Book Classification Essays - Tad Williams, Wilbur Smith,

Book Classification When I was a very small child, I fell in love with books of all types. I could lose myself for hours in Alice and Wonderland, Black Beauty, and Tom Sawyer. As I grew older, I started reading books that portrayed actual people. I became interested in books on the Holocaust and read many titles, including the Diary of Anne Frank. These real-world stories and my large imagination started me on a path of story writing. I have written everything from poetry to complete plays. Although I have explored a large range of styles in my writings, I generally focus most of my efforts on three styles: horror, mystery, and science fiction. I have found these subjects allow me to use history, technology, and my imagination to build new worlds where anything can happen. Whenever I write horror stories, I try very hard to make them seem believable. I want the readers to be afraid to put thier feet on the floor for fear something will grab them from under the bed. I do not write about three eyed monsters or Loch Ness Monsters because they do not seem real. I write about the people you meet every day, like the school teacher with bodies in his backyard or the family member with a secret. It's not hard for me to turn the guy next door into a serial killer in one of my stories. When I write mysteries, I have to come up with a scenario, method, and motive. Mystery stories can take more than a little research. I have to build characters that have skeletons in their closets and the personalities that allow them to be pushed far enough that they would commit a murder. I have to know how to explain the method used to kill the victim. The victim has to have a past that relates to all the suspects in one way or another; I have to build his/her character as well. The criminal investigator in this type of story has to be able to sort out a world of clues and have a sharp mind for details. In creating a science fiction story, I can freely explore my imagination. I usually write about the lives and events of futuristic people. I am able to travel to different planets without ever leaving my keyboard. I can create new races of living beings with new customs, laws, and lifestyles. In a sci-fi world, I am able to travel through time, read minds, and bring inanimate objects to life. There are no limits to the possibilities. I am able to take the reader with me to places of which they may never have dreamed. I can cause the reader to believe that all they read not only could happen, but does. In my writings, I am able to say things that I am afraid to say with the spoken word. I have an outlet from which I can express the deepest, and sometimes darkest, areas of my imagination. Many readers of my stories find it hard to believe that I could write such foreboding material, because I seem to be a very quiet, passive person. People who know me do not realize that, when I write, my meek personality is the fuel to my fire. When I am quiescent and subdued, I just may be visualizing one of them as a character in my next story.

Free Essays on Students Rights

very wisely because I was recording her, stated that she buys what she can with her budget for what students she has. She merely smiled and shook her head at some of the more risky questions, such as, what do you need technology wise to make life easier for these students. She must have thought that I was an investigative reporter trying to find the scoop on how far off the middle school is from being up to code. I asked the same questions to her as I did her Adaptive Physical Education partner Mr. Adams. He was very willing to speak of any and all things that concerned him and what he liked about the school district. I guess you coul... Free Essays on Students Rights Free Essays on Students Rights Students Rights The section or sections of the book that I chose to right my report and give my oral report on where the students’ rights. I listened to all the other presentations and truly felt that each student covered their material but failed to give a perspective on the student’s rights in every situation. All of my classmates looked at the teacher’s perspective rather than see it from a student’s eye. I can imagine that it is easier to find information on every disability in our book from the teacher’s vantage point rather than the students. Each chapter discusses the symptoms and the professional ways to deal with them, but makes no mention of what these students feel should be done. I actually had a chance to chat with several students and teachers about their thoughts on what technologies or services are used the most and which ones are needed the most. I found out from Mrs. Palmquist that there is a definite shortage in funding for these departments. Mrs. Palmquist is a special education teacher here at Huron Middle School. She has two students and one aid under her supervision. Along with these three people she has a colleague who specializes in Adaptive Physical Education, who helps out during her students normal P.E hour. Mrs. Palmquist, while choosing her words very wisely because I was recording her, stated that she buys what she can with her budget for what students she has. She merely smiled and shook her head at some of the more risky questions, such as, what do you need technology wise to make life easier for these students. She must have thought that I was an investigative reporter trying to find the scoop on how far off the middle school is from being up to code. I asked the same questions to her as I did her Adaptive Physical Education partner Mr. Adams. He was very willing to speak of any and all things that concerned him and what he liked about the school district. I guess you coul...

Florida evergldes Assignment Example | Topics and Well Written Essays - 250 words

Florida evergldes - Assignment Example In addition, this dangerous species also feed on the same frog for defensive mechanism since it digests the frog’s toxin into its blood. Hence, this reduces the number of frog species in the ecosystem as said by the commentator in the documentary video. The python snake also poses danger to human beings in the ecosystem. An example is a snake that tries to attack the hunter in the video who is later rescued by his colleague. This species can also endanger the lives of people around the forests. Its size enables it to attack a person because of its strength at the tail. This evasive species of the python as it moves it creates a path in the forest. This leads to destruction of small plants which breaks due to the force the species exerts as it crawls on the ground. This reduces the number of plant species available in the ecosystem. The ecosystem in this video includes vegetation, birds and human beings. The anthropogenic effects and impacts are clearly shown in the video. The kind of vegetation available here are papyrus reeds that grows in swampy areas. The trees here are tall acting as habitats for the wild birds. The anthropogenic activities here have a negative impact to the ecosystem such as fire, which destroys trees burning them down. The fire does not only burn trees but it also kills small birds in the ecosystem making the bird species to reduce. Other anthropogenic activity is the cutting down of trees whereby in the video houses are constructed using which is a product of the tree. This poses danger to the tree species as consistence cutting of it will reduce and eventually lead to exhaustion. Birds and other wild animals will migrate due to the interference with habitat. Canoes, which are the transport vessels for human beings on water, are made using timber from trees. As a result, it continues expose a threat to the tree species in the ecosystem. Generally, anthropogenic impact is negative

Human Resources Essay Example | Topics and Well Written Essays - 500 words - 2

Human Resources - Essay Example exhibited signs of aggressive behavior in terms of constantly yelling at his subordinates, picking on some identified individuals (perceived as impinging in his position) on the basis of race, gender or sexual orientation, blocking his subordinate’s promotions, attacking workers through name-calling or delivering personal offensive criticisms in the form of jokes, deliberately embarrassing his subordinates in front of higher management or other stakeholders, among others. No subordinate even had the courage nor the veracity to report his behavior to higher management since a previous incident of reporting the discrimination issues caused the subordinate’s job. The acts actually violate the law on Equal Employment Opportunity (EEO), specifically Title VII of the Civil Rights Act of 1964 which states that â€Å"this law makes it illegal to discriminate against someone on the basis of race, color, religion, national origin, or sex. The law also makes it illegal to retaliate against a person because the person complained about discrimination, filed a charge of discrimination, or participated in an employment discrimination investigation or lawsuit. The law also requires that employers reasonably accommodate applicants and employees sincerely held religious practices, unless doing so would impose an undue hardship on the operation of the employers business† (U.S. Equal Employment Opportunity Commission, n.d., par. 1) The Human Resources Department (HRD)could have handled the situation by making random actual monitoring and review of the performance of their managerial personnel through various means: through direct (but unannounced and discrete) observation, distributing performance observation forms to be completed by subordinates (for all managerial positions), encouraging reporting through an open communication line where the sender’s identity could be anonymous, and providing regular orientation for all employees on pertinent labor laws and ways to file

Produce an annotated bibliography based on the identification and Essay

Produce an annotated bibliography based on the identification and critical review of web sites on Dutch housing, - Essay Example try of Housing, Spatial Planning and the Environment delivers messages to viewers with information related to how people in the Netherlands could maintain the welfare of the society in terms of the need for nature, space and raw materials or the use of land for local government project and private housing including areas or building projects that will be designed for business purposes. Considering that the main goal of VROM is to make policy that will promote peace and harmony with its current social, technological and political developments (VROM International, 2008a), the website offers information related to most recent issues on Dutch Spatial Planning such as: (1) the 21st century Dutch housing policies; and (2) the 5th National Policy Document on spatial planning 2000/2020; as well as the English version of the Housing policy document entitled â€Å"What People Want, Where People Live† which was published back on April 2001. (VROM International, 2008b) Aside from providing information related to spatial planning, housing, topical, integration of people belonging to different social groups, and communities, VROM International website also offers useful information on environmental protection related to: climate change; acidification; eutrophication; toxic and hazardous substances; contaminated land; waste disposal; disturbance; and groundwater depletion. (VROM International, 2008c) Available in Dutch and English language, the website of Waterland provides the viewers with information related to water management. Aside from providing sufficient data related to the importance of water engineering such as: dredging, flood control, coastal zone engineering, engineering in river basins, and offshore civil engineering; the website discuss issues on new policy concerning the Dutch water management particularly on integrated river basin, urban water management, coastal zone management, and groundwater. (Waterland, 2008a) Other water related information that has

Development of Nursing Skills in Oral Care Placement

Development of Nursing Skills in Oral Care Placement INTRODUCTION This essay is going to focus on the nursing skills that I developed during a period of placement simulations and in the community, placing emphasis on oral care, communication and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using other sources of current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning. Reflection is the process of reviewing an experience in order to describe, analyse, evaluate and so inform learning about practice (Reid 1993). There are many reflective models that I could have used, including Johns (2004), Driscoll (2000), Atkins and Murphy (1994), Kolbs (1984), and Gibbs (1988). However, Gibbs (1988) model of reflection was selected, as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Skill 1: Oral Care Description I was part of a placement simulation group which went to the multi-skills laboratory to practice delivering and receiving oral hygiene. I was assigned a colleague to brush his teeth using a toothbrush and paste. I put on gloves to prevent contamination (NICE 2003). Seeking his consent, I undertook a briefÂÂ  visual assessment ofÂÂ  his mouths health. I then put him in a comfortable position so that he could tolerate the wash. Thereafter, I cleaned all-round the mouth, gums and tongue. I finished off by helping him to rinse his mouth with mouthwash. I treatedÂÂ  my partner as though he was physically unable to hold the brush himselfÂÂ  to scrub his own teeth, but he was able to communicate with me and was able to assist me in terms of spitting and gargling with water at the end of the procedure. Feelings When first informed that I was expected to undertake this task I felt anxious and concerned. I was aware that I had not brushed anyones teeth outside of my family before and that the mouth is an intimate and personal part of the body which is not usually exposed to anyone other than me or the dentist. I was concerned about how my partner (whom I did not know well at that stage) would react to me examining his mouth. Writers have described such intimate physical assessments as creating a potentially intrusive situation (Lewis 2006, Sturdy 2007) which might cause the patient to feel uncertain and inadequate. I was also concerned that my own anxiety was shared by my partner who also appeared embarrassed and awkward at the time. This anxiety was increased when during the procedure my partner began to cough as though distressed. This caused me to feel hesitant about continuing- a situation recognised by Millon (1994) as a common response for carers to such an experience, although I persevered with his cooperation. When the task was completed I felt comfortable with my performance overall. Evaluation What was good about the experience was that, despite being aware that this role is often delegated to health care assistants (Kelly et al 2010), I was able to deliver a fundamental component of essential nursing care (Essence of Care 2003) quite effectively. The experience helped me to appreciate that oral care provides any nurse with an ideal opportunity to undertake a thorough physical, emotional and cognitive assessment of a patient (DOH, 2001). I was satisfied delivering this aspect of care without harming the patient as no injuries were sustained (having I checked his mouth prior to and after cleansing). Also, I was pleased to have an opportunity to improve my communication skills through the delivery of this skill and to understand the impact that this might have on the development of a therapeutic relationship with future patients. From my colleagues reaction and feedback, I understood how feedback is an important learning tool. Despite my discomfort during the undertaking of this task, the experience highlighted the potentially complex problems I might have to solve in the provision of care needs to patients for whom I may not have had contact with before. Analysis Administration of this clinical skill involved undertaking an assessment of my colleagues mouth before delivering any care in order to help determine the most appropriate means of delivering oral care. Malkin (2009) asserts that this is a critical component of the procedure and was one I was keen not to overlook. The World Health Organisation (WHO 2010) describes a healthy mouth as being free of chronic mouth and facial pain and in the situation described; this is the condition I found my partners mouth to be in. I was therefore happy to proceed with cleaning his teeth as instructed. I selected to use a soft bristled toothbrush and toothpaste. The use of these adjuncts are described by many writers as being the most appropriate in terms of removing plaque and preventing trauma to the gums (Holman et al 2005,McCauliffe 2007).Despite this it has been identified that they are also most often not selected by nurses who appear uncertain about most effective evidence based practice ( McAul iffe 2007). Conclusion Clearly, mouth care is important and that, nurses have a role in assessing and maintaining it (Malkin, 2009).The task identified the role of the nurse in providing encouragement to the patient whilst delivering oral care. His weakness created a sense of dependency upon me and necessitated the utilisation of good communications skills on my part to complete the task properly. It has raised my awareness the effects of nursing interventions on others within my practice. Action Plan At the moment, I read more books a day than practice. My aim is to be proactive in the future by promptly opening up through total participation and doing more practices by brushing my teeth on regular basis. I would consider brushing others also and allowing them to brush mine in order to become familiar with areas that are often not well attended to. Keeping up to date with evidence based principles of practice will be maintained through the scrutiny of journals that refer to this aspect of care. I will take care to remember my feelings when providing and receiving oral hygiene before delivering it to patients in the future. Recognising the potential for embarrassment and awkwardness I will ensure that I treat the patient with sensitivity and discretion at all times. Skill 2: Communication Skills Description I accompanied my mentor to attend to a consultation with R, in persuading him as a non-compliant patient, in taking his medication. He had refused to communicate with anyone, and had been violent and very suspicious of nursing interventions in the past. He would not open his door and started shouting. When he appeared quiet he let us in. I thought it would be nice for him to have some interaction after seeking his consent. I pulled up a chair next to my client so that I was closer to him and was at a similar eye level. I engaged him in a conversation about football. When I mentioned Arsenal, he became interested in the conversation. I realised he was a fan of the club and told me more about the club. I listened attentively, nodding and contributing. I ceased this as an opportunity to explain the need for taking medication and side effects of non-compliance. He understood and pledged to take his medication daily. He took some to our surprise. Feelings Throughout the whole experience I felt terribly nervous as I knew I was being judged on how well I could achieve the skill. My initial perception was that R was a difficult patient and considered withdrawing but I felt emotionally concerned about meeting a professional obligation. I understood that I owed him a duty of care (NMC, 2008) and simply withdrawing was not professional in my view. Evaluation I was pleased to have an opportunity to improve my communication skills through which, I was able to convince him in taking his medication without confrontation. It was good that I sat in the chair next to him and did not just stand over him to show I valued him and that I was not in a hurry. I used good body language and facial expressions as stated by Egan (2002). I understood the impact that this skill might have on the development of a therapeutic relationship with future patients. Ironbar et al (2003) stresses that, therapeutic relationships can be stressful. This requires insight, self-awareness and ability to cope effectively with stress. The downside was that the patient initially felt that I was being nasty as I was persistent in having him take the medicine. Also, I found it difficult to communicate with the patient initially because I did not understand his condition. Barker (2003) reports of how in recent times empathy has been shown to enable nurses to investigate and un derstand the experience of persons experiencing a state of chaos as a consequence of psychiatric order. Analysis There are many reasons why somebody may refuse to communicate. Wilkinson (1992) cited in (Kluijver et al, 2000) defined communication as an open two-way communication in which patients are informed about the nature of their disease and treatment and are encouraged to express their anxieties and emotions. Sheldon, (2009) expands this further by saying in nursing; communication is a sharing of health-related information between a patient and a nurse, with both participants as sources and receivers. The nature of health care demands expertise in interviewing, explaining, giving instructions and advising (Williams, 1997). In this instance, this was exactly what I did. The use of therapeutic communications in nursing, particularly empathy, is what enables therapeutic change and should not be underestimated (Norman and Ryrie, 2004). Egan (2002) argues that empathy is not just the ability to enter into and understand the world of another person but also be able to communicate this understan ding to him. Nurses should be aware that patients, who are paranoid and suspicious of staff interventions as was the case of patient R, might not readily accept support from staff. OCarroll et al (2007) contended that in our professional roles, nurses do not have the same option as we do in our personal life by withdrawing from difficult relationships. I began to feel tearful, but then quickly reminded myself that there must be a reasonable explanation for him refusing to communicate or cooperate with everyone. I felt my client needed a choice and giving him a choice will give him back some of his independence when he could be feeling helpless and vulnerable; and his self-esteem could be decreased (Child Higham, 2005) as his cooperation could be inhibited. The need to build therapeutic relationship with the patient is paramount in gaining trust and respect (Rigby and Alexander, 2008). McCabe (2004) argues that the use of effective interpersonal skills, a basic component of nursing, must be patient centred. If I had been tense and negative, my client would not have enjoyed the conversation and would have felt uncomfortable and rushed (Kozier, et al 2008). Conclusion Communication is without doubt the medium through which the nurse-patient relationship takes place. The skills of active listening and reflection promote better communication and encourage empathy building. Caring for acutely mentally unwell patients requires of the nurse sensitivity, conveying warmth and empathy. Engaging meaningfully and actively listening to patients makes them perceive the practice as valuing rather than punishing, therapeutic rather than custodial. Communicating with patients is in itself nursing and therefore should be encouraged at all levels of nursing care. I feel my caring skill went well, because we were both relaxed and comfortable. As no problems occurred, I would do most things the same again. Action plan My goal for the future is to develop my knowledge by reading about long term conditions like schizophrenia so as to give me insight into those conditions before administering care. If patients appear distressed, I would get other members of staff to help give reassurance to them. I will also use reflective discussions with mentors and peer groups about managing similar situations. Finally, I will be taking the initiative and not being timid about challenging situations- the more times I meet the challenge, the better equipped I become at learning to manage them. Skill 3: Bed Bath Description I was asked with a colleague to bath a dummy patient during a placement simulation. The procedure was outlined by the lecturer present. I prepared the trolley with soap, bowl of warm water, soap and towel.I explained why I was going to give him a bath and gained consent. I drew the curtains to maintain patients privacy and dignity at all times. I washed my hands, put on apron and gloves to prevent infection and contamination and bathed him all round (front, back and sides including crevasses and folds) using separate towel for the private area. I covered the patient with the bath blanket to prevent chilling for his comfort. Whilst carrying out the bed bath I assessed his skin condition for any sores or broken skin.I treated the patient as if confined to bed or he is too unwell to attend to his own hygiene needs but able to communicate with me and reassured him everything was alright. Feelings Before starting, I had many emotions running through me. I expressed that I did not have much confidence in performing the task. This was because I: (1) lacked experience, (2) was concerned that I would not perform to the patients expectations and (3) was still trying to adjust to the laboratory environment. I therefore felt embarrassed that my lack of confidence was so obvious to present lecturer and colleagues. I later felt calm but a little apprehensive due to this. Despite all these, I persevered and finished the task successfully. Evaluation What was good of this experience was that, I upheld the reputation of the profession by maintaining it (NMC, 2008) as I did not speak over the client nor did I ignore him at any point during the procedure The instructions about what I needed to do was clear and I understood it and this give him the utmost respect, comfort and safety. By washing my hands thoroughly before coming into contact with the patient, Pirie (2010) explains that micro-organisms are easily removed through the process of hand washing. With supervision and comments from the lecturer present, I completed the task without harming the patient. Thomas et al, (1997), explains that, supervision is an important development tool for all learners. What was not good about this experience was when I redressed the client without allowing the client to choose the dress which I will prevent happening again. Nurses are taught to include family members where possible, keeping them well informed constantly about the condition and health care which is taking place. This helps make families feel more comfortable and also enables them to gain a clear picture of what is going on. Again, the lecturer was concerned that I appeared to lack confidence, and explained that, being able to express opinions clearly and confidently was essential in my future career as a nurse. In the lecturers view, the only way to develop confidence was to participate regularly which Bulman Schutz (2008) confirms. Analysis Skin care is a fundamental aspect of basic nursing care, with the outcome of these interventions often used to gauge the quality of the care provided (Voegelli, 2010). . Bathing involves actions to keep the skin clean and is essential for healthy skin (Dougherty Lister 2008). There are essentially two bed bath options available for todays health professional. Option one is the traditional soap and water bed bath which is labour intensive. Option two is the use of pre-packaged specialist bed bath wipes that come already impregnated with skin-friendly cleansers and moisturizers (Massa, 2010). Bathing is an intimate activity which requires physical assessment. Writers have described such intimate physical assessments as creating a potentially intrusive situation (Lewis 2006, Sturdy 2007) which might cause the patient to feel uncertain and inadequate. I was prepared not to overlook this area. The use of curtains and screens helped maintain the persons dignity and self-esteem (Child Higham, 2005). Despite this, dignity is seldom defined and there are few guidelines that nurses may use in their practice to safeguard individual patients dignity (Dignity in care (DOH 2006).It is true that healthcare assistants and auxiliaries can perform bed bathing and attend to patients hygiene needs; there are also important roles for the registered nurse, as it is often during the bathing of a patient that the nurse/patient relationship develops (Downey et al, 2008). In addition, the observation of a patient during the process of bathing provides excellent opportunities to make more detailed assessment and observation of the patients condition and progress (Pegram et al 2007). Conclusion Without doubt, provision of bed bath clients is to promote personal hygiene and to give them a sense of well-being and allows the caregivers to monitor changes in the clients skin condition (Evans, 2001). My reflective experience was very basic although a lot of the experience was preparation, planning and assessing which prevented the experience from going badly in anyway. I will also ask if they want to brush their teeth so that they feel more comfortable and also help prevent dental decay or any sores from developing around the gums. I now feel confident and comfortable enough to assist bathing people. Action plan If a situation like this was to arise again I think I would like to try to take out more time to talk to the client about how they are feeling and involve him at every stage of the activity. I also feel that it is important for me to work alongside more experienced members of staff to be able to learn more whilst on my placements. I think it is worth highlighting that as this procedure was carried out on a manikin, it did not reflect proper nurse / patient interaction and that I will now need to try and develop this skill and what I have learned from it to the wider clinical context when assisting patients who really do need help meeting their hygiene needs. I have learned something about giving the patients choice but it really wont be until I apply this skill into practice that I will receive feedback about how effective Ive undertaken the task, from the person that really matters or is in the best place to help me evaluate my actions, that person being the patient. CONCLUSION Administering oral hygiene, bed bathing and how these are combined with care, compassion and communication forms the basis of a holistic approach to care, and with the knowledge I got from supporting literature formed the foundation of my learning and practice. This experience has undoubtedly enhanced my critical thinking as a nurse and prepared me to move forward in my development and practice as a caring and competent nurse. I see myself as being in the right job which offers many opportunities for development and to improve upon my knowledge and skills. I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learnt from my experience during my placements In spite of above, the processes of learning I went through are more complex than Gibbs suggests. It is not as cyclical as this model implies and I found myself jumping or combining some stages, before coming back. However, it has taken me out of my comfort zone, challenging my thinking.

Transcending Place and Time in Mirror for Man :: Mirror for Man Essays

Transcending Place and Time in Mirror for Man In the given passage from Mirror for Man, Clyde Kluckhorn explains the similarities and differences between cultures by first defining the anthropological concept of "culture" and then explaining his definition. The definition Kluckhorn gives relies heavily on common sense. Culture is: "the total life way of a people, the social legacy individuals acquire from their group. Or culture can be regarded as that part of the environment that is the creation of human beings." By giving us this definition, Kluckhorn immediately deletes any chance of mininterpreting the word and concept of culture. Kluckhorn starts his explanation of this definition by simplifying the concept. He says that a person's acts cannot be explained merely in terms of biology, the life experiences of that person, and/or the immediate situation. Instead "the past experience of other people in the form of culture enters into almost every event". It is not we who determine our culture, but our ancestors who determined for us. Kluckhorn is saying that who we are -- our culture -- is based on how the people who have the responsibility of raising us were raised by their role models, who were influenced by their role models, and so on. To illustrate his point, Kluckhorn gives examples of times when the culture someone was raised in plays a major role in determining how the person will react in a given situation -- often how they will react to an aspect of another culture. The examples all showed that one's own culture is where one feels safest. Kluckhorn's illustrations of how people react negatively to other cultures seems to prove the axiom that man's biggest fear is of change. Despite the almost overwhelming influences of culture, there is still human nature to consider. Basically, all human being are the same. All are similar in biology and in that they must observe the physical laws of nature. Yet the differences between cultures stem from the once original, individual ways of dealing with these problems. Man and his problems are universly the same, but it is his dealing with these problems that is different, and these dealings are determined by the predecessors of each culture. This is the very essence of how Kluckhorn explains the anthropological differences and similarities between cultures. As for my views, I agree with Professor Kluckhorn wholeheartedly although all of my experience has been in the American culture with various subcultures.

Elementary school Essay

As the end of the semester approaches, there are lots of experiences and learning that I would like to share during my internship at Paul Revere Elementary school. Just like in any experiences there are good things and bad things all at the same time. These experiences made my stay at Paul Revere Elementary school worth spending. Setting goals is something very important because this makes a person knowledgeable of his/her purpose. Even before going into my internship there are different goals that I would like to attain in my stay at Paul Revere Elementary school. Now that I am approaching the end, I believe that I am able to attain the goals that I established even before I entered my internship. It is also during my stay at Paul Revere Elementary school that I learned lots of things. During my stay there are things that I know that I would learn. One of this would be the importance of education to people especially to young students. My stay at Paul Revere Elementary school made me more aware of how important education is. There are also some things that I did not expect to learn at this school and this is how different students have different needs that teachers needs to consider. This is a very important factor consider in education and learning how to cater to these different needs is something that Paul Revere taught me. Because of these experiences, I believe it strengthened my career choice rather than question it. These experiences are enough proof to show how much I value now being a teacher. Being able to shape young minds is a very rewarding experience and I will never exchange this experience for anything else.

The Hunger Games Book One Review

The Hunger Games Book One Review In The Hunger Games, author Suzanne Collins has created a fascinating dystopian world. The Hunger Games is a compelling novel focusing on life in an authoritarian society in which young people must compete to the death in the annual Hunger Games. The main character, 16-year-old Katniss Everdeen, volunteers for the Hunger Games to keep her younger sister from being required to participate and her experiences and fight to survive are the heart of the book. Reading The Hunger Games can lead to interesting discussions about our own world and how reality shows, threats of war, authoritarian governments and obsession with fashion trends influence us daily. Due to the darkness of the story, it is best suited for teens and adults rather than tweens, although many younger kids have read the book or seen the movie or both. Panem: the World of the Hunger Games Trilogy While the creation of Panem is not fully fleshed out until the second book, we know that this authoritarian society was the result of a horrible disaster during the Dark Days, resulting in the establishment of twelve districts under the rule of the government in the Capitol. Peacekeepers and a local government are instituted in each district, but the rulers in the Capitol have strict control over everything and everyone in each district. Each district has its own specialty that benefits the Capitol, such as coal mining, agriculture, seafood, etc. Some districts provide the Capitol with energy or material goods and some provide the manpower to keep those in the Capitol in power. The people who live in the Capitol contribute little to their own sustenance and are concerned mainly with the latest fashions and amusements. The Hunger Games are an annual tradition directed by the Capitol rulers, not only to amuse the citizens  but also to preserve control over the districts by demonstrating the Capitols dominance. Each year, the twelve districts must send two representatives, a girl and a boy, to participate in the Hunger Games. These representatives are called â€Å"tributes† to make people believe that representing their district is an honor, even though each person lives in fear that someone they love will be chosen. And the entire nation must watch as these 24 tributes battle each other to the death until only one is left as the victor. Having a victor is important to a district - extra food and a few luxuries will be granted to the winners district. The government has created the ultimate reality show, complete with technological challenges and constant monitoring of the movements of the participants. Each citizen is required to watch the Games until their conclusion, which may take hours or days. Summary of the  Story Sixteen-year-old Katniss Everdeen has been providing for her family since her father’s death in a mining accident. She has done this by illegally hunting beyond the boundaries of District 12 and using the game she kills for food or for barter. Through her skill with a bow and her ability to track and snare rabbits and squirrels, her family has been able to survive. They have also survived because Katniss signs up for the tessera, a ration of grain that is given in exchange for placing your name in the lottery for the reaping, the ceremony that determines who will be the district’s representative in the Games. Everyone’s name goes in the lottery from the time they reach the age of 12 until they turn 18. Each time Katniss exchanges her name for the tessera, her chances of being the one whose name is called increase. Only it isn’t her name that is called it is her sister’s. Prim Everdeen is the one person that Katniss loves above all others. She is only 12, quiet, loving and on her way to being a healer. She would not be able to survive the reaping and Katniss knows this. When Prim’s name is called, Katniss immediately volunteers to take her place as a tribute from District 12 to the Hunger Games. Katniss knows that it is not only her own life on the line in the games, but that others will benefit as well if she is the victor and her skills as a hunter will give her an edge in the Games. But her life as a tribute becomes more complicated by the other tribute from District 12. Peeta Mellark, the baker’s son, is a boy that Katniss owes a favor because of a kindness that he showed her when she was most desperate and her family’s survival was at stake. And Katniss knows that now her survival will mean his death. Katniss is whisked away from her family and Gale, her best friend and hunting partner, to the Capitol, where she is prepped and primped to participate in the Games. She and Peeta are to be mentored by Haymitch, the only tribute that District 12 has had who was a winner of the Games. But Haymitch is a reluctant and seemingly inadequate mentor, so Katniss realizes she must rely on her own strengths in order to survive. As the first book of the trilogy, The Hunger Games is compelling reading and makes the reader want to read the next book immediately to find out what happens to Katniss and Peeta. Katniss is a strong character who solves her own problems and takes charge of her own life. Her struggles with her divided affections between two boys are realistically portrayed but not overwrought. And her tendency to inadvertently create problems can spark many conversations about whether she was right or wrong and whether she stayed true to who she is. Katniss is a character that readers will not soon forget. About the Author, Suzanne Collins With the Hunger Games trilogy, Suzanne Collins, award-winning author of the Underland Chronicles, brings her talents to a new trilogy aimed at a more mature audience than her books about Gregor, the Overlander. Collins was named one of Time Magazine’s 100 Most Influential People in 2010, an honor that was based on the popularity of the first two books in the Hunger Games trilogy. In its popularity and impact, the trilogy has been compared to other popular fantasy novels for young people, such as the Twilight series and the Harry Potter series. Collins’ experience as a television writer enables her to create stories that appeal to tweens and teens. Suzanne Collins also wrote the screenplay for the movie adaptations of The Hunger Games. Review and Recommendation The Hunger Games will appeal to teens, ages 13 and up. The 384-page book contains violence and strong emotions so younger tweens may find it disturbing. The writing is excellent and the plot propels the reader through the book at a rapid rate. This book has been chosen by Kansas State University to be given to all of the incoming freshmen to read so that they will all be able to discuss it throughout the campus and in their classes. It has also become assigned reading in many high schools. The book is rich in discussion points not only about governments, personal freedom, and sacrifice but also about what it means to be yourself and not submit to society’s expectations. For information on challenges to the book, see The Hunger Games Trilogy. (Scholastic Press, 2008. ISBN: 9780439023481) Edited March 5, 2016 by Elizabeth Kennedy Disclosure: A review copy was provided by the publisher. For more information, please see our  Ethics Policy.

Free Essays on Heraclitus - Permanent Flux

Permanent Flux It is said that every great journey begins with one step. This is not true. A more accurate saying would be, â€Å"every great journey begins with the idea of the journey†, thus leading to the idea of the step, and so on. The steps will surly follow an idea, but nevertheless the ideas will always precede any action. Once one gets an idea in one’s head, one must either forget it, or act on it. Such as the case with the first Philosophers, known now as the Pre-Socratics. The Pre-Socratics, which started around 600 B.C.E., formed ideas of a journey to enlightenment of their society. Instead of dismissing this idea, they thrived off it and took the first steps toward teaching an entirely new way of thinking. These first thinkers of philosophy, which has an appropriate meaning of the love of wisdom, wanted to know more about life, earth, the stars and most importantly, the â€Å"being† of it all. Though not the first of the original thinkers, Heraclitus of Ep hesus, was among this group of lovers of wisdom and revolutionized the world with his idea of â€Å"being† and allowed mankind to follow in his steps. The Pre-Socratics are known for creating philosophy by searching for a rational order to their world and their being. Prior to the philosophers, man simply accepted the mythological stories and supernatural concepts. The philosophers, however, approached questions to by observing their surroundings. This was the world they could touch and feel, therefore making it an ideal foundation to their quires. The first of the Pre-Socratics examined the natural world and assumed the â€Å"stuff† that made all things â€Å"be† came from the natural surroundings around them. For example, by an early scientific and rational approach, the Pre-Socratics took the four elements of the world, as they knew them to be (water, air, earth, and fire), and studied them. Some deduced water to be the â€Å"stuff†, while others looked to... Free Essays on Heraclitus - Permanent Flux Free Essays on Heraclitus - Permanent Flux Permanent Flux It is said that every great journey begins with one step. This is not true. A more accurate saying would be, â€Å"every great journey begins with the idea of the journey†, thus leading to the idea of the step, and so on. The steps will surly follow an idea, but nevertheless the ideas will always precede any action. Once one gets an idea in one’s head, one must either forget it, or act on it. Such as the case with the first Philosophers, known now as the Pre-Socratics. The Pre-Socratics, which started around 600 B.C.E., formed ideas of a journey to enlightenment of their society. Instead of dismissing this idea, they thrived off it and took the first steps toward teaching an entirely new way of thinking. These first thinkers of philosophy, which has an appropriate meaning of the love of wisdom, wanted to know more about life, earth, the stars and most importantly, the â€Å"being† of it all. Though not the first of the original thinkers, Heraclitus of Ep hesus, was among this group of lovers of wisdom and revolutionized the world with his idea of â€Å"being† and allowed mankind to follow in his steps. The Pre-Socratics are known for creating philosophy by searching for a rational order to their world and their being. Prior to the philosophers, man simply accepted the mythological stories and supernatural concepts. The philosophers, however, approached questions to by observing their surroundings. This was the world they could touch and feel, therefore making it an ideal foundation to their quires. The first of the Pre-Socratics examined the natural world and assumed the â€Å"stuff† that made all things â€Å"be† came from the natural surroundings around them. For example, by an early scientific and rational approach, the Pre-Socratics took the four elements of the world, as they knew them to be (water, air, earth, and fire), and studied them. Some deduced water to be the â€Å"stuff†, while others looked to...

How we reduce cars on campus by 10% by 2015( Essay

How we reduce cars on campus by 10% by 2015( - Essay Example The available programs have a shortage of premium quality service options, poor road pricing, lack priority and preferred parking spaces and it is not flexible enough to even allow unscheduled use of the vans or even allow one to use it twice or more times. There are sporadic and confined bus services to the campus and this is a promoting factor to the use of personal vehicles to the campus. The public transport with the buses is limited to some restricted routes and thus it does not reach some areas. This forces the students or staffs in those routes to use private means to reach the campus. The other bus services have fixed schedule time that discourages the commuters since they are not assured of getting a vehicle back home if he/she cannot confine with the fixed time (Nozzi, 2003). The bus services are also inconvenienced in the routes where the boundaries are placed forcing one to walk and this is more time consuming thus it is better to use the private means. Biking services ha ve both physical and external challenges and it is unrealistic to most students. This has many challenges since most of the time the weather changes from time to time discouraging most people from using this cheap means. Majority of the campus students and staffs sees this mean as unworkable because it does not meet the standards of a campus staff or students and it is viewed as a way of killing self-prestige and respect. Bicycles increase the rate of theft in the campus simply because it is easy to pick on someone’s bicycle without raising any suspicions (International Police Mountain Bike Association, 2007). The use of buses around campus seems to have met many challenges ranging from route restriction, conflict in time scheduling and commuting hours. This makes this option in helping reduce car population to 10% by 2015 as being ineffective. This is an important issue because it addresses on how to provide means of improving the infrequent and inconvenient bus services thu s encouraging more people to shift to the ridesharing thus reducing the number of the personal cars in the campus. In the implementation of increased ridesharing facility within the campus, a number of steps must be considered which will improve the service as compared to how it currently exists. Ridesharing options within campus transport has been approved by a number of environmental watchdogs in the country due to the level of CO2 emission reduction that it creates. In the implementation of this program, funding sources will have to be created with viable targets being the BC Climate Action Charter and the Live Smart BC groups. The ride sharing processes within campus require the presence of a green staff team responsible for the coordination of the exercises each place must also have a cohort representative to evaluate the prevailing situation in each area before reporting to the green team. Reorganization of the royal shared ride services will also need a functional and user-fr iendly website that makes it easier for the users to interact and access the services. As a means of publishing these services, the green team shall produce brochures and booklets to highlight the advantages of this service and its benefit in eliminating cars in the campus. In addition, staff and students will be taught on the benefits of using RRU services shall be conducted by representatives from the different cohorts. They

ELEMENTS OF COMMERCIAL & CONSUMER LAW Essay Example | Topics and Well Written Essays - 2000 words

ELEMENTS OF COMMERCIAL & CONSUMER LAW - Essay Example In relation to the concept of Ayres & Braithwaite, the notion of responsive regulation comprises two major interpretations — the ‘tit-for-tat responsive regulation’ and the ‘restorative justice (RJ) responsive regulation’. With this regard, the concepts have been recognised to fetch a major debating subject for the organisations while remaining keen to implement responsive regulations2. Applying a critical point of view, in order to assess the way of effective persuasion of the model, the paper evaluates the key effectiveness of responsive regulation that can enable an organisation to maintain a strong reputation within a particular market or industry. Correspondingly, to assess the efficacy of the model, the report also describes its effectiveness in response to regulatory powers and responses available under the Consumer Protection from Unfair Trading Regulations 2008. With reference to an in-depth understanding, the concept of responsive regulation is designed by Ayres and Braithwaite, with the aim of addressing issues associated with the restricted resources. In addition to the observation, the regulation is also developed in order to effectively deal with limitations relating to modest compliance or deterrence execution strategies and efficiently respond towards numerous pluralistic motivations that are likely to be driven by the compliance behaviour of the individuals3. The key aspects of responsive regulatory concept that highly apprehend the imaginary attributes of the practitioners are often considered as an idea of the responsive regulatory pyramid. It is owing to the fact that interpretation of responsive regulation to the respective practitioners by any individual generally ends by asking them for selecting a regulatory challenge and is likely to bring major conflicts among the practitioners. The scenario is often observed to invite the practitioners to focus on preliminary designing of