Jordan Life Essays - McDonalds High School All-Americans

Jordan Life COMPARE AND CONTRAST JORDAN AND BIRD Now that Michael Jordan has retired (again), it's time to re-examine what was once a heated debate in basketball circles: Who is better, Michael Jordan or Larry Bird?. There was a time that this was as talked about an issue as Is professional wrestling real or staged?. Much like the wrestling question, debate over the greatest player in NBA history has always said that the answer is obvious. A look at the numbers will show, however, that the title of NBA's All-Time Greatest Player is still very much in dispute. In comparing these two extraordinary athletes I frist examined the statistics of both players, which proved to be very interesting. Larry Bird came out on top in the free throws with an average 89% to Jordan's 84%. Larry also came out on top in three point category with a life time average 38% to MJ's 33%. Rebounds per game also leaned in Larry favor 10 to MJ's 6. Assists where another category that Bird got the better of Jordan in with 6 a game for Larry and 5 for MJ. In the steals per game category they tied with 2 per game. They also where almost identical in blocks per game with life time averages of .89 a game for MJ and .87 a game for Larry not that impressive of a sat for either of them. Know let's talk about the categories that Michael Jordan was better in. Like shooting percentage Jordan Leeds Bird in this category 51% to Birds 50% I think that when you look at this sat it is important to remember that Bird played in an era with out the high percentage slam dunk that MJ made famous. Now points per game MJ had 31 a game to Larry's 24 this is the only sat where MJ has a decisive edge over Larry. . So what does it all mean? Was Larry better than Michael? Not necessarily. Was Jordan the greatest player in the history of the game? Perhaps. Then again, perhaps not. Michael Jordan filled the greatness void left by such players as Larry Bird, Magic Johnson, and Julius Erving. He has been coddled by referees and has amassed trophies and accolades in a league where no one could challenge him. While the argument could be made that this is the reason MJ is the best there ever was, I don't see it that way. Jordan has made his mark in an era where expansion and million-dollar salaries for mediocre players have watered down the overall talent in the league beyond comparison to Bird's era. DON'T GET ME WRONG: Jordan is surely among the all-time greatest players in the history of the NBA. The point of this comparison is to demonstrate that the answer to the question Who is the all-time best is not as self-evident as one may think. As a die-hard Celtic fan, even I was ready to relinquish that crown to Jordan at one point. Yet when you look at their statistics and consider them in terms of the makeup of the league during the heights of their careers... I think the argument could be made either way. Sports and Games

Compare and Contrast Essay Essays

Compare and Contrast Essay Essays Compare and Contrast Essay Essay Compare and Contrast Essay Essay When comparing and contrasting the verse form â€Å"What It’s Like to Be a Black Girl† by Patricia Smith with the short narrative â€Å"Country Lovers† By Nadine Gordimer. The character in â€Å"What It’s Like to Be a Black Girl† is based more upon recent clip while â€Å"Country Lovers† is based in a older clip frame. However. both narratives are unambiguously about desiring to be loved. The verse form and the short narrative are both great illustrations of the trouble of life between two different cultural backgrounds. While one concentrates more on calamity the other is faced more with credence that leads to tragedy. Love although can’t be explained. has many accounts to how one can love. Whether your love goes every bit deep as loving through tragic times or looking for person to love you at all times. Both of these narratives focus on issues of racism. interior battles. bondage. bias. and the chase of freedom every bit good as equality. At the terminal. everyone wants and needs to be accepted and will make whatever it takes. The verse form â€Å"What It’s Like to Be a Black Girl† inside informations the battles of what African American adult females go through merely to be noticed. The verse form breaks down how it is all right to be â€Å"Black† yet look â€Å"White† because that’s the expression work forces want. In the verse form the character addresses the issues about how African American adult females would pass infinite hours in altering their visual aspect merely to be accepted and loved by thee. â€Å"First of all. it’s being 9 old ages old and experiencing like you’re non finished. like your borders are wild. like there’s something. everything. incorrect. † ( Clugston. 2010 ) . She goes in farther item depicting how she hides her natural expression because she accepted that her natural expression isn’t what society has pinned as natural or beautiful. So she adds light-haired hair to her caput and changes her oculus colour to look more like a â€Å"Marilyn Monroe† . â€Å"It’s starting a faded white mophead over the cricks of your hair and primping in forepart of mirrors that deny your contemplation. † ( Clugston. 2010 ) . From any other position the battles of African Americans may non be to the full understood. In the verse form â€Å"What It’s Like to Be a Black Girl† she explains within a couple sentences the battles of non being accepted in your ain tegument. It’s as if she has accepted what she must make in order to be noticed or to be loved. All she wants is to be loved by a great adult male no affair the ethnicity nevertheless she believes she must alter her visual aspect in order to be noticed by such adult male. â€Å"It’s eventually holding a adult male reach out for you so undermining in around his fingers† ( Clugston. 2010 ) . In comparing â€Å"Country Lovers† tells a narrative of a immature white male child who befriends the girl of a black aid on his parents farm. The two become close friends as their likes for each other develop and convey calamity. The male child had a repute of flaunting and flirtation nevertheless the immature miss felt she was different from the remainder of the misss. Nadine Gordimer writes. â€Å"When he had even met one who. at a nuptials he had attended with his parents on a nearby farm. had let him make with her in a locked storage room what people did when they made love- when he was as far from his childhood as all this. he still brought place from a store in town a ruddy plastic belt and aureate hoop ear–rings for the black miss. Thebedi† ( Clugston. 2010 ) . Sadly the immature miss neer realized the gifts were non from love but merely another gift to maintain rather. As clip past the male child grew older and neer noticed what he was making to the immature misss bosom. Gordimer writes. â€Å"The problem was Paulus Eysendyck did non look to recognize that Thebedi was now merely one of the crowd of farm kids down at the kraal. recognizable in his sister’s old clothes† ( Clugston. 2010 ) . This would play a immense portion in what brought the tragic stoping to the narrative. Thebedi ended up happening another immature adult male. Njabulo whom she would get married. Njabulo was the kid of husbandman as good nevertheless he was black. He was much like her male parent which made it easier for the male parent to accept their matrimony. Typically the boy in jurisprudence would hold something to offer the household in trade for the girl nevertheless this immature adult male had nil to demo. Her male parent liked this immature adult male so much to the point he accepted the matrimony even without a trade off. â€Å"Njabulo’s parents met with hers and the money he was to pay in topographic point of the cattles it is customary to give a prospective bride’s parents was settled upon. He had no cattles to offer ; he was a laborer on the Eysendyck farm. like her father† ( Clugston. 2010 ) . Love although can’t be explained. has many accounts to how one can love. Whether your love goes every bit deep as loving through tragic times or looking for person to love you at all times. Both of these narratives focus on issues of racism. interior battles. bondage. bias. and the chase of freedom every bit good as equality. At the terminal. everyone wants and needs to be accepted and will make whatever it takes.

Intravenous Drug Users Assignment Example | Topics and Well Written Essays - 1250 words

Intravenous Drug Users - Assignment Example This paper will focus on the on the vulnerability of the youths towards intravenous drug abuse. The most vulnerable population of this abuse is the youth’s offenders this is according to the study carried out in South Australia. These youths are mostly found in areas that are densely populated. Lack of good storage techniques of syringes encourages intravenous drug use among the youths. Statistics indicate that there is less use of drugs in youths that are under the care of the parents than those that are on the streets. An assessment was carried out among the youths to acquire appropriate data on the usage of drugs. Most youths were not ready to comply with this assessment. It was later found that intravenous drug abuse is most common among the youths of the age between 14-19 years old (Chin 133). The youths seem to abuse drugs more than the adults. Substance abuse increases with an increase in age. Male youths have been reported to abuse drugs more than women. This abuse amo ng youth’s emanates from environmental factors and also social factors. Intravenous drug users get to learn from there peers. Youths who reside in urban centers are reported to be the most vulnerable towards drug abuse. These youths are influenced into substance abuse by those individuals that have a close connection to the drugs. ... A study carried out in Canada proved that the high spread of substance abuse was due to the high level of homelessness among the youths. Therefore, this homeless children resort to staying in the streets where they are lured into substance use. Others participate in transportation or selling of these drugs to earn a living (Chin 139). Another contributing factor to the usage of drugs is stress among the youths who later resort to abuse of drugs. Adults play a role in fueling drug use among the use for instance ignorance among parents on their children’s welfare, there are adults who encourage intravenous drug use by selling drugs and syringes to the youths. Abuse of drugs has had negative far reaching effects on the youth population. Most cases of HIV/AIDS has been caused due to substance abuse. Unplanned pregnancies have also bee caused by substance abuse therefore leading to production of children by children. Intravenous drug abuse is sometimes caused by an individualâ€⠄¢s ignorance. Most youths are adamant to the teachings and blind to the negative effects that accrue from substance abuse. Another reason to the high substance abuse is school drop outs. Most undisciplined students drop out of school to engage in substance abuse. They do not care about the effects of these drugs to their health. Effects of intravenous drug abuse have been made known worldwide therefore; the youth’s engagement in this act cannot be blamed to the environmental factors but rather themselves (McCarthy 16). Research is very important in shaping ones attitudes. The bias that has been formed against the intravenous drug users can be changed through research. This is because we get to learn different factors that lead to substance abuse among the youths. An individual will be able

COMPARE THE UNITED STATES BILL OF RIGHTS TO THE ENGLISH MAGNA CARTA OF Term Paper

COMPARE THE UNITED STATES BILL OF RIGHTS TO THE ENGLISH MAGNA CARTA OF 1215 - Term Paper Example The second amendment is the right to keep and bear arms. This amendment guarantees citizens the freedom to protect their life against oppression of the government by keeping arms (Burgan 38). The third amendment states the conditions for quarters of soldiers. These conditions state that citizens cannot be forced to have soldiers enter their houses whether during war or during peace (Burgan 39). The fourth amendment is the right of regulated search and seizure. This amendment guarantees citizens the right to have their places and possessions searched or seized only against a warrant issued under due cause (Burgan 39). The Fifth Amendment concerns provisions concerning prosecution. This means that the citizens cannot be prosecuted unless a Grand Jury finds it legitimate to do so. Citizens should also not be compelled to testify against themselves (Burgan 39). The sixth amendment secures citizens the right to a speedy public trial by a jury that is unbiased. The citizen should have the opportunity to see the witness of the prosecution and to present his own witnesses (Burgan 40). The seventh amendment guarantees citizens involved in suits where the value exceeds twenty dollars a trial by a jury (Burgan 41). The eighth amendment protects US citizens against unnecessarily large amounts for bail, expensive fines or cruel punishment (Burgan 41). The ninth amendment protects citizens’ rights against other rights specified in the Constitution (Burgan 41). The tenth amendment protects citizens against the federal government by only giving it rights specifically mentioned in the Constitution (Burgan 41). 2. The Magna Carta of 1215 was an important charter signed by King John of England on 15 June 1215 after barons who had become dissatisfied with the king’s exploitative form of governance and exorbitant taxes had besieged him in his palace at Windsor (Drew 139). The Magna Charter is important because it restricted the absolute powers of the king and helped t o make the parliament more powerful. Primarily, the charter was intended to modify the feudal relationships between the king and the barons in the kingdom but down the centuries the terms of the charter and the freedoms granted to citizens under it have become a cornerstone for citizens’ rights and freedoms around the world. The document became the basis of the constitutional form of government (Drew 139). Originally, the Magna Carta contained 37 laws but most of these have been lost over the centuries. The most important of the laws that is in existence today is the freedom of citizens to be protected against forcible imprisonment or possession of property by the government. Among other freedoms guaranteed by the Magna Carta were the independence of the Church and its protection against interference of any kind from the king. The Magna Carta also transferred the right to impose taxes to the parliament. Citizens were also given the right to due process and protection from arb itrary punishment and seizure (Drew 139). 3. The Magna Carta of 1215 was written by Archbishop Stephen Langton of Canterbury and was signed by King John. It was originally called Articles of the Barons. The document was signed under pressure from the feudal barons who had united against the oppressive governance of the king (Drew 139). The Bill of

Music and Architecture n Britain during the Period 1600 to 1750 Coursework

Music and Architecture n Britain during the Period 1600 to 1750 - Coursework Example The development in architecture has been influenced by a number of happenings in Italy during the initial Baroque period as in the case of Music. Subsequently, by early 18th century the Georgian Architecture evolves from the Baroque as an alternate and not so rich. The literature study will go through these periods of musical and architectural history to delve deeper into the happenings during this period, the development of both and their structure. Baroque period was the beginning of a major change in the approach to music in the Western Europe. The growing power of the Europe both economically and militarily led the music industry also to take its turn and grow. Baroque music is very complicated with motets and madrigals and movement of voices over and across one another creating the opera and the Oratorio. While one had the musical ingredients combined with drama and scenery, the Oratorio did not have the scenery making it just the voice and the music alone (Saddie J A, 1998). Du ring this period of Baroque, there was no piano and it is yet to be invented. The major musical instrument was the violin, which was considered the queen of all instruments. The keyboard instruments are the harpsichord and the organ. The Baroque period also saw the rise of what are called the Orchestras. Chamber music was played by the Chamber Orchestra which had a small group of players playing specific instruments. These were in Trios (3), Quartets (4) or in Quintets (5) and can go up to 10 players in all (Colles 1927). During this period the most common form of music came in as Instrumental Suite. They were mixed with dances so that the music and dance went together along with drama in some cases to make a complete presentation. In Opera, the voice was added. The Baroque Period was made proud by a number of composers and renowned musicians. The early Baroque period is normally looked at as the period between 1600 and 1654. Baroque's dividing line from the Renaissance period starts with the rise of the Opera, the musical drama. This was first staged in Italy by Claudio Monteverdi (Franklin Zimmerman, Jul 1958). This is normally referred to as the 'recitative style' which also permeates architecture and painting. While at the same time, on the music front the major change in the figured bass and in the polyphonic composition in association with the harmonic one. This was also the period when the music was slowly weaned away from the influence of the Catholic Church and a slow but steady move towards secular thought in music came up. The Protestant thought also reflected in the music and most of the developments in music can be attributed to the rising competition between catholic and protestant churches. One of the other major changes in mu sic was the text form of music which could transcend language barriers and was being used in Germany by Heinrich Schutz. This was completely redone from the prima practica, by Monteverdi as seconda practica (musica 2007). The Monteverdi style includes idiomatic writing, virtuoso flourishes and other new techniques. This became the core of the early Baroque Period and goes on up to the very end of this period in 1750. The influence of the Italian composers continued to dominate the music scene during the early

Teaching and Learning in Clinical Practice

Teaching and Learning in Clinical Practice The purpose of this essay is to outline the episode of teaching and learning in clinical practice that I have been involved. It will describe the significance of under penning theory of teaching, It will demonstrate knowledge and understanding teaching and learning methods relate with learning outcomes/objectives, assessment, and evaluation and quality assurance. It will also going to looking at the reflection that has been required to the teaching session based on the evaluation. I am going to use Gibbs (1988) Reflective Cycle. This model is a recognized framework for my reflection. Gibbs (1988) consists of six stages to complete one cycle which is able to improve my teaching practice continuously and learning from the experience for better practice in the future. Learning is the act or process by which behavioural change, knowledge, skills and attitudes are acquired Boyd, et al. (1980) therefore learning is not just attending a class or reading books it is all about changing behaviours and attitudes, reflecting what has been taught by practicing. There are three sets of learning theory generally used in educational circles these are behaviourist, humanistic, and cognitive. For my teaching session I have used Cognitive approach because the cognitive method is student-centred. In other words, as an adult learner, the students find out for themselves in a self-directed way Pritchard, A. (2008). According to Knowles, M.S. (2005) and Quinn, F.M Hughes, S (2007) cognitive learning is a great method that provides the means of knowledge, and goes well beyond simple imitation of others. Conditioning can never explain what you are learning from reading our web-site. This learning illustrates the importance of cognitive learning Conner, M. L. (2005).. Cognitive learning defined as the gaining of knowledge and skill by mental or cognitive processes. The procedures we have for manipulating information in our heads Cognitive processes include creating mental representations of physical objects and events, and other forms of information processing Thorners.L (2009). In cognitive learning, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. Cognitive learning might seem to be passive learning, because there is no motor movement. However, the learner is quite active, in a cognitive way, in processing and r emembering newly incoming information. One of the most useful descriptive models available of the adult learning process provided by Kolb (1984) suggesting that there are four stages in learning which follow from each other: Concrete Experience is followed by Reflection on that experience on a personal basis. This may then be followed by the derivation of general rules describing the experience, or the application of known theories to it Abstract Conceptualisation, and thus to the construction of ways of modifying the next occurrence of the experience Active Experimentation, leading in turn to the next Concrete Experience. All this may happen in a flash, or over days, weeks or months, depending on the topic, and there may be wheels within wheels process at the same time Muijs.D And Reynolds.D (2006),à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. According to Pritchard, A. (2008) the best way for a person to learn depends on the person, of course. It is well know that people have different leaning styles that work best for them. The best approach for a teacher to take is to address a variety of learning styles with their teaching plan. It is also helpful to encourage students to understand their preferred leaning style. Teachers should make students aware of the various learning styles and encourage them to consider their preferred style as they complete their studies. Wragg.E.C (2004) recommended that teachers should create an environment with lots of tools for developing an understanding of the topic. I have provided PowerPoint slide and image from the web so that the students can learn in both way from the slide and image. I have applied them by allowing the students to be active participants discussing on the topic, monitoring students progress and ask lots questions and answer. Teachers should provide use of visual and v erbal teaching methods as well as speak out loud student using technique. Student should think deeply and answer questions about the topic to further develop their understanding. Incorrect answer can be a good thing as it helps the student recognise that they need learn more to achieve purpose of the topic Conner, M. L. (2005). Cognitive learning strategies include case studies, research, discussions, self-assessment and presentations. As an adult learner, I used PowerPoint presentation with good font size and good background light as well as topic related image which can attracts the audience and grape their tension. The topic of the lesson I have prepared was based on the audience level and relevant for their future nursing career. According to NMC (2008) we have a duty to facilitate students of nursing, midwifery and specialist community public health nursing and others to develop their competence. I have a responsibility to teach based on current evidence, best practice and, where acceptable, validated research when it is available. According to Malcolm (2005) the Andragogical Model in adult learners has a self-concept of being responsible for their own decisions, for their own lives. Ones they arrived at that self-concept, they develop a deep psychological need to be seen by others and treated by other s as being capable of self-direction. This includes letting learners know how the topic is important to learn, showing learners how to direct themselves through information and relating the topic to their experiences. In addition, people will not learn until they are ready and motivated to learn. Often this requires helping them overcome inhibitions, behaviours, and beliefs about learning Conner, M. L. (2005). Lesson plan is one of the most important principles of good teaching so that the teacher can check that he/she keeping to time and actually what the content of her/his lesson is, as well as a framework for reflection and evaluation Pritchard, A. (2008) Thorners.L (2009) I have structured my lesson plan by asking myself about the title for the session, the type of expected learning, about teaching and learning methods, length of time available, location of teaching session, access computer, internet resources, etc. I also think about the audience the number of learners and their study level or stage in training, and how will I know if the students understand? This is by assessing student Informal and formal way, questioning techniques, feedback from learners Knowles, M.S. (2005), Muijs.D And Reynolds.D (2006) and Surgenor.P (2010) I have also set out the aim and objectives for my teaching session, that way the students know what to expect and also what they are expected to know by the end of the session. Surgenor.P (2010), Muijs.D And Reynolds.D (2006) explained that the goal of creating learning objectives is to provide a means of clarifying the purpose of teaching to ensure the lesson is successful and the objectives are achieved. Clearly identifying learning objectives improves the communication between the teacher and the learner. When the objectives of a teaching have been clearly identified and presented in an orderly progression, the desired learning outcomes will be attained. In this paragraph, I am going to reflect on the situation that taken place during my teaching session using Gibbs module which consist six stages. The cycle starts with a description of the situation, next is to analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again NHS, (2006). Dunn.L, (2002) and Wragg.E.C (2004) gave some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Jasper M (2003) explain that reflection is about gaining self-confidence, identify when to improve, learning from own mistakes and behaviour, looking at other people perspectives, being se lf-aware and improving the future by learning the past. Description, I had a clinical teaching session PowerPoint presentation for my fellow students at London South Bank University in January 2011. It was a 20 minutes teaching session based on nursing related topic I left home early as I wanted to print my note. Unfortunately it was just a shame that I forgot my student card and couldnt print my work for this result I was panicking but I managed to teach using the PowerPoint slides. I thought the students will come up with lots questions which would challenge me. Feelings, I was feeling nervous just before I begin to talk and during the first  five minutes, and then things get much easier. Before I started to teach, I introduced myself and approached the students to build a good connection with them as I do not want them to feel bored as well as I myself was blank due to anxiety. My first approached was to ask them how much they know about the topic. The students were interested in the topic and they were quite knowledge about the topic. In this situation, I showed up my emphatic listening. According to Wold (2004) the emphatic listening is about the motivation to understand the other person not just judging the persons fact. Then, I start going through slides in detail each point and I ensured if the students could hear me as I was quite quickly spoken and coughing during talk due to mouth dryness. In the meantime I used non-verbal communication skills with them including using my body gesturers and facial expression. Body gesturers and fa cial expressions are referred as a non-verbal communication Surgenor.P (2010) and Jasper M (2003). As a result, the students gave a good collaboration and enjoyed the session until finished. Evaluating, I was pleased to see that the students did not disappoint with the session. I feel I make the right decision to accompany and assess student if they could hear me in order to get my point. Furthermore, I could develop my confident to teach/communicate more effectively. Although Pollard.A, (2008), would describe it as a task-centre communication as one of the element caused the lack communication among teachers. My worry was that during my preparation it was not considered how I could handle my anxieties and nerves which affect my communication by talking quick or may not clear enough. In my analysis, generally the session went well because I used cognitive approach correctly and used appropriate teaching method. Point out that Pritchard, A. (2008) cognitive theory is a great theory to follow when teaching. I was suffering with mouth dryness and talked quickly, it seemed because I was nerves, otherwise enjoyed good teaching. During my presentation it might have helped to have a print out note of my presentation so that I dont get blank and also I might have helped if it was considered how I will handle my own anxieties and nerves for example to have a bottle of water would have help to hydrate me. Study suggested that to practice my talk and keep a note of timings and any helpful stage direction as well as considering how to react under pressure. Study also shows that it is common to speak more quickly when nervous and therefore, it is useful to think of ways of slowing down at the beginning of your talk NHS (2006), Pollard.A, (2008), Skinner.D (2010). The students were satisfied to learn new thing from the topic that has no previously done and learnt the important point of the session. I was satisfied with engaging students by asking questions and answering, student discussion and that they appeared to be knowledgeable. According to West, Clark and Jasper (2007) provide students with best opportunity for success during the assessment process it is essential to ensure they have a feasible workload for their stage of education that can enable them to learn as well as to work therefore I was giving them every opportunities to ask question and to discuses on the topic by assessing what they learnt and by asking questions which help students to build up their confidence. Conclusion, after analysed the situation, I could conclude that I was able to know how important a good practice is valuing student respect them and treat them as an individual to deliver a good teaching. I also gain knowledge the skills for effective communication with the student weather I am nerves or anxious, I could communicate effectively with student such as approach the student, asking questions, be an active listening, show my understanding and support the encourage for further reading. There wasnt a lot I could have done in this situation; I did ask students as much as I could and I was able to answer their question as well which makes me feel good. However, I could have challenged the students by kept a little bit more if I had print out my note. The Gibbs reflective method has helped me to learn from experience and has given me an insight on what I would do differently if the situation happened again. In the future I believe that I will be able to demonstrate and work closely with both service users to support them, by assessing their needs, reviewing risks, policies and procedures that apply to them. Action plan, for the future I will be able to give the best teaching practice because now I have gain more knowledge about how to prepare teaching session and how to teach. I am also aware that by assisting patients in many ways for example, help patients to contain uncomfortable feelings, by assessing what my symptoms are, I need to learn how to hide these symptoms and pretend to be more confident. For example, if my hands were shaking I wouldnt hold my notes in my hands. If my mouth does dry, then I would keep a bottle of water along. According to Pollard.A, (2008), often by finding ways of controlling the symptoms, you will find that you are no longer feeling quite so anxious. During this essay I learnt the role of teaching and learning theory and I have developed skills and professional knowledge to work effectively with others. Also this essay helped me to develop my knowledge in teaching and learning and understand how the laws and policies are set up to give a better quality practice for teaching so I will use this for my future teaching in practice. I also learnt about individual needs in teaching and the important of approach to teach with student that promotes diversity and valuing differences, Self-esteem and positive group identity, fulfilment of individual potential, and, the full participation of all groups in society.

Children With Autism Essay -- Papers Health Disorders Essays

Children With Autism Children with autism have the possibility to improve greatly, and some even overcome the effects of autism if appropriate therapies are begun early enough. A multifaceted disorder, autism has long baffled professionals and parents alike. At a point in time, doctors gave parents absolutely no hope for the recovery of their children. But recently, new treatments and therapies have shown that improvement is possible. With early intervention, intensive care, some children have if not fully recovered, improved, and have been integrated into schools, indistinguishable from their peers. Sandra L. Harris, PhD; Topics in Autism Siblings of children with autism, A Guide for Families â€Å"Children learn from children†. Siblings of children with autism focus on the often overlooked resource of brothers and sisters as effective playmates and teachers. Dr Harris offers a practical, easy-to-use plan; families can create to ensure possible positive interaction with autistic children and their families. This book focuses on the recurrent behavioral patterns characterized by autistic children. The book deals with the challenges and obstacles the families have to get through, but most importantly how to deal with this obstacles and how to overcome the challenges. Sandra L. Harris, Ph.D. & Mary Jane Weiss, Ph.D. Right from the start; Behavioral Intervention for Young Children with Autism A Guide for Parents and professionals Right from the start explains how the teaching method known as intensive behavioral interventions can benefit young children whose diagnosis fall within the broad spectrum of pervasive Devel... ...enior executives were concerned that infants under 6months were been exposed to mercury levels that were higher than the maximum levels approved by the FDA for mercury in the diet gotten by the consumption of fish. They said these infants were getting elevated doses of vaccines containing a high level of a widely used sterilizing agent. This memo was prepared at a time when U.S health authorities were aggressively expanding their immunization schedules by adding five new shots for children in their fist six months. Many of these shots along with some previously added to the schedule included thimerosal an antibacterial compound that is nearly 50% ethyl mercury, a neurotoxin. Bibliography Lynn M. Hamilton. Facing Autism; Giving Parents Reasons for Hope and Guidance For Help.1st ed. Waterbrook Press, Colorado, U.S; 2000

The Ways in Which Mansfield Presents Leila’s Thoughts and Feelings About the Ball:

Mansfield describes a young lady first introduction to society. She describes the young girl’s emotions and excitement in a way that submerges the readers in Leila’s fantasy world, with a lot of different feelings and emotions. Mansfield wrote this story with third omniscient person. This gives the reader the opportunity to see and know Leila’s feelings, thoughts, the atmosphere, etc. Mansfield illustrated a colourful, rich fairy tale as Leila’s world. The reader can sense how Leila’s perception of the balls seems a dreamlike event.The story begins with a description of Leila’s feelings as it was her first ball. She feels mostly joy and excited. She feels mostly joy and excited, because for her â€Å"Every single thing was so new and exciting†. Even though the ball has nearly started she was sure â€Å"She would remember (the ball) for ever†. Her desire and impatience to dance is felt when she is in the cab passing by â€Å"wal tzing lamp-posts and houses and fences, and trees†. It creates a mental image of the cab dancing a waltz with the trees, houses, and fences throughout their journey to the ball.This shows how Leila is wondering how the ball is going to be, and how she looks forward to it. Mansfield creation of a dream world is revealed in Leila’s views of everything. It gives the impression that she look at everything with wide eyes and astonishment. This can be seen in the simple common details, such as â€Å"Meg’s tuberoses, Jose’s long loop of amber, Laura’s little dark head†. Everything is seen by her as most charming and extraordinary. Yet as she gets to the ball, she becomes extremely nervous but still excited, since she has never experienced anything like this.The reader knows it is her first ball, not just because of the title, also because of the question of the e Sheridan girls â€Å"Have you really never been to a ball before, Leila? † Leila ’s response is not straight forward, but an excuse, which she said it â€Å"softly, opening and shutting her fan†. The fact that the action is written in present continuous shows that the action is happening at that moment and that it is continuous. We can imagine how she is opening, and shutting her fan, continuously, which shows her nervousness.Apparently, Leila’s heart is beating fast, this is specially evoke when â€Å"she tried not to smile too much; she tried not to care†. There was something that promotes this emotion and the reader can locate it at the part where Leila wonders of thoughts about the ball through completely unrelated objects, such as â€Å"the bolster on which her hand rested (which) felt like the sleeve of an unknown young man’s dress†. This shows her nervous feeling and how she looks forward to dance at the same time.When they arrive Leila is still nervous which is emphasized by using imagery, â€Å"A great quiverin g jet of gas lighted the ladies’ room. It couldn’t wait; it was dancing already†. The action of the story starts when Leila arrives at the ball. Everything to her is so magical, as so new. This is emphasized by the exaggerated description of the place, â€Å"The noise was deafening†. (I can’t remember the literature effect’s name. Even though I think it is wrong. ). As we mentioned before, the simplest thing astonishes her.This time is conveyed by the detailed description of what is happening on the Ladies’ room. One clear example, is the description of how â€Å"Dark girls, fair girls were patting their hair, typing ribbons again, tucking handkerchiefs down the fronts of their bodies, smoothing marble-white gloves. And because they were all laughing it seemed to Leila that they were all lovely†. The dream-like world idea continues when Leila enters to the drill hall, her excitement and astonishment for everything, made Leila fo rget â€Å"to be shy†, and also to forget how her nervousness was about to made her not go to the ball.This is showed in a flashback when she was â€Å"in the middle of dressing (and) she had sat down on the bed with one shoe off and one show one and begged her mother to ring up her cousins and say she couldn’t go after all†. This whole idea of the fairy- tale world is emphasized with Leila’s thoughts: â€Å"How heavenly; how simple heavenly! † Mansfield compares the ball with heaven which shows Leila’s perfect and magic view of the ball. The rhetorical questions Leila makes throughout the short story emphasizes her naive and her thrill, â€Å"’Am I mean to have one too? †, â€Å"Why didn’t the men begin? What were they waiting for? † The music starts and Leila dances with two different young men. Mansfield uses the dialogue to show Leila’s and her partner thoughts. The fact that the partner â€Å"sounded tired† is a way that Mansfield uses to show the reader that Leila is dancing as if there was no tomorrow. Leila does not care answering to the same questions that every partner asked her, for her â€Å"it was thrilling. Her first ball! †. She just thinks that the ball is magical, majestic and beautiful. (Do you think I should put something more in here? The climax occurs when Leila begins to dance with the old fat man. Mansfield description of this man is a rupture in the stereotype of the men that have been dancing with Leila. â€Å"when Leila compared him with her other partners he looked shabby†. This gives the reader a clue that this character is going to break Leila’s magic and beautiful world. The fat man upset her by revealing the might-be-true fact of what age could do to her. He says â€Å"long before that you’ll be sitting up there on the stage, looking on, in you nice black velvet.And these pretty arms will have turned into little short fat ones, and you’ll beat time with such a different king of fan-a black bony one†. After this eye-opener of what might be her future, the reader can see how Leila’s thoughts start to turn into pessimistic and how she questions herself, â€Å"Was this first ball only the beginning of her last ball, after all? †. The falling action occurs when â€Å"the music seemed to change; it sounded sad†. Pathetic fallacy is used by Mansfield with the music to represent Leila’s mood. Leila goes back in to time when â€Å"deep inside her a little girl threw her pinafore over her head and sobbed†.She has stopped dancing and â€Å"didn’t want to dance more†. There are two ways of facing this problem, being pessimistic or optimistic. Suddenly another man asks her to dance with him, and she then has to make a decision. At first Mansfield presents Leila’s decision to dance with the â€Å"young man with curly hair† as a matter of politeness (it sounds a little bit strange, but I don’t know how to say it, â€Å"una cuestion de educacion†), but the magic of the ball makes her forget the whole conversation with the old man. So she decided to choose the second one.When she steps on the dance floor, â€Å"in one minute, in one turn, her feet glided, glided. The light, the azaleas, the dresses, the pink face, the velvet chairs, all became one beautiful flying wheel†. Mansfield joins the end with the starting, by the word play of the words wheel and the cab bowled, â€Å"they bowled†,(I’m not sure if this makes sense), showing the return of the feelings of happiness and joy. She has forgotten totally the harsh conversation that even when she dances again with the old fat man â€Å"She didn’t even recognise him again. † The Ways in Which Mansfield Presents Leila’s Thoughts and Feelings About the Ball: Mansfield describes a young lady first introduction to society. She describes the young girl’s emotions and excitement in a way that submerges the readers in Leila’s fantasy world, with a lot of different feelings and emotions. Mansfield wrote this story with third omniscient person. This gives the reader the opportunity to see and know Leila’s feelings, thoughts, the atmosphere, etc. Mansfield illustrated a colourful, rich fairy tale as Leila’s world. The reader can sense how Leila’s perception of the balls seems a dreamlike event.The story begins with a description of Leila’s feelings as it was her first ball. She feels mostly joy and excited. She feels mostly joy and excited, because for her â€Å"Every single thing was so new and exciting†. Even though the ball has nearly started she was sure â€Å"She would remember (the ball) for ever†. Her desire and impatience to dance is felt when she is in the cab passing by â€Å"wal tzing lamp-posts and houses and fences, and trees†. It creates a mental image of the cab dancing a waltz with the trees, houses, and fences throughout their journey to the ball.This shows how Leila is wondering how the ball is going to be, and how she looks forward to it. Mansfield creation of a dream world is revealed in Leila’s views of everything. It gives the impression that she look at everything with wide eyes and astonishment. This can be seen in the simple common details, such as â€Å"Meg’s tuberoses, Jose’s long loop of amber, Laura’s little dark head†. Everything is seen by her as most charming and extraordinary. Yet as she gets to the ball, she becomes extremely nervous but still excited, since she has never experienced anything like this.The reader knows it is her first ball, not just because of the title, also because of the question of the e Sheridan girls â€Å"Have you really never been to a ball before, Leila? † Leila ’s response is not straight forward, but an excuse, which she said it â€Å"softly, opening and shutting her fan†. The fact that the action is written in present continuous shows that the action is happening at that moment and that it is continuous. We can imagine how she is opening, and shutting her fan, continuously, which shows her nervousness.Apparently, Leila’s heart is beating fast, this is specially evoke when â€Å"she tried not to smile too much; she tried not to care†. There was something that promotes this emotion and the reader can locate it at the part where Leila wonders of thoughts about the ball through completely unrelated objects, such as â€Å"the bolster on which her hand rested (which) felt like the sleeve of an unknown young man’s dress†. This shows her nervous feeling and how she looks forward to dance at the same time.When they arrive Leila is still nervous which is emphasized by using imagery, â€Å"A great quiverin g jet of gas lighted the ladies’ room. It couldn’t wait; it was dancing already†. The action of the story starts when Leila arrives at the ball. Everything to her is so magical, as so new. This is emphasized by the exaggerated description of the place, â€Å"The noise was deafening†. (I can’t remember the literature effect’s name. Even though I think it is wrong. ). As we mentioned before, the simplest thing astonishes her.This time is conveyed by the detailed description of what is happening on the Ladies’ room. One clear example, is the description of how â€Å"Dark girls, fair girls were patting their hair, typing ribbons again, tucking handkerchiefs down the fronts of their bodies, smoothing marble-white gloves. And because they were all laughing it seemed to Leila that they were all lovely†. The dream-like world idea continues when Leila enters to the drill hall, her excitement and astonishment for everything, made Leila fo rget â€Å"to be shy†, and also to forget how her nervousness was about to made her not go to the ball.This is showed in a flashback when she was â€Å"in the middle of dressing (and) she had sat down on the bed with one shoe off and one show one and begged her mother to ring up her cousins and say she couldn’t go after all†. This whole idea of the fairy- tale world is emphasized with Leila’s thoughts: â€Å"How heavenly; how simple heavenly! † Mansfield compares the ball with heaven which shows Leila’s perfect and magic view of the ball. The rhetorical questions Leila makes throughout the short story emphasizes her naive and her thrill, â€Å"’Am I mean to have one too? †, â€Å"Why didn’t the men begin? What were they waiting for? † The music starts and Leila dances with two different young men. Mansfield uses the dialogue to show Leila’s and her partner thoughts. The fact that the partner â€Å"sounded tired† is a way that Mansfield uses to show the reader that Leila is dancing as if there was no tomorrow. Leila does not care answering to the same questions that every partner asked her, for her â€Å"it was thrilling. Her first ball! †. She just thinks that the ball is magical, majestic and beautiful. (Do you think I should put something more in here? The climax occurs when Leila begins to dance with the old fat man. Mansfield description of this man is a rupture in the stereotype of the men that have been dancing with Leila. â€Å"when Leila compared him with her other partners he looked shabby†. This gives the reader a clue that this character is going to break Leila’s magic and beautiful world. The fat man upset her by revealing the might-be-true fact of what age could do to her. He says â€Å"long before that you’ll be sitting up there on the stage, looking on, in you nice black velvet.And these pretty arms will have turned into little short fat ones, and you’ll beat time with such a different king of fan-a black bony one†. After this eye-opener of what might be her future, the reader can see how Leila’s thoughts start to turn into pessimistic and how she questions herself, â€Å"Was this first ball only the beginning of her last ball, after all? †. The falling action occurs when â€Å"the music seemed to change; it sounded sad†. Pathetic fallacy is used by Mansfield with the music to represent Leila’s mood. Leila goes back in to time when â€Å"deep inside her a little girl threw her pinafore over her head and sobbed†.She has stopped dancing and â€Å"didn’t want to dance more†. There are two ways of facing this problem, being pessimistic or optimistic. Suddenly another man asks her to dance with him, and she then has to make a decision. At first Mansfield presents Leila’s decision to dance with the â€Å"young man with curly hair† as a matter of politeness (it sounds a little bit strange, but I don’t know how to say it, â€Å"una cuestion de educacion†), but the magic of the ball makes her forget the whole conversation with the old man. So she decided to choose the second one.When she steps on the dance floor, â€Å"in one minute, in one turn, her feet glided, glided. The light, the azaleas, the dresses, the pink face, the velvet chairs, all became one beautiful flying wheel†. Mansfield joins the end with the starting, by the word play of the words wheel and the cab bowled, â€Å"they bowled†,(I’m not sure if this makes sense), showing the return of the feelings of happiness and joy. She has forgotten totally the harsh conversation that even when she dances again with the old fat man â€Å"She didn’t even recognise him again. †

George Orwells 1984 and Margaret Atwoods The Handmaids Tale .

George Orwells 1984 and Margaret Atwoods The Handmaids Tale . George Orwell's Nineteen Eighty Four and Margaret Atwood's The Handmaids Tale are both novels in which the state, namely Oceania and Gilead, attempts to exert totalitarian control over the lives of its peoples. Through Orwell and Atwood's subsequent portrayal on the ensuing dystopias we are clearly able to see the respective states desire to control love and emotion, which are considered undesirable distractions, as a means of achieving the totalitarian control that they so desire. It is thus in the respective states attempts to control such undesirable distractions that contrasts occur in both Orwell an Atwood's portrayal of an intended utopia gone wrong,(dystopia).Hence as O'Brien expresses to Winston in order to allow him to realise the power of the Oceanic state; the desire to control is their driving force towards power;'If you want a picture of the future, imagine a boot stamping on a human face- forever.'In Nineteen Eighty Four, Orwell opts for an omniscient third person narra tion.English: George Orwell in Hampstead On the corner ...The effect of this is that the reader is able to hear Winston's tale in an almost totally unbiased and emotionally defunct manner from a narrator who appears almost as if he were an objective reporter.'The mask was closing on his face. The wire brushed his check.'The effect of this is that a distance is created between the reader and the protagonist and, as the novel progresses, the technique emphasises the depressed and oppressed atmosphere created by the state. This awareness however is not because we are informed of his emotional state, as is the case with Offred, but because Orwell leaves us in a position of somewhat uncertainty. Thus Orwell thorough his third person omniscience invites the reader to fill in the emotional gaps for themselves. Consequently the horror of Winston's ordeal is made all the...

Americans with Disabilities Act

Americans with Disabilities Act Americans with Disabilities Act: 29th Anniversary 29 years ago today, the Americans with Disabilities Act (ADA), was passed, which marked a major milestone in protecting the rights of those with disabilities. It is regarded as one of the most robust pieces of civil rights legislation.What Did the ADA Establish? The Americans with Disabilities Act prohibits discrimination against people with disabilities in areas such as employment, communications and transportation, as well as access to government program and services.The ADA is broken into five separate sections, known as titles of protection. Let’s take a closer look at each one.Title I – Employment  Title I of the ADA entitles individuals with disabilities to the same employment opportunities and benefits as those without disabilitiesAn employer must provide reasonable accommodations to those applicants with disabilities who are otherwise qualified.In addition, an individual cannot be refused employment for a position that they are qualified to do.  Title II â⠂¬â€œ Public Services: State and Local Government  Title II of the ADA requires state and local agencies to ensure that their services, activities, policies, procedures, and programs offered are accessible to individuals with disabilities.  Title III – Public Accommodations and Services Operated by Private Entities  Title III focuses on public places, such as restaurants, movie theaters, and sports stadiums. It defines and requires the minimum standards necessary for any new construction.Title III states that existing public places remove barriers wherever necessary, making â€Å"reasonable accommodations† for customers with hearing, vision, and speech disabilities, barring undue hardship to the owner.  Title IV – Telecommunications  Title IV requires that telephone and Internet companies create services (such as closed captioning of federally funded public service announcements on TVs) that enable any individuals with speech or hearing impairments to communicate.  Title V – Miscellaneous Provisions  The fifth and final title of the ADA includes many other provisions in regards to the ADA as a whole, its relationship to state laws, insurance benefits, retaliation, and more. It also includes a list of what conditions are not considered to be a disability for purposes of this Act.Celebrating the ADA Anniversary As we celebrate the ADA’s 29th anniversary on July 26th, it is important for us to acknowledge the importance of equity among those with and without disabilities.To learn more about the ADA and the anniversary, The ADA National Network offers various resources, including videos and photos from past celebrations.We Can HelpIf you are disabled and unable to work, call  Disability Attorneys of Michigan  for a free confidential consultation. We’ll let you know if we can help you get a monthly check and help you determine if any money or assets you receive could impact your eligibility for disability benefits.Disability Attorneys of Michigan  works hard every day helping the disabled of Michigan seek the  Social Security Disability Benefits  they need. If you are unable to work due to a physical, mental, or cognitive impairment, call  Disability Attorneys of Michigan  now for a free consultation at  800-701- 5524.Let Michigan’s experienced Social Security Disability law firm help you get the benefits you deserve. Americans with Disabilities Act, disability attorney, disability lawyer, Michigan disability lawyer

The Main Functions of a Manager Assignment Example | Topics and Well Written Essays - 750 words

The Main Functions of a Manager - Assignment Example This paper illustrates that as an organizer, a manager should be able to organize their teams and other resources according to the obtained plan. Depending on the organizational needs, a manager should select, recruit, train and develop employees. As a leader, a manager should be able to communicate, guide, motivate and encourage the organization’s employees. This means they should also be able to solve problems with employees, coach and assist them. When all has been set in place, the manager has a continuous task of checking results against goals and taking any necessary steps to ensure all goals are met. In order to accomplish the above-mentioned responsibilities, managers adopt different management styles. A good example of these is the consultative/democratic supervision. In this type of management style, the manager uses staff empowerment to ensure tasks are accomplished. Staff empowerment means delegation of authority to staff members hence giving them the responsibilit y of accomplishing their assigned tasks. The employees are free to choose the best method to complete the tasks. However, one rule is that tasks should be accomplished on time. Â  In consultative supervision, employees are motivated and develop a sense of belonging because they are involved in decision making. From its name ‘consultative supervision’, it is clear that managers consult employees before making major decisions. This is unlike the autocratic management style where the manager makes decisions without any consultation and dictates orders to staff. The disadvantage that arises from this type of management style is that decision making takes a long time due to the extensive consultations involved. Some employees could also take advantage of the democratic managers by not working to their full potentials. Assertive communication is the communication style employed in democratic management style. In this case, no one pushes the other beyond their limits.

Assessment in science(Schools in England) Essay

Assessment in science(Schools in England) - Essay Example For one, NC has increased the number of students learning science. A key intention of the NC was to have students aged 5-16 learning science in primary and secondary education, as outlined in the Science 5-16 DES policy statement which was outlined in March 1985. Secondly, the NC has inculcated more effectiveness in teaching and learning of sciences. This is because the DES policy statement emphasised that teaching science was to include both the acquisition of knowledge and comprehension of facts and principles of science (which was to be done in a broad and balanced manner) and the methods of science. In this respect, science became a core subject alongside mathematics and English (Great Britain Parliament, House of Commons, Children, Schools and Families Committee, 2009, 17 and the Great Britain Dept. for Education and Employment, 1999, 34). The NC also lifted up performance in science subjects. This follows the outlining of the form that the policy would take, by the Education Re form Act 1988. ... Studying the science and arts subjects alike, under the programme is to culminate into sitting for the GCSE, when one finishes the Key Stage 4. This ensures that those who proceed to a higher level of learning are fully equipped, cognitively and academically. Thus, students are able to perform academically in higher levels of learning. Again, the same students’ ability to perform and comprehend concepts in higher standards of learning inculcates confidence and a positive attitude among them and extirpates chances for dropouts (Pollard and Bourne, 1994, 22). The teaching of biology, chemistry and physics has also become more standardised, following the changes that the Qualifications and Curriculum Authority for 2006 amendments made. This measure was to help ensure that those issuing guidance and information top science learners in years 9-11 of their studies have a single document that contains accurate and updated information on the opportunities, support and qualifications t hat are available. It is by this virtue that many students have gained increased awareness on sciences and the opportunities that accost studying science (Daugherty, 1995, 17 and Kelly, 1990, 14). According to Watts (1991, 12), the NC also helped further synchronise scientific disciplines and learning of sciences at the national level. This happened especially as changes were made in the 2006 national curriculum. The main changes included information regarding planning timetables, deciding between specifications and understanding the implications for teaching sciences and knowing where to obtain necessary resources from (Daugherty, Phillips and Rees, 2000, 17). The content of the science subjects being taught has also expanded, following the introduction of key stages. Particularly, one of