Respect Ncos Essay Example

Respect Ncos Essay Respecting NCO’s is important in in a garrison environment is important because it instills good order and discipline. Order and discipline are needed in all aspects of the Army. Without it, ultimately people could die or suffer grievous bodily injury. Order and discipline is what keeps your head down in a firefight. Order and discipline is what keeps you standing tall in 100 degree Georgia heat during a change of command ceremony that you don’t want to be at. Non-Commissioned officers are known as the backbone of the Army.They have the responsibility of leading soldiers and getting the job done while the Commissioned Officer creates the conditions to get the job done. In my opinion, NCO’s are leaders more so than the officers. Throughout my time in the military I have been able to be under the leadership of both good and bad NCO’s. The good NCO’s showed me the right way to do things. While in Afghanistan, one of the two team leaders really showed w hat it means to do the job. If I had difficulty carrying out a task he’d either show me how to do it properly, or a more efficient way of doing it.But he did it in such manner that I began to figure it out myself. I was able to quickly and effectively meld into that team after being moved there from my previous team leader. He would always place his soldiers’ needs before the needs of his own. When the unit we were supporting ordered us to carry out guard shifts, though we had orders that superseded that, he stepped up to the plate and took the brunt of it. He stood not only the tower shifts he was assigned, but took mine and the other soldier assigned to the teams place.On the other hand, my first team leader in Afghanistan was the complete opposite. To me, a Private First Class at the time, it seemed that his own needs were paramount to my own needs. For example, my personally owned vehicle had been the care of a soldier in a different company when I deployed. Due to unforeseen circumstances, the soldier had to relinquish control of my personally owned vehicle to our company commander back in garrison. Again, due to unforeseen circumstances, my vehicle was towed and brought to an impound lot. I was not notified by my unit at all. My parents ere notified through the lending company through which my vehicle was purchased that this had transpired. After I was able to contact the towing company and explaining my situation, I was told I had 5 days to reclaim my vehicle otherwise it would have been considered abandoned and would be put up for auction. I informed my team leader of this situation and he said he would see what he could do. Nothing was done. So on my own dime, I flew my mother down to Georgia, paid for her hotel room, and paid to get my car released. That totaled up to about $2,000; $2000 of my hard earned money gone because my leadership failed me.

20 Research Essay Topics Ideas to Research and Write about Hellenistic Philosophies

20 Research Essay Topics Ideas to Research and Write about Hellenistic Philosophies If you are writing on Hellenistic philosophy and need a topic, consider the twenty below: Epicureans Beliefs about Knowledge and the Derived Sources for These Beliefs What Stoic Epistemology Really Is Defining Ancient Skepticism and the Influence Cicero Had On Its Growth Epicurean Cosmos: the Idea of Freedom Within; Concepts of Indeterminism and Anti-Teleology Stoic Ontology as a Criteria for Identity and How Chrysippus Contributed to the Understanding of Identity Stoic Cosmos and the Issue of Freedom Including Determinism and Teleology The Role Posidonius Played in Stoic Physics Epicureanism and the Idea of Moral End Stoic Ethics and How to Live in Accordance with Nature in Peace Different Hellenistic Theories for Affections: Stoics and Epicureans The Theory of Action Within Skepticism and Ethics How Marcus Aurelius Contributed to the Concept of Meditations Understanding Lucretius and His Contributions to â€Å"The Nature of All Things in the World† The Causes and Explanations for Philosophies of Ancient Greece The History of Ancient Medicine and Hellenistic Philosophy The Greek Philosophers of the Hellenistic Times: Contribution to the Philosophies The Epicurus’ Scientific Method and Its Relation to the Other The Transmission of Greek Wisdom Defined by Lucretius Philodemus Contribution to the Greek Understanding of Ethics Emotions, Duties, and the Fate of Those Leading a Stoic Life Aren’t those cool? Don’t forget to check our 10 facts on Hellenistic Philosophies for a research essay and a guide on how to tackle this task. Below is a sample essay on one of the above topics: Sample Research Essay on Greek Philosophers of the Hellenistic Times: Contribution to the Philosophies In the period directly following the influences of such names as Plato, Socrates, and Aristotle, there came the Hellenistic Philosophies and their many great leaders. Hellenistic philosophies arose out of a time period when Greeks had been encouraged to think of life and actions in relation to the greater political landscape, and yet the political landscape had severely changed with the Roman conquering of Greece. It was because of these changes that philosophical schools of thought transitioned their main points away from the contribution of individuals towards the changes politically. They focused instead on the role that people played in making themselves happy and accepting of the things in life as they came. Ethical thinkers transitioned away from grandiose thinking and moved toward the very small, focusing on what elements constitute the nature and the environment in which people live. This influenced the role that people played within this predetermined and microscopic world. The main school of thought during this time period revolved around the atomists. It was accepted by Epicurus, then the stoics and skeptics. Democritus and Leucippus were two famous atomists whose work included the creation of a systematic description in the world of nature. Their findings resulted in a conclusion that all things in the world were made up of small particles and that these particles were indestructible. This meant that no matter what people did, the particles would never be destroyed by them, anyone else or by their actions. According to this philosophy everything was made up of particles each of which had mechanical interactions with one another. This process accounted for everything happening in the world. Because of this theory people were paying significant attention to the consequences resulting from their actions. Another aspect to this thought was that these small particles would naturally collide and smash into one another, no matter what actions were taken; they were controlled by larger elements in the universe. The resulting teachings focused on how human life was passive, and how people could o nly experience the world around them and not control or change it. So rather than focusing efforts on attempts to modify their world or the politics guiding it, people were told that they should focus on living a good life. Living a good life was defined as enjoying more pleasant things in it rather than the unpleasant. Epicurus, the main leader of this philosophy, stated that people should attempt to live a life free from pain, need and sensual desires. It was perceived as natural and if they went not satiated it would result in a mild form of pain. This could be avoided by simply giving into these desires to achieve a pleasure in life. Another notion was that death was a natural removal of personality from the body and nothing to be feared. Instead, people should have accepted death as natural and in the meantime strive to live a life whereby they eat, drink, and remain happy. It was Zeno and Chrusippus who focused on the ideas of the Stoics to counter some of the philosophical elements found in the teachings of Epicurus. The stoics believed that people represented microcosms of the universe and that each person and their actions could be explained in a naturalistic fashion. Stoics believed most strongly, as the name would suggest, in remaining more stoic toward all things in life. Stoicism and stern attitudes were paramount to accepting the fate of life. It was argued by the Stoics that people should accept the things that happen to them and around them without complaint. It was Epicetus who heeded the call of Stoic leadership by promoting the concept that people have very little understanding of how things in the universe work and, what’s more, have very little control over any of it. It was stated that people should never become attached to things or other people in their lives, even friends or family, because all things in life were fleeting or passing and would perish with time. That said, people were encouraged to view all good things in life as a temporary blessing and all bad things as a temporary curse, both of which would naturally pass away. It was Pyrrho of Elis who formed the leading principles for the school of Skepticism. This school of thinking took the ideas of the other two even further by explaining that people should not dwell on things about which they have no knowledge. But the definition of true knowledge was an absolute comprehension, beyond any doubts. This idea was not something which many people could actually attain, and therefore, peace of mind came by not responding to the things about which people could not be absolutely sure. This also meant that people could not judge or act on situations without absolute knowledge, something that afforded a great deal of mental clarity and calmness according to the teaching. References Algra, Keimpe.  The Cambridge History Of Hellenistic Philosophy. Cambridge, U.K.: Cambridge University Press, 1999. Print. Annas, Julia.  Hellenistic Philosophy Of Mind. Berkeley, Calif.: University of California Press, 1992. Print. Brunschwig, Jacques.  Papers In Hellenistic Philosophy. Cambridge: Cambridge University Press, 1994. Print. Gill, Christopher. Hellenistic And Roman Philosophy.  Phronesis  60.2 (2015): 253-265. Web. Long, A. A.  Hellenistic Philosophy. New York: Scribner, 1974. Print. Sharples, R. W.  Stoics, Epicureans And Sceptics. London: Routledge, 1996. Print. VoudoureÌ„s, KoÌ„nstantinos IoÌ„annou.  Hellenistic Philosophy. Athens: International Center for Greek Philosophy and Culture, 1993. Print.

Reflection Essay Example | Topics and Well Written Essays - 250 words - 6

Reflection - Essay Example From this discussion it is clear that  as a health care provider, having spirituality assists in enhancing the confidence of the patients through meditation and prayer, which gives them, hope of healing and quick recovery. The spirituality aspect enhances the patient’s belief that the medication they are undergoing is going to be effective in curing them. It also serves to enable the health care provider, be in a position to offer pastoral counseling to the patients, which boosts their spirit and comforts them amidst their sad and lonely feeling. Being spiritual goes a long way to ensure that patients understand the connection between life and death, affording patients comfort even when they are on the verge of passing on, by making them accept death as a part of transition.  This paper discusses that the difference in dealing with acute and chronic patients spirituality is that while the acute patient’s spirituality is pointed towards accepting the fate of death, t he chronic patient’s spirituality is pointed towards giving them confidence that medication is going to restore their health. The need for spirituality in children and families is to enhance their acceptance of illnesses and find meaning in them, while evoking for their compassion and forgiveness towards each other. The reporter's vision of the role of a spiritual provider in patients spiritual needs have been changed to point to the direction of religious intercession.

BMW Films case study Example | Topics and Well Written Essays - 500 words

BMW Films - Case Study Example Besides â€Å"the hire† series, various options that the company can take in order to consolidate its marketing strategy are paramount in order to maintain its market position, and increase its success and performance in the automobile industry (Jham 2). Concerning a approach that can help consolidate the market position that BMW has had in their marketing and general growth, there is a need for the company to make a careful consideration of their previous action. â€Å"The hire† series were an essential step that gave the company huge growth after their introduction in terms of average sales as shown. Information from customers’ feedback has openly shown that they loved the approach and were fascinated by the driver character in the BMW films. As the company executive officer, there seem to be another opportunity in re-inventing the series. In this approach, the company should try to increase the amount of time, since people have been eager to know what happened of the driver in the films (Moon 10). Here is the catch, the company should re-edit the strategy and include other characters that advance the promotional objectives of the company, the results would surely be tremendous. The first option explains that the company should milk all the films available completely before re-introducing a new strategy. This is also the same idea in the second option; however, the third one talks of something a different, a new version of the films. Rejecting the first two arises from the fact that they may not be any different from the current BMW films approach, for this reason, the company may not achieve much. The forth option recommends for doing nothing, but watch as the events unfold, this is not a safe idea because other companies are trying their best to increase their market share, BMW therefore has a mandate to change its approach too. The issues of whether the

Thornton's Strategic Choices Essay Example | Topics and Well Written Essays - 4500 words

Thornton's Strategic Choices - Essay Example 18 References 21 (Words 4997) 1. Introduction The identification of successful strategies is a key challenge for managers worldwide. Usually, the ability of managers to locate strategies that are able to respond to organizational needs is differentiated, according to the personal skills and perceptions. Also, each organization’s external environment is likely to affect, more or less, the progress of strategies of the particular organization. In this context, the establishment of an effective strategic management framework can help an organization to increase its efficiencies and stabilize its market position. Kew and Stredwick (2005) note that three are the key elements of all strategic management frameworks: ‘the strategic analysis, the strategic choice and the strategic implementation’ (Kew and Stredwick 2005, p.205). The first of these elements, i.e. the strategic analysis addresses the following two issues: ‘which is the organization’s current pos ition and where the organization wants to go’ (Kew and Stredwick 2005, p.205). At the next level, the strategic choice refers to the need for the identification of appropriate strategic options, as appropriate, for responding to the organization’s needs, as they have been identified through the strategic analysis process (Kew and Stredwick 2005). ... In 2011, the firm’s employees were estimated to 4,205 (Thornton, company website, investor relations 2012). The firm’s turnover in 2011 was estimated to ?218.26m, slightly increased to the turnover of 2010, which was estimated to ?214.55m (Thornton, company website, investor relations/ financial summary 2012). The firm’s performance during the last five years indicates that the organization has been able to face effectively the market challenges. Indeed, the turnover of the firm from 2007 up to 2011 has been changed, as presented in the table in Figure 1 below. Turnover of Thornton from 2007 to 2011 2007 ?185.99m 2008 ?208.12m 2009 ?214.80m 2010 ?214.55m 2011 ?218.26m Figure 1 - Turnover of Thornton from 2007 to 2011 (Source: company website, investor relations/ financial summary 2012) According to the figures presented in Figure 1 below, the organization has managed to achieve a continuous growth. However, if reviewed more carefully, the organization’s pe rformance has not been improved the last five years. More specifically, the organization’s profits have been significantly decreased in 2011, if compared to 2007, as also revealed through the table in Figure 2 below. Profits of Thornton from 2007 to 2011 2007 ?5.21m 2008 ?6.07m 2009 ?3.60m 2010 ?4.35m 2011 -?0.25m Figure 2 – Profits (after tax) of Thornton from 2007 to 2011 (Source: company website, investor relations/ financial summary 2012) At the same time, the number of the organization’s employees has been decreased in 2011, as compared to 2010; in 2010 the firm’s employees were 4,377 while in 2011 they were reduced to 4,205 (Thornton, company website, investor relations 2012). Also, problems in regard to the alignment

Gender, Consumption and the Media

Gender, Consumption and the Media Consumption is a social practice which subconsciously communicates ideas about gender. In turn, gender intersects with the realm of consumer behaviour as a cognitive, cultural and political construct (Ross, 2010, pp.13-39). In this instance, the media provides an important sphere to observe the social constructions of gender that, through routine, substantiates certain performances of gender (Hirschman Stern, 1994, pp. 576-81). Within the context of Home Box Office’s television series, Sex and the City (1998-2004, hereafter ‘SATC’), this paper will analyse contemporary depictions of femininity and demonstrate how these interpretations coincide with consumption. It will further discuss how gender fluidity allow the characters of SATC the liberty to transpire and transition between the essentialist attributes of feminine versus masculine, distorting the conventional boundaries and constructions of femininity when they consume homes, engage in consumption related to sex, and struggle with true love and marriage in their search for authenticity. Each character discovers approaches to simultaneously reconstruct and reinforce their gendered identities as they construct contemporary roles with the assistance of consumption. However, it is this consumption that can generate new tensions. The home is often associated with the gendered notions of the domestic sphere. Within the home, production and consumption are conventionally defined, with men buying the home and women buying for the home. This shapes the home as a site of patriarchal oppression and control (Schroeder Borgerson, 1998, pp. 105-231). However, Caldwell and Kleppe (2006, pp. 22-40) argue that household members can subvert, conform to, or negotiate ideas about gender. While discourses on home ownership are traditionally related to the marriage of a man and woman, SATC represents home ownership as allowing the female characters freedom to explore the expectations that are associated with conventional gender roles in the home and their personal desire to demarcate new gender roles as single women, without children, consuming living spaces. For Miranda, gender fluidity is communicated to encompass the power roles of men and women as professionals, lovers and homeowners. In light of this, Miranda experiences tensions when she confronts the vestiges of conventional gender roles when buying her home. Initially, Miranda had visualised that her acquirement of a home would satisfy her identity as an independent yet professionally accomplished single woman. However, the possession of a home for Miranda is shown to become imbued with sexism. This reflects the cultural assumption that a woman without children or a husband would simply not possess sufficient financial funds or knowledge to invest in real estate and would not consider purchasing her home ‘alone’. In effect, the challenge a woman’s achievement in the conventionally masculine, public sphere of work as a corporate lawyer poses leaves Miranda’s character insecure about her performance of femininity. Here, SATC communicates how the subversion of traditional feminine ideals will inevitably involve a negotiation of the gains of feminism. By purchasing a house without a man, Miranda is portrayed to challenge the norm which results in a self-reflective debate regarding her performance of femininity. Miranda’s experiences of tension demonstrate that changes to gender norms come slowly. The consumption related to domesticity and the home is therefore denoted in SATC as simultaneously liberating yet replete with tensions of the gender norms in everyday life. Another theme of gender that SATC communicates is how gender and consumption discourses are interlinked with the confines of sexuality. Gender is argued to be interlinked with sexuality as an individual’s gender guides their sexuality while at the same time an individual’s sexuality validates their gender (Fracher Kimmel 1995, p. 367). Schroeder and Zwick (2004, p. 34) argue that consumer behaviour regarding everyday products reflects on the messages of ‘sexuality, lifestyle and identity’. In SATC, themes of sexuality are intently interlinked with gender and consumption discourses although the cultural messages imbued in the consumption choices are neither essentialist nor direct. The women of SATC represent a contemporary adaptation of the single girl. This new standard for contemporary women is less fixed on chasing marriage as a fundamental end, but more focused on career and relationships. While stereotypical media representations of women primarily ex hibit traits of femininity as that of passivity and helplessness (Stole 2003, pp. 65-80), the narrative of single girls in SATC mirror the changes in the norms of femininity over time. For Samantha, her gender status as a single female and being the eldest of the four women, welcomes her attempts to control and preserve her youth through the performance of aesthetic labour (Pettinger, 2004, pp. 165-84). However, this narrative of Samantha struggling and worrying about her changing sexuality because of aging is brought to a halt when she realises the power her gender status provides her over the notions of beauty and youth. Samantha is characterised as empowering when she withstands the influence of the stereotypical images of female sexuality she is enveloped by as an exuberant consumer of fashion and executive-owner of a public relations firm. Through the characterisation of Samantha, the performance of female sexuality is suggested to involve an aesthetic that changes as a woman physically and emotionally matures. The aesthetic of femininity links female sexuality and power as SATC frames the aesthetic and its associated power to be about Samantha’s power to create and use it. In essence, Samantha embodies the tensions that emerge when a female must let go of youth and acknowledge her own power to determine her own beauty with age. In turn, the performance of female sexuality is highlighted to relate to consuming pleasure which may or may not involve sharing that pleasure with a man, either because men cannot provide it, or women prefer to experience the pleasure alone. Nonetheless, views of masculine power and predatory sexuality, the correlation sexual performance has with marriage and dating that will eventually result in marriage remain evident notions in SATC. This stresses gender as a social construct and how consumers will require time before being able to perform a more fluid notion of gender, without the anxiety, despite the idea of gender equality. SATC therefore communicates the tensions experienced by females that relate to these norms during their consumption of goods (for Samantha, the consideration of plastic surgery) which, in turn, affect the females’ performance of their sexuality and creating their desired gender identity. The final theme of gender communicated in SATC is the tension between an ongoing ambivalence for an authentic gender identity and the stereotyped female longing for true love and marriage. Potter (2010, p. 4) holds that authenticity and the consumption of true love and marriage is about individualism and a movement way from the masses to seek an individual gender status. However, consumption can never lead to an authentic gender identity because of what is consumed is considered to be inauthentic. As gender is a ‘natural and pre-cultural’ social construct (McCracken, 2008, p.186), the pursuit of an authentic gender identity and the performance of gender fluidity that may offer self-transformation and opportunities by being enacted through consumption may require the shelving of the authentic gender along the way. In SATC, the real self and the real love are framed as the female authenticity. By consuming to pursue authenticity, the female characters alter the power struc ture traditional gender roles have established through femininity’s contemporary self-sufficiency as the women of SATC discern between the fakes and real of love and self-knowledge. In Season 3, Charlotte escapes from the authenticity of New York City to experience the superficiality of Los Angeles. The change in setting allows Charlotte to reconsider the authenticity of the conservative gender messages she embodied in New York City. In effect, Charlotte is shown to become frustrated by her pursuits of authentic love and marriage as following the conventions of how to get married and pursue her views of true love and marriage to establish an authentic gender identity have been unsuccessful. Through the characterisation of Charlotte, SATC communicates the view of a conservative, gender identity where unmarried women should not have sex with their unmarried partner until after marriage. In effect, work, sexuality and consumption are conveyed as gender roles to be performed for the goal of true love, marriage and a gender identity. However, Charlotte’s later frustrations over her marriage with an impotent husband indicate that her pursuit of true love and ma rriage through following conventions may have, in itself, been inauthentic. This expresses the contemporary idea that gender identities in relationships are unstable and unscripted. Tensions between the conventional and contemporary norms are conveyed in SATC to be part of new gender performances yet the ending of fixed models or frames of references for true love, marriage and gender identity inherently creates anxiety. Constructions of gender in the media influence the understandings of gender in reality. These constructions provide points of analysis as they legitimise certain performances of gender and reflect broader discourses in society. The themes of gender in SATC focus on questions of the freedom of femininity and the changing notions of female sexuality in a dynamic social landscape. By examining SATC, insight is provided into the contemporary performativity of femininity in relation to consumption in public and traditionally masculine spheres. With the notions of family and work having changed in society, it has brought simultaneous changes in the understanding of gender roles. SATC provides a new independent woman, who despite subverts their traditional gender role, still struggles with similar issues prevalent in traditional notions of gender. The gender fluidity of post-feminism gives the characters of SATC the freedom to be multifaceted in their performances regarding consuming the ho me, experiencing sexuality and maintain and projecting an authentic self. However, this fluidity is often fraught with tensions between traditional models of gender and the gendered performances of the characters. The characters in SATC find ways to simultaneously re-establish and reinforce their gendered identities as they create and occupy new roles (with the aid of consumption) in a world of competing discourses of gender which are grounded in prior notions of femininity. Yet this consumption can lead to a sense of anxiety as well from the complex negotiations of gender expectations. References Caldwell, M. Kleppe, I. A. 2006, ‘Gender identity and perceptions of femininity in everyday life: A multi country study of contemporary young female achievers’, Gender and Consumer Behaviour, vol. 8, pp. 22–40. Fracher, J. Kimmel, M. 1995, ‘Hard issues and soft spots: Counselling men about sexuality’, Men’s Lives, pp. 365–74. Hirschman, E. C. Stern B. B. 1994, ‘Women as commodities: Prostitution as depicted in The Blue Angel, Pretty Baby and Pretty Woman’, Advances in Consumer Research, vol. 21, pp. 576–81. McCracken, G. 2008, Transformations: Identity construction in contemporary culture, Indiana University Press, Bloomington. Pettinger, L. 2004, ‘Brand culture and branded workers: Service work and aesthetic labour in fashion retail’, Consumption Markets Culture, vol. 7, no. 2, pp. 165–84. Potter, A. 2010, The authenticity hoax: How we get lost finding ourselves, HarperCollins Publishers, New York. Ross, K. 2010, Gendered media: Women, men and identity politics, Rowman and Littlefield, Plymouth, pp. 13-39. Schroeder, J. E. Borgerson, J. L. 1998, ‘Marketing images of gender: A visual analysis’, Consumption Markets Culture, vol. 2, no. 2, pp. 105–231. Schroeder, J. E. Zwick, D. 2004, ‘Mirrors of masculinity: Representation and identity in advertising images’, Consumption Markets Culture, vol. 7, no. 1, pp. 21–52. Sex and the City 1998 – 2004, television series, HBO Original Programming, New York. Stole, I. L. 2003, ‘Televised consumption: Women, advertisers and the early daytime television industry’, Consumption Markets Culture, vol. 6, no. 1, pp. 65–80.

Organizational Behavior Terminology and Concepts Essay -- essays resea

Organizational Behavior Organizations have been described as groups of people who work interdependently toward some purpose. This definition clearly indicates that organizations are not buildings or pieces of machinery. Organizations are, indeed, people who interact to accomplish shared objectives. The study of organizational behavior (OB) and its affiliated subjects helps us understand what people think, feel and do in organizational settings. For managers and, realistically, all employees, this knowledge helps predict, understand and control organizational events. There are not two identical organizations. When you look for a job you look for a place that is comfortable to you. Organization behavior is the way we study the people of organizations. All depends on your choice of a small business or a business in the Fortune 500. The way the organization runs itself is something that you have to â€Å"fit in.† This essay is going to guide you through the many different termino logies and concepts. Organization learning is defined as, â€Å"the process of acquiring knowledge and utilizing information to adapt successfully to changing circumstances† (Schermerhorn 5). This course that we are taking is just one example of organization learning. There are people out there that study organization learning of the businesses out there. This is where you get your comparisons of different organizations. This course has made me look different at the organization that I work for. The world today i...

Chem 30 Lab

Hess Law Lab DESIGN Aspect 1:Problem: What is the molar enthalpy of formation of magnesium oxide? Variables: Manipulated: None Responding: None Controlled: Isolation of calorimeter, concentrations of substances involved. Aspect 2:Background Information: Assumptions: Specific heat capacity of water, we assume that the acid has the same qualities as water including heat capacity, and we assume the enthalpy of formation for magnesium oxide from the data booklet for theoretical value. Hess’s Law: Hess' law states that the energy change for any chemical or physical process is independent of the pathway or number of steps required to complete the process provided that the final and initial reaction conditions are the same. In other words, an energy change is path independent, only the initial and final states being of importance. Waste disposal and safety: Corrosive substance which causes severe but delayed burns. DO NOT INGEST. Avoid Inhalation. Dispose as instructed by the lab technician or the teacher. Aspect 3:Apparatus Diagram: Figure from Inquiry into chemistry textbook pg 352 Materials: †¢1. 00 mol/L HCl(aq) †¢MgO(s) powder †¢Magnesium ribbon †¢Simple calorimeter †¢100 mL graduated cylinder †¢Scoopula †¢Electric balance †¢Thermometer †¢Sand paper Procedure: 1. Mg(s)+ O2(g) MgO(s) 2. MgO(s)+2HCl(aq) MgCl2(aq)+H2O(l) 3. Mg(s)+2HCl(aq) MgCl2(aq)+H2(g) 4. H2(g)+ O2(g) H2O(l) + 285. 8kJ Part 1: Determining ? H of Reaction (2) 1. Set up the simple calorimeter refer to figure 9. 16 above. Using a graduated cylinder, add 100 mL of 1. 00mol/L HCl(aq) to the calorimeter. 2. Record the initial temperature of the HCl(aq) to the nearest tenth of a degree. 3. Find the mass of no more than 0. 80 grams of MgO(s) powder. Record exact mass. 4. Add the MgO(s) powder to the calorimeter containing the HCl(aq) swirl the solution gently, recording the highest temperature reached. 5. Dispose as directed by teacher. Part 2: Determining ? H of reaction (3) 1. Using a graduated cylinder, add 100mL of 1. 00mol/L HCl to the calorimeter. 2. Record initial temp. of hydrochloric acid to the nearest tenth of a degree. 3. If you are using magnesium ribbon, sand ribbon to desired mass. Determine mass no more than 0. 50 grams of magnesium. Record the exact mass. 4. Add the Mg(s) to the calorimeter containing the HCl(aq). Swirl the solution gently, recording the highest temperature, tf , reached. 5. Dispose as directed. DATA COLLECTION & PROCESSING (DCP) Aspect 1:Recording Raw Data: Temperature of hydrochloric acid and mass of Magnesium oxide Mass of Magnesium oxide (g)Initial Temperature ( °C)Final Temperature ( °C) 0. 7523. 5029. 50 Temperature of hydrochloric acid and mass of magnesium Mass of magnesium (g)Initial Temperature ( °C)Final Temperature ( °C) 0. 4824. 0045. 00 Aspect 2:Processing Raw Data: Enthalpy change of Magnesium oxide MgO(s)+2HCl(aq) MgCl2(aq)+H2O(l) Q=mc? t ? t= 29. 50 °C-23. 50 °C? t = 6  °C Q= (0. 00075kg) x x 6 °C Q= 0. 018855kJ/mol MgO Enthalpy change of magnesium reaction Mg(s) +2HCl(aq) MgCl2(aq)+H2(g) Q=mc? t ? t=45. 00 °C-24. 00 °C? t= 21 °C Q= (0. 00048kg) x x 21 °C Q= 0. 0422352kJ/mol Mg ?HH2O = -285. 8 kJ/mol (given in data booklet) ?Hrxn = 0. 018855kJ/mol MgO + 0. 0422352kJ/mol Mg + 285. 8kJ/mol H2O ?Hrxn = – [285. 86109] kJ/mol MgO ? H system = -? H surroundings %error= x 100% %error= %error= -52. 48%

Literature Review Essays

Literature Review Essays Literature Review Essay Literature Review Essay This review covers reading as a subject generally and also in L 2 environment. It further considers the various models of reading propounded by researchers and authors.   It also takes a look at differences between a reading strategy and a reading skill. It then outlines and classifies the various learning strategies in use. Specifically, it reviews strategies for reading, pre-reading, while reading and post-reading. It also delves into the strategies good readers use to get by. It further reviews available literature on strategic reading and teaching of reading strategies. The last segment of the review is devoted to difficulties encountered in teaching reading strategies.1.0 Reading:Reading as a subject has been defined in several ways by different people and organizations. WorldNet (2007) has defined reading in seven distinct ways. Two of the definitions relevant to our subject matter are given below:-a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reading is the â€Å" cogn itive process of understanding a written linguistic message†b.  Ã‚  Ã‚  Ã‚  Ã‚   Reading is a â€Å" mental representation of the meaning or significance of something†According to the Encyclopaedia, an adult reader can read and understand between 200 -1000 words per minute. Catherine Walter (2003), on the other hand, has given 300 words per minute as the optimal rate for processing prose. She added that for fluent adult readers, this rate is constant, regardless of whether the text was difficult or not.   Generally for young readers, the ability of one to read often depends on the rate of fixation of one’s eye on the words being read and also the difficulty of the material being. Reading is a core subject given greater emphasis in most schools throughout the world.2.0     Models of Reading:Two kinds (models) of processing are distinguishable in reading. These are the bottom-up processes and the Top-down processes. The former involves those that take in st imuli from the outside world in the form of letters and words for reading. Adherents of this theory (bottom up processing) focus on how readers extract information from the printed page. Whereas the latter, the uptake of information is guided by an individual’s prior knowledge and expectations. Proponents of this theory posits that readers form hypothesis about which words they would encounter and take in only enough visual information to test their hypothesis.   Acceptance or rejection of a given text is based primarily on what their formed hypothesis is all about. If the formed hypothesis is consistent with what has been read the material is readily accepted. On the other hand, if the read material is not in congruent, the material may be rejected. In practice, she added that, both processes (bottom-up and top-down) are tapped into to facilitate accurate and rapid processing of information.3.0     Reading in second language (L2):Studies undertaken by Schoonen, Hulstij n and Bosser (1998) on Dutch learners of the English language revealed that as proficiency grew, meta-cognitive knowledge contributed to a greater extent to reading comprehension skill acquisition. They further added that knowledge of textual characteristics and reading strategies played greater role in supporting the comprehension gained from reading. Sheory Mokhtari (2001) called their tool the â€Å"Survey of Reading Strategies† (SORS). In one of their studies, they assessed the differences in reading strategies between native speakers (US) and non-native speakers of English. The study revealed that ESL students reported a higher usage of strategies to get by than their US counterparts. Also, the ESL students reported using a greater number of supportive reading strategies. As an entire group, however, the study showed no significant gender differences. On the other hand, the female ESL students admitted using the strategy of underlining information in the text more their male colleagues (ESL students). Interestingly, students who gave themselves higher scores for reading ability also reported using a higher frequency of reading strategies than those readers who gave themselves a lower rating.Catherine Walter (2003) has pointed out that less skilled L2 readers do not necessarily have fewer strategies than skilled readers, but that they are less able to choose the most appropriate strategy for the problem at hand. On the basis of this knowledge, this author counselled teachers to help learners become aware of the strategies they use sometimes unknowingly when reading as well as other strategies available to them and how these strategies can be used selectively. From this account, we can learn that the problem with L2 readers are not so much about the lack of knowledge of reading strategies   but more importantly the ability to apply the most appropriate reading strategy for a given problem.   According to Catherine Walter (2003) several studies in volving L2 students have confirmed that those of them who engaged in extensive reading over a period of time showed significantly more improvement in L2 writing skills than the control groups, who did not practice extensive reading of any kind. She attributed this effect to the unconscious acquisition of the rhetorical conventions of L2 written genres.4.0     Reading Strategy   versus   Skill:Reading strategy is the plan the reader adopts to accomplish a given reading goal. Reading skills, on the other hand, is the reading ability acquired that enables the reader achieves a given reading goal. There are four strategies of reading a material effectively. First, they change their reading speed depending on the difficulty of the material. Secondly, they show a greater tendency to re-read the material, especially when the reading material is considered â€Å"hard†. Thirdly, good readers set for themselves a definite purpose for reading a given material. Fourthly, they ask themselves questions as they read the material. These strategies enable them to look for definite answers from the given text. Furthermore, it also increases their concentration and ability to draw meaning from the material read. They endeavour to visualize what the author is seeking to convey to them from the reading material.What separates good or successful readers from the poor ones often lies in the ability of the former to solve problems that relate to (a) difficult words (b) distractions (c) disagreements with the author (d) nervousness (e) lack of prior knowledge of the subject matter being read and (f) lack of definite purpose.With regards to difficult words, good readers try to re-read the previous sentence before them or try to substitute them to gain comprehension. Another means they employ to overcome difficult vocabulary is to write it down and find its meaning, as writing itself is a good way for recalling information read.The internet has become part and parcel of t he daily lives of many persons including L2 readers. Recognizing the increasing importance this information and communication medium plays in the lives of L2 readers, Anderson (2003) carried out a study to find out (a) The online reading strategies employed by second language readers. (b) Whether online reading strategies of English as a second language readers (ESL) differ from English as a foreign language reader (EFL). He found the under listed as the top twelve reading strategies most widely used. Of these strategies, eight (67 percent) were problem-solving ones, whilst the other four (33 percent) were global reading strategies.(a)   I try to get back on track when I lose concentration (problem-solving strategy).(b) When on-line text becomes difficult, I pay closer attention to what I am reading (problem-solving strategy).(c) I read slowly and carefully to make sure I understand what I am reading online (problem-solving strategy)(d) When I read online, I guess the meaning of u nknown words or phrases (problem-solving strategy)(e) I try to guess what the content of the online text is about when I read (Global strategy(f) I think about what I know to help me understand what I read online (Global strategy(g) I can distinguish between fact and opinion in online texts (Problem-solving strategy(h) I try to picture or visualize information to help me remember what I read online (Problem-solving strategy)(I) When reading online, I decide what to read closely and what to ignore (Global strategy)(j) I adjust my reading online (Problem-solving strategy)(k) I scan the online text to get a basic idea of whether it will serve my purposes before choosing to read it (Global strategy).This research worker also found that the only significant difference between EFL and ESL readers were in the use of problem-solving strategies. The former group reported a higher use of problem-solving strategies than their counterparts. The predominant reason assigned to these findings was that the differences between ERL and ESL learning environments were diminishing with the advent of the internet, the increased use of Radio, television and other information and communication technologies.5.0 Classification of learning strategies:Cohen (1996) has drawn attention to the fact that the differences in criteria of classification often cause inconsistencies and mismatches across existing taxonomies and other categorizations. According to Cohen (1996) some strategies are behavioural and can be directly observed, whereas others are mental and behavioural but which are not observable. There are other learning strategies that are purely mental. He also added that another approach by which learning strategies can be classified is to label them as belonging to ‘successful’ or ‘unsuccessful’ learners. Strategies are also distinguishable from one another according to whether they are cognitive, meta-cognitive, affective or social.6.0 Strategic Reading:St rategic reading simply means purposeful reading. This is the reading in which the reader adjusts his reading to a specific purpose he has in mind. He uses a variety of strategies and skills to pawn out meaning from what he is being read. According to Eduplace (2007) a strategy is a plan selected deliberately by the reader to accomplish a specific goal or complete a given task. When narrowed to the subject of reading, it means having a deliberate plan to accomplish a specific reading goal. When a reader or student is capable in selecting the use of strategy unconsciously, he achieves expertise in using that strategy (Eduplace, 2007). Apart from strategies, Eduplace (2007) affirms that expert readers use a number of comprehension and study skills to grasp meaning from the material being read. Research has shown that readers develop reading skills and strategies 7.0 Teaching reading Strategy:Reading strategies can be taught and learnt. When reading strategies are well grasped by the st udent or reader, they are able to draw meaning from what they read quickly. Reading in this wise become profitable. What sets good readers apart from poor ones are the strategies they adopt before, during and after reading. Whereas poor readers start reading without giving forethought to the reading process and topic, good readers make a deliberate effort to build their own prior knowledge about the topic. Zimmermann and Hutchins (2003) have identified seven strategies used by good readers to unlock meaning from a given text. These are: (a) They create mental images and also become emotionally involved with what they read (b) They use their relevant prior knowledge before, during and after reading to enhance their understanding of what they have read (c) They ask relevant questions to clarify meaning and also pay particular attention to what is important (d)They identify key ideas or themes as they read (f) They also synthesis information (g) They use fix-up strategies such as re-re ading, skipping ahead, asking questions, using a dictionary. These authors further pointed out that good readers use the same strategies whether they reading ‘soft’ material such as a magazine or a ‘hard’ text such as textbook. The goal of all reading instruction therefore is to help the student overcome reading difficulties and ultimately become expert readers. By becoming expert readers, it enables the student achieve independence and use the literacy for life-long learning. Taberski (2000) has described the strategies for teaching reading in primary schools. He presented a material organized around a series of interconnected interactions with the learner as assessment, demonstration, practice and response. He outlined the role of the teacher in this approach, how to set up the classroom environment, how to assess reading and also showed how effective strategies and skills could be demonstrated.8.0   Difficulties in   teaching reading strategies:Many researchers and authors have acknowledged the difficulties in teaching reading strategies (Anderson, 1999; Beers, 2003). Bereiter and Bird (1985) reported that analysis of protocols from adults thinking aloud while reading identified four potentially teachable strategies. This study involved eighty students in grades seven and eight. They found that neither strategy modelling and practice alone, nor question and answer comprehension activities were effective. They confirmed that even in the successful group, instruction was effective with only three of the strategies. Recounting her own trials and tribulations when helping seventh grade students to learn to read, Beers (2003) considered the difficulties involved in teaching reading strategies to students or pupils. She pointed out that even with high-quality reading instruction in the early grades, it is necessary for middle and high school teachers to help students refine, practice and in some cases, develop the skills of readers.A ccording to Anderson (1999) developing a personal philosophy of teaching can be difficult to many a teacher, if not totally elusive. He offered help with a philosophy built around the word ACTIVE, which serves as the organizing mnemonic. ACTIVE consists of the first letters of six of the eight elements of this approach as: A – Activate prior knowledge C – Cultivate vocabulary T – Teach for comprehension I – Increase reading rate V – Verify reading strategies E – Evaluate progress.The last two elements are: Consider the role of motivation and select the appropriate materials. Clearly, teachers that adopt this procedure can overcome some of the difficulties encountered in teaching reading strategies.Difficulties in teaching reading strategies can be traced to two sources, namely from the teachers’ end in impacting the knowledge in a manner that is easily understandable to the student and also from the student’s end in grasping th e knowledge being impacted. Clay (1985) has outlined ways and means by which reading difficulties of such students or pupils can be detected early and helped. She counselled that through systematic observation of reading behaviours and reading recovery procedures, such children could be helped with their reading problems. Hatcher, Hulme and Ellis (1994) reported of a study involving children experiencing difficulties in the early stages. They divided these seven year old poor readers into four groups and assigned them to one of three experimental teaching conditions such as (a) Reading with phonology (b) Reading alone (c) Phonology alone and (d) A control. They found that although the phonology alone group showed most improvement on phonological tasks, the reading with phonology group made most progress in reading. They concluded from the findings that interventions to boost phonological skills should be integrated with the teaching of reading if they are to be maximally effective i n improving literacy skills.

Taller Than He

Taller Than He Taller Than He Taller Than He By Maeve Maddox A reader questions the use of than him in the following statement: From 1970 on, his secretary Marie-Josà © Gros-Dubois, twenty years younger than him, was faithfully near his side. Asks the reader, Is this correct?or should it say â€Å"twenty years younger than he†? Whether than him is correct or not depends upon whether than is seen as a preposition or a conjunction. Since I cannot think of than as anything but a conjunction, the use of than him in this sentence strikes me as non-standard. The OED has listings for than as a demonstrative pronoun and as a conjunction, but not as a preposition. However, it does include a note about the use of than as a preposition and states that this use is now considered incorrect. Merriam-Webster, however, defends the use of than as a preposition. [than as a preposition is] used by speakers on all educational levels and by many reputable writers with the objective case form of the following pronoun when the first term in the comparison is the subject of a verb or the predicative complement after a copulative verb though disapproved by some grammarians except in the phrase than whom Bottom line: If youre writing for a British audience, dont ever write than him. If youre writing for an American audience, think twice about it. Written English is more conservative than spoken English. Speakers who think nothing of saying Shes taller than me in conversation may still cringe to see it in print. 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 Grammar category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the Future40 Fish IdiomsIf I Was vs. If I Were

Construction Industry in Sultanate of Oman Essay - 2

Construction Industry in Sultanate of Oman - Essay Example Legitimate sovereign government has the right to protect its citizens from internal and external aggression to ensure there is peace and order in the society. Therefore any rise of terror activities that work to instill fear and disrupt the peaceful environment should be dealt with swiftly (Duyvesteyn, 2004). The government therefore should not be limited to using non-violent means to protect its citizens. Rapoport (2004) notes that terror activities started towards the end of the nineteenth century as people tried to fill the void left by lack of social and political order. Currently, some of the government agencies that were set up to restore order in the society have failed to live up to the expectation resulting to unequal distribution of resources in the society (Murchadha, 2006). Therefore, to rise against such dictatorial regimes or challenge the status quo, violence against the government is reasonable and justified. To reduce the need for the people to engage in violent, legal procedures have been put in place for justice to prevail in the society. However, corrupt government officials at time create laws for their own selfish gains making the public to lose faith on the judicial system. Therefore, the presence of ineffective justice system justifies the use of violence to get a share of the scarce natural resources and bring an end to oppression (Murchadha, 2006). In addition, it is justifiable in self defense or to avert a life threatening situation which may not be urgently addressed through legal means. A thin line exists regarding as to when the use of violence is justifiable and when it is not. Under the pacifist perspective, it can be argued that the use of violence reduces the level of humanity and should never be justified. However, this view is insensitive to the people who may lose their lives at the hands of terror groups or dictatorial regimes. Thus to protect innocent lives by use of

California Dream Essay Example | Topics and Well Written Essays - 1250 words

California Dream - Essay Example The history of the notion traces its roots in late 19th century, when California was considered to be the golden state of America, as it literally had huge golden resources, which led to the California Gold Rash of 1848-1855 (Brands 103).Hence, bunches of immigrants flew to California, hoping to gain easy wealth and live happily ever after. Since then the name of California became closely related to the image of smooth happy life with wealth and prosperity. California Dream initially meant the life that Americans strived to achieve, because they believed that moving to California would mean constant luck and prosperity. One of the important reasons why California was considered to be a heaven on earth is because California is a state rich for resources, pleasant climate, and multiple job opportunities. In some time the original term was slightly changed and transformed in people’s minds. As far as California was rapidly growing, multiple industries have appeared in the state. They include film production of Hollywood, the Silicon Valley with its enormous technological development, California wine industry etc. The brand new industries created new job places and vast career opportunities. The image of California that used to be engaged with golden resources turned into the image of California as a state of the most ambitious and wealthy industries possible. Hence, California has preserved its image of America’s golden state, as it is still a pleasant region for many people who believe that living in California makes people more successful and happier. Although people are not coming to California looking for placer gold mines, working in such industries as filmmaking and Silicon Valley’s progressive technological area for most people means a constant resource of pleasure, glory, and money. This is the reason why the concept of California dream has become so popular in American mass culture, as