10 Fun Facts about Boston University!

1. BU has changed its name multiple times: from Newbury Biblical Institute to Methodist General Biblical Institute of Concord in 1847 to Boston’s Beacon Hill in 1867 to Boston Theological School and then to Boston University two years later.2. Famous alums include Jason Alexander, Geena Davis, Emily Deschanel, Faye Dunaway, Rosie ODonnell, Julianne Moore, Howard Stern, and Leonard Nimoy aka Spock!3. The Boston University bridge is the only spot in America where a plane can fly over a car driving over a train traveling over a boat.Correction: Its one of only three places in the world where this is possible. This is also possible with the Steel Bridge across the Willamette River in Portland, Ore., and the 25 de Abril Bridge in Lisbon, Portugal, claim the same quirky distinction.4. The fourth floor of the Sheraton Hall (aka the writing majors’ dorm) is supposedly haunted by playwright and Nobel Prize winner Eugene ONeill. He died in room 401 when the building was one of the earliest Sheraton Hotels. Resident students claim that the lights flicker and elevators erratically stop at the 4th floor!5. BU’s The Castlewas originally built as a residence for William Lindsey (1858–1922), a prominent Boston businessman. In the basement, youll find the the BU Pub, the only Boston-University operated bar. Its a fun place to host receptions and concerts. It also served as a major filming location for the Kevin Spacey flick21.6. The Agganis Arena is named after the talented football and baseball athlete for BU and Boston Red Sox player, Harry Agganis, who died at age of 26 from a pulmonary embolism.7. Near the BU beach (the green field behind Marsh Chapel) is the famous â€Å"Whale† sculpture. The full whale can only be seen at a certain angle.8. The Judson B. Coit Observatory is open to the public on Wednesday nights so that people can observe the constellations and night sky.9. In 1917, the Boston terrier became BUs official mascot. C oincidentally, the Boston terrier was first bred in 1839, the same year that Boston University was founded.10. Scarlet and white are BU’s school colors. BUs mascot is named Rhett because of theGone with the Wind quote:â€Å"No one loves Scarlet more than Rhett!†Close to Fenway in the beautiful city of Boston, BU has a lot to offer students. If you like good hockey, a great communications program, and even better seafood, then BU might be the perfect place for you. Find inspiration by checking out the college students who were accepted to BU!

Mexican Revolution essays

Mexican Revolution essays January 1910 - In Veracruz, a respectable middle class citizen, Sanatann Rodrà ­guez Palafox, supplies meat to a German hacienda owner, Robert Voigt. Voigt cheats him out of seven hundred pesos. When Sanatann protests, the German arranges with the local jefe politico, for Sanatann to be drafted. (Johnson,18) Madero travels to Sonora, where he meets Jos Marà ­a Maytorena. Even though he is a Reyes supporter, Maytorena agrees to start a club of Sonoran Madero supporters. Madero leaves Sonora for Chihuahua, followed by 20 uniformed Rurales. (McCreary, 23) February 1910 - Abraham Gonzlez, chief of the Madero campaign in the state of Chihuahua, makes his first contact with Pancho Villa. (Krauze, 307) Zapata drafted into the army (his second time) for "political activity," but actually for stealing a young woman. Ignacio de la Torre, Dà ­azs son-in-law, arranges for his discharge, and employs Zapata as groom in his stables in Mexico City. (Womack, 62-63) March 1910 - Colonel ngeles completes his commission to study methods of Artillery Application at Fontainbleu. He extends his stay for another year at the School of Ordnance, and participates on maneuvers with the French army. For his contributions, he is awarded the French Legion of Honor. (Slattery, 23) Maytorena reports to Madero that the political situation in Sonora is very repressive, and that he has made little headway in establishing a political club. Madero is touring Durango, Zacatecas and Aguascalientes. (McCreary, 25) 1910 - April. Madero officially enters the presidential race against Porfirio Diaz. Madero nominated for President by the Anti-Reelectionist Party Convention, 15th-18th. (Meyer) (Krauze) (Beezley) (Alba) Madero wins his partys nomination without attending the conventions because he was hiding from a warrant for his arrest. After the warrant is canceled, Madero has an interview with Dà ­az, arranged by the Gove...

The Gettier Problem Essay Example | Topics and Well Written Essays - 1750 words

The Gettier Problem - Essay Example Gettier’s argument says that it is possible that a person believes in something that is justified as well as wrong at the same time. One flaw is that Gettier’s argument can lead us to cynicism because it is evident from our everyday lives that it is hardly the case when something is justified by satisfactory evidence that fulfills all philosophical rules of relevant evidence. Gettier wrote his 1963 paper refuting the ‘Justified true Belief’ JTB. If Gettier’s paper is considered true than JTB nullifies but the following example exposes cracks in Gettier’s paper. S knows that P if and only if; ïÆ'Ëœ S believes P ïÆ'Ëœ P is true ïÆ'Ëœ S is justified in believing P ïÆ'Ëœ And P causes S to believe in P This example excludes the example of Gettier. And doesn’t believe in something as a given fact, for instance if there is a group of people and one person out of the group happens to be Brazilian, the above example cannot give me the position to state that I know that someone out of this group is a Brazilian since this fact will not be my cause for knowing. In his paper, is justified true belief knowledge of 1963, Edmund Gettier raised a problem which he argued and viewed in the traditional knowledge theory. Many attempts by a number of epistemologists have failed, for example, Thomas Paxson and Keith Lehrer put across a theory, which utilized the defeasibility argument to attempt solving the Gettier problem (Lehrer and Paxon 225- 237). In my opinion, Gettier’s problems possibly cannot be beaten of defeated on the basis of principles because in order to understand these problems one has to consider the premise of these problems as true, as it will explained later in this paper that Gettier only plays with the justification and the truth. And it is evident that there is a very fine line between the justification and the truth. Moreover, there is always a certain level of truth to be accepted by a prudent person. For instance, if we all agree to the fact that a billiard ball is round, the question is, is it really round in shape? Students of physics might know that when things are observed at molecular levels, the shapes and boundaries of objects are very different from what they were previously considered. So a billiard ball might not be exactly round at a very fine microscopic or atomic level. Similarly if we Gettier’s problems are considered a law or considered sufficient enough to define knowledge th en the shape of the earth can be figured out by a bowling ball. For instance it is a common observation that a bowling ball is considered heavy and it is common sense that earth is holding all forests, water, land and mountains, and is also a very heavy object. Now the bowling ball is round in shape, therefore we can conclude that the earth is also round in shape. I believe that it satisfies Gettier’s problem but this is infect a terrible logic, there is no relevance between the two objects. If only such premises are considered then earth would be shaped like a washing machine because a washing machine is heavy too. One of the many objectives of epistemologists is to come up with a theory of knowledge that specifies the necessary conditions for knowledge. Traditionally, scientists have only agreed to three of these conditions, and they include p is true, s believes in p, and s has a justification to believe in p. according to the theories, if the theories satisfied the condit ions then one could say that s knows p. but then Gettier came along with his arguments. In his arguments, he proposed to counterarguments to the traditional conditions, where the theory

Organization in the Freight Forwarding Industry Research Proposal

Organization in the Freight Forwarding Industry - Research Proposal Example Organizational change or change, in general, can be defined from a variety of points depending on the perception of the user. An individual or employee in an organization may look at a new post or position as a change while higher management may feel it is unimportant. (Cao et al, 2000, p187). Changes viewed also by management may also not be looked upon as change by outsiders like competitors or suppliers. This has led to the categorizing of change in various ways, some of which include strategic and non-strategic change, incremental and radical change, changes of identity, co-ordination and control, planned and emergent change, change in terms of scale, human-centered change in terms of individual, group and inter-group or organizational level, quantum change and so on. (Cao et al, 2000, p187; Todnem, 2005, p372). Innovation is a management change process. There is a growing number of existing literature on value drivers, core competencies, and success factors in an organization. E .g. Sim & Ali (1998) compared the attributes and performance of firms from developed countries with those from developing countries within the same industry, Park & Russo (1996) focus on the differential impact of firm's size to its success and parents shareholders value, Hagan (1998) and Prahalad & Hamel (1990) focus on the core competence of an organisation, however, none of these studies has addressed the qualities and salient features with respect to a particular organisation. Under today's fierce competition it has become increasingly necessary to probe into some of the puzzling questions of what factors create an organization dominance and success in one industry while others continue to lag behind. This is the primary question this paper seeks to address with respect to Innovation and cross-functional team. The main research question, therefore, is to find out how innovation by cross-functional team creates a strategic breakthrough in companies. Thus this paper has as the mai n research objective to evaluate and analyze innovation by the cross-functional team as a competitive breakthrough in companies. The paper draw samples from the freight forwarding and transportation industry. 1.2Purpose and Objectives of Study The main objective of this piece of work will be to analyze the effect of innovation with a cross-functional team on the activities of the organization.

ORGANIZATIONAL BEHAVIOR Essay Example | Topics and Well Written Essays - 500 words

ORGANIZATIONAL BEHAVIOR - Essay Example 1). In this regard, the current essay hereby aims to discuss the business problem and apply the motivational concepts discussed in Robbins and Judge (2008). The problem identified in the study focused on the inability of organizations to appropriately and effectively design an incentive program that would relatively and directly increase work performance. As proffered, â€Å"numerous researchers have studied the impact of incentives and related programs for at least 100 years without establishing a clear consensus among business circles as to whether or not incentive programs deliver measurable and meaningful performance results† (Stolovitch, Clark, & Condly, 2008, par. 3). To address this dilemma, the authors specifically sought to answer four questions, to wit: â€Å"Do incentives increase work performance (and under what circumstances)? Which incentive programs are most effective? What types of organizations need incentives? And what model best expresses how to select and implement successful programs?† (Stolovitch, Clark, & Condly, 2008, par. 4). the authors further sought to establish conclusive findings through conducting surveys on the Internet and telephone from 145 U.S. organizations that have been evaluated to use incentive systems (Stolovitch, Clark, & Condly, 2008, par. 7). Accordingly, through the application of relevant motivational concepts such as the use of rewards to motivate employees and engaging employees or increasing involvement in the work setting. As indicated, incentives programs had the ability to: (1) improve performance; (2) engage participants (consistent with the theory of employee involvement; and (3) attract quality employees. Concurrently, other findings that were revealed were: (4) longer-term programs outperform short-term programs; (5) both executive and employees value incentive programs; and

Building Vocabulary With English Language Learners English Language Essay

Building Vocabulary With English Language Learners English Language Essay Abstract For my research I chose to focus on the vocabulary aspect of language acquisition. As I contemplated my current students and what I feel I most need to be able to do for them is to help them build vocabulary. The everyday language known as Basic Interpersonal Communicative Skills (BICS) (according to Jim Cummins) develops sooner and more easily than Cognitive Academic Language Proficiency (CALP), the academic language. This tells me that my students will pick up the structures of language and patterns of conversing incidentally (and at three years of age they are very receptive to it), but even most of my native English speakers have limited vocabularies due to their age and experiences. So it is my job to bolster their knowledge of the world and to give them the words to discuss it. Different speakers in online videos suggested strategies for building language and vocabulary. However, I wanted to focus more intensely on this as I prepare for the beginning of a new school year with all-new students. This paper addresses strategies that have proven successful in building vocabulary in English language learners, from read-alouds focusing on new vocabulary to activating prior knowledge and selecting leveled text. Vocabulary instruction can be explicit, or after a certain level is reached, it occurs incidentally as students read. There are many strategies to assist EESL Vocabulary is without a doubt a fundamental building block if a student is to be successful in the area of literacy. Yet this area is a major struggle for students who are new to the country or who have yet to master English. Teachers can teach strategies for decoding and can teach children to read, but without a strong vocabulary the spoken words will have little meaning to the student. Although many of these students possess a fluent oral vocabulary, many English as a second language (ESLs) struggle with achieving the reading level necessary to function at the appropriate grade level, (Wallace, 2007). Before students are able to read and comprehend text, they must have a large repertoire of words that they can read and understand. The minimum number of words needed for extensive reading to occur is believed to be somewhere around 3,000 to 5,000 words (Wallace, 2007). Contrastively, students learning to read in their primary language already know 5,000 to 7,000 words (Wallace, 2007) . This very obviously leaves a large gap between the words known by ESL students and EO students, making reading a much more difficult task for the former group. ESL students need both breadth and depth of words, as vocabulary knowledge is a strong predictor of reading comprehension. It also impacts listening comprehension (Wallace, 2007). In one study the Text Talk approach was used in a kindergarten classroom. Prior to the intervention there was a significant difference in the vocabulary knowledge of the English-only (EO) students as opposed to the English language learners. Using the Text Talk approach along with English as a Second Language (ESL) techniques such as visual illustrations and acting the words out, the English language learners were able to close the gap. Additional research has shown that specific vocabulary strategies have yielded similar gains for EO and ESL students (Manyak, 2009). Not only were significant gains made in vocabulary, smaller gains were made by both groups in the area of reading comprehension. Some might downplay the need for specific instruction in vocabulary, but studies show that students benefit from specific vocabulary instruction. For example, teachers should point out and help students become aware of cognates. Cognates are vocabulary items in two different languages that are similar both orthographically and semantically'(Wallace, 2007). To educators, it might seem quite obvious that words that look similar in another language could in fact have the same meaning, but studies have shown that emergent bilingual students noticed less than half the cognates in material they were presented (Manyak, 2009). Languages such as Spanish share many cognates with English, allowing for a large amount of transfer for students who know to look for them. Students would benefit from explicit instruction of even basic vocabulary using materials from Increasing Fluency with High Frequency Word Phrases. This includes using child-friendly definitions and giving examples of word usage. T hese Tier I words usually do not need to be taught to EO students, but ESL students may not know the words. Wallace suggests using pictures or other visual aids to support ESL students with these basic words (Wallace, 2007). Pictures are particularly suited to using with new nouns. Teachers can show pictures of both examples and non-examples (Swanson, 2007). Tran (2006) points out that Coady (1997) believed a group of 2,000 to 3,000 high-frequency words should be studied until they become sight words. This starts with the 220 Dolch words that cover very basic words. In addition to basic words, instruction should also cover some higher-level words, particularly those that are subject-matter specific and related to the content being covered (Cummins CALP). After Dolch words are master there is a General Service List of English Words (GSL) that can be used. It contains 2,000 high-frequency words which cover 87% of general text (Tran, 2006). GSL also gives information about the words relative frequency and the meaning of each entry. Since students must learn many more words than can be explicitly taught, it is also important that teachers give students strategies for inferring the meaning of words. Strategies for inferring include noticing cognates, explicit instruction in using context clues, and morphological analysis (Wallace, 2007). As with anything taught to ESL students, basic strategies can enhance presentation, such as slowing speech, using realia, simplifying speech, and using tools such as graphic organizers (Manyak, 2009). As with any classroom, it is important that the environment be a safe place for students to express ideas and speech (Swanson, 2007). Students should feel comfortable sharing without the fear of ridicule or criticism, which will keep the affective filter for students low. There are also vocabulary-specific programs such as Vocabulary Visits that Manyak suggests (Manyak, 2009). This approach is particularly effective for teaching younger students vocabulary. Making sure to review and reinforce new words is something that most teachers know to do, but might be need to be reminded to implement, especially when it comes to even more basic words that ESL students will need assistance in learning. Read-alouds should be followed with teacher-directed activities in language development. Due to limited time, student-directed activities are also importance (Wallace, 2007). Simplified reading materials are particularly beneficial to ESL students because they allow for repetition of high frequency words while limiting difficult vocabulary words (Tran, 2006). Because there are usually many different levels of text, it is easier to differentiate based on students abilities, with the best fit being a text that is slightly difficult; the text should be comprehensible to the student but just difficult enough that the student will have to put forth effort and can pick up some new vocabulary from it. The number of new words should be limited so students will not be overwhelmed by the sheer volume of them and can focus on making meaning of the new vocabulary presented. It is important that students see a new word repeatedly and have opportunities to read it, write it, and say it to increase the likelihood of the student remembering the word and being able to add it to their repertoire (Swanson, 2007). Research also supports the value of extensive reading, defined as both a large quantity of reading materials and also a focus on meaning as opposed to language. This can benefit students in the areas of developing sight vocabulary, general vocabulary and the knowledge of the target language (Tran, 2006). One technique for increasing word knowledge is the use of a word map (Swanson, 2007). A word map provides a definition of the new word, a synonym, an antonym, and either a picture or a sentence using the word. This allows the student to think about the new word in a variety of ways and to see how it can be used in a different context. As for the quantity of materials, Krashen considered students reading on their own superior to direct instruction, and other researchers found it to benefit spelling, grammar, and writing in addition to vocabulary. However, other researchers warn against expecting students to learn vocabulary incidentally until they have a base of about 3000-5000 words in their vocabulary. For that reason, Tran suggests that to best develop vocabulary students be given graded text or materials specifically written for ESL students. Shorter passages may be read in one sitting, or divided into shorter segments to be read over a number of sessions. As students reading comprehension improves, they can be given increasingly longer passages to read (Tran, 2006). Some research has shown intentional teaching of vocabulary strategies is more effective with older students, and is also more beneficial when it is interactive. Some ways to explicitly teach vocabulary involve word notebooks and dictionaries. Students can keep word notebooks or word cards. A word card consists of a new word along with notes on how to use that particular word. Notebooks can also be used for students to keep track of new words, like in a personal dictionary. Bilingualized dictionaries can also be very useful, providing a L1 translation, an L2 definition, and an example sentence in the L2. Students tend to remember words better when they are explained in their L1 as opposed to the L2 (Tran, 2006). However, teachers should steer clear of having students copy definitions out of the dictionary (Swanson, 2007). The teacher should also inform students that the dictionary is a tool for learning a words meaning, but not necessarily a valuable tool for students to regurgitate i n writing. When vocabulary activities are teacher-centered, teachers can teach words pertaining to the passage being read and give strategies for developing vocabulary and reading comprehension. When the activity is more learner-centered, the student should identify vocabulary needed the reading in question and try to learn the new words to gain understanding of the text (Tran, 2006). Related literacy activities such as listening to a song or a recording of the text, or watching a movie clip with subtitles and also aid in new vocabulary retention. Students can also be asked to summarize what they read, either orally or in writing. Teachers should also provide students with opportunities to read and write new words. Younger students would benefit from choral reading to give them a good model of the proper pronunciation. Older students may want to read the text multiple times. Teachers may want to explicitly point out differences between writing in the L1 and L2 (Swanson, 2007). These might be particularly beneficial to students when the writing system is close but not identical. For example, in Spanish the /h/ sound is written with a g or a j, but not with an h as in English. Keeping this in mind, when presenting text for ESL students to read, teachers should select text where there is the same letter-sound correlation as much as possible so it will be easier for reading. For example, in Spanish, most of the consonants have the same sounds, so students whose L1 is Spanish can easily decode many words in English. Teachers themselves need a strong understanding of language and how it works so they can make it acc essible to their students. Having a working linguistic knowledge of English will help teachers in pinpointing areas where ESL students might need specific instruction. New words can also be kept track of on a word wall, along with a definition of the word. Prior to reading a new text, teacher can also provide context by giving students a preview of the reading. The teacher can select material that will capture the students interest, and then ask a question to prompt discussion. Finally, the teacher can give an overview before the class begins the new reading material (Swanson, 2007). Students should also be taught to monitor their reading and keep track of what it is they do not know (Swanson, 2007). Swanson surmises that even young students know what it is they do not know, and teachers can assist beginning English speakers by asking them what words they would like to know. Teachers should keep in mind that idioms do not translate well across languages, and idiomatic speech must be explained to students or they will likely take the phrases literally and they will appear nonsensical. Drawing on students background knowledge as it relates to the literacy presented also helps students retain new vocabulary (Hickman, 2004). The vocabulary should be taught in the context of the literature and subject matter in which it will be used instead of as a separate vocabulary list. New vocabulary should be related to the content area being studied, and students benefit from semantic mapping and word family associations. Teachers might find themselves steering away from vocabulary that is more abstract and harder to visualize, but students need to be taught these words as well. Students understanding of vocabulary grows from in-depth discussion of new terms guided by the teacher. Text should be culturally relevant and easy for students to relate to so that new vocabulary can be incorporated in students minds (Hickman, 2004). Read-alouds can also be extremely constructive, especially if teachers make a conscious effort to highlight vocabulary and adhere to certain guidelines for instruction. Materials for read-alouds should be one to two grade-levels above what students can currently read. Reading books that are related thematically allow repeat exposure to new vocabulary and provide a basis from which students can generalize about words and gain a deeper understanding of the content being studied (Hickman, 2004). Based on studies of first-grade students, Hickman suggests a book be broken into three to five segments of 200-250 words each being read on successive days, with the entire selection being read the day after the final passage is completed. A smaller passage allows for the introduction of fewer new vocabulary words and allows the teacher time to delve into the meaning of the new words and to explore how they are used in the text. On the final day the teacher should review four or five challenging new vocabulary words to help solidify them in students brains. Word choice is vital, with research suggesting that Tier 2 words that can be used across content areas are good choices. These are the types of words that can often be seen in academic text and on assessments. Suggested questions to consider when selecting vocabulary are as follows: Will learning this word enable students to better discuss their own experiences because the word can be used with words the student already knows? Will this word lend itself to a deeper understanding of the content? (Hickman, 2004). The teacher can select three to four words from the reading selection and then write definitions from them in child-friendly terms. Before reads the text, the text, the teacher previews the material and gives the students the vocabulary words that are the focus, one at a time. The students repeat the word and the teacher gives a definition that is in line with the students knowledge of English and uses simple and familiar words. Then the teacher presents the word in its written form displayed on an index cards, and then moves on to the next new word. The teacher then instructs the students to listen for the key vocabulary words before reading the text straight through. After the read-aloud, students are encouraged to retell the text using the key vocabulary words. Students who are listening to verify the accuracy of information other students give with a simple thumbs-up / thumbs-down. First the teacher asks for an account of the text, and then asks an open-ended question, and then a n inferential one. After closing the discussion, the teacher rereads the text, asking students to listen for the featured vocabulary words and showing a thumbs-up when they hear one of them. If the students dont catch the new vocabulary word when the teacher reads it, the teacher should stop, point out that the key vocabulary was just read, and reread the text so students have a chance to notice it. When the students find a new words they are asked to repeat the word and explain its meaning. Then students can make their own sentences using the new vocabulary words. From there the teacher can extend what students know about those words and how they are used in the read-aloud. ESL students need an opportunity to discuss the story and related events in their own life. After finishing with the vocabulary instruction, the text should be summarized and the key take-away points relating to the content should be reiterated (Hickman, 2004). On the final day the entire text is reread and then students do follow- up activities such as acting out new vocabulary words or matching these words with their synonyms. For vocabulary instruction, there are many ways classroom teachers can assist ESL students. Teachers can use strategies such as speaking slower, using simpler words, and using pictures as aids. Focusing on cognates and deeper word meanings are also helpful. Everyday practices like read-alouds are also highly beneficial for ESL students. Research supports these and many other ways of helping our English language learners improve in the area of vocabulary.

My Hero, My Grandfather Essay example -- Personal Narrative

My Hero, My Grandfather My grandfather was a very loving man, he loved his family more than anything he had known. The only thing that could compare to his love for his family, was his love for his country. In his life he would have to make many sacrifices for his country, and the second would be supporting his wife and kids. He took on hardships with ease, he always had a certain calmness to him, this is something I idolize about him, I would like to learn how to act this way. He’s my hero because he was special, not like anyone else I have ever met, he knew he was special, but he never he never flaunted it. In this essay I will try to paint a picture of my hero, and give examples of why my grandfather is my hero. In January of 1933, my grandfather was born in the small Pennsylvania town of McKees Rocks. The second of five children, an older sister Joan, and three little brothers Terrance, John, and Jerome, all to their parents Robert W. Hileman and Katheryn Conolly Hileman. My grandfathers’ childhood was difficult, because it was part of this depression. When he was a kid his food was rationed, his family was only allowed so much of certain items sugar, meat, butter, and other certain things. When he was twelve years old, he got a job at a deli slicing meat, he did this to help his family out, this demonstrates that even at a young age he was willing to do whatever it took to help out what with he called â€Å"the cause†, or his family. His parents were very hard workers, his father was an air brake mechanic, at the Pittsburgh and Lake Erie Railroad, he would put in long hard hours, to support his family. His mother was forced to work during World War II, she worked at a mill doing riveting work, later she worked at Bell Telephone. They were a very loving family, but work came first, this left very little time for their kids. My grandfather being the oldest son, was expected to help out more, one time when he was about twelve years old, his mom told him â€Å"Bobby, go to the store, and get me some bread† he said â€Å"OK.† Even though he did not want to go get it, he did it anyway, but as he went to get the bread, he became angry that he had to go get it, so when he got back to the house he had thrown the bread onto the roof of the house. This story has great meaning to me, because it was very rare that he would act out this extreme, espec... ...al use, instead of saving it for the soldiers who needed it. He would also tell me stories about how he and his friends would acquire food, by eating dog, tree bark, and broken up watermelon. He told me a story about when he was hungry, and he went into a territory occupied by the enemy to steal pieces of watermelon for himself and his friends. This is another example of him making sacrifices. he told me â€Å"I signed up to find adventure, like John Wayne, and boy did I get it.† Sometimes I think this was a dumb reason, but I respect that he was honest, and told me one reason he wanted to go to war, he also said he thought it would have been better than what he had at home. When he retired, he and my grandmother would go on many vacations, many would be to patriotic sites like Gettysburg, Washington DC, Virginia, and even some historic sites in Canada. By doing this he showed his love for his country, and history itself, he would do everything to the fullest. He raised his family to the best of his ability, he was a good family man, and a hard worker that endured whatever confronted him. This is why he is my hero, because of his strength and his will to make sacrifices.

Promote the wellbeing and resilience of children Essay

1.1 Explain 5 factors that can influence the wellbeing of children and young people. 1.Social – The social environment will influence the child’s wellbeing – it can affect how a child is perceived by others, eg, if a child comes from a economically deprived area, people my think that they are unlikely to achieve, and refer to stereotypes rather than judge each child on their own merits 2.physical – If a child has a physical disability, they will require extra support to enable them to perform to their best potential, without it they may not develop their social skills, have fewer job opportunities and will ultimately affect their wellbeing. 3.Poor diet –a poor diet will affect a young person in many ways – a lack of a balanced diet will stop the child receiving essential vitamins and minerals required for a healthy lifestyle, it can also have a negative impact on the child’s physical development. A poor diet involving too much food will affect the child just as much. Too much food, coupled with a lack of exercise, can lead to lots of medical issues EG, obesity, the onset of childhood diabetes etc. It may also affect the child’s social skills development and community involvement. 4. Lack of rest/Sleep – a lack of sleep, either through parental influences (neglect, abuse or simple poor parenting) or through choice (staying up late to watch TV, playing on video games etc) will have a huge influence on a child’s wellbeing. 5.Lack of preventative health measures – This will affect the wellbeing of children. Not immunising against common, and potentially serious diseases and infections such as: measles, mumps, rubella or meningitis can cause very  serious side effects and in extreme circumstances even death. 1.2 Why is it important to encourage resilience in children and young people? Building resilience in children and young people is very important as it helps gives them a way of coping with negative experiences and helps them to become independent, empathetic and responsible. Resilience in a child will help them to become confident, improve problem solving and the ability to deal with both their own emotions and those of others. 1.3 Using examples from your setting analyse effective ways of promoting wellbeing and resilience. We promote wellbeing and resilience in our setting by: Keeping them safe (secure environment, appropriate staff ratios, DBS checks on all staff etc) Listening to their opinions – residents meetings, key work sessions Involving them in decisions that affect them – Independent multi-agency reviews, key working sessions etc Encourage opportunities – offer physical activities, help with opportunities for developing hobbies and interests or group activities Involve parents where appropriate in planning Promote independence 1.4 Using examples from your setting describe ways of working with carers to promote wellbeing and resilience in children and young people. I work in a residential Children’s home. As carers we promote the wellbeing of our service users by: Circulating pertinent information to colleagues to ensure a consistent approach happens Keeping them safe (secure environment, appropriate staff ratios, DBS checks on all staff etc) Listening to their opinions – residents meetings, key work sessions Involving them in decisions that affect them – Independent multi-agency reviews, key working sessions etc Encourage opportunities – offer physical activities, help with opportunities for developing hobbies and interests or group activities Involve parents where appropriate in planning Promote independence – cooking, cleaning, planning and budgeting skills 2.1 Explain why social and emotional identity are important to the wellbeing and resilience of children. Social and Emotional identity are important to a child’s wellbeing and resilience as it helps children and young people to recognise and value their place in the family, the community and wider society by developing a sense of belonging and citizenship. It helps them to form positive relationships and feel emotionally secure by having a positive self image. Young people with a positive self image will have a greater disposition to learning. 2.2 Using 5 examples from your setting explain how you can support children and young people to identify with their own self-image and identity. 1.We ensure every child is represented in displays, posters and other materials 2.The children and young people are given the opportunity to dress in a way that reflects their own self image and individualism 3.We show recognition of respect for individuality of the child and plan activities accordingly 4.We also encourage the young people’s cultural and ethnic networks, and celebrate all cultures and ethnicities within the unit. 5.We also promote life story work, work as positive role models and encourage the same from visitors and visits to relevant establishments. 2.3 How do you encourage children and young people to recognise and value their own abilities, talents and achievements? I try and spend time with the young people i am assigned to work with to talk  about their thoughts and needs. This is either through 1-2-1 discussions or through activities. I will always try and encourage the young person to be open and honest, while being open and honest in return. I try and encourage focus on the positives – their strengths and achievements rather than weakness and failure. We celebrate success and progress and show that skills developed in one area can be transferred into another. 2.4 Using examples from your own practice describe how you support children and young people to be involved in decisions. We hold monthly residents meetings where all sorts of things are discussed, including trips and activities, rules and best practise, menus etc. I always encourage the young people to participate in these meetings and make their views heard. During Key worker sessions, we get the young people to ‘buy in’ to plans by encouraging them to formulate the plans themselves, and agree a way in which these can be monitored. 2.5 Explain how goals and targets you have identified for individual children in your setting contribute towards building the self esteem of the child or young person. Completion of targets and reaching goals give children and young people a sense of achievement and success; has a positive impact on the self- Esteem and motivation of child or young person; goals should be challenging but realistic and achievable for child or young person. Setting realistic S.M.A.R.T targets at Valley View helps both with the young person’s self esteem and their behaviours, reducing the negative behaviours also has the knock on effect of helping with self esteem. 3.2 Explain how a solution focused approach will encourage children and young people to have a positive outlook on their lives. A solution focused approach gets a child or young person to look at how they would like to see their future. This focus allows a child or young person to look at what is going well for them, and identify the actions they need to take to continue on in way to achieve their preferred future. This will help the child and young people develop a sense of responsibility and will allow them to identify benefits of taking a positive approach to their life, and the choices they make, it will also allow them to identify the negative aspects  in their life and give them the opportunity to change these for the better.

Significance of Death, Fear, and Deceit in Things Fall Apart Essays

Significance of Death, Fear, and Deceit in Things Fall Apart Essays Significance of Death, Fear, and Deceit in Things Fall Apart Paper Significance of Death, Fear, and Deceit in Things Fall Apart Paper Essay Topic: Things Fall apart Significance of Death, Fear, and Deceit in Things Fall Apart and Poisonwood Bible The theme of a novel is the driving force of a book. Even if the author doesnt identify an intended theme, the process is directed by a controlling idea. In both novels (Kingsolver) and (Achebe) illustrates this very well, which corresponds with the conflicts that defines each character. The results of conflict can lead to a persons death, insights fear, and enable deception. For example, the characters in the novels died at the hands of others. He heard Ikemefuna cry, My father they have killed me, nd drew his machete and cut him down. (Achebe 61) Ikemefuna was killed by his father Okonkwo which shows that he did not care about him, because he didnt want people to think he was weak. Her final gulp of air was hungry as a babys first breath. (Kingsolver 365) In Poisonwood Bible Ruth May died because a man wanted to kill Nelson, who was a worker for the Price family. A green mamba snake was put in the chicken coop to kill Nelson, but it bit Ruth May in her neck and she died instantly,w hich can be compared to be fearful. Next, fearful of their futures, Okonkwo and Rachel has a connection of their situations. It was a fear of himself, lest he should be found to resemble his father. (Achebe 13) In Okonkwos mind he sees his father as a weak and feminine man. Okonkwo demonstrates he could be better by: providing food for his family, being a great fghter, warrior, and a great leader for his tribe. Rachels frame of mind, so that every ten minutes or so shed stop whatever she was doing and scream with disgust. (Kingsolver 266). In this situation Rachel is described as being fearful because she does not want to marry Tata Ndu. Being fearful has a way to be deceptive. Last, using deception gains self-pride. Well it turns out, Father and Mr. Axelroot hatched up a plan. (Kingsolver 269) Rachel is deceptive, because it is implied that she uses her father to get her out of a marriage that she did not want to participate in. Okonkwo lies to Ikemefuna stating that he would be taken home the next day. (Achebe 57) Okonkwo shows deception, because he did not care about Ikemefuna, he was worried about being thought of weak. Okonkwo in this situation is selfish, because he was worried about himself and not Ikemefuna. In conclusion, conflicts can change the perspective of a story. The results of conflicts can ause people to be threatened by death, fear, or deception. Ruth Mays incident illustrates that her death made a toll on her family which brought confusion and despair. Okonkwos fear of his father demonstrates how he did not want to play a role where he is lazy or imprudent. Rachels deception shows how easy you can manipulate someone Just to get out of a situation. The conflict in the novels help develop the characters to tell the readers their true instinct. Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. Print. Kingsolver, Barbara. The Poisonwood Bible: A Novel. New York: HarperFlamingo, 1998. Print.

The 5 Healthiest (and Tastiest) Substitutes for Vegetable Oil

The 5 Healthiest (and Tastiest) Substitutes for Vegetable Oil SAT / ACT Prep Online Guides and Tips What can you substitute for vegetable oil? Can you substitute olive oil for vegetable oil? In this article we will help you figure why you might want a substitute for vegetable oil and give five vegetable oil substitutes you could use. Why Use a Vegetable Oil Substitute? While the term vegetable oil can refer to any non-animal-based cooking oil, most bottles that are just labeled "vegetable oil" at the store are made up almost entirely of soybean oil, processed to be odorless and flavorless. Generic vegetable oil is not necessarily bad for you, but it may not be the best tool for every cooking job. Here are four reasons why you might want a substitute for vegetable oil: Less Processing Vegetable oil is highly processed to give it a neutral, flavorless quality. Trace amounts of the chemicals used in processing may remain in the oil. If you're trying to avoid overly processed foods, go for cold-or expeller-pressed oils that are manually extracted. More Favorable Fats All cooking oils are basically just fat. The difference is what kinds of fat and what ratio those fats appear in. There are five main fat types of interest when assessing cooking oils: Trans fats: Most experts agree that trans fats are bad and should be avoided, so much so that the FDA is trying to remove them from the food supply. However, just so long as your oil isn't "partially hydrogenated," it should be pretty low in trans fats. Saturated fats: It used to be accepted as gospel that saturated fats are bad for your heart, but recent studies have called this idea into question. Saturated fats could be part of a healthy or unhealthy diet depending on how you are getting those fats and what else you are eating. Plus, saturated fats can withstand very high cooking temperatures without harmful oxidation. Monounsaturated fats: Monounsaturated fats are heart-healthy fats that are more stable (and thus less prone to oxidation) than polyunsaturated fats. Olive oil is super-high in monounsaturated fats. Polyunsaturated fats: Polyunsaturated fats are generally considered to have a positive impact on heart health. These fats can be subdivided into omega-3 fatty acids and omega-6 fatty acids. These fatty acids are both important for health, but omega-3 fatty acids appear to be especially beneficial for reducing inflammation in the body. Additionally, it's best to maintain a good ratio of omega-3 to omega-6 consumption in your diet. (Most Americans consume too much omega-6 and not enough omega-3). Furthermore, polyunsaturated fats oxidize easily when exposed to heat, releasing toxic compounds. Generic vegetable oil tends to be fairly high in polyunsaturated fats (omega-6 specifically). So it oxidizes easily, and it may not help you maintain a favorable omega-3 to omega-6 ratio. The best fats for your purposes, then, will have a lot to do with the rest of your diet and the temperature you are cooking at. Better Smoke Point The smoke point of an oil is the point at which heat starts to break down the oil into toxic compounds that taste bad and shouldn't be inhaled (it's not quite the same as the oxidation point, but the concepts are similar). Oils with higher smoke points are better for things like searing, browning, and frying. Oils with very low smoke points are best for things like making dressing. Flavor! Generic vegetable oils are meant to be flavorless. But that's not always what you want! Many cooking oils you can substitute for vegetable oil can add a delicious flavor to your dish. 5 Vegetable Oil Substitutes: When to Use What Here are some of our favorite cooking oil choices to replace vegetable oil and when to use them. Note that if you are substituting for vegetable oil, you should use the same amount. You can also expect the calorie count to be about the same (about 120 cals per tablespoon), as all of these cooking oils are pretty much 100% fat. Avocado Oil Avocado oil is about 60% monounsaturated fats, 20% polyunsaturated fats (mostly omega-6), and 20% saturated fats. It has a very high smoke point (above 500 degrees) and is pretty oxidation-stable. Unlike the creamy avocado itself, avocado oil has a neutral flavor profile. Pros: Great for high-heat cooking, loaded with healthy fats, easy to find in unrefined-low processed versions. Cons: Avocado oil is expensive! Best for: Anything! Very versatile oil. Canola Oil Canola oil is made from the rapeseed plant. It's about 60% monounsaturated fats, 30% polyunsaturated fats (of which 10% of the total fats are omega-3s), and less than 10% saturated fats. It has a medium-high smoke point of about 400 degrees and a neutral flavor. Pros: It can withstand a decent amount of heat without smoking and won't oxidize as easily as generic vegetable oil. It has a neutral flavor profile, so you don't have to worry about it making your food taste weird. This makes it a versatile oil. Cons: Canola oil is usually pretty processed, so not the best choice if you are going for a more natural oil. Unrefined canola oil is hard to find and pretty expensive. Best for: Baking, oven-cooking, stir-frying or sautà ©ing Coconut Oil Coconut oil is mostly saturated fats (about 90%), which is why it's solid at room temperature. However, it raises both LDL and HDL cholesterol and is pretty stable, making it less prone to oxidation. It has a medium smoke point of about 350 degrees. Pros: Coconut oil has a delicious sweet flavor that complements many dishes. It's readily available in unprocessed, unrefined forms (as virgin coconut oil). Cons: Because of its distinctive flavor, coconut oil needs to be deployed carefully, especially for sautà ©ing. Best for: Sautà ©ing at medium heat, baking (if you are using it in baking, you may want to microwave it for a few seconds first so it gets liquid). It's also great for your hair! Ghee (Grass-Fed) You may be surprised to see ghee, an animal product, on this list! But as Mark Bittman once put it, "Butter is back!" and ghee (or clarified butter) may be even better for some things. Ghee has been used for centuries in Indian cooking. While ghee is high in saturated fats (with about 60% of its calories coming from sat fats), it has a very high smoke point (485 degrees F), it provides some omega-3s, and it is very stable. It doesn't even need to be refrigerated! Pros: Ghee is very low in casein and lactose, making it a great butter substitute for people who are lactose intolerant or dairy sensitive. Additionally, it's a good source of vitamins, especially Vitamin A. It also has a delicious nutty, buttery taste. Cons: Ghee is slightly more calorie-rich than the other fats mentioned, at 135 cals per tablespoon instead of about 120. It also does have about 4% trans fats. And grass-fed ghee- the healthiest kind- is about 4x as expensive as butter on an ounce-per-ounce basis. Best for: High-heat cooking, dairy-sensitive eaters Olive Oil Olive oil is the superhero of cooking oils: it's comprised of over 3/4 monounsaturated fats and thus is resistant to oxidation and heart-healthy. Extra virgin olive oil has a medium-high smoke point of 410 degrees, and more processed "light" or refined olive oil and has a high smoke point of about 470 degrees. Pros: Olive oil is chock-full of healthy fats, flavorful, and great for medium-high to high-heat cooking. Cons: The bold flavors of extra-virgin olive oil may not go well with every dish, which may be an issue if you are trying to substitute vegetable oil for olive oil. Light olive oil- which is refined- has a more neutral flavor and can withstand higher temperatures, but it's not the best choice if you are looking to avoid processed oils. Best for: Extra-virgin is great for sautà ©ing, stir-frying, and oven cooking. Light olive oil is a great choice for searing, browning, frying, and even baking. 5 Substitutes for Vegetable Oil: Summary Why would you want a substitute for vegetable oil? Well, depending on your cooking and health needs, you might want an oil that is less processed, has a more favorable ratio of the different kinds of fats, has a higher smoke point, or has a good flavor! Here are five great vegetable oil substitutes: Avocado Oil Canola Oil Coconut Oil Ghee Olive Oil

The Reform Act of 1832 marked the triumph of democratic politics. Do Essay

The Reform Act of 1832 marked the triumph of democratic politics. Do you agree - Essay Example reforms had been suggested recurrently, but without success.Eventually, the Whigs, headed by the then Prime Minister, Lord Grey, managed to pass this legislation. As a result, Great Britain became a mature democracy (Johnston, 1997, p.86). The first step towards democracy in Great Britain was ushered in with the passing of the Reform Act of 1832. The introduction of this act was aimed at getting rid of all inequalities in modern Britain, especially the corrupt boroughs where various members of parliament were selected by very few voters (Bayly, 1989, p. 164).The 1832 Reform Act also entrenched the right to take part in the electoral process, based uniformly on the property and level of income (Collier, 1999, p.63). What catapulted the process of passing of this reform was the rising level of dissatisfaction with the preexisting political status quo(Whitefield, 2001, pp.79-81). While historical skeptics dwell on fact that the act made few changes to the electoral system, it cannot be denied that the reform sanitized the electoral process (Aghion and Durlauf, 2005, p.458). Between 1806 and 1832, the number of contested elections never used to exceed 38 percent, and in most cases lower than 30 percent.Following the enactment of the law, the number of contested election seats shot up to 74 percent. In fact, between 1832 and 1865, the average number of contested elections stood at 59 percent. Not only could more people exercise their rights to vote, but also more of them were accorded the opportunity to do so. Shortly after the passage of this legislation, the number of adult males entitled to take part in the voting process rose from 478,000 to over 800,000 (Whitefield, 2001, pp.78-81). This reflected a near doubling of the electorates. This figure had never been witnessed before the Reform Act.Following the entrenchment of the Reform Bill into law, the number of constituencies increased in Great Britain. Twenty-two new boroughs had two seats in parliament,

Sickle cell disease Research Proposal Example | Topics and Well Written Essays - 5000 words

Sickle cell disease - Research Proposal Example Pain treatment among SCD patients reflects not only the access and availability of health care but also prevailing practices and knowledge about the disease, its prognosis and pathology. This paper will determine the various methods employed in nursing interventions for the treatment, control, and reduction of pain among SCD patients in a Kendall Regional Hospital in-patient section from January 2009 to January 2010. It will also determine the immediate effect of employing such methods. By determining these methods and their frequency of use, it will be able to highlight available options for the underserved patients as well as provide an understanding to best practices, knowledge about the control of pain on SCD patients, what, and how or why a certain method is most or least frequently used. -Introduction Sickle cell disease or SCD has been seen as one of the diseases identified with minority groups or those with less access to health care services. ... It is characterized by the failure of the spleen to function optimally even in the first months of birth that usually leads to overwhelming pneumococcal infection, usually at 20% mortality rate for patients under 5 years old (Overturf, 1999). Since access to health care is seen as one of the main problems for SCD patients, it becomes important to identify ways to mitigate its most immediate or important effect on patient which is pain described as chronic, acute or both. Pain management is an important element of care for SCD patients. It is with the related goal to identify pain treatment, control or reduction that this study will proceed. Quality of life is an overarching goal for patients even with those genetic disorders. Pain reduction is usually related to increased patient satisfaction and improved quality of life even in conditions of disease and chronic pain. Chronic pain has been reported by people with SCD even when they now have chances of living a longer life. Use of pai n relieving, controlling and treatment method for patients with SCD is then important for the determination of quality delivery of health care services. Various methods are employed in HMO settings to treat SCD patients in reducing, controlling, and treating pain. These are influenced by the pain assessor, patient access, affordability, availability, knowledge and orientation of administrator, and other factors that may be present during prescription or administration. This research will identify the methods used at Kendall Regional Hospital in-patient section, their frequency of use, what is the most popular method preferred, and determine the immediate effect of employing such methods. -Purpose of the study The purpose of this study is to