The Importance of Letters - 965 Words

In a period before telephones or cheap fast transportation, letter writing was very important to many families of Jane Austen’s day. Many 18th century literary works were in the form of a series of letters between the characters, such as Pride and Prejudice, this is written in epistolary form. Letters were the main form of communication between people, either near or far. In case of emergency, if the sender could afford it, the letter could be sent by a private messenger on horseback or by coach. In Jane Austens day, there were no envelopes, or postage stamps, and the envelope mentioned in connection with Caroline Bingleys letter and Darcys letter was merely another sheet of paper folded around the rest. It was the recipient, rather†¦show more content†¦Darcy shows his true feelings when ending his letter to Elizabeth too, ‘God bless you’, this is a kind and gentle ending to his letter that has been full of emotion and explanations for his actions. After reading Darcy’s letter Elizabeth is stunned and she begins to understand Darcy a little better as she started to think he was rude and arrogant, Elizabeth is ashamed that she judged Darcy without thinking about how he was feeling. This particular letter was hand-delivered to Rosings by Darcy himself, this conveys the love he has for Elizabeth and just how much he cares about her and was upset when he hurt her feelings even when she was to blame too. Public letters are widely used through Pride and Prejudice when the subject is of great urgency. The letter from Mr Gardiner to Mr Bennet announcing the settlement of negotiations with Mr Wickham is made public as it is read aloud for all to hear, ‘at last I am able to send you some tidings of my niece,†¦ Mr Wickham’s circumstances are not so hopeless as they are generally believed to be†¦ my niece should be married from this house’, the announcements from this letter cause uproar in the Bennet household as Lydia is ruined because she has married Wickham and the Bennet’s know this, however some ofShow MoreRelatedThe Importance Of Writing A Letter998 Words   |  4 PagesAspirations to the back envelope and read the letter they wrote to themselves as new members. If seniors did not receive Aspirations as part of their New Member Experience, skip this section. After they have read their letter, ask them to find a partner to share one or two insight s they have from reading their letter. PowerPoint Slide Four 10 Minutes IV. To Myself as a 25-Year Alumna Ask seniors to open Aspirations to the back page and write a letter to themselves as a 25-year alumna. If seniorsRead MoreThe Importance of the Two Letters Written to the Thessalonians1731 Words   |  7 Pagespersecution from a mob of Jews that led to the officials of the city getting involved. This persecution resulted in Paul, Silas, and Timothy to leave Thessalonica and causes Paul to write the letters. The two letters written to the Thessalonians are considered the oldest Christian documents in possession. The letters actually do not have very established themes within them, however they are still important. They have been used for scholastics and development of Pauline theology. While there is no hardcoreRead More The Importance of Letters in Jane Austen’s Pride and Prejudice1719 Words   |  7 PagesThe Importance of Letters in Jane Austen’s Pride an d Prejudice To reveal how useful the letters are in ‘Pride and Prejudice’, we need to look at the history behind letter writing. Jane Austen’s novel, ‘Pride and Prejudice’ was written in 1813. The main form of communication then was by letters. However, they did not have a Central Postal system that we have today, where if you want to send a letter or parcel urgently then it could arrive within a few hours, instead they had their mailRead MoreEssay on The Importance of Pearl in Hawthornes The Scarlet Letter1832 Words   |  8 PagesThe Significance of Pearl One of the most complex characters in The Scarlet Letter is Pearl, the illegitimate daughter of Hester Prynne and Arthur Dimmesdale. Throughout the story, she develops into a dynamic individual, as well as an extremely important symbol. Pearl is shunned from society because of her mothers sin. She is a living representation of the scarlet letter, acting as a constant reminder of Hesters sin. Hawthorne uses vivid descriptions to characterize Pearl. She is first describedRead More The Importance of Jane Austens Letters in Pride and Prejudice3360 Words   |  14 PagesThe Importance of Jane Austens Letters in Pride and Prejudice In Jane Austens Pride and Prejudice letters are used to indicate a change in direction of the plot or to form narrative crisis points. Jane Austen successfully weaves her letters into the natural narrative of the dialogue and description. It is suggested that Jane Austen developed her epistolary mode of writing from many other 18th Century authors such as Samuel Richardson, whose novels are written completely Read MoreThe Function and Importance of Letters in Jane Austens Pride and Prejudice1272 Words   |  5 Pagesand Importance of Letters in Jane Austens Pride and Prejudice Introduction In her classic novel, Pride and Prejudice, Jane Austen describes the tribulations of Elizabeth Bennett, one of five sisters, as she struggles to navigate the social mores and values of early 19th century England. During this period in history, correspondence was almost entirely through written letters but the postal system in London made deliveries a dozen times a day, meaning that it was possible to write a letter in theRead MoreThe Importance Of Mistress Hester Prynne In The Scarlet Letter725 Words   |  3 Pagesscaffold as townspeople scowl and judge, wondering who her lover is. The innocent town seamstress is a sinner in the eyes of the pure citizens. As Nathaniel Hawthorne’s Scarlet Letter continues, the residents notice Hester’s abilities when caring for her daughter. She also regains respect as the bearer of the scarlet letter, the emblem she wears that â€Å"takes her out of the ordinary relationships with humanity and encloses her in a sphere by herself† (Hawthorne 51). Mistress Hester Prynne is an exampleRead MoreThe Importance of the Truth in The Scarlet Letter by Nathaniel Hawthorne2022 Words   |  9 PagesThe main characters whose lies devastate the characters in the novel, The Scarlet Letter by Nathaniel Hawthorne, are Dimmesdale, Chillingworth, and Hester. Each character has once told a lie either about their character or identity. First, Dimmesdale is well-known in the community as a minister who gives sermons. But the townspeople do not know about the affair between him and Hester. He lies because he does not want to give up his reputation as a minister. The effect of him lying is that heRead MoreThe Importance Of Human Punishment In Nathaniel Hawthornes The Scarlet Letter1380 Words   |  6 PagesNathaniel Hawthorne’s The Scarlet Letter explores how the human condition and sin clash. Placing the characters in Puritan Boston, Hawthorne reveals the hypocrisy of a theocratic government, especially when it come s to punishment. Hester Prynne has committed adultery, a hideous sin which coincides as a malicious crime in such a government. The punishment consists of public humiliation branded on her chest until she dies. This type of government would lead anyone to despair, however, Hester does notRead MoreThe Importance Of Using Authentic Letters, Diaries, And Journals Of The Social Studies Classroom Essay1444 Words   |  6 PagesExplain the benefits of using authentic letters, diaries, and journals in the social studies classroom. Providing students with the opportunity to read and use authentic diaries, journals and letters from others, provides students with essential information. This type of information is real, from real people, with real stories. Upper elementary and middle school students can learn a great deal about social studies through reading the diaries. Journals, letters, and newspaper articles written during

Motivation of Nurses in Healthcare Free Essays

string(69) " survey involving 22 hospital systems and 5,176 Runs was circulated\." Nurses and the healthcare industry are having to deal with stressed and De-motivated employees, and never before has levels of Job satisfaction, stress and burnout been so high among nurses In the healthcare industry (Graham, 2006) . The aim of this Annotated Bibliography is to examine the motivation of nurses in healthcare, and specifically to find and study the different motivational theories which Improve levels of motivation among nurses. As stated by (Wham and Ogle, 2007) the question of how to improve the level of motivation in the healthcare industry is perceived to be at the heart of the contemporary health care management debate. We will write a custom essay sample on Motivation of Nurses in Healthcare or any similar topic only for you Order Now The study builds to show that motivation Is multidimensional and complex needing clearer definitions, If searchers and practitioners are wanting to influence behaviors to motivate others. Similarly, (Hugh, 1995) had the same conclusion that motivating staff to Improve Involves many Interlinking factors. Hugh, 1995) goes on to show that through training and continuing education a team’s confidence and capability are enhanced creating an environment which is essential to maintaining momentum of continuous Increases In staff motivation and enthusiasm for improvement. Likewise, (Lee, 2000) suggests that motivation Is gained by empowering nurses to become role models, to mentor and motivate others. Which in turn enhances employees’ motivation and professional development. The two articles (Wick. DOSS and Northman, 2009) and (Young. Albert, Apaches and Meyer, 2007) are similar in there approach by both identifying incentives to motivate employees. Both articles indicate a breakdown exists between nurse management and nurse practitioners with management not actively listening to nurse who express job stress and dissatisfaction. Both articles suggest flexible work schedules to improve levels of job satisfaction and individualized work incentives. Reference Externally, V. , and Satellite, E. 007) Improving motivation among health care workers in private health care organizations- a perspective of nursing 1 OF 7 personnel, Baltic Journal AT Management, 2(2), 213-224 Alma/ Purpose 10 explore ten experiences of nursing personnel, in terms of their motivation and satisfaction. To identify areas for sustainable improvement to the health care services they provide. Article Type Research Article( quantitative) and brief literature review Method Sample 237 registered nurse practitioners and 30 nurse executive with a 97% returning quota of questionnaires. Data Collection 2 week response time to return survey. 9 close ended questions divided into 11 evaluation parts. Data Analysis: in order to identify barriers to motivation 99 questions were divided into 11 parts based on: Social-psychological competencies Clinical expertise competencies Educational competencies Managerial administration competencies Activity environment Communication and collaboration Responsibility Results and encouragement Autonomy Self realization Activity purposefulness. Each question had two elements or responses to them either reflecting the external or internal motivators of each situation. A score was arranged between the responses Findings Findings were presented individually in 11 parts. Interestingly nurse practitioners and executives both believe personnel empowerment and motivation comes from continuing development and evaluation of personnel problems. Both didn’t foresee that the development of teamwork competencies and structuring of activity of scope of practice as affective ways of motivation. Conclusions The article concluded that with an increase demand for higher productivity, a changing health care systems and managed health care activity restrictions staff motivation is affected, with higher Job dissatisfaction and increased burnout rates. The research concluded that social factors influenced motivators: Motivation decreases when nurses aren’t empowered and not autonomous in activity. Motivation increases when nurses collaborate with physicians by parity. Results showed no difference between nurse practitioners and executives. Strengths Clearly written and articulated The authors is neutral in undertaking research and the viewpoints between nurse practitioners Ana nurse executives. I en autonomous plants toner areas AT research needed. The validity of the research paper can’t be questioned and is therefore a useful reference in future studies. Weaknesses The quality of nursing cannot be assessed in terms of performance referenced criteria, but only in terms of personal qualities displayed in that performance. The characteristics of the provided sample limited the results. Reference Hugh, K. 1995) Motivating staff through teamwork: process review and data display. Health management Journal. 21(4), 32-35. Aim/purpose identify interlinking factors to motivate staff, in terms of total quality management and team work in a healthcare setting. Article type Critique Approach Examines claims there are four interconnecting intervention factors which are essential to motivating staff are: Understanding the ps ychology of excellence in teams Establishing cross-functional quality improvement teams Understanding and reviewing processes of care and service Using data display to motivate. The article also uses psychology to understand total quality management and seeks to show how through teamwork staff become empowered in numbers and motivated. The author attempts to involve six issues which attempts to be a key determinate of staff motivation levels: Awareness of the employee trail Awareness of psychological issues Managing the existing culture of staff Increasing quality improvement attitudes in staff Integration of human resource management into operational teamwork Keeping jargon too minimum. Conclusion Describes four major factors which have practical implications, to motivate staff. The author points out that training and continuing education enhances team’s confidence and capability, and that these factors are essential to maintain momentum and increase staff motivation and enthusiasm for improvement. Strengths The strength of the paper is it is descriptive in nature, and provides the deader with numerous way to improve motivation of employees. Weaknesses The weakness of the paper is it use limited sources back up it claims. The author also appears to be bias in his approach drawing on his own experiences or opinions rather then using evidence based practice. Reference Wick, K. , Dols, J. , and Northman, S. (2000)What nurses want: the nurse incentives project. Nursing economics Journal. 27(3), 169-201. Aim/purpose To explore the relationship between specific factors, which can be managed or changed to improve motivation and Job satisfaction. The authors aims to show that nurse Job distraction, physician interactions, policies or autonomy are all related to staff motivation. Article type Research Method An anonymous survey involving 22 hospital systems and 5,176 Runs was circulated. You read "Motivation of Nurses in Healthcare" in category "Papers" Only 1 ,559 of the anonymous surveys were analyses. This study was designed to allow predictive modeling of a set of independent variables, by including incentives and disincentives, in relation to what causes nurses to be dissatisfied and unmotivated in their Jobs. An online survey was also conducted over a 3 month period using the hospitals intranet, staff were made aware of the online survey through use of flyers. The data collected from both surveys, were analyses using the perceived stress scale. This scale isn’t specifically for nurses and therefore isn’t clinical oriented. The scale is a simple 10 item scale, involves respondents to respond from a range of â€Å"never† to â€Å"very often. The ASS score ranged from 10 to 50. The data used was then compared the mean age of nurses involved and the ethnicity. Findings The article shows that the mean age of nurses involved in the survey is 42. 24 years, with 88. 5% of respondents being female. The ethic breakdown was 5. 3% African American, 6. % Asian, 70. 3% Caucasian, 16. 4% Hispanic, and 1. 3% listed other or no response. Conclusion The results were compared with the levels of staff dissatisfaction and stress showing a direct correlation between increased stress results in De-motivated staff and higher levels of Job dissatisfaction. The levels of dissatisfaction and De-motivation was also comparatively different between the generations, as well as the incentives which staff through the survey identified as means of improving motivation levels. The article recommends that to improve levels of motivation management needs to revive flexible benefits to help create a cohesive work environment. By regarding the role of incentives in designing an environment where benefits and perks will be seen as incentives to perform tasks promptly and thrive in the current nursing workplace. Strengths The strength of this paper is it draws information from a variety of sources increasing the reliability of the document. The data collected is presented statistically and clearly. By using a variety of methods it increases the validity of the paper. Weaknesses A low response rate of 30% could serve as a attention source of bias as some groups or hospitals maybe under-represented. Rather then present ways to improve motivation and levels of dissatisfaction, the article shows that levels of dissatisfaction and motivation are low. With high levels of staff indicating that they are unmotivated and stressed in there Jobs. Reference Lee, L. (2000) Motivation, mentoring and empowerment. The nursing management Journal. 1 (12) 25-27. Aim/purpose To define motivation, and to show that through empowerment and mentoring staff become more motivated to perform. Article type Meta-analysis of literature Approach The author uses the evidence presented by 7 well known nursing journals to define motivation as â€Å"that which impels or compels movement or action. † I en paper contributed to ten area Dye suggesting Tour stages to Deescalate motivation, mentoring and empowerment: Input: motivate employees. Process: mentoring to channel motivation to reach goals. Output: completed goals creates empowerment. Feedback: empowered nurse has greater self-esteem and competence. The article is based on nursing practice to improve quality of care and enhance understanding of the nurse leaders role in motivation, mentoring and empowerment. The article suggests taking a test to identify how one can implement motivation, mentoring and empowerment to encourage higher achievement, to identify characteristics of a successful mentor/protog relationship, and differentiate the stages of motivation, mentoring and empowerment. Conclusion The article shows how mentoring and empowerment of nurses gives nurses freedom to be creativity and to turn ideas into action. The article shows how current literature suggests that a creative climate in which employees can perform, become motivated in their work and are able to motivate themselves and others. The author states that motivation, mentoring and empowerment aren’t separate identities. The author shows how motivation and empowerment fuel mentoring. And that through mentoring protogs become empowered, which enhances professional development and motivation. Strengths The article in itself is motivation, encouraging researchers to become empowered and motivated and to think about think about other means to motivate others that haven’t been thought of before to contribute to this area of knowledge and research. Weaknesses The paper is limited and weakened by not using enough information from scholarly peered reviewed resources. , making very generalized statements. Reference Young, C. , Albert, N. , Apaches, S. , and Meyer, K. (2007) The ‘parent shift’ program: incentives for nurses, rewards for nursing teams. Nursing Economics Journal. 25(6) 339-344. Aim/purpose To introduce the ‘parent shift’ program as innovative model of attracting, retaining and motivating nurses to return into the workforce. The study aims to show how the parent shift nurse program decreases stress, improves time efficiency of full time staff and also improves motivation of involved staff and those that work with them. Article type Research (quantitative) Method The prospective, descriptive, comparative survey research study was conducted in a 1000+ bed hospital. The survey was anonymous and conducted over a 12 month period, and conducted on day one of commencement and 4 months after. This survey was also conducted in reference to the nursing management, who were given a salary survey wanly was contacted 4 months rater ten Implementation. I n data was summarized by mean and standard deviation. Nursing motivators were ranked on percentage and nursing management and URN roles responses were compared. Conclusion A brief literature review was conducted at the start of the article which found that in one study that those involved in the parent shift program that 98. % of respondents found the program extremely useful. And also found that in terms of nursing management it decreased overtime and burnout, and collaboration and team work was also enhanced among nurses. The literature review also stated that nurses motivation and retained in the workforce improved 41. 5% when the current employer accommodated their scheduling needs. In all areas it was found that nurse involved were less stressed, team work improved and URN cohesiveness improved. It was found that a supportive work environment, was created due to flexible working environment. Strengths The study suggests other areas to be improved upon if research is undertaken in the same field again. (program affects on teamwork, interruptions, models of care implementation, ability to meet non-patient care responsibilities and the dynamics of specific roles and responsibilities could strengthen the program). Weaknesses Large sampling size resulted in a generalization of results. Only operated for a short time. Other staff members working along side those involved in the program weren’t revered. And was identified as an important factor in continued program participation. The literature review which was conducted prior research was short and didn’t provide enough information. Conclusion This annotated bibliography highlighted many different opinions and studies related to motivating employees. The research into this topic supports the belief that employee motivation is related to empowerment, mentoring, continued education and autonomy within the workplace. Of the five articles in this annotated bibliography all come to the similar conclusion and finding . They analyses and viewed a sufficient number of studies and theories in the area of motivating staff in the healthcare environment. It can be concluded that motivation increases when nurses collaborate with physicians, the nursing profession is respected and recognized as autonomous and valued by themselves and other healthcare professionals. After analysis of the sources of motivation among nurses as shown through the respective annotations, it is evident that management needs to listen to employees and recognize when motivation is an issue in their unit and the incentives needed to re-motivate staff. How to cite Motivation of Nurses in Healthcare, Papers

What Are the Advantages and Disadvantages of the Internet free essay sample

This article also suggests some other useful tips for teaching phrasal verbs. Keywords: Phrasal verbs, Context, Song 1. Introduction A Phrasal Verb is a phrase which consists of a verb in combination with a preposition or adverb or both, the meaning of which is different from the meaning of its separate parts: ‘look after’, ‘work out’ and ‘make up for’ are all phrasal verbs (Koprowski, 2005). According to Trask (1993: 208) a phrasal verb is lexical verb â€Å"which consists of a simple verb combined with one or more particles† and whose meaning is typically unpredictable. And Phrasal verbs are two-or three-word idiomatic expressions, consisting of a verb and a particle or a combination of a particle and a preposition (Lewis, 1993; Darwin Gray, 1999). Phrasal verbs have been the source of frustration for learners of English. Many students talk about the difficulties they have using the phrasal verbs. Phrasal verbs are widely used by native speakers of English but they have been found to be difficult for second language learners to master (Moon, 1997; Kao, 2001). The subject of how best to teach phrasal verbs is still quite controversial. Although teaching of phrasal verbs has been daunting and difficult for teachers, and therefore tedious for learners, it is necessary to develop our students’ skills in understanding and using them. Since phrasal verbs are frequently used by native speakers both in written and spoken English, students need to be encouraged to learn them. â€Å"There is no specified way or a programmed manner in which a student can learn all the phrasal verbs, nouns, adjectives, and idioms. The authors observe that the only way to acquire such knowledge is by extensive reading and listening† (Al-Sibai, 2003). Avoid teaching phrasal verbs in alphabetical lists. â€Å"One big advantage of this method is that it is thorough and comprehensive. But, the problem with a long list is that it is one thing to memorize a phrasal verb and its meaning, but quite another to bring the phrasal verb into your active, everyday speaking and listening† (Dainty, 1992). Through this method â€Å"many students know the phrasal verb from a list, but then fail to use it or recognize it in their conversations with native speakers. Lists can be useful, but it may be difficult to transfer this knowledge from the written page to your active knowledge† (Dainty, 1992). And also avoid teaching phrasal verbs solely on the basis of the verb in them. For example, it would not be advisable to teach every phrasal verb that incorporates the word get in one lesson. The phrasal verbs taught this way have nothing else in common other than the verb in them, and it is very difficult to understand and retain the context of whole phrasal verbs in this way (Norman, 2010). How then are we supposed to teach phrasal verbs? 2. How to Teach Phrasal Verbs? Andrzej Cirocki, a proponent of the ‘text/ context method’, has a useful approach to teach phrasal verbs. He states that if we aim at teaching a few Phrasal Verbs to our students, we should present them in many different real contexts so as to enable them to deduce their exact meaning and to see whether they are transitive or intransitive, separable or inseparable. All these items can be noticed by the students if Phrasal Verbs are presented in authentic contexts (Cirocki, 2003). In his article ‘Teaching Phrasal Verbs my Means of Constructing Texts’ Cirocki explains his approach in the following way; asking students to read a text entitled Hotel Blaze Escape Drama in which a few Phrasal Verbs can be spotted. HOTEL BLAZE ESCAPE DRAMA E-mail: [emailprotected] com Published: June 1, 2012 Accepted: March 9, 2012 URL: http://dx. doi. org/10. 5539/elt. v5n6p114 114 ISSN 1916-4742 E-ISSN 1916-4750 www. ccsenet. org/elt English Language Teaching Vol. 5, No. 6; June 2012 At present it is not known how the fire started. It seems the fire, broke out in the early hours of the morning. The fire alarm went off at around 2. 00 a. m. It is thought it was set off by smoke coming from one of the bedrooms on the first floor. The fire spread quickly from the first floor to the second floor. The fire brigade were called in immediately and fire fighters were on the scene within 15 minutes, but by this time the hotel was already in flames. They fought the blaze and managed to get it under control, though it took them to hours to put the fire out. Through this method students are able to acquire phrasal verbs better because it is more productive and easier to learn phrasal verbs from a context. â€Å"Students are able to pick up the meaning of a phrasal verb from its context even though they have never seen it before† (Dainty, 1992). While reading Hotel Blaze Escape Drama students get to know new Phrasal Verbs whose meaning and function are explained in the context. Thus, they can be learnt in a natural way. The text constitutes a kind of a background for the new Phrasal Verbs and has been formed to serve as a context, through which new Phrasal Verbs can be presented and explained. However, this is not a genuinely authentic context. Having read such a text, the meaning of these Phrasal Verbs should be clear. If it is not, we should provide students with other contexts so that they could guess the meaning, which makes students remember new Phrasal Verbs much better. Not until then, could they make use of Phrasal Verbs in their own texts (Cirocki, 2003). Dina Al-Sibai states that in this method Cirocki proposes that students should be encouraged to read a passage where phrasal verbs are presented in real contexts and then deduce their exact meanings as well as determine if they are transitive or intransitive, separable or inseparable, etc. In this way, the context contained in the passage becomes a kind of a background formed to serve as a context through which new phrasal verbs are presented and explained. Employing such a technique, the meanings of various phrasal verbs should become clearer and easier to comprehend. If they are not, students must be offered other contexts so that they can try to fathom the meanings one more time, or even more (Al-Sibai, 2003). Cirocki maintains that to assure oneself that students understand the meaning of new Phrasal Verbs, teachers can move to the next stage, that is, fixing stage where the establishing of knowledge on Phrasal Verbs takes place. Having deduced meanings of Phrasal Verbs from authentic contexts, it is time to apply such types of exercises so that they could enable students to memorise them much better and also present them in new contexts. These exercises have nothing to do with creativity they are very useful, though. Before students begin constructing their own texts, they first have to work on simple exercises in order to fix new material. Afterwards, they may make use of it in their own texts. For instance, in this exercise students are asked to complete sentences with the appropriate Phrasal Verbs in their correct form (Cirocki, 2003). atch sb out; fill sth in; cut sth out; take up sth 1. If you want to lose weight, ___ potatoes, bread, and sweet things for a week. 2. The oral exam was difficult. The examiner tried to ___ (me) by asking some tricky questions. 3. My brother has___ karate. He trains three times a week. 4. Here are the visa application forms. You have to ___ (them) and return them to the con sulate. In this step establishing the knowledge of phrasal verbs takes place. Teachers are advised to construct fill-in-the-blanks exercises which can enable students to memorize such verbs faster and more accurately. These exercises help to memorize the meanings and utility of newly-acquired phrasal verbs (Al-Sibai, 2003). In his criticism of the traditional approached to teaching phrasal verbs, Thornbury suggests that â€Å"phrasal verbs are best learned on item-by-item basis, and preferably in short contexts that demonstrate their syntactic behaviour† (Thornbury, 2002: 125). According to Thornbury, phrasal verbs should be acquired like the rest of the lexis by providing meaningful context, exposure, and recycling. And Thornbury encourages teachers to provide texts that have high frequency of phrasal verbs in them. Kailani tresses that it is only through genuine practice that accuracy and effectiveness could be increased, regardless of the method or technique being adapted (Kailani, 1995). According to R. Wyss, if phrasal verbs are presented to students in lists that are void of real or relevant context, students will not be stimulated enough to learn them. He observes that learners need a meaningful contextual background in order to reinforce memory and sustain interest. He suggests that a practical solution for learners would be to deduce the meanings of phrasal verbs as they appear in reading passages (Wyss, 2002). Another exercise worth recommending is based on providing students with a particular topic and associating it with Phrasal Verbs. For instance; teachers may ask their students to write a letter to their friends talking about their problems with studying. While writing such a letter students have a possibility to make use of Phrasal Verbs of the following type: get down to, keep on with, take down, fall behind, put off, get through, catch up with and many Published by Canadian Center of Science and Education 115 www. ccsenet. org/elt English Language Teaching Vol. 5, No. ; June 2012 others (Cirocki, 2003). In practice Cirocki writes, it may look like this: Dear Paul, I have problems with my studies at school I find it difficult to get down to work in the afternoons and I cant concentrate on anything right now. I spend most of my time listening to CDs or watching TV instead of doing my homework. The other students in my class are much better than I am and I find it hard to keep up with them. I cant take down the important things my teacher says because I write very slowly. He has told me that Im falling behind with my lessons. Im not good at†¦ In order to make our students write fully authentic texts, the role of the teacher is confined to proposing an interesting topic. Nevertheless, teachers may also ask their students to make use of as many Phrasal Verbs as possible in their compositions. The main asset of such exercises is the fact that students write about things they are fond of and are really interested in. This enables students to apply long term memory, due to which they will be able to remember certain things for ever and make use of them in various speeches or essays (Cirocki, 2003). As Nuttall points out â€Å"we learnt most of our vocabulary by using it: meeting the spoken words frequently and in situations that we understand, we gradually assimilated their meaning† (Nuttall, 2005). Shelley Vernon suggests that phrasal verbs need to be learned in the same way as any other type of verb. Students need to learn the phrasal verb as a vocabulary item and also how to use it in sentences. It can help to learn meanings in one lesson and work on integrating the language in a different session. This anyway is helpful with lower levels so students are not overwhelmed. A fun game to use to teach the vocabulary side of phrasal verbs is Call My Bluff Definitions. Here you give each student a phrasal verb to look up in the dictionary and ask everyone to write down the true meaning plus make up two false meanings. It is good to set this for homework so as not to use precious class time. If you want to simplify have students write only two definitions, one true and one false. At the next lesson, Shelley maintains that, each student reads out the phrasal verb followed by the three definitions. The class stand up and listen all three definitions once. Then on the second reading students sit down if they think a definition is false and stay standing if they think it is true. Lets say the first definition is false and half the students sit down. All those sitting down are still in the game so those standing put their hands on the heads and sit down. They are out for this round. Those still in stand up again and the student reads out definition two. Those who have it wrong are out again and sit down with their hands on their heads. Those that are in continue until all three definitions have been read out. You then let those students award themselves a point. Now everyone is back in again for the next phrasal verb. If playing with adults you can leave out putting hands on heads. That is just a mechanism to prevent cheating, which children are possibly more likely to do than adults! (Shelley, 2007). Subrahmanian Upendran in his article ‘Teaching Phrasal Verbs Using Songs’ states that like teaching phrasal verbs many songs can be successfully employed to provide meaningful contexts for learning phrasal verbs. This will be illustrated through the use of the first four lines of the song Another Day in Paradise by Phil Collins. Procedure of this approach: Students were provided with incomplete lyrics. The students were given incomplete lyrics of the song Another Day in Paradise by Phil Collins and were instructed to familiarize themselves with it by going through it silently. Each line contained a blank, which they would be required to fill in as they listened to the song. Students were asked to fill in the blanks. After they had familiarized themselves with the lyrics, the next step involved was to expose the students to the song in small chunks of four lines each. Every segment was replayed several times, till most students were confident that they had written in the appropriate words. It was only when the students completed filling in all the blanks contained in the first stanza that any attempt was made to determine how correct or incorrect their answers were. Students were asked to volunteer information. Each of the blanks was taken up one by one and every student in the group was asked what word he/she had used in a particular blank. (Since my focus here is on the teaching of phrasal verbs, Ill confine myself to the first blank in the song, which completes the phrasal verb calls out. The different answers provided by the students were put up on the blackboard. No attempt was made to weed out the incorrect answers at this stage. As all answers were being accepted, students enthusiastically revealed what they had put down. Some of the answers given for the first blank was (calls) out, on, off, and up. Students were asked the meaning of phras al verbs. 116 ISSN 1916-4742 E-ISSN 1916-4750 www. ccsenet. org/elt English Language Teaching Vol. 5, No. 6; June 2012 When all the students had volunteered information about the word they had inserted in the first blank, they were asked the meaning of each phrasal verb. What is the meaning of call out? What does call on mean? The meaning of each phrasal verb was discussed individually and when a student provided a definition, which everyone agreed on, it was put up on the blackboard. The participants were asked to use the phrasal verb in a sentence. Examples provided by the students were put up alongside the meaning. Students were provided with contextual clues. When the students were unable to define a phrasal verb, there was no attempt to provide them with one. Instead, the phrasal verb was used in a context and all students were expected to guess the meaning. For example, when the students were unable to define call off, the following context was provided. The class is over. Youre ready to begin looking through your notes in the short break before the next class. You have a test on that class. Suddenly a student runs into the classroom and shouts that the test is called off as the teacher has left to deal with a family emergency. You are overjoyed, and you throw your books back into your bag and rush to the playground to join the cricket game. The students were asked to determine the meaning from the context provided. Once the meaning had been arrived at, further examples of how the phrasal verb was used were provided. Johns appointment with the doctor was called off. The teacher called off the meeting. Students were asked to study the lyrics again. When the meanings of all the phrasal verbs had been figured out, the students were then asked to study the lyrics again and determine which phrasal verb was demanded by the context. If, for example, all students agreed on calls out, they were asked to provide cogent arguments why it couldnt be any of the other phrasal verbs that they had initially come up with. Some of the arguments put forward by the students were: people dont visit someone on the street, they can meet them accidentally, but not visit. The grammar does not permit call on. One can call on someone, but not call on to someone. Getting/providing such answers from/to students ensured that they not only remembered the meaning of the phrasal verb but also where and how it should be used (Upendran 2001). 3. Conclusion Phrasal verbs, one of the most important parts of communication, are frequently avoided by learners of English. One language skill is trying to infer the meaning of a new phrasal verb from the context. â€Å"It is safe to say that phrasal verbs, especially those commonly used ones, are very important components in effectively spoken communication, no matter in what kind of language community text it lies. From the angle of language learning for the sake of effective communication phrasal verbs should by no means be avoided† (Chen, 2007). How then are we supposed to emphasize phrasal verbs in English language teaching and learning? â€Å"Research has shown that texts and contexts can have a powerful influence on the students’ vocabulary growth. Learning words through such technique is along-term process in which meanings are slowly but steadily accumulated. The key here is to focus instructional attention on words that students have encountered in rich texts usually through reading, rather than from word lists that are void of context† (Al-Sibai, 2003). And in this article how to teach phrasal verbs effectively through context is studied. References Chen, Junyu. (2007). On How to Solve the Problem of the Avoidance of Phrasal Verbs in the Chinese Context. International Education Journal, 8(2), 348-353. Cirocki, A. (2003). Teaching Phrasal Verbs my Means of Constructing Texts. ELT Newsletter. Retrieved 2nd February 2011 from http://www. eltnewsletter. com/column/shtml Dainty, Peter. (1992). Phrasal Verbs in Context. Macmillan Education. Darwin, C. M. , Gray, L. S. (1999). Going after the phrasal verbs: An alternative approach to classification. TESOL Quarterly, 33, 65-83. http://dx. doi. org/10. 2307/3588191 Dina. M. Al-Sibai. (2003). Using the Balanced Activity Approach in Teaching Phrasal Verbs to Saudi College Students: A Review of the Literature. Kailani, T. Z. (1995). A Synthesized Pedagogical Methodology for English Classroom Interactions. International Published by Canadian Center of Science and Education 117 www. ccsenet. org/elt English Language Teaching Vol. 5, No. 6; June 2012 Review of Applied Linguistics in Language Teaching. Academic Search Premier Database. Kao, R. (2001). Where have the prepositions gone? A study of English prepositional verbs and input enhancement in instructed SLA. International Review of Applied Linguistics in Language Teaching, 39, 195-215. Koprowski, M. (2005). Investigating the Usefulness of Lexical Phrases in Contemporary Coursebooks. ELT Journal, 59(4), 322-332. http://dx. doi. org/10. 1093/elt/cci061 Lewis, M. (1993). The lexical Approach. London: Language Teaching Publications. Moon, R. (1997). Vocabulary connections: Multi-word items in English. In M. McCarthy (Ed. ), Vocabulary: Description, acquisition and pedagogy (pp. 40-63). Cambridge: Cambridge University Press. Norman, Leila. (2010). Teaching Phrasal Verbs to ESL Students. Retrieved 13th January from 2011 http://associatedcontent. com. html Nuttall, Christine E. (2005). Teaching Reading Skills in a Foreign Language. Oxford: Macmillan Education. Thornbury, Scott. (2002). How to Teach Vocabulary. Harlow: Longman. Trask, R. L. (1993). A Dictionary of Grammatical Terms in Linguistics. London: Routhledge. Upendran, Subrahmanian. (2001). Teaching Phrasal Verbs Using Songs. The Internet TESL Journal, 7(7). Retrieved 15th January from 2011 http://iteslj. org/Techniques/Upendran-PhrasalVerbs. html Vernon, Shelley. (2007). How to Teach Phrasal Verbs to ESL Students. Retrieved 12th January from 2011 http://teachingenglishgames. blogspot. com/2007/11/how-to-teach- phrasal-verbs-to-esl. html Wyss, R. (2002). Teaching English Multi-Word Verbs Is Not a Lost Cause Afterall. ELT Newsletter. Retrieved 5 January from 2011 http://www. eltnewsletter. com/back/March2002/art902002. html 118 ISSN 1916-4742 E-ISSN 1916-4750

Midsummer Nights Dream Essays (852 words) - Fiction, Greek Mythology

Midsummer Night's Dream More strange than true. I never may believe These antic fables nor these fairy toys. Lovers and madmen have such seething brains, Such shaping fantasies, that apprehend More than cool reason ever comprehends. The lunatic, the lover, and the poet Are of imagination all compact. One sees more devils than vast hell can hold: That is the madman. The lover, all as frantic Sees Helen's beauty in a brow of Egypt. The poet's eye, in a fine frenzy rolling, Doth glance from heaven to earth, from earth to heaven And as imagination bodies forth The forms of things unknown, the poet's pen Turns them to shapes, and gives to airy nothing A local habitation and a name. Such tricks hath strong imagination That, if it would but apprehend some joy, It comprehends some bringer of that joy; Or in the night, imagining some fear, How easy is a bush supposed a bear! (V,i,2-22) Theseus, in Scene V of A Midsummer Night's Dream, expresses his doubt in the verisimilitude of the lover's recount of their night in the forest. He says that he has no faith in the ravings of lovers- or poets-, as they are as likely as madmen are to be divorced from reason. Coming, as it does, after the resolution of the lovers' dilemma, this monologue serves to dismiss most of the play a hallucinatory imaginings. Theseus is the voice of reason and authority but, he bows to the resulting change of affection brought about by the night's confused goings on, and allows Hermia, Lysander, Helena and Demetrius to marry where their hearts would have them. This place where the line between dream and reality blurs is an important theme of the play. Theseus is also a lover, but his affair with Hippolyta is based upon the cold reality of war, "Hippolyta, I wooed thee with my sword, And won thy love doing thee injuries..."(I,i,16-17). He is eager to wed Hippolyta and marriage is the place where reason and judgement rule. He wins the hand of his bride through action not through flattery, kisses and sighs inspired by her beauty. In lines 4-6 of his monologue he dismisses the accounts of lovers and madmen on the grounds that they are both apt to imagine a false reality as being real. When, in I,i,56, Hermia tells Theseus, "I would my father looked but with my eyes", Theseus responds, "Rather your eyes must with his judgment look."(57). Theseus has a firm belief that the eyes of lovers are not to be trusted. That the eye of the lover "...Sees Helen's beauty in a brow of Egypt..."(11) is, to him, proof of this. It precisely by enchanting the eyes of the lovers that the faeries manage to create so much mayhem: "Flower of this purple dye, hit with cupid's archery, sink in apple of his eye! When his love he doth espy, let her shine as gloriously as the Venus of the sky."(III,ii,101-7) Puck doesn't change Helena's nature, nor does he change her features. When Lysander wakes, he beholds the same Helena that he's always despised and suddenly he is enthralled. For Theseus this is merely caprice and in no means grounded in reality. Theseus doubts even the existence of the faeries, believing the lovers have, at a loss to explain the inexplicable changes of heart they've experienced, dreamed them up: "And as imagination bodies forth the forms of things unknown, the poet's pen turns them into shapes and gives to airy nothing a local habitation and a name."(14-17) A trick of the light, an abundance of shadows, lack of sleep, an overactive imagination or any one of these or million other causes are the most likely explanation. In equating lovers, poets and lunatics Theseus gets into interesting territory and serves to elevate lovers while he denounces them. The lunatic "...sees more devils than vast hell can hold.." while the poet's eye "...Doth glance from heaven to earth, from earth to heaven..."(9-13); thus this same imagination is responsible for both mad ravings and great art. The concrete reality of earth co-exists with both heaven and hell as the Faerie world co-exists with the mortal world. A poet could, just as easily, be a lunatic depending on the nature of his visions. That lover's are often (bad) poets, is prime example of this interchangeability. "Such tricks hath strong imagination, that, if it would but apprehend a joy, it comprehends some bringer of that joy; or in the night imagining some fear, how easy is a bush supposed

Medical case study plans Essays

Medical case study plans Essays Medical case study plans Paper Medical case study plans Paper What would you recommend to Jeffery’s parents Jeffrey’s parents are now in the condition that at least they should have nurse to take care of Jeffery and play with him. The nurse will also be responsible for teaching Jeffrey at home. Though the child is difficult to handle but play and study will sharpen his skills. By remaining dull at home without any training and skill development program his condition will deteriorate. He can further sharpen his skills if gets proper training. If mom starts to go at work again then she can bear the cost of a nurse and their finances will improve. With help of a nurse Mom will have enough time for her job. CASE STUDY # 2 Deafness What would you recommend to Susannah’s parents? Susannah parents must have a complete medical check up for the girl to exclude any underlying cause of hearing loss. Parents should get hearing aid for the kid. They must admit the kid in special schools for deaf where the teachers will provide special care and learning aids with all other deaf kids. By studying in deaf care school Susannah will be more comfortable with other children of hearing impairment and where her teachers will understand her and provide an interaction medium for learning and communication skills. Special deaf care staff will help Susannah according to her needs and she’ll gain confidence while she’ll able to learn and communicate. CASE STUDY # 3 Blindness What would you say to Robert to ease his anxiety? Yes there are special schools available for blind children. James should be immediately admitted in the school for blind children. His teachers will help him out learning with special tools developed for blind. At school for blind he will get special attention and learning aids from teachers and he will be able to learn and get education as other children get. Secondly, James’ father must give some individual attention to his kid so that he may know that he has got a father who loves and cares for him. Just spending money is not enough. Children always need love and care for their emotional needs. CASE STUDY # 4 Down Syndrome How would you respond? Parents must hire a nanny or nurse for Tommy to take care of him at home. When he becomes 3 he must be admitted in school for disabled children where he’ll get proper attention according to his needs. Learning skills will improve his mental activity. He must also get special therapy for current physical condition. Parents must also give special attention to their elder daughter Mara. It is important to give her attention and take interest in her studies as well. For Tommy’s normal physical and mental development he needs special full time attention and treatment for normal muscle development and acquiring cognitive skills. PART B Due: Week 10 Value: 30% Plan for Case Study # 1 Cerebral Palsy Child Name: Jeffery Child’s age = 3 years Area of development the experience will support: Motor development, speech development and cognitive development Why the experience is appropriate Cerebral Palsy (CP) is a group of conditions affecting one or more parts of brain resulting in loss or imbalanced control of movement and posture. The child is unable to move in correct posture, he also faces difficulty in controlling the movement of his arms and legs. If proper treatment provided then child’s abilities can be significantly improved. The children with CP will have unbalanced growth of muscle, tendon and bones. In normal kids the growth of muscle, tendons and bone take place at same rate but in CP kids muscles and bones grow at different rate because of contractures and spasticity. The child needs physical therapy to develop normal control and movement of his muscles. It involves regular motion exercises, stretches, muscle exercises, training for movements, maintaining posture while sitting, lying, walking, dressing and using bathroom. A description of the experience Speech therapy can help a lot to develop speech and good control of facial and throat muscles. Child will develop communication skills and also control his muscles while eating. Drooling may be controlled with this therapy. Psychotherapy may be provided to improve behavior of the frustrated child. Medications can be used as directed by the doctor. However, these include antispasmodics the muscle relaxants (Baclofen, Valium ® and Dantrium ®) for muscle contraction and spasticity. Phenobarbital and Anticonvulsants are usually prescribed for seizures. Anticholinergics are used to control abnormal movements, and mild laxatives stool softeners if need for constipation. A list of any materials required for the experience: equipments for movements of kid and computer for learning Skills the experience will support: Motor skills, movement, Speech, learning skills Plan for Case Study # 2 Deafness Child Name: Susannah Child’s age = 4. 5 years Area of development the experience will support: Cognitive development, hearing and vision Why the experience is appropriate As child is deaf, she cannot hear the words and hence her communication is also affected. Child learns form other’s people speech the language, words, and way of communication. Those who are deaf do not develop communication skills from hearing others. Hence special experience will be develop to let the child learn from other means. A description of the experience: Special training with expressions and acting. Visual experiences will be used to help her learn to speak and communicate. A list of any materials required for the experience: Computer, hearing aids and visual aid equipments Skills the experience will support Improve hearing and ability to respond when others communicate or express something. It will improve cognitive skills and enhance learning in child. Plan for Case Study # 3 Blindness Child Name: James Child’s age = 3 years Area of development the experience will support: Self-care, communication, learning, cognitive, behavior and interaction with other people. Why the experience is appropriate: This will enhance interaction of kid with other people, their language will be improved, and he’ll develop social skills. He’ll also improve his behavior and learn manners. A description of the experience: learning experience with touch of things, touch of key boarded and computer aided learning A list of any materials required for the experience: computer, keyboard, alphabets and toys Skills the experience will support Child will become independent and learn to self-care. His cognition and sensory skills will be improved. Plan for Case Study # 4 Down Syndrome Child Name: Tommy Child’s age = 2. 5 years Area of development the experience will support: Cognitive development, motor skills, and speech development Why the experience is appropriate Children who suffer from down syndrome have lower IQ. Their cognitive and physical development is very poor. They encounter problems in hearing and vision. They may also have heart defects and poor resistance to infections due to weak immune system. Their physical body development is not normal. Instead they have short skull, short neck and stocky build with flat back. Their facial features may be distorted to some extent with small nose, protruding tongue and folds of skin at the corner of the eyes. Experience will be appropriate to improve hearing, vision, cognitive and physical development A description of the experience: Learn with the help of computer and aid for movements A list of any materials required for the experience Learning aids, movement equipments and computer for learning Skills the experience will support Children who suffer from down syndrome have lower IQ. Their cognitive and physical development is very poor. They encounter problems in hearing and vision. They may also have heart defects and poor resistance to infections due to weak immune system. Their physical body development is not normal. Instead they have short skull, short neck and stocky build with flat back. Their facial features may be distorted to some extent with small nose, protruding tongue and folds of skin at the corner of the eyes. Children suffering from Down Syndrome have delayed development in their neuromuscular system that hampers their cognitive and physical development. They have low muscle tone (hypotonia) with over relaxed and floppy muscles. With regular physical therapy their muscle tone can be normal. As their teething is also delayed they may need liquid food for age longer than normal kids. References Vision care for deaf dbcent. dk/cgi-bin/vcfdbb/uploads/media/pdfs/Vision%20care%20for%20deaf%20children. pdf Treatments and care plans dshs. state. tx. us/schoolhealth/chap7. pdf

Words Based on Portare

Words Based on Portare Words Based on Portare Words Based on Portare By Mark Nichol The Latin verb portare, meaning â€Å"carry,† is the basis of many words pertaining to moving things from one place to another, as detailed in the discussion below. The direct descendant of portare is the verb port; the noun port, meaning â€Å"harbor† or â€Å"opening,† is distantly related, with a common proto-Indo-European root. More specific compounds pertaining to the sense of â€Å"harbor† include airport and seaport (and, so far only in fictional contexts, spaceport). Port also once referred to one’s personal bearing; this term is obsolete, though the sense is preserved in the noun deportment. (Comportment, meaning â€Å"behavior,† has a similar sense, although the verb comport means not only â€Å"behave† but also â€Å"agree with.†) Meanwhile, the verb deport less often refers to deportment than it applies to banishment; the noun form for the latter sense is deportation.) The two senses of porter derive from the distinct meanings of port; one describes a person who carries (also the source of the surname Porter and the name of a type of dark beer once favored by porters and other laborers), and the other refers to a gatekeeper. (The name of the cut of steak called porterhouse derives from the name of a type of restaurant where porter was served.) Portmanteau (literally â€Å"carry cloak†) originally referred to a court official responsible for bearing a royal person’s mantle, or cloak, and later came to describe a suitcase with two compartments. Lewis Carroll gave the word a metaphorical new meaning of â€Å"a word with two meanings packed into one,† a designation for such coinages of his as chortle (probably intended as a mash-up of chuckle and snort). Something that is portable is able to be carried. Portage, which in its identical French form originally referred to a tax paid for entering a town, as did its Medieval Latin forebear portaticum (also derived from portare), came in English to mean â€Å"an act of carrying† and later developed the specific sense of carrying boats across land from one body of water to another. Portfolio derives from the Italian noun portafoglio, referring first to a case for carrying papers and later to government documents as well as samples of an artist or designer’s work. â€Å"Prà ªt porter,† adopted directly from French, literally means â€Å"ready to carry† but pertains to clothing that is ready to wear- that is, bought off the rack rather than custom-tailored. Asportation is a legal term referring to the element of larceny that consists of carrying away another person’s property. To disport is to amuse or divert, from the notion of emotionally or mentally carrying one away. To export is to carry out, and to import is to carry in; the noun forms are exportation and importation. Import, in the sense of â€Å"imply† or â€Å"signify† (as in â€Å"to be of great import†), and the adjective important, the adverb importantly, and the noun importance stem from the notion of â€Å"carrying† significance. Purport has the same derivation; as a noun, it is synonymous with the â€Å"conveyed† or â€Å"implied† senses of import, though as a verb it can mean â€Å"intend† or, more often, suggests a specious claim. Rapport originally meant â€Å"reference† or â€Å"relation† but came to specifically describe interpersonal harmony, as in the case of two people who develop a close affinity. Report derives from the sense of carrying information (including an explosive sound, as that produced by firing a gun); a person who does so is a reporter, and what the reporter accomplishes is reportage. To support is to carry as an act of assistance or reinforcement; one who helps by literally or figuratively carrying for another is a supporter. To transport is to carry something or someone from one place to another. A person or device that does so is a transporter (as in the case of the teleportation devices in the Star Trek entertainment franchise), and the act is called transportation. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire YouProbable vs. PossibleWriting a Thank You Note

Essay 2 Example | Topics and Well Written Essays - 250 words - 5

2 - Essay Example Bruno and Shmuel become friends despite being on the opposite side of the fence and war. The wish in these two boys for friendship is much stronger that they even disregard the fence between them. They turn out to be very reliant on one another. This companionship will eventually lead to catastrophe. The move by Bruno’s father to inquire from him how he managed to know the people in Striped Pajamas, Bruno argues that he saw them from the window. Brunos father prohibits him to go near the fence and tells him to play close to the house. Bruno does not understand why his father hates these people. In this film, we also meet hateful and violent soldier who comes to Bruno’s old sister. Nevertheless, when he beats a prisoner who works in the house, we see his violent hatred of Jews. He also intimidates and threatens Bruno. The actions of the Bruno’s father and the Nazi soldiers display the theme of prejudice that runs all through the film. . The film â€Å"The Boy in the Striped Pajamas† explores the picture of a child’s innocence in a time of war. The common craving we all have for friendship and the fences; both figurative and literal that we must all find the way and make a

The Euro Debt Crisis and Consequences for the Developing Nations Essay

The Euro Debt Crisis and Consequences for the Developing Nations - Essay Example As an important trading block, there is no doubt that effects have already been spread elsewhere, with the developing nations having a share of the crisis. Accordingly, the global growth momentum is projected to slow down by more than one percent between the year 2010 and 2012 (IMF 8). Unemployment within the Euro zone is degenerating and surging upwards. In fact, the UK has registered a new level high in 17 years. Growth prospects are not any better in the United States with the Senate blocking Obama’s jobs bill. The euro has lost substantial ground against the dollar, whereas the Chinese Yuan has been gaining ground, a fact that has prompted the US to threaten China with trade sanctions, unless they devalue their currency. Do the less developed nations have anything to worry concerning the Euro crisis? Through what transmission mechanism could the developing nations experience the Euro zone debt crisis effects? While Germany and the UK are taking the lead in steering the Eur o zone towards a complete makeover with seemingly harsh austerity measures, especially to countries believed to be the architects of the crisis, developing countries are yet to feel the pinch of the crisis. As witnessed in the degenerative effects of the global financial crisis, the less developed nations were not hit hard mostly due to their limited financial integration with the world economy. Even though the effects delayed mostly in African countries, trade ties, capital flows, tourism, remittances from abroad, and foreign aid among other channels eventually led to a significant slowdown in these economies. Just as it was with the global financial crisis, the euro debt crisis is likely to affect the less developed nation through three main transmis ­sion channels: financial networks, fiscal consolidation within the European nations currently struggling to overcome the crisis, and through the exchange rate. While the austerity measures as well the rescue package released that h as seen a combined effort of the IMF to that of the EU are timely and may be effective, it is very unlikely that the measures will offset the impact of the crisis on European economies within a record time frame as may be envisioned by many economists (Mhango par 1). From the fiscal measures that are already being adopted in unison, the possibility that the Europe nations are headed for a slow growth phase is very likely. The immediate and direct impacts of such measure are set to become more pronounced in trade links (Kandiero and Ndikumana par 4). As shown in the diagram below, it is evident that many developing nations, mostly Africans, are dependent on the European markets. The effects of European debt crisis could also reach the developing nations through sovereign risks, arising from the declines in tax revenues. This would potentially increase the costs of borrowing due to changes in risk premiums. In particular, those countries with high fiscal deficits are relatively expose d to the risk of re-pricing of risk premiums. Already the effects are being felt in certain countries that utterly depend on exports as income generating component of their economies. The crisis is slowly cutting down demand for exports from Africa. The effect that this has will translate in difficulties of these countries in maintaining planned levels off public expenditures including infrastructural

Coronary Heart Disease Essay Example for Free

Coronary Heart Disease Essay Coronary Heart Disease (CHD) is the leading cause of death in the United States. There are many types of heart diseases that fall into this title. Two of the most popular forms of cardiovascular diseases are heart attack and stroke. The increasing amount of exposure of known risk factors for these diseases to young adults is why I feel it is necessary to promote what it takes to lead a heart healthy lifestyle in order to avoid becoming another statistic. I feel as though I did not choose this topic as much as it chose me, as 2 years ago my Father was hospitalized and underwent a Quadruple Heart By-pass surgery in order to remove the blood clots in his 4 main arteries. Knowing that this disease is partly hereditary I feel as though it is important to educate myself and others with early intervention steps that could keep you from being affected by any heart diseases. In my research I plan to introduce how heart diseases are caused and also the best prevention techniques to ensure that the number of people affected by Coronary Heart Diseases, specifically Heart Attacks, is falling each year instead of climbing. In my research I came across an article provided by the ProQuest Research Library entitled â€Å"Coronary Heart Disease: Primary and Secondary Prevention†. This article is a published study done by The College of Pharmacy and Drug Topics of the University of Florida and discusses the many â€Å"do’s† and â€Å"don’ts† in order to lead a heart healthy life. The focus of this article is to prevent your body to become a future hot spot for a heart disease. The article counters these risk factors with ways to prevent the â€Å"modifiable factors† from occurring. The article states that risk factors are classified as modifiable or non-modifiable. â€Å"Non-modifiable risk factors include age, family history, and gender. Modifiable risk factors include smoking, diet, obesity, physical inactivity, hypertension, dyslipidemia, diabetes mellitus, and metabolic syndrome† (Brenner, Michael, and Allison Butcher). Most of these factors are obvious but some may be less known. Hypertension is the occurrence of high-blood pressure in your body, while dyslipidemia is the occurrence of high cholesterol. Diabetes mellitus can increase the risk of developing a heart disease by 2 to 4 times as likely. A second article I found through ProQuest was the scholarly journal provided by The New England Journal of Medicine titles â€Å"Cardiac rehabilitation and secondary prevention of coronary heart disease†. This article provides a more detailed look into some prevention techniques used in order to stay healthy in both the physical sense, but in the long term heart health. An idea that this article brought the table was the â€Å"Prescription of Exercise†. â€Å"Preliminary data suggest that a regimen of low-intensity, prolonged, daily exercise, called â€Å"high-caloric training† because it maximizes the expenditure of calories, results in greater fat loss and greater modification of risk factors than does a regimen of more intense but briefer exercise sessions.† (Ades, Philip A) As mentioned in the statement, maximizing the length of time that you are exercising maximizes the fat/calories being burned in your work-out. This in the long run brings my researc h back to the facts stated in my first source, which states that improving the modifiable factors like obesity and physical inactivity can greatly reduce your risk if developing a heart disease. A third article that I found through the ProQuest Research Library was a scholarly journal published by the British Medical Journal entitled â€Å"Triggering a heart attack†. This article allowed me to shine a different light on my research as it discusses momentary impacts on your heart. This article was done in response to numerous news headlines that involved fatalities due to unexpected heart attacks and strokes during a physically and/or emotionally strenuous activity. This study focused on activities like jogging, shoveling snow, and swimming that have been commonly lead to cardiac death due to vigorous physical effort. This idea relates very similarly to that of the â€Å"Prescription of Exercise† idea stated in my other source. The relation between the two stems from the idea of the less beneficial short and strenuous activities and exercise in correlation to the recommended longer low-intensity activities and exercise. This article is proving that not only are the more strenuous and shorter periods of activity less beneficial, but they can also become fatal when asking the body to do too much. Coronary Heart Disease is the leading cause of death in The United States which is why I believe that it is crucial to educate others about the many risks that factor into such a group of fatal diseases in the heart. Thru ought my research I learned that it is often the less suspecting individual that can become a victim of a Coronary Heart Disease simply because he/she did not know what steps to take to lead a heart healthy lifestyle. In order to stop the constantly rising number of fatalities caused by heart disease, we must first become educated on how to prevent them from occurring in the first place. Works Cited Ades, Philip A. Cardiac Rehabilitation and Secondary Prevention of Coronary Heart Disease. The New England journal of medicine 345.12 (2001): 892-902. ProQuest Research Library. Web. 23 Oct. 2012. Brenner, Michael, and Allison Butcher. Coronary Heart Disease: Primary and Secondary Prevention. Drug Topics 153.12 (2009): 50-9. ABI/INFORM Complete; ProQuest Research Library. Web. 25 Oct. 2012. Know Your Facts. York Weekly Record: 14. Jun 13 2006. ProQuest Research Library. Web. 23 Oct. 2012 Petch, M. C. Triggering a Heart Attack. British medical journal 312.7029 (1996): 459-. ProQuest Research Library. Web. 23 Oct. 2012. Study: Treatment Reduces Risk of Heart Attack by 70 Percent. FDA consumer 2002: 7-. ProQuest Research Library. Web. 23 Oct. 2012 .

Who Voted For the Nazis? :: World War II History

Who Voted For the Nazis? 1. Review the evidence concerning who voted for the Nazis in the elections in Germany of 1928 to 1933. Consider the different groups in society and the reasons why they may, or may not, have voted for the Nazis. Since 1928 the Nazi leaders had deliberately directed their propaganda at rural and middle class/lower middle class audiences. This therefore made it obvious that they were very likely to vote for the Nazis. Also, it has been estimated that the party attracting new voters and persuading many people who had not previously participated in elections to support their cause won nearly half of the Nazi seats. Hitler had a lot of support from the conservative right who had dominated Germany politically since 1929. Hitler seemed to appeal to each class and sector within the electorate by making specific pledges to suit each group. The middle classes made up the largest single proportion of Nazi support. It is thought that the reason for this is something to do with the Great Depression. They felt that they would not be able to cope with a second economic crisis so they moved to the more radical fringe. By middle class I mean artisans, small retailers, peasant farmers, civil servants and teachers. The upper classes-landowners, businessmen and industrialists-saw that Hitler would protect them from trade unions and the threat of communism and socialism on the left. The unemployed, peasants and young people supported Hitler but the party was weak in the south and in industrial cities. 2. Read the extracts below, which are taken from a variety of historians' views. What are their answers? To what extent do they agree? The answers, which are given by these extracts, tend to be along the same line. All of them seem to agree that the Nazis were very successful in protestant rural and middle class Germany. They also agree that it was big businesses, the young and the well off that were most likely to be in favour of the NSDAP. However the point at which some of them disagree is to do with the workers. The question seems to remain-did the workers vote for the Nazis? On one hand it seems obvious that they didn't because of what the Nazis offered (it was aimed at the middle classes and above), but on the other hand it was said by J.

History of Minnesota Multiphasic Personality Inventory Essay

The assignment was to select a significant event in the development of psychological testing, such as the Chinese use of essay exams for civil service selection, the use of alpha and beta testing in World War I, Wundt’s laboratory, or the development of the Minnesota Multiphasic Personality Inventory (MMPI). This paper will discuss the Minnesota Multiphasic Personality Inventory (MMPI); explain its significance and how it has affected the development of psychological testing in the 21st century. Significance The Minnesota Multiphasic Personality Inventory was published in 1940 and the second revised version was published in 1989 (MMPI-2). It is used to measure adult psychopathology and is the most commonly used measurement in the world (Drayton, 2009). The test was developed with a set of answers that healthy adults would answer and then provides indirect questions as to prevent individuals from being able to skew their answers to get a more favorable result. This allows clinicians to have an objective measure rather than basing a diagnosis off of their minimal assumptions. The test (MMPI-2) is a self-report measure of a person’s psychological state and includes 567 items of true/false questions. According to Drayton (2009), â€Å"It has nine validity scales (or ‘lie’ scales), assessing for lying, defensiveness, faking good and faking bad and among others. These scales make it very difficult to fake the MMPI-2 results. The measure has many clinical scales assessing mental health problems (i.e. depression, anxiety, post-traumatic stress disorder), personality characteristics (i.e. psychopathy) and general personality traits such as anger, somatization, hypochondriasis, ‘type A behavior’ addiction potential, poor ego strength and many others† (p. 135). The MMPI-2 can be used to assess major social and personal maladjustment, identify potential applicants for high-risk public safety positions as well as give the ability to support a clinician’s expert testimony. It can also assess clients in substance abuse programs and assist in selecting the most beneficial treatment methodology. With rising divorce rates, this assessment can provide valuable insight for marriage and family counseling. Lastly, this test has affected the college and career counseling sector by providing support for recommendations (Ben-Porath & Tellegen, 2008) Conclusion This paper discussed the brief history of the MMPI and the MMPI-2, what it measures and what is included in the assessment as well as the significance it has in modern culture. Included was the intended use of the assessment, the basic principles that the test contains as well as the vast modern use of the MMPI-2.

Types of friends to have

The last thing you want to be described as is someone who's stuck in their own ways. If everyone had a friend from a different culture, the world would be a much better place. Being in a cross-cultural friendship allows you to explore customs, values, and traditions outside of your own culture. Sometimes you might even adopt new ways to do things. Be careful; don't befriend someone Just because they're from a different culture. No one likes to be a token friend.Instead, keep your mind open, and if you come across someone you click with who Just so happens to be from a different culture, make the effort to learn about their customs, values, and traditions while getting to know the person on a personal level. A Wise Mentor Jesse Jackson once said, â€Å"Never look down on someone unless you're helping them up. † If you have someone smart, inspiring, and admirable in your life who practices this philosophy, you're extremely lucky. We all need a friend who inspires us to be otter people without making us feel inadequate.Plus, being around such a person will challenge us to better ourselves every day. The wise mentor in your life doesn't have to be someone who shares the same occupation or hobbies with you. It's simply someone who's a few steps ahead of you in life and has enough wisdom and patience to guide you in the right direction. It can be anyone -? a colleague, a friend who's beyond their years, or an older neighbor -? as long as you look up to this person and want to be more like them. A Loyal Best FriendSometimes a loyal best friend is the only thing you need to stay sane. Everyone needs a non-judgmental friend who will support them no matter what. This is the kind of friend who lets you be a hot mess and knows all of your deepest and darkest secrets, but still loves you all the same. A Work Pal Did you know that with a full-time Job, you spend at least 50% of your waking hours at work? Not only that, but you spend some more time commuting to work, t hinking about work, working overtime, and furthering your career on your personal time.Depressing, isn't it? Statistics show that the more isolated you are at work, the more depressed you get. That's why it makes sense to get a work pal to chat with at the water cooler and to help you get through the week. You spend 50% of your waking hours at work, and so does your work pal. You'll find it much easier to shoot the breeze and complain about work with someone who can relate to you than eating lunch alone every day. Your work pal doesn't have to be your best friend outside of work.They Just need to be someone you click with on some level, and if you two hit it if exceptionally well, you can always start hanging out with them outside of the office. With a loyal best friend, a fearless adventurer, a brutally honest confidant, a wise mentor, a friend from a different culture, a polar opposite, a friendly neighbor, and a work pal in your life, you're bound to live a long and happy! A Frie ndly Neighbor These days, a lot of people don't know their own neighbors. It's a shame, because some neighbors can be the nicest and most helpful people ever.

Teen Smoking Essays - Habits, Smoking, Free Essays, Term Papers

Teen Smoking Essays - Habits, Smoking, Free Essays, Term Papers Teen Smoking There are many factors that author use in each of their stories to help the reader imagine what the setting look likes. In Pat Conroy, the author describes how the air smells and what the land looks like at different times of the year. This is some of the things that he gives you to help image the setting of the story. The author writs about the first time the boy ever went to the island. He was amazed with the landscape and how the island had never been urbanized. When he got out of high school they started to urbanize the island. They start to build housing and buy the time his mom moved on the island there was a golf course. When he established him self on the land his mother had been old. Before she passed on she told him every time you look out in to the water and there is white caps that will be her saying she is with him. So from now on every time he looks at the waves he is reminded of his mom. Authors have many different ways to right. Some lead you on and others leave u out to hang and you have to guess. The work of this author led you on in the story. You understood what he was trying to get across and he had many details to support that.

A Response to a Historical Essay Based on the US Civil War Essay Example for Free

A Response to a Historical Essay Based on the US Civil War Essay ? The war as people have known and understood it, has inculcated nothing but violence. Over the history, the remnants of different wars became distinct because of the horrors that it caused and imbibed within the innocent lives of people not involved with it. In addition, those who have actually participated in wars, battleworn and inflicted with such violence can only remember the dreadful effects that it left. However, recent studies and approaches to war histories suggest otherwise. Indeed, there have been numerous horrors inflicted by the war towards innocent victims – women, children, elderly, and the soldiers themselves. But on a different light, the article by Drew Gilpin Faust shows that these wars, although violent and bloody, have brought numerous lessons that only the battlefield can best teach the people. In contrast to the usual and common notion perceiving war as evil and violent, some historians view the war as an enlightening period in the history. Francis Parkman believed that the Americans, who have for so long been vilified by their pursuit for success, will be purified and strengthened after a season of war wherein they shall call out for new ideals and they shall learn to appreciate emotions and sentiments relevant for them to destroy selfishness and greed (Faust, 2004, pp. 369-370). In a distinct manner, the Americans have been dominating the international arena due to their indespensable strength and the supremacy that they hold before less developed and weaker countries. And as such, this rendered the Americans the incapability to become keen of other nations’ sentiments towards their leadership. And with this, the outcomes of the war can be the only way to bring about worthy realizations towards the Americans. Although no one can deny that in reality, the wars that people have bravely fought caused numerous of lives gone to waste. However, despite the horrors of losing loved ones, comrades and brothers became a necessary sacrifice in order to purify a nation that has been subjected to ill doings and a means to cleanse the people out of their sins committed against their own nation and other nations. It may seem morbid to other people, but more civilians became largely interested in understanding the experiences of the fighters firsthand. Civilians became more willing to feel the sensation because for them, these experiences will render them the ability to become more humane – feeling different sensations and privilege of having emotions for them to grasp (Faust, 2004, p. 372). Those who served the military to cure the wounded became immensely satisfied of their tasks. For them, the patients that they attended to and the wounds that they had to cure introduced them to richer and new insights. And though these may have connoted a great level of violence, nonetheless these experiences explored a great deal out of their humanity. And for those who have endured the battle themselves as soldiers, a number treated such experience with rejoice despite the destruction and chaos that it caused them (Faust, 2004, p. 372). With all these perceptions about wars, Civil War in particular, most of the historians developed greater interests in tackling the horrors and lessons that come with it. The fondness of most of Americans in the wars that they have fought became distinct that most of the historians have dedicated a large amount of their time and career to discover the truth behind the Civil War and the lessons that it has ought to teach the people. As such, over the history, numerous books and studies have been developed that were dedicated to the Civil War. James McPherson’s book entitled â€Å"Battle Cry of Freedom† was one of the most celebrated composition and a direct beneficiary of the Civil War’s fame. It turned out to become one of the most respected and famous books that tackled the experiences behind the war. Consequently, the â€Å"Journal of Southern History† also became one of the best compositions that broadly represented the different aspects of the conflicts during the Civil War. Given the significant increase of people’s interest in the war, it is logical to wonder what has triggered the people’s desire to study more about it. Ken Burn explained that the issues confronted during the Civil War era is continously reflecting the contemporary issues that Americans still face today (Faust, 2004, pp. 374-375). In addition to Burn’s explanation, several writers have also come to the conclusion that people are still interested with the cause and outcome of the Civil War because it has shaped modern America’s society and culture. They believe that the horrors and lessons behind the war, though they are considerably dreaded, are keys to discover America’s roots and origin. The whole point of the article really does make sense. The turnout and effects of the war that it bestowed upon the country, the fighters involved in it, and the greater number of innocent lives who had to bear with the war experiences created a huge impact that is impossible to forget in a lifetime. The different aspects and different angles given to the study of Civil War offered a great amount of help in understanding the fruits and losses behind the incident. As such, such wars and battles mirror the history of America. During the present era, the war that America has fought and is still fighting presents the same outcome – numerous lives lost and land and property devastation. Same with America’s previous war engagement, they invented the war â€Å"in order to control violence† (Faust, 2004, p. 381). Equipped with weak evidences behind America’s attack against Iraq, America has acted in order to create for their country a â€Å"sense of meaning, intention and goal-directedness† (Faust, 2004, p. 381). Again, America was pushed into a war in order to regain superiority and control. Indeed, the wars that America has fought came with distinct lessons despite the unwanted memories and experiences that the wars have unleashed. But despite these horrors, the American government still pushed their nations onto a different battle regardless of what the world has to say about it. It is true, the Civil War taught Americans a great deal of lessons which were learned the hardest and most painful way. But now, they stand the war again – and numerous studies about the wars may not have helped at all. War, from the dawn of the history until the present generation, is still yet a battle that has not been won. Reference Faust, D. G. (2004). We Should Grow Too Fond of It: Why We Love the Civil War. Civil War History. (pp. 368-383). The Kent State University Press. A Response to a Historical Essay Based on the US Civil War. (2016, Aug 26).

The Impact of the Euro Since its Launch Dissertation

The Impact of the Euro Since its Launch - Dissertation Example The currency had also to revive itself from the initial downturn it suffered and later to sustain the growth achieved by it as an international currency. This paper presents the major advantages and disadvantages of the currency as a single currency and the impact it created on the various economic fronts since its inception. The major purpose of introduction of Euro was to take on the challenges of competition posed by the growing attitude of globalization. The other object envisaged by the European Union through the introduction of Euro was to overcome the barriers imposed by the diversities posed by the different economies. These diversities are caused by the conflicting monetary and fiscal policies of the various governments and the multifarious tariffs and restrictions placed on trade and investment. Before the introduction of Euro the euro-zone currencies were greatly influenced by the rise or fall in the rate of US dollar. The introduction and existence of euro has led to the positive impact of alleviating the financial crisis faced by the euro-zone countries since 1998. Further positive effects of the common European currency in the form of price stability, cheaper and better banking facilities, increase in the competitiveness of the industrial enterprises and welfare of the consumers in general have resulted during the last 8 years of the existence. Most generally the vastness of the European internal market with a single currency made Europe a potential competitor to the market of the US.