Three great American personalities Essay Example

Three great American personalities Essay In this brief paper, we shall be discussing the life of three great American personalities. Namely: J.F. Kenedy, Michael Jordan and Elvis Presley. We shall be examining their life to justify if they qualify to be addressed ad heroes or icons, or both. To do this, we shall first find out the meaning of icon or who a hero is. This will put us in a better light to understand how the extra ordinary feet they accomplished in their lives qualify them for the unforgettable and super human fame they occupy, not only in American history, but in the world as well.According to Microsoft Encarta College Dictionary, (2001), an icon is somebody famous. â€Å"Somebody or something widely and uncritically admired, especially somebody or something symbolizing a movement of field of activity†. Can these three personalities under scrutiny fit into this category? We shall find out soon. The dictionary further explained that â€Å"An icon is characterized by fame relating to or characteristic of somebody or something admired as an icon†. Similarly, it describes a hero as a â€Å"Remarkably brave person, a performer of a brave action, or conspicuous possessor of other admirable qualities, a war hero†. It also sees a hero as â€Å"Somebody admired. A person who is admired for outstanding qualities or achievements†. This is illustrative enough.By way of analysis, all the three personalities we are analyzing here qualify as icons. But Michael Jordan and John F. Kenedy stood out as heroes. This is because, their achievements are unprecedented in the annals of world history in the field of sports and politics which served as their platform.To do justice to this write-up, it is better if we take the characters and analyze them individually. And we shall take off with:John F. Kenedy.J. F. Kenedy’s life was unusually remarkable because he was an over achiever, attaining incredible feats at such tender age. At the age of 43, he was elected the 35th preside nt of United States of America and served from 1961 until his assassination in 1963. Before then he represented the state of Massachusetts from 1947 to 1960, first as a member of the US House of Representatives, and later in the Senate, before becoming the president.He demonstrated unusual leadership dexterity judging from his handling of the major events that characterized his presidency. These includes the USS PT-109 incident, the second world war in the South Pacific, the Bag of Pigs Invasion, the Cuban Missile Crisis, the building of the Berlin Wall, the Space Race, and the American Civil Right Movement, as well as the early events of the Vietnam War. So much happened in the American history during his presidency that so much was put onto his responsibility, and despite his age, he handled the whole issue as a matured and seasoned statesman. These events created an automatic heroic image of him in the heart of Americans.John F. Kenedy derived his fame from the many â€Å"firsts † he accomplished. For example, He was the first, and to date, the only Roman Catholic to be elected US president. He was also the first person born in the 20th century to have served as president, At age 43, Kenedy is the yongest person ever elected president of the United States of America. But he was not the youngest president ever to serve as president. Kenedy was the last Democrat from outside the south to be elected, and the last president to be elected while serving in the U.S. Senate. All these achievements conspired to create both a hero and an icon of him from all perspectives.Without doubt, J.F. kenedy qualified both as a hero and as an icon. He represented an epitome of the American dream. He was globally admired, and only few critics ever had anything uncharitable to say against his personality. His many â€Å"firsts† was also   heroic achievements. He was also considered brave having fought in the world war.According to numerous scholars and pundits, one of them being Carty, T.J, (2004). JFKs victory in 1960 symbolized Americas evolution from a politically Protestant nation to a pluralistic one. The anti-Catholic prejudice that many blamed for presidential candidate Alfred E. Smiths crushing defeat in 1928 at last seemed to have been overcome. However, if the presidential election of 1960 was indeed a turning point for American Catholics, how do we explain the failure of any Catholicin over forty yearsto repeat Kennedys accomplishment? There was the assumption that JFKs successful campaign for the presidency ended decades, if not centuries, of religious and political tensions between American Catholics and Protestants. Religion, and Catholicism in particular, informs U.S. political life in subtle ways that and had affected who becomes the president of America. But Kenedy ended all that myth.John F. Kenedy, â€Å"commodified† and to some reasonable extent commercialized his fame, by exploiting his popularity into money making venture. For example, The President was closely tied to popular culture. Things such as Twisting at the White House and â€Å"Camelot† (the popular Broadway) were part of the JFK culture Vaughn Meader’s Family comedy album – an album parodying the President, First Lady, their family and administration – sold about 4 million copies. On May 19, 1962 Marilyn Monroe sang for the president and raised lots of money. Kennedy and his wife Jackie were very young in comparison to earlier Presidents and first ladies, and were both extraordinarily popular in ways more common to pop singers and movie stars than   politicians, influencing fashion trends and becoming the subjects of numerous photo spreads in popular magazines.The Kennedys brought new life and vigor – a favorite word of Kennedy – to the atmosphere of the White House. They believed that the White House should be a place to celebrate American history, culture, and achievement, and they inv ited artists, writers, scientists, poets, musicians, actors, Nobel Prize winners and athletes to visit,Contrary to the heroic and iconic fame which JF. Kenedy attained, most people argued that his reputation is undeserved. His immense popularity, according to some critics, was the result of the optimistic beginnings of many programs declared to be of great benefit to the United States, its people, and various global issues, and the national trauma of his assassination. The Civil Rights Act which he sent to Congress in June 1963 was, in large part, conceived by his brother, Attorney General Robert F. Kennedy, and it was signed into law by his successor to the Presidency, Lyndon B. Johnson, in 1964. So the glory of such accomplishment should not be given to him.Others point out that Kennedy started the process which led to the U.S. getting involved in a complete Vietnam War. They point to Kennedy sending 16,000 military advisers and introducing napalm defoliants strategic hamlet, free -fire zones and jet planes to the Vietnam conflict, which the previous administration was not willing to do.He was accused of having an ilicit affair with Gene Tierney who was separated from her then husband fashion designer Oleg Cassini in 1946. He was also accused of being sexually involved with Marilyn Monroe, and many believed that Meryn Monroe was killed because she threatened scandal.Seymour Hershs The Dark Side of Camelot (1998) presents a critical analysis of the Kennedy administration, stating that Kennedy was probably one of the unhealthiest men ever to sit in the Oval Office, because of Addisons Disease and a bad back, as well as recurring childhood illnesses and venereal infections.   Robert Dalleks An Unfinished Life (2003) is a more traditional biography, but itMICHAEL JORDAN.By popular acclaim,   Michael Jordan is the greatest basketball player of all time. He was a   phenomenal athlete with a unique combination of fundamental soundness, grace, speed, power, art istry, improvisational ability and an unquenchable competitive desire. Jordan single-handedly redefined the NBA superstar. His accomplishments on the field of basket ball and outside of it can only be described as legendary in a culture with an inexhaustible passion to rank, to quantify, to compare and contrast everything, Michael Jordan became the universal measuring device for appraising greatness. Jordan the athlete, as well as cultural icon, had such an effect on global society, that descriptions of standout athletes, in other sports, as well as top artists, business executives and elite achievers in any field Were compared with him.   He was so universally adored, much more than any other athlete. In China, school children ranked him with Zhou Enlai as the two greatest figures in twentieth-century history. The children knew Zhou because he helped create their Communist Revolution. They knew Jordan because he miraculously floated through the air as both an athlete and as a pit chman for American-produced advertisements for Nike shoes, which the children avidly followed on television. His coach in Chicago, Phil Jackson, believed that Jordan had somehow been transformed in the public mind from a great athlete to a sports deity—especially when an amazed Jackson saw people kneeling before the statue of Jordan that stands in front of the United Center, home of the Chicago Bulls.LeFeber, W, (1999), captured his fame when he wrote that, In China, schoolchildren ranked him with Zhou Enlai as the two greatest figures in twentieth-century history. The children knew Zhou because he helped create their Communist Revolution. They knew Jordan because he miraculously floated through the air as both an athlete and as a pitchman for American-produced advertisements for Nike shoes, which the children avidly followed on television. His coach in Chicago, Phil Jackson, believed that Jordan had somehow been transformed in the public mind from a great athlete to a sports deity—especially when an amazed Jackson saw people kneeling before the statue of Jordan that stands in front of the United Center, home of the Chicago Bulls. That is simply extra ordinary.He led the NBA in scoring a record 10 times with a 31.5 points per game average, another all-time mark. What made the achievement even more remarkable was that he did so while playing the other end of the floor as well. Nine times he was named to the NBAs All-Defensive First Team, and in 1988, he was named NBA Defensive Player of the Year.From the above facts Michael Jordan qualify both as a hero and as an icon. He lived his life without any scandal, except his recent divorce with his wife, which was more or less a private affair.Jordan being black, symbolized serious racial myths. The media tends to endow Michael Jordan with physical strength and dexterity that is almost magical. In contrast, white sports stars are portrayed with less natural talent. They are depicted as having to work har der to be successful. This seemingly harmless racial myth seriously influences the occupational choices of black youth. Recent generations tend to select professional sports as their only career choice. Psychologist Othello Harris (Miami University of Ohio) (Le Feber) researched these racial stereotypes in the media. Harris has divided this stereotyping into three main themes.Advertisements emphasize the athletic abilities of African-American players, but downplay intellectual abilities. They are portrayed as more suited for the court than the boardroom. In print ads, black athletes are seen with slogans like, Basketball is the life. The rest is just details. or The game doesn’t end. . The myth goes on and on.Michael Jordan more than commercialized his skills, He commanded so much   money and power in the world, of the late twentieth century. Jordan was an African-American athlete who earned $30 million a year for playing with the Bulls and twice that amount from his endors ements and personal businesses. He earned multi millions from Nike and countless other commercial endorsements.Elvis Presley.Elvis Presley, known simply as Elvis or The King, derived his fame as a musician who changed the face of music around the world. Dubbed the King of Rock and Roll, Presleys gyrating hips, long, dark sideburns, and unusual style of rock music made the entertainment industry, as well as its followers, stand up and take notice. Elvis was probably one of the most loved personalities of all time. To this day, many years after his untimely death, devoted fans still mourn him and make the pilgrimage to Graceland, his beloved home in Tennessee. In the late 1960s, after a period of declining fame, he remade himself into The King, a melodramatic icon known for his sequined karate-style jumpsuits and mega concerts.Elvis qualified as an icon, but can not be fully described as a hero. Reason, he was admired all over and loved by many, but his action and activities were not brave. Heroes are brave persons, but Elvis was simply a great musician. According to Golbert Samie (1997). In a conversation affirmed that,   Ã¢â‚¬Å"Famous in life, Elvis Presley has become even more famous in death as an icon of American music and TV-era celebrity†. He was no doubt an icon, but not a hero.Presley became the teen idol of his decade, greeted everywhere by screaming hordes of young women, He opened the door to both black and white rock artists. More important, he served as the great cultural catalyst of his period. Elvis projected a mixed vision of humility and self-confidence, of intense commitment and comic disbelief in his ability to inspire frenzy. He inspired literally thousands of musicians. . Elviss Memphis home, Graceland, has become a permanent shrine to the singer and many of his followers even after his death.Unlike Michael Jordan, he did not command much commercialization as is known today. But the popularity of his music brought him so much wealth , He made wealth from his various TV, films, and other commercial programmes he was involved in. Even till date he still make more money than he ever did when he was alive.Presley was not loved by all. Those who did not worship him found him despicable (no one found him ignorable). Preachers and pundits declared him an anathema, his Pentecostally derived hip-swinging stage style and breathy vocal asides obscene. Racists denounced him for mingling black music with white (and Presley was always scrupulous in crediting his black sources, one of the things that made him different from the Tin Pan Alley writers and singers who had for decades lifted black styles without credit). He was pronounced responsible for all teenage hooliganism and juvenile delinquency.

Avogadros Law Definition in Chemistry Terms

Avogadros Law Definition in Chemistry Terms Avogadros Law is the relation which states that at the same temperature and pressure, equal volumes of all gases contain the same number of molecules. The law was described by Italian chemist and physicist Amedeo Avogadro in 1811. Avogadros Law Equation There are a few ways to write this gas law, which is a mathematical relation. It may be stated: k V/n where k is a proportionality constant V is the volume of a gas, and n is the number of moles of a gas Avogadros law also means the ideal gas constant is the same value for all gases, so: constant p1V1/T1n1 P2V2/T2n2 V1/n1 V2/n2V1n2 V2n1 where p is pressure of a gas, V is volume, T is temperature, and n is number of moles Implications of Avogadros Law There are a few important consequences of the law being true. The molar volume of all ideal gases at 0 °C and 1 atm pressure is 22.4 liters.  If pressure and temperature of a gas are constant, when the amount of gas increases, the volume increases.If pressure and temperature of a gas are constant, when the amount of gas decreases, the volume decreases.You prove Avogadros Law every time you blow up a balloon. Avogadros Law Example Say you have 5.00 L of a gas which contains 0.965 mol of molecules. What will be the new volume of the gas if the quantity is increased to 1.80 mol, assuming pressure and temperature are held constant? Select the appropriate form of the law for the calculation. In this case, a good choice is: V1n2   V2n1 (5.00 L)(1.80 mol) (x)(0.965 mol) Rewriting to solve for x give you: x (5.00 L)(1.80 mol) / (0.965 mol) x 9.33 L

Merits of raising capital through the issuance of Bonds or through Essay

Merits of raising capital through the issuance of Bonds or through issuance of Stocks - Essay Example Merits of raising capital through the issuance of Bonds or through issuance of Stocks Marvin Appel emphasized that â€Å"corporate bonds are debt instruments issued by organizations. And, unlike government which is very least likely to default, there is always risk that a corporate business may not be able to pay its obligations to the bondholders† (10). Matt Evans discussed few advantages of issuing bonds to raise capital for a company’s operations. Some of these advantages are: 1. Interest payments made to bond holders are tax deductible as reflected on the issuing corporation’s income statement; 2. Bond issuances do not dilute earnings per share or decrease control within the company; 3. Usually, cost of bonds issued is fixed; interest and principal do not change within the life of the bond; and 4. Expected return of investment to investors is usually lower than ROI on stocks. For tax purposes, legitimate interest expense payments to banks, financial institutions, and other investors are deductible from income before tax. This will include interest or coupon payments to bondholders of the corporation which issued bonds. This is part of the benefits of using funds from debt financing to augment business performance and the same time paying less tax with respect to the company’s income for a covered period. By issuing bonds, it does not change the control structure of a corporation. Equity holdings of stockholders will remain the same; also the same base for earnings-per-share consideration. On the other hand, Evans also pointed out advantages for a company raising capital through the issuance of stocks. These include: a. Stocks have no fixed payments required to investors; investors will receive return of investment based on profits; b. There is no maturity date on the stocks certificate and invested capital does not have to be repaid within a fixed period; and c. Issuing stocks will improve the credit worthiness of the company. At the company’s standpoint, issuance of stocks to raise capital is the cheapest way to finance business operations contrary to bonds. Unlike bonds, there are no scheduled payments for coupon and bulk of funds upon maturity. Shareholders will get income from their investments through dividends if they opt to hold their stocks for a longer period. By issuing stocks, the generated funds will improve ratios like current ratio, acid-test ratio, and debt equity ratio that are of significant considerations for financial statement users. Moreover, if a company continues to have negative results of operations, the invested capital by the stockholders may be absorbed by the loss. That is why it is regarded as the cheapest way to finance business operations. By its nature, stock holdings are not guaranteed in terms of return of investments. B. Risks of raising capital through the issuance of Bonds or through issuance of Stocks Bonds are debt instruments and usually they are huge fund obligations to pay in the future. Ian Giddy had stated that when a corporation borrows up to its capacity, it loses its flexibility of financing some more future projects through debt financing. â€Å"The corporation that is issuing bonds should continue to perform well in business to make profit enough to pay back its obligations on bonds† (Appel 29). If an issuing corporation will default in paying obligations on bonds, it has a negative impact to the organization in different aspects in the bond market and in the industry. It can be regarded that in the company’s perspective, debt financing through bonds is an expensive way of raising capital

Art Theory Paper Assignment Example | Topics and Well Written Essays - 3250 words

Art Theory Paper - Assignment Example Jacques Ranciere and other western philosophers who have studied the emergence of new art have termed these form of art to be against the traditional forms of art, which is paintings and Sculptures. These forms of art as Ranciere states are always in opposition to the old schools of art. The emergence of this artistic trend tries to oppose formal or customary practices in artworks that delineated paintings, drawings and even sculptures. In his article titled problems and transformations of critical art, Ranciere explores these art forms which he terms as critical art. He proposes that critical art is more concerned about the function and not the form. Hence this type of art wills always exp-lore the themes or issues in society and not how the artwork was produced. In doing so, Critical art tends to break the rules that have been established for different kinds of schools that defined classical artworks. Artists such as Hung Liu have used art in the form described by Ranciere. Hung Li u can be categorized as being Critical art. Her art is not only political but critical of classical art movements. Ranciere states that the opposition of critical art to the classical forms of art does not criticize these pieces but tries to oppose the methods of classical works of art in modern art. The methods employed by New Art artists do not also conform to the classical schools and art movements. This paper explores how Hung Liu, one of the most famous American Chinese artist has exploited and reflected Ranciere’s proposition and contextualization of critical art. Hung Liu is a Chinese American Artist who was born in china in 1948. Hung Liu moved to the US in 1984 and then returned to China 1990. It was while in china that he discovered the art of mural paintings. Hung Liu‘s Art work uses varied medias in producing masterpieces.. Her main field of art includes Painting, print work and also drawings. Hung Liu’s work takes the form of critical art. His work i s transformational and it tries to raise awareness on various themes. Her background has a big influence in her work. Hung Liu’s style of painting and print tries to infuse contemporary and ancient Chinese culture in tackling issues to do with politics, the girl child, social problems, the Chinese society, the migrant and immigrant plight, the rural Chinese life and other social problems in Chinese and western modern life. Culturally, Hung Liu tries to raise issues in the society using her paintings. Most of her paintings depict the rural life of the Chinese people. Her work of art that she did before the moving to the US was concentrated on the rural life of the Chinese people in paddy fields where she had worked for four years. Using print as a media, Hung Liu reflects the life of the rural people and their suffering. She captures the culture of the Chinese rural worker. In her 2000 painting titled by the rivers of Babylon, Huang Liu uses oil on canvas to capture the rural life of the Chinese people and the culture of poverty. Her paintings have employed the contemporary techniques in capturing and passing a message that is transformational. This is one of the ways in which Ranciere says modern art has taken. By using Chinese images in her paintings and print, Liu identifies with her Chinese culture and she is able to communicate the issues in the culture. Hung Liu’

Performance Based Assessment Essay Example | Topics and Well Written Essays - 1000 words

Performance Based Assessment - Essay Example This assessment will focus on students from grade 2-12. The subject area will include Mathematics and English and the number of students involved will be 20, five of which will be ELLs. Nationally, people have the No Child Left Behind rule that was signed into law in December, 2001. Local and state areas have other regulations, and learners have to take standardized examinations to decide if they are meeting those regulations. Almost every state needs some type of examination (Kuhlman, 2002). In Florida, schools have the Florida's Comprehensive Assessment Test (FCAT). People coaching English to students who speak other languages consider that a single gauge on one kind of test cannot precisely echo student learning. Standardized tests determine, to a large extent, learners’ knowledge of the English language. Therefore, if the learner’s level of understanding is low, then he or she will not do well on the test albeit being at the right grade level of his or her native la nguage (Valdez & O'Malley, 2010). English Language Learners take 5 to 7 years to study academic language that is often typified as multifaceted, abstract and content specific. It is suggested that teachers make decisions rooted in numerous measures and not trust in a single test score (Kuhlman, 2002). People consider that numerous measures offer a more precise image of what learners recognize and what they should work on, that is their strengths and weaknesses. Hence, the goal of this plan is to create a performance-based assessment that will include ELLs plus regular students in any classroom. Performance-based assessment comprises of the use of alternative techniques, for instance writing samples, portfolios, presentations, oral report and projects among others (Stiggins, 2005). This makes it more reliable since the tools differ and the assessment occurs over a period of time. It is vital when assessment is not done through the use of multiple-choice questions just when there is n ormally one right possible answer. Some guiding principles for testing English Language Learners (ELLs) include: avoiding difficult questions; using direct speech because indirect speech confuses non-advanced students; testing what is taught; varying the complexity level (go from easy to difficult); providing learners with clear instructions; explaining to the learners, in easy language, what is needed of them; being aware of cultural prejudice in creating the test, as well as in grading; providing instances and using visuals to explain directions; giving credit for what the learner recognizes; and permitting more time than is naturally permitted for native English speakers. It is, at all times, useful when working with language learners to produce a test-checklist that a person can refer prior to administering a test (Kuhlman, 2002). Students will be required to sit in groups of four and one student must be an ELL. The lesson will run for 50 minutes for a three-day period. When int egrated into the classroom events, formative assessment grants information required to amend learning and teaching while they are still taking place (Stiggins, 2005). Formative assessment serves as way for a learner to check for understanding throughout the learning procedure. Formative assessments guide educators in making decisions concerning future instruction (Valdez & O'Malley, 2010). Here are some examples, which might be used in

The Breakdown of Fructose

The Breakdown of Fructose First of all I would like to describe the term enzymes. Basically enzymes are protein which is used in the chemical reaction and they act as a catalyst in these reactions. Their function is to speed up the chemical reaction without using themselves. If they are not used as a catalyst in the reactions than the reaction speed would be very slow and in this way the products of the reactions will not come. So it is now clear that enzymes are very important in certain biochemical reactions which are taking place in our body and without these enzymes our body will not be able to perform these biochemical reactions and as a result we will not be able to continue our life. Enzymes are involved in the breakdown of fructose. Basically fructose is simple sugar that is present in our food like honey and fruits. Fructose is basically a carbohydrate which provides energy to our body. it is very important to mention that fructose do not gave energy to our body directly but certain enzymes are require to breakdown this fructose into simpler sugar and then into usable form of energy. The process of the breakdown of fructose is as follows: Firstly when fructose in enters in our body then initial catabolism of fructose is takes place in our body and this process is referred to as fructolysis. The cycle of fructose breakdown begins with the enzyme called fructokinase which is found in liver. This fructokinase will produce fructose 1- phosphate so this is the end of first step. In the next step another enzyme named aldolase B will convert the fructose 1-phosphate into dihydroxyacetone phosphate (DHAP) and glyceraldehyde. These two products are used by the body in order to get energy so without these enzymes the body will not be able to carry out the breakdown of fructose and in this way our body will not be able to ingest the food containing fructose. (Seller et al., 1969) Explain how a deficiency in aldolase B can be responsible for hereditary fructose intolerance. First of all I would like to explain the term fructose intolerance. Fructose intolerance is basically a condition in which the person is not able to digest the sugar fructose. After taking fructose containing diet like honey or fruits the person with fructose intolerance may experience nausea, bloating, abdominal pain, diarrhea and vomiting etc. Basically mutation in Adolab gene leads to the hereditary fructose intolerance. This Aldolab is responsible for the formation of Aldolase B enzyme. As I already mention that this enzyme is present in Liver and causes the breakdown of fructose and thus convert this fructose into simpler sugar which is then used as a source of energy in our body. A deficiency in the enzyme Aldolase B may cause the accumulation of the fructose 1-phosphate in the liver cell, small intestine and kidney and thus make our body unable to convert the fructose into simpler sugars and as a result the sugar level of the body will fall and cause the formation of the toxic substance that damage our liver. This damage to the liver cell leads to the liver dysfunctions, hypoglycemia and hereditary fructose intolerance. (Gitzelmann et al., 1989) Explain the role of aldolase B in the breakdown of fructose. Aldolase B plays an important role in the carbohydrate metabolism like it catalyzes one of the major steps of the glycolytic-gluconeogenic pathway. Along with its importance in the glucose breakdown it is also very important in fructose metabolism and it is very important to mention that fructose metabolism is occurring mostly in the liver, renal cortex and small intestine. The action of mechanism of this enzyme is that when fructose is absorbed by our body it is than phosphorylated into fructose 1-phospahte by the action of fructokinase. Then in the next step Aldolase B catalyzes the fructose 1-phosphate and converts it into glyceraldehyde and DHAP. After this step another enzyme triose kinase convert this glyceraldehyde into glyceraldehyde 3-phosphate which is then used in glycolytic-gluconeogenic pathway and that can be modified to become either glucose or pyruvate. (Peanasky et al., 1958) Discuss the specific substrate acted on by aldolase B. Aldolase B is equally active toward the substrate F-l-P (Fructose-1-Phosphate). Fructose-1-phosphate is a derivative of fructose. It is generated by fructokinase which is present in liver. It is converted by aldolase B into glyceraldehyde and dihydroxyacetone phosphate. The action of the adolase B on the substrate can be explained with the help of following figure: A description CASE 2- MITOCHONDRIAL DISEASE Explain what would happen to the cells energy reserves if the interconversions of the Cori cycle occurred and remained within a single cell. If interconversion of the coricycle occurred within the single cell then it would cause the futile cycle. Basically in the futile cycle glucose is used by the cell and re synthesized at the cost of ATP and GTP hydrolysis. And loss of ATP during this futile cycle would be 4 and thats why the futile cycle is regarded as an uneconomical cycle. (Nelson et al., 2005). Construct a dynamic model to show the doctor why the citric acid cycle is central to aerobic metabolism. The citric acid cycle can be regarded as an important metabolic center of the cell. It basically act as portal to the aerobic metabolism that has the ability to form acetyl group or dicarboxylic acid. The citric acid cycle is not only act as fuel for the cell but it is also a building block of many other molecules like amino acid, cholesterol, and porphyrin (the organic component of heme). There are infact different reactions like oxidation and reduction reactions which are takes place during Krebs cycle, and these reactions will result in the oxidation of an acetyl group to two molecules of carbon dioxide. The Kreb cycle was named after the person who introduce this cycle for the first time. Different biochemical changes are noticed during Krebs cycle which will enable the cell to store the energy for future use. The other name for this Kreb cycle is tricarboxylic or citric acid, cycle. ( (Lowenstein JM 1969). Explain the role of co-enzyme Q10 in ATP synthesis. First of all I would like to give a brief introduction of Co-enzyme Q10. Co-enzyme Q10 is basically a vitamin like substance which is present in every cell and its purpose is to generate energy. And due to this property it is also called as Ubiquitous. It is necessary in energy production in the 70-100 trillion body cells. Basically the co-enzyme Q10 is required in order to convert the energy from carbohydrate and fats into Adenosine triphosphate (ATP), and this process of production of ATP is carryout in the inner mitochondrial membrane. The process is like first of all the electrons which are produced during the fatty acid and glucose metabolism, Co-enzyme Q10 accept these electrons and then converted them into electron acceptors. At the same time Co-enzyme Q10 transfer the proton outside the mitochondrial membrane and in this way cause the formation of a proton gradient across that membrane. The energy released when the protons flow back into the mitochondrial interior and in this way it is used to form ATP. (Tomono et al., 1986) Explain where in the citric acid cycle a hypothetical defect could occur that prevents an increased conversion of adenosine diphosphate (ADP) to adenosine triphosphate (ATP) in response to an increased energy need and how the products of the citric acid cycle are converted into ATP. Basically during the Krebs cycle, a small amount of energy is released in order to cause the formation of molecule of ATP. It is very important to mention that in fact four-carbon molecule(oxaloacetic acid) is again created after the formation of CO2 mainly through oxidation reactions that occur in the Electron Transport Chain therefore any defect in ETC will prevent the conversion of ADP to ATP. Basically a gradient is formed in the ETC which is used to produce the ATP and this ATP is generated when H+ ion move down to its concentration gradient by a special enzyme called ATP synthase so it is now clear to us that if there is any defect in Electron transport chain then this will prevent the conversion of ADP to ATP. The products of Citric acid cycle are converted into ATP with the help of Oxidative- phosphorylation which is taking place in mitochondria. The NADH and succinate which is the product of Krebs cycle are oxidized and this will release the energy. This energy will power the ATP synthase and this enzyme will facilitate the production of ATP. (Mitchell and Moyle 1967).

Inspiration and Manipulation Essay -- Essays Papers

Inspiration and Manipulation Emily Dickinson is a poet of great interest because she is one of a handful of artists that â€Å"refuse to conform to the Anglo-American literary traditions† (Howe 11). One of the most fascinating aspects of Emily Dickinson’s character is that she willingly shuts her door to the world which ultimately allows her creativity to thrive without criticism. While historical documents allow contemporary readers insight into her life and provide potential reasons for her seclusion, but the best reflection of Dickinson’s character is found in her poetry. Dickinson’s poetry creates a paradox because her intentions are only seen through her critics. This makes it difficult to fully understand what Dickinson really meant through her words. Dickinson compresses the world around her and in doing so, she redefines literature. Dickinson is a part of her poetry, which is a personal, physical portion of what may be considered her soul. While the Anglo-American heritage tr ies to decompress Dickinson’s poetry so that the masses can understand, readers lose a part of the intensely personal piece that Dickinson put into her art. It is up to the contemporary reader to rediscover her tradition and to incorporate it back into an understanding of her work. Emily Dickinson challenges rules of language and provides a different way to arrange her words on paper. Anglo-American systems are generally uniform to create a coherent, regular, and distinctive form of communication through language and literature. Dickinson had the courage to question the uniformity of language. Dickinson lived in a time when males were considered to be the scholars and females were designated to household tasks. The advancement that she had over ... ...s shifted slightly, but the main threads are still visible. Although Todd does have a point, the controversy lies in whether or not she had the right to do what she did. Of course not all of Dickinson’s intention can be recovered, but closer representation through the investigation of original works is now possible. The question still remains pertaining to the issues of editing in general and how the process affects the artist’s true intentions. Let us look to Emily Dickinson’s situation as a reference for the future. Works Cited - Franklin, R. W. The Editing of Emily Dickinson: A Reconsideration. Madison, WI: Wisconsin Press, 1967. - Howe, Susan. My Emily Dickinson. Berkley, CA: North Atlantic Books, 1985. - Jamison, Kay R. Touched With Fire: Manic-Depressive Illness and the Artistic Temperament. New York, NY: Free Press Paperbacks, 1993.

Hamlet Soliloquy Act 4 Scene 4

How all occasions do inform against me,/ And spur my dull revenge! What is a man/ If his chief good and market of his time/ Be but to sleep and feed? A beast, no more. / Sure, he that made us with such large discourse,/ Looking before and after, gave us not/ That capability and godlike reason/ To fust in us unused. Now, whether it be/ Bestial oblivion, or some craven scruple / Of thinking too precisely on th' event—/ A thought which, quartered, hath but one part wisdom/ And ever three parts coward—I do not know/ Why yet I live to say â€Å"This thing’s to do,†/ Sith I have cause and will and strength and means/ To do ’t.Examples gross as earth exhort me. / Witness this army of such mass and charge/ Led by a delicate and tender prince,/ Whose spirit with divine ambition puffed/ Makes mouths at the invisible event,/ Exposing what is mortal and unsure/ To all that fortune, death, and danger dare,/ Even for an eggshell. Rightly to be great/ Is not to st ir without great argument,/ But greatly to find quarrel in a straw/ When honor’s at the stake.How stand I then,/ That have a father killed, a mother stained,/ Excitements of my reason and my blood,/ And let all sleep—while, to my shame, I see/ The imminent death of twenty thousand men,/ That for a fantasy and trick of fame/ Go to their graves like beds, fight for a plot/ Whereon the numbers cannot try the cause,/ Which is not tomb enough and continent/ To hide the slain? Oh, from this time forth,/ My thoughts be bloody, or be nothing worth! (IV. iv. 4-68) After everyone exits leaving Hamlet along with the audience, his true emotions and thoughts comes pouring out. Hamlet is saying how his view of the world points out that all of his actions are wrong and a constant reminder of his inability to complete his revenge for his father’s murder by his uncle. Then points out that a man that only sleep and eat is nothing more than an anime but rather a man is meant explo it all of their senses and utilize for more meaningful pursuits than rather simply to survive.God did not give humans the ability to comprehend so they can ponder about the past and future and that those that are not used, the ability will slowly disappear. Also Hamlet reveals his thought of how he is alive when the deed he set out to accomplish is not completed even with all the desire and strength he has to accomplish the deed of avenging his father’s death. Another point that is revealed is Hamlet’s perspective on how an army goes to war over a worthless piece of land and make a mockery of the battles over that land.Then the soliloquy reaches its climax, Hamlet gives respect to the soldiers that are willing to sacrifice their life in battle for their kings honor and the honor of their land yet Hamlet has not taken action for his own personal honor regarding his father, his mother, and the state of Denmark where he is the known prince. At the end, Hamlet vows to thin k about nothing but his violent and bloody revenge for his father’s death against his uncle, Claudius and that any thoughts that is not violent is not worth thinking about.

Facilitating Learning And Assessment In Practice The WritePass Journal

Facilitating Learning And Assessment In Practice Introduction Facilitating Learning And Assessment In Practice IntroductionNursing StandardsFacilitating Learning and AssessmentReflective CommentaryConclusionReferences AppendicesRelated Introduction I am a registered nurse based in a ward that manages spinal and orthopaedic conditions among patients. Currently, I am finalising my training as a qualified mentor. This paper presents a reflective account of my experiences in facilitating, teaching, and assessing student learning during their learning practice. It also highlights the learning outcomes drawn from the experience. Due to ethical considerations of any academic publication, which demands confidentiality, and anonymity of the persons that were actively involved in my encounter, this paper omitted names or used pseudonyms in the development of the account (Polit Beck, 2008). Practice-based learning provides the students with needed experience, which is an essential aspect of skill development that enhances their ability to effectively interact with clients as well as their families by developing the student’s communication, interpersonal, psychomotor, and technical skills (Myall et al., 2008). Practice-based learning is also an effective opportunity that allows the learners to link theory and practice, which are vital in the learner’s professional development (Zachary, 2011). Furthermore, practice-based learning is essential in a nursing career due to its vocational nature as well as its role in determining the learner’s clinical competency and hence protecting the public from instances of incompetency in nursing practice (NMC, 2008). Through demanding and instilling high standards of professionalism during assessments, practice-based learning makes sure that nursing students are able to effectively practice before they are registere d as nurses (Myall et al., 2008). This demonstration of my eligibility to assess and supervise nursing students in practice coupled with successful completion of this training will allow me to be an effective mentor in nursing (Price, 2007). Therefore, I will be able to actively participate in the development of future nurses that will meet the needs of patients, which are increasing in diversity and complexity (Polit Beck, 2008). Nursing Standards In order to promote adherence to specific attributes that support assessment and learning in practice, the nursing standards offers specific guidelines that must be met by teachers, practice teachers and mentors (NMC, 2008). Specifically, the fixed requirements cover standards, frameworks, and information on the approaches for assessment in nursing practice. There standards are defined by eight domains including: leadership, evidence-based practice, context of practice, creating a learning environment, learning evaluation, assessment and accountability, learning facilitation, and establishment of valuable working relationships (NMC, 2009). Linking these domains to my own practice, I hold high regard for leadership and formation of useful working relationships. Establishment of good working relationships is essential in nursing as a nurse works together with the patients family in ensuring the best nursing care is provided for the patient (Polit Beck, 2008; Appendix 1) enhancing the standards of care. Good working relationship is also important in minimizing the negative student experiences building on the student’s competency in practice (NMC, 2008). Consideration of the imperativeness of family-centred approach to nursing care and the promotion of good working relationships demands effective leadership. To be specific, leadership in my case involves influencing others, improving nursing care, and role modelling (NMC, 2009). This demands application of a situational approach to leadership when handling different leadership situations at work. In my work setting, leadership is broad ranging from handling the pat ient’s family issues, which requires participative leadership, or directing a practicing student, which demands assertiveness. However, it is imperative for a nurse to act in the best interest of the patient (Price, 2007) which can best be achieved through autocratic approach to leadership. Consequently, establishment of effective leadership and relationships require knowledge, skill, and experience and are vital in the provision of high-quality nursing care (Myall et al., 2008). There are several professional challenges that I encountered during the assessment   which emanated from the complexities related to staffing levels and hastiness in the ward that negatively influence the quality of practice assessment (Polit Beck, 2008). The sustained pressure from clinical commitments and the limited time availability affects the process of student supervision and assessment during practice-based learning (NMC, 2009). More so, there may be inconsistency in achievement, which affects the process of student assessment with regard to their fitness to practice (NMC, 2008). In other cases, some students in practice-based learning do not conform to the existing support systems for instances of failure limiting their learning and effectiveness of the assessment. In addition, the supervisor may be reluctant to fail an incompetent learner due to perception that he process is too complex or general poor assessment, this also posed a challenge in my practice. The existing nursing standards that guide learning and assessment of students in practice offer frameworks for nursing mentors. However, the document is limited, as it does not consider all competence assessment aspects (Myall et al., 2008). Therefore, some forms of assessment are subjective as much as the framework for assessment is provided due to the intrinsic nature of the nursing profession and the variations in nursing skill-set to be assessed. It is challenging to establish a comprehensive assessment of competency especially due to learners’ spontaneous action to utilise their skills, knowledge, and attitude from an emotional intelligence perspective (Bradshaw Merriman, 2008). These issues are enhanced in situations where a mentor fails to fail instances of incompetency among learners (Myall et al., 2008). These problems are resolved through the use of sign-off mentors that offer final evaluation of the students before being accredited to be effective to service as pro fessional nurses at the end of nursing training program (NMC, 2009). Consequently, more support to the nursing standards is needed to promote effectiveness of learning assessment for practice-based learning. This support is provided various nursing documents such as nursing guides, which offer strategies and support for practitioners in the nursing profession. Facilitating Learning and Assessment This is an important approach for assessing skills, knowledge and attitudes among nursing students (Price, 2007) and is complex in nature with the focus of promoting objectivity in the assessments (Bradshaw Merriman, 2008). The ensure the diversity of the nursing settings are accommodated during the assessments, there are several assessment approaches that can be used in student mentorship programs including mini clinical assessment exercise, direct observation, case-based discussion, and mini peer assessments (Myall et al., 2008). Mini clinical assessment exercise offers an overview of student performance of key clinical skills. This assessment approach works both in routine patient encounter as well as ward environment. Direct observation of procedural skills involves observing a nursing student which conducting a clinical procedure where the observer provides necessary feedback at the end of the procedure. A good example of a clinical procedure that can be observed is preparation of a dressing trolley by a student. Case-based discussion, on the other hand, involves an interview aimed at exploring judgment and behaviour such as asking the student to list what he/she observed during a specific patient care program. Finally, mini peer assessments encompass a team of qualified professionals that offer feedback on the performance of an individual. The process of selecting the method of assessment should consider its cost effectiveness, educational impact, acceptability, validity, and reliability (Bradshaw Merriman, 2008). Assessing a student’s craft knowledge helps the student to reflect and develop based on experiential learning (NMC, 2009). Effective assessment should focus on developing insights into a students craft and formal knowledge in order to understand the students ability to assess risks and utilise learned knowledge in meeting practice requirements (Price, 2007). There are four vital areas that cover student assessment, namely motivation, performance, skill, and knowledge. Even though continuous assessment is known to promote effective positioning of a student’s performance, it has limitations with regard to reliability and validity. Therefore, successful implementation of student assessment require coordination between service providers and educators to ensure the assessment approach is appropriate in terms of its summative and formative perspectives which are imperative in promoting a working linkage between theory and practice (Myall et al, 2008). Mentorship program in clinical setting is complex due to the pressure emanating from the need of sustained student assessment in front of the patients and their family as well as other professionals, which may raise anxiety among the students as well as assessors, which may negatively impact on the assessment process (Bradshaw Merriman, 2008). Anxiety may be caused by a variety of reasons including curriculum changes, which may undermine the assessor’s competency, the student’s readin ess during assessment, and the assessors feeling of competency with regard to the assessment process. This portfolio outlines an assessment of the competency of a nursing student with regard to the appropriate use of pain assessment tools. I considered this to be vital in the profession of nursing due to the importance of pain assessment skills in nursing care as it is classified as the fifth vital sign in nursing (Murray et al., 2008). Considering the requirement that nursing students should actively participate in vital signs, developing this competency is vital for patient safety (Price, 2007). Further, I considered this assessment to be a direct observation of a procedural skill where I was available during the whole process while offering feedbacks and assessments on the process (NMC, 2009). To ensure the assessment was a success, I developed a plan that included a criterion for implementing the process as well as questions that were used for testing the levels of understanding exhibited by the learner. Furthermore, the assessment plan was developed with the consideration for th e student’s level of practical and theoretical learning (Myall et al., 2008). The questioned used in the assessment were open-ended to allow the student to offer the rationale behind their action path. This was important in developing deeper insight into the leaner’s competency, as well as promotes appreciation of diverse approaches to skills application (Murray et al., 2008). The assessment was initiated after ensuring the ward was quiet enough to minimise the effects of a noisy setting on the assessment program. The process commenced with an official introduction between me and the student as an approach to familiarization between me and the student to minimise instances of anxiety (Price, 2007). After that, I proceeded by informing the student my expectations, the timeline, and offered my reassurance that the process was not formal as I was just interested in observing the process and offering my feedback at the end of the process (Murray et al., 2008). As much as I managed to develop effective background information needed to establish an effective assessment void of anxiety, I did not inquire about the learner’s previous experience, which could have assisted in the assessment process. As much as I had previous encounter with the student, lack of enough background information hampered my effective participation in the growth of the student durin g the practice-based learning. Furthermore, I did not clearly identify the outcomes of the assessment at the beginning of the assessment. As much as appropriate information was provided and the environment was conducive, developing a summary of discussion could have enhanced the levels of student conceptualization of the expectations as well as minimize anxiety and confusion (NMC, 2009). When the student completed the first process, I asked the student several questions. These questions were established to evaluate the student’s communication skills, their understanding of the problem at hand, and general nursing skills (Murray et al., 2008). From the assessment, I observed that the student effectively communicated with the patient as well as the patient’s family a clear illustration of practical application of family-centred approach to nursing (Price, 2007). The student also effectively addressed the nursing situation at hand, as he utilised Wong-Baker pain rating to stabling the pain situation by the patient (Wong et al., 2001). After the student had gained an appropriate pain score, I asked the student a question regarding the appropriate frequency for observing pain, in which the response of the student was appropriate (Bradshaw Merriman, 2008). From the case, it was evident that I had a problem with my communication skills as I had to repeat myse lf severally before the student could understand what I was addressing. Lowering my communication speed is necessary to enhance the student’s ability to comprehend the information given to them during assessment and minimise on instances where students are overwhelmed by information that is faster than their processing rates. I offered the student a feedback session with the aim of promoting proactive learning relation with the student (Murray et al., 2008). This feedback included active involvement of the student in the development of an action plan for dealing with the identified inconsistencies during the assessment. Considering that the student demonstrated competency in the skill that I was assessing, the action plan was centered on increasing the number of alternative approaches that can be used in applying the skill with the focus on increasing the student’s reflexive skill and hence a holistic competency (Zachary, 2011). The process of provision of the feedback considered developing a positive and constructive impact on the student to assist the student in building self-esteem, cultivating a positive working relationship as well as a supportive learning environment which are important aspects that reduces anxiety during nursing practice (Myall et al, 2008). Research has demonstrated that st udent-mentor relationship influences the student’s learning experience (Price, 2007) and therefore, effective communication between the mentor and the learner can illicit competency concerns at early stages to minimise instances of failure (Zachary, 2011). Even though the student and the mentor may feel sad due to a failed assessment, it is vital for the mentor to appreciate failure as avoiding to report of failure may have an adverse effect on the progression of the student (Bradshaw Merriman, 2008). This feedback was provided immediately after the assessment session as an approach to providing the student with prompt support and offer immediate corrective measure for any unpleasant conduct exhibited by the student during the session (Zachary, 2011). Based on the assessment and my individual reflections on the outcomes, I identified various areas of my practice that require improvement. Specifically, my feedback on the assessment was limited and did not offer the student a wider scope on improvement. Furthermore, my speaking speeds need to be slowed to ensure effective communication. I also need to focus on developing in-depth background information about the student before the assessment as well as offering the student the expected outcomes of the assessment. In addition, asking the patient about the service will also enhance the determination of the performance of the student as well as development of an effective feedback. Reflective Commentary Mentorship is an important leadership characteristic (Zachary, 2011). Transformational leadership is founded on the ability of an individual to influence others through affecting their thinking. Adoption of this approach of leadership in nursing promotes autonomy as well as enabling the students to realise their full potential. It is also central to encouraging the development of excellent Interprofessional rapport (Myall et al., 2008). By becoming a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to benefit myself as well as the student. This influence can also be transferred to other situations in the nursing environment, which will culminate to a better outcome in my nursing practice (Price, 2007). Common obstacles to mentorship such as staffing issues, hectic hospital environment, and clinical commitments influence my ability to perform as a mentor and hence the development of an effective relation with the student is essential (Price, 2007; Appendix 2). Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student however to enhance by mentorship capability I need to establish relationship with other mentors that is founded on sharing evaluation feedback as an approach to building my scope with regard to student evaluation. Being able to share with other mentors about feedback can also expand my evaluation to the benefit of the student. As much as this approach is effective in enhancing a student mentorship program in hospital settings, it is challenging especially in cases where other mentors are not interested in sharing their experiences and work limiting its usability. Promoting teamwork in mentorship can be an effective approach to overcoming this obstacle. Dealing with the problem of anxiety requires innate understanding of the student, which implies discussing with the student the most appropriate way for implementing the assessment. This is effective as it encourages the student to be actively engaged in the assessment program and also creating a better relationship between the mentor and the student (Zachary, 2011). Conclusion The process of student assessment is only successful if it is administered objectively and fairly. As much as this approach may result to some emotional distresses by both the assessor and the student, it is imperative for the success of a mentorship program and prevention of negative implications on the student’s advancement. It is also necessary for ensuring approved nurses are competent enough to guarantee patient safety. Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields. To achieve this, I will focus on developing a closer working relationship with the students to ensure all competency issues are identified and addressed timely. This is important in ensuring the students that I encounter do not face surprises later during their summative assessment or even when practicing as registered nurses. Furthermore, involvement of the patients and their families in the assessment of my students will be a major trademark of my mentorship and assessment program as I regard inputs by the patient vital to determining the competency of the student nurse. Consequently, as much as the practice of assessment and mentorship is challenging and compound in nature, I believe that effective application of relevant knowledge and skills while focusing on the expected outcomes, it is possible to deliver efficiently in this function. This reflection process has enriched my understanding on the concept of mentorship and its significance in the nursing profession. It has also enhanced my perception of the concept of professional and personal development. I believe that if I eliminate the few areas of weakness that I have identified in the reflection, I will be able to offer effective mentorship and assessment for nursing students in clinical practice. References Bradshaw, A., Merriman, C. (2008). ‘Nursing competence 10 years on: fit for practice and purpose yet?’  Journal of Clinical Nursing,  17(10): 1263-1269. Murray, C., Grant, MJ., Howarth, ML., Leigh, J. (2008). ‘The use of simulation as a teaching and learning approach to support practice learning.’ Nurse Education in Practice,  8(1): 5-8. Myall, M., Levett†Jones, T., Lathlean, J. (2008). ‘Mentorship in contemporary practice: the experiences of nursing students and practice mentors.’  Journal of clinical nursing,  17(14): 1834-1842. Nursing and Midwifery Council, NMC. (2009). Additional information to support implementation of NMC Standards to support learning and assessment in practice. London, UK : Nursing and Midwifery Council (NMC). Nursing and Midwifery Council, NMC. (2008). The Code: Standards of conduct, performance and ethics for nurses and midwives.  London: NMC. Retrieved from nmc-uk.org/aArticle.Aspx Price B. (2007). ‘Practice-based assessment: strategies for mentors.’   Nursing Standard, 21 (36), pp. 49-56. Polit, DF., Beck, CT. (2008).  Nursing research: Generating and assessing evidence for nursing practice. Philadelphia, PA: Lippincott Williams Wilkins. Zachary, LJ. (2011).  The mentors guide: Facilitating effective learning relationships. New York, NY: John Wiley Sons. Appendices Appendix 1: Critical thinking competency standards Source: drake.edu/media/collegesschools/soe/images/msld/competency_model.png    Appendix 2: Essential competencies for an effective mentor

The National Numeracy Strategy Essay Example

The National Numeracy Strategy Essay Example The National Numeracy Strategy Essay The National Numeracy Strategy Essay The National Numeracy Strategy (DfEE 1999: part 1, p.12) requires teachers to identify mistakes, using them as positive teaching points by talking about them and any misconceptions that led to them. When dealing with a childs errors in their work it is not enough to simply mark them as wrong, the child must be given the opportunity to develop a greater level of understanding through correction. This may not simply be re-calculating a sum, but revising their ideas and concepts of the particular topic area. According to Skemp (1989) by the process of understanding, that which began as an error becomes a contribution to knowledge p.200. As identified in Pollard Tann (1993) it is also true that if a child is allowed to continuously make errors in the same subject or on the same topic the child can be caught in a vicious circle in which failure leads to anxiety which leads to further failure p. 68. Children too, experience frustration when they cannot reach their goals and repeated failure may result in loss of confidence and self-esteem. Teachers must provide the opportunity for the child to attain their targets. Once the teacher realises the necessity to identify the misconstrued knowledge/concepts, they must discover underlying problems in the most accurate way. To simply study the childs work shows a self-important belief that the teacher can understand what the child is thinking. It is only by discussing with the child their ideas and perceptions that the true reasons for the misconceptions become evident. Alice states that multiplication makes numbers larger and division makes numbers smaller. Alices statements will be accurate when applied to the contexts of multiplication and division that she is most likely to be familiar with, for example positive integers. When children are first introduced to multiplication in school, they become familiar with the terms lots of and sets of, this then leads to an understanding of multiplication as repeated addition, which is often one of the first strategies introduced to children to tackle multiplication questions. One example of this is identified in Suggate et al (1998): Again the assumption could be made that because subtraction makes numbers smaller so too will division. So closely linking these four operations and not distinguishing the differences will map properties of one onto the other. Skemp (1989) identifies how introducing multiplication as repeated addition can lead to further problems, this [repeated addition] works well for the counting numbers, but it does not apply to multiplication of the other kinds of number which children will subsequently encounter; so to teach it this way is making difficulties for the future p.144. He goes on to identify the multiplication of negative numbers and fractions as being an area where children will develop problems. This thinking is reinforced by the Concepts in Secondary Mathematics and Science (CSMS) project where whole number computations and extensions to fractions and decimals were considered (Hart 1981); conclusions note that many children are still only groping towards ideas of multiplication a nd division. Alices teacher would need to discuss, with her, all the ideas and concepts she holds about multiplication and division. Only by exploring the childs understanding of underlying concepts and principles will the reason for the misconceptions become apparent. As already mentioned the teachers assessment of the reason for a childs errors may not be accurate purely by studying their work.  A starting point to rectify the misconception would be to identify in the NNS (DfEE 1999) what understanding Alice should have acquired by her age. Children, according to the NNS (DfEE 1999), do not encounter multiplication or division until year 2, and confirms my previous thinking that children are to understand the two operations as repeated addition and subtraction. It is not until year 4 that children multiply and divide decimals and fractions and examine related theory, such as the commutative law. Alice needs to be taught that multiplication and division are more than just complicated forms of addition and subtraction. There is more to multiplication and division than just computing sums. According to Nunes Bryant (1996) The child must learn about and understand an entirely new set of number meanings and a new set of invariants, all of which are related to multiplication and division, but not to addition and subtraction p.144. Research conducted by Hoyles, Noss Sutherland in 1992 showed an ingenious method to enable children to see that multiplication does not always make numbers bigger. The children were asked to reach a target number (e.g. 100) from a starting point (e.g. 13) through successive multiplications. The pupils easily overshot the target and therefore had to face the question: how do you make numbers smaller by multiplying them? The research identified this as a significant question, which helps pupils see the discontinuity between addition and multiplication. This type of activity along with one related to division could be used in school to highlight concepts children may not have realised. By addressing difficulties within topics early on children are prevented from forming certain misconceptions. The next stage for the teacher would be to decide how to prevent these sorts of misconceptions occurring in following years. It is apparent that Alices previous teaching has not allowed her to access the topic in a way that she can understand it. Teachers must consider both their teaching styles and childrens learning styles when approaching areas that children can easily misconstrue. The following years class should be given the opportunity to explore the concepts and theory behind multiplication and division, this may not be in line with the NNS (DfEE 1999)) order, but may provide those children with a greater comprehension of the operations they are carrying out. Once they are confident with the reasoning their manipulation and computation of numbers should be secure due to their underlying understanding. Emilys work shows four calculations with vulgar fractions. It is apparent that she is working horizontally to complete the sums either adding or subtracting the two numerators and the two denominators. The NNS (DfEE 1999) identifies that children from year 4 upwards should recognise the equivalence between fractions and at year 5 should be able to recognise from practical work simple relationships between fractions part 6 p.23. It appears from Emilys work that she does not understand the relationships. In the first question (shown below) she has to add two fractions with the same denominator.

MGMT Article Example | Topics and Well Written Essays - 750 words

MGMT - Article Example Unions make the running of a business hard and constant rising within a union is troublesome ordeal. Ruth A. Binger has written an article on how to reduce the chances of a union being created in a business and provides ten ways on how she believes unions can be avoided. First she discusses the question of wages and benefits which is essential to every business and a sure way to keep employees happy is to give then wages worth their market value and provide some benefits to adjust to opportunities they lose. She also stresses on communication with those who work in a company while ensuring that those who are hired are of a specific educational level and made clear what unions will do to their situation in the company (Ruth A. Binger, 2009). She also provides an insight as to which particular brands of workers are at the core of unions being started and maintains that the best way to stop the problem is to make sure that those employees who don’t show any promise in the company are dealt with sooner rather than later. Ms. Binger is also prudent enough to detail outlines as to what the management can do if a union does arise in the midst of a company. Outlining proper training of those who are in unions and even the education the management of the company itself is, as she believes, required for ensuring a smooth working environment. The article provides a good base for companies and how to minimize unions. Her idea of promoting teamwork is not an original one but emphasis on it is a sure way to handle any uprising. Promoting teamwork will let the employees feel like they belong to a family and can help gain their trust while the idea of reaching out and resolving complaints and other problems as soon as possible is another sure way to reduce any grudges felt. However she should also mention that unions usually have strikes on their agenda which does not always help the

Work placement report Essay Example | Topics and Well Written Essays - 3750 words

Work placement report - Essay Example Structurally, ARP consists of a senior group of directors which govern the activities of mid-level managers. It is typically a top-down hierarchy where decisions about how to provide community support and the internal activities of workers and volunteers are created. ARP consists of a centralised business structure where decision-making is generated in middle-layers and higher levels of management. The senior leadership coordinates the different programmes in use to provide alcohol treatment and housing services and these decisions outline the generic activities of lower-level support employees on a daily basis. Middle level managers generally gather insight from the lower level support groups for any internal changes to programmes which are of concern, making the organisation more efficient internally. ARP also provides training to its workers in the areas of alcohol prevention so that they are equipped with the social and psychological skills necessary to assist what are considered to be at risk groups. In the process of providing alcohol treatment and housing support services, generic community counselling is necessary which suggests the importance of having a positive view on racial, age and gender diversity as well. These support workers also provide the majority of the prevention literature when those in need of treatment need statistics or encouragement. What does all of this spell out? ARP seeks to be creative in its efforts to provide treatment to those in need by creating an environment where care is an organisation-wide initiative in order to assist people in becoming independent of reliance on alcohol. This is done through innovation, a company which appears to be focused on surpassing excellence in this area, and efforts to enhance community relationships. The clients of ARP include certain at risk groups and groups which are currently seeking alcohol treatment or support housing, including ex-military citizens. In many ways,