we perform well in our exams. 2- Organizing Managers are also responsible for arranging work to accomplish the organization’s goals. This function is called Organizing. It involves the process of determining what tasks are to be done, who is to do, how the tasks are to be grouped, who reports to whome, and where decisions are to be made. 3- Leading When managers motivate subordinates, influence individuals or teams as they work, select the most effective communication channel, or deal in any way with employee behavior issues, the are leading.. Our instructor leading us by motivating through his moral support, he use best channels to teach us, he polish our attitude by using his good behavioral skills. 4- Controlling Management function that involves monitoring actual performance, comparing actual to standard, and taking action, if necessary. Our instructor controlling his class by monitoring the students, he maintain discipline, even threats students if necessary. Discussion in terms of Mintizberg’s Managerial roles Henry Mintzberg, a prominent management researcher says that what managers do can best be described by looking at the roles the play at works. Mintzberg Developed a categorization scheme for defining what managers do. He concluded that managers perform ten (10) different but highly interrelated roles. The managerial Roles. 1- Interpersonal 1- Figurehead 2- Leader 3- Liaison Provide information 2- Informational 1. Monitor 2. Disseminator 3. spokesperson Process information 3- Decisional 1. Entrepreneur 2. Disturbance handler 3. Resource... ... they seldom actually say it, and they never write it down. And the main employment of numbties world-wide is in creating project specifications. You must know this - and protect your team accordingly. 9. Becoming a Great Manager. The first steps to becoming a really great manager are simply common sense; but common sense is not very common. This article suggests some common-sense ideas on the subject of great management. Skills changes according to Management Level The extent to which managers perform the functions of management - planning, organizing, directing, and controlling - varies by level in the management hierarchy. A manager is someone skilled in knowing how to analyze and improve the ability of an organization to survive and grow in a complex and changing world. This means that managers have a set of tools that enable them to grasp the complexity of the organization's environment. 1- Most of the first line manager’s time is allocated to the functions of directing and controlling. 2- Middle management implements top management goals 3- In contrast, top managers spend most of their time on the functions of planning and organizing.

Look at the questions

Queen Elizabeth of England was known as one of the most successful rulers of her time for a number of different reasons. She did many things right, but the most prevailing aspect of her reign was her foreign policy. She was something of a revolutionary leader during that time in a number of different ways. While other leaders were busy fighting big wars to protect themselves from danger, Queen Elizabeth found a way to keep her enemies at bay by pacifying them. She used power and influence to balance between the countries and the powers that would have otherwise been a problem during that time. Though the premise of her policy was to help England, it actually helped much of Europe as a result. For example, European powers like France and Germany were able to build their military power and their financial backing while not having to defend against a large armed force in England. Without having to look too far, one can find some of Elizabeth’s policies being utilized in the world today. In some ways, they are being used in many of the same ways that Elizabeth used her policies back in England. There are some very good examples, including the situation that is currently happening in Ukraine. Ukraine is a country that was involved with the Soviet Union for a long time, so they have struggled in the period shortly following that. The adjustment has been difficult, because the country still holds onto its Russian roots, but it is being pulled towards the Western world. Being in such proximity to both Russia and Europe, Ukraine has to fact tough questions about the direction of their country. China is a country that is always in balance between various powers, as well. On one side of them, there is Japan, who holds much of the world’s power in the financial district. One the other hand, they have to balance between the socialist nations that surround them in the South Pacific. In order to make sure that they keep a good reputation around the world, China has had to keep pacify the Western world. They are a large producer of goods, so in order to stay viable, they have to keep the important trade relationships that have been developed up to this point. On the other hand, the socialist nature of their government makes it difficult for them to relate with countries like the United States and many of the nations in Europe. In the sixteenth century, England found itself in an interesting position. In many ways, the world was changing during that time. Today, it is still a changing world, so countries still have to account for these changes. Instead of having to simply care for today, countries like China and Ukraine have to take into account what might happen tomorrow. This is why it is difficult for these countries to have an economic and military strategy that pleases everyone. Queen Elizabeth was able to balance the interests of her country and many different countries, so that they could become a power in the changing world. If England did not have such a balanced policy, then there is no way they could have charged into the new age in such that they would maintain their power into this current time.

The Holy Night A Christmas Story by Selma Lagerlöf

As part of her collection Christ Legends Selma Lagerlà ¶f wrote the story The Holy Night,   a Christmas-themed tale first published in sometime in the early 1900s but before her death in 1940. It tells the story of the author at five years old who experienced a great sadness when her grandmother passed which made her recall a story the old woman used to tell about the Holy Night. The story the grandmother tells is about a poor man who wanders around the village asking people for a single live coal to light his own fire, but keeps getting met with rejection until he runs into a shepherd who finds compassion in his heart to help, especially after seeing the state of the mans home and wife and child. Read the full story below for a quality Christmas tale about how compassion can lead people to see miracles, especially around that special time of year. The Holy Night Text When I was five years old I had such a great sorrow! I hardly know if I have had a greater since then. It was then that my grandmother died. Up to that time, she used to sit every day on the corner sofa in her room, and tell stories. I remember grandmother told story after story from morning till night, and we children sat beside her, quite still, and listened. It was a glorious life! No other children had such happy times as we did. It isnt much that I recollect about my grandmother. I remember that she had very beautiful snow-white hair, and stooped when she walked, and that she always sat and knitted a stocking. And I even remember that when she had finished a story, she used to lay her hand on my head and say: All this is as true, as true as that I see you and you see me. I also remember that she could sing songs, but this she did not do every day. One of the songs was about a knight and a sea-troll, and had this refrain: It blows cold, cold weather at sea. Then I remember a little prayer she taught me, and a verse of a hymn. Of all the stories she told me, I have but a dim and imperfect recollection. Only one of them do I remember so well that I should be able to repeat it. It is a little story about Jesus birth. Well, this is nearly all that I can recall about my grandmother, except the thing which I remember best; and that is, the great loneliness when she was gone. I remember the morning when the corner sofa stood empty and when it was impossible to understand how the days would ever come to an end. That I remember. That I shall never forget! And I recollect that we children were brought forward to kiss the hand of the dead and that we were afraid to do it. But then some one said to us that it would be the last time we could thank grandmother for all the pleasure she had given us. And I remember how the stories and songs were driven from the homestead, shut up in a long black casket, and how they never came back again. I remember that something was gone from our lives. It seemed as if the door to a whole beautiful, enchanted world—where before we had been free to go in and out—had been closed. And now there was no one who knew how to open that door. And I remember that, little by little, we children learned to play with dolls and toys, and to live like other children. And then it seemed as though we no longer missed our grandmother, or remembered her. But even to-day—after forty years—as I sit here and gather together the legends about Christ, which I heard out there in the Orient, there awakes within me the little legend of Jesus birth that my grandmother used to tell, and I feel impelled to tell it once again, and to let it also be included in my collection. It was a Christmas Day and all the folks had driven to church except grandmother and I. I believe we were all alone in the house. We had not been permitted to go along, because one of us was too old and the other was too young. And we were sad, both of us, because we had not been taken to early mass to hear the singing and to see the Christmas candles. But as we sat there in our loneliness, grandmother began to tell a story. There was a man who went out in the dark night to borrow live coals to kindle a fire. He went from hut to hut and knocked. Dear friends, help me! said he. My wife has just given birth to a child, and I must make a fire to warm her and the little one.But it was way in the night, and all the people were asleep. No one replied.The man walked and walked. At last, he saw the gleam of a fire a long way off. Then he went in that direction and saw that the fire was burning in the open. A lot of sheep were sleeping around the fire, and an old shepherd sat and watched over the flock.When the man who wanted to borrow fire came up to the sheep, he saw that three big dogs lay asleep at the shepherds feet. All three awoke when the man approached and opened their great jaws, as though they wanted to bark; but not a sound was heard. The man noticed that the hair on their backs stood up and that their sharp, white teeth glistened in the firelight. They dashed toward him.He felt that one of them bit a t his leg and one at this hand and that one clung to this throat. But their jaws and teeth wouldnt obey them, and the man didnt suffer the least harm.Now the man wished to go farther, to get what he needed. But the sheep lay back to back and so close to one another that he couldnt pass them. Then the man stepped upon their backs and walked over them and up to the fire. And not one of the animals awoke or moved.When the man had almost reached the fire, the shepherd looked up. He was a surly old man, who was unfriendly and harsh toward human beings. And when he saw the strange man coming, he seized the long, spiked staff, which he always held in his hand when he tended his flock, and threw it at him. The staff came right toward the man, but, before it reached him, it turned off to one side and whizzed past him, far out in the meadow.Now the man came up to the shepherd and said to him: Good man, help me, and lend me a little fire! My wife has just given birth to a child, and I must mak e a fire to warm her and the little one.The shepherd would rather have said no, but when he pondered that the dogs couldnt hurt the man, and the sheep had not run from him and that the staff had not wished to strike him, he was a little afraid, and dared not deny the man that which he asked. Take as much as you need! he said to the man. But then the fire was nearly burnt out. There were no logs or branches left, only a big heap of live coals, and the stranger had neither spade nor shovel wherein he could carry the red-hot coals.When the shepherd saw this, he said again: Take as much as you need! And he was glad that the man wouldnt be able to take away any coals.But the man stopped and picked coals from the ashes with his bare hands, and laid them in his mantle. And he didnt burn his hands when he touched them, nor did the coals scorch his mantle; but he carried them away as if they had been nuts or apples.And when the shepherd, who was such a cruel and hardhearted man, saw all this, he began to wonder to himself. What kind of a night is this, when the dogs do not bite, the sheep are not scared, the staff does not kill, or the fire scorch? He called the stranger back and said to him: What kind of a night is this? And how does it happen that all things show you compassion?Then said the man: I cannot tell you if you y ourself do not see it. And he wished to go his way, that he might soon make a fire and warm his wife and child.br/>But the shepherd did not wish to lose sight of the man before he had found out what all this might portend. He got up and followed the man till they came to the place where he lived.Then the shepherd saw the man didnt have so much as a hut to dwell in, but that his wife and babe were lying in a mountain grotto, where there was nothing except the cold and naked stone walls.But the shepherd thought that perhaps the poor innocent child might freeze to death there in the grotto; and, although he was a hard man, he was touched, and thought he would like to help it. And he loosened the knapsack from his shoulder, took from it a soft white sheepskin, gave it to the strange man, and said that he should let the child sleep on it.But just as soon as he showed that he, too, could be merciful, his eyes were opened, and he saw what he had not been able to see before, and heard what he could not have heard before.He saw that all around him stood a ring of little silver-winged angels, and each held a stringed instrument, and all sang in loud tones that tonight the Saviour was born who should redeem the world from its sins.br/>Then he understood how all things were so happy this night that they didnt want to do anything wrong.And it was not only around the shepherd that there were angels, but he saw them everywhere. They sat inside the grotto, they sat outside on the mountain, and they flew under the heavens. They came marching in great companies, and, as they passed, they paused and cast a glance at the child.There was such jubilation and such gladness and songs and play! And all this he saw in the dark night whereas before he could not have made out anything. He was so happy because his eyes had been opened that he fell upon his knees and thanked God.What that shepherd saw, we might also see, for the angels fly down from heaven every Christmas Eve, if we could only see them.You must remember this, for it is as true, as true as that I see you and you see me. It is not revealed by the light of lamps or candles, and it does not depend upon sun and moon, but that which is needful is that we have such eyes as can see Gods glory.