Cognitive Behavioral Therapy And Relapse Prevention Essay

Cognitive Behaviour Therapy The cognitive behavioural therapy and relapse prevention aim at improving social skills and self-control and are repeatedly found effective in reducing drinking, therefore making them ideal for treatment of alcohol abuse (79, 1090, 1092–1094). Cognitive behavioural therapy treatment, comprising of behavioural self-control training (including self-monitoring, goal setting, goal achievement rewards, analysis of drinking triggers and learning to cope with those triggers) and stress management interventions have produced better results than that of control treatments in fifty percent of studies (79, 1090, 1095–1097). Follow up studies also show better outcomes for the individuals who display improved self-efficacy at the conclusion of treatment (184, 1098–1100) as well as for those who used mastery or problem solving as a coping mechanism instead of avoiding triggering situations (43, 265, 959, 1101). However, cognitive therapy interventions which do not include a behavioural component and only tend to modify maladaptive thoughts are found to be less effective (1102). Furthermore, CBT techniques are equally effective in group settings, although, results may also depend on client characteristics (1102-1104). Behavioural therapy Behavioural Therapy, that involves positive reinforcement for specific behaviours, has been documented to be effective with alcohol abusers (191,956,1090) and is therefore recommended approach for alcohol addiction.Show MoreRelatedEffectiveness of Relapse Prevention Therapy1009 Words   |  4 PagesEffectiveness of Relapse Prevention Therapy Effectiveness of Relapse Prevention Therapy Relapse prevention therapy involves employing cognitive behavioral techniques to reduce the recurrence of relapse. One approach to relapse prevention is mindfulness-based cognitive therapy (MBCT), which was designed to reduce rates of relapse based on systematic training in mindfulness meditation combined with cognitive behavioral therapy methods. MBCT is an 8-week group therapy intervention that consists ofRead MoreCognitive Behavioral Therapy For Substance Abuse1574 Words   |  7 PagesHealth Services Administration [SAMHSA], 2013). Cognitive-behavioral therapies are among the most thoroughly studied psychotherapeutic approaches for individuals with substance abuse disorders that date back to the work of Ivan Pavlov on classic conditioning. There have been multiple studies that show cognitive-behavioral model of addiction can be effective as a stand-alone treatment or combined other treatment strategies. Cognitive-behavioral therapy for substance abuse incorporates a variety of individualRead MoreThe Cognitive Therapy And Narrative Therapy Model1640 Words   |  7 Pagescounselling would understand and approach treating Jim. Both the Cognitive Behavioral therapy and Narrative Therapy model are used to help persons with a wide variety of problems (addictions being one) learn how to view their world a bit differently. Cognitive therapy helps people to look at and to change disruptive beliefs which have a detrimental impact on our behaviors, emotions and overall quality of life. Narrative therapy helps people to put more attention on the positive storylines thatRead MoreDepression : The Fastest Growing Psychological Disorder1293 Words   |  6 Pagesthat it is prevalent more in women compared to men. The purpose of my research proposal is it successfully try to instill the idea in people that therapy such as Cognitive Behavior therapy has proven to be successful in treating depression. Also, try to discourage people from taking prescription medication for depression. .Cognitive Behavior therapy has proven effective in dealing with depression. It is defined as a unique category of psychological interventions based on scientific models of behaviorRead MoreThe War on Drugs Essay1124 Words   |  5 Pagesconsider instating and improving the social learning model. The social learning model uses group therapy and peer guidance to encourage sobriety. (Van Voorhis, P., Braswell, M. Lester, D. 2009) This model believes in abstaining from alcohol and drugs, and that every day is a struggle, and with the help of peers sobriety can be obtained. Alcoholics Anonymous and other similar groups use group therapy and sponsors to help addicts with the difficult task of staying clean. (Van Voorhis, P., BraswellRead MoreComparison of Drug Courts or Cognitive Behavior Therapy to Battle Cocaine Addiction1496 Words   |  6 Pagessevere health problems. I am conducting this research paper to compare and contrast the differences between the effectiveness of drug co urts and cognitive behavioral therapy for cocaine addicts. We know that all people respond differently to therapy than others do, but it is good to be able to find the effectiveness and success rate of cognitive-behavioral therapy, and drug courts overall. But before we jump into the effectiveness of CBT, we need to know what the goal of CBT is and what the process isRead MoreRelapse in Substance Abuse Treatment Essay1165 Words   |  5 PagesRelapse Prevention in Substance Abuse Treatment In relation to drug abuse, relapse is resuming the use of a chemical substance or drug after a period of abstinence. The term can be said to be a landmark feature of a combination of substance abuse and substance independence. The propensity for dependency, repeated use, and tendencies that take the form of the substance being used, are some of the issues that drug users’ experience. Substances that enhance most severe tendencies in users and pose highRead MoreMedical Health Promotion And Disease Prevention Plan1467 Words   |  6 PagesNUR 609 : Application of Theory Guidelines Yi Duan Low SUNY Upstate Medical University NURS 609 Family Psychiatric and Mental health Theory Professor: Prof. Patricia Powers Introduction The nationwide health promotion and disease prevention plan, Healthy People 2020, recognizes that mental health promotion and mental health reduction as one of the most significant health objectives. Statistic indicated that mental health disorders are the leading cause of disability in United States and CanadaRead MoreResearch1407 Words   |  6 Pageseducation, helped in the development of victim understanding or empathy, and taught them about impulse control, interpersonal skills, and prevention mechanisms. In support of this, Jones and Chaplin (2017) argue that psychological interventions in treating sex offenders and follow-up help improve their understanding, sexually related information, and attitude. Behavioral, as well as psychotherapeutic and psychoeducational treatments, are effective for offenders with intellectual disabilities. They helpRead MoreThe Quality Of The Two Programs For An Evaluation938 Words   |  4 Pagesbackground was researched in this assignment are C hildren’s Anxiety Treatment with cognitive-behavioral therapy (individual and family modality), and Adult Opiate Abuse Treatment with buprenorphine and naltrexone. These studies have shown the effects of different treatments which involves buprenorphine and naltrexone formulations for relapse prevention and detoxified opioid addicts. Research on cognitive behavioural therapy for children and adolescents with anxiety is suggested to be based on sound theoretical

The Evil of Nature in Blakes The Tyger Essay - 494 Words

The Evil of Nature in Blakes The Tyger In the poem The Tyger Blake comments on nature and in particularly its creator. He comments on the darker side of nature, and the animal kingdom, through the tiger. Blake describes the tiger as a creature of nature that he fears. He describes the fire in thine eyes, its deadly terror clasp and also its dread hand and dread feet. He uses an extended metaphor of fire to describe the vivid colour of its coat but also because fire has many connotations with evil. Blake mentions, when the stars threw down there spears, and waterd heaven with their tears and this to comments on the horrors of nature. The stars, which Blake refers to, are like†¦show more content†¦This therefore gives the tiger a sense of mystery in Blakes eyes and maybe through his and his audiences lack of experience of this animal he is commenting on the mysterious side of nature. This unknown side of nature is also hinted at in the first stanza in the forests of the night. This choice of language creates an image of an unknown, mysterious and hostile land. The unconventional way Blake spells tiger (Tyger) also adds to the feeling that this is an exotic, mysterious crea ture that is to be feared. Although Blake sees the tiger as mysterious and evil creature this is not what I think the central message of this poem is. There are many questions in the poem that are rhetorical and do not have answers, many about god or the creator and how they could create something as awful as the tiger, what immortal hand or eye could frame thy fearful symmetry. Blake is not commenting on the evils of nature but rather he is commenting on what god could have created something that causes pain and suffering. Blake comments on this through an extended metaphor for God, or the creator, as a blacksmith working in a forge or furnace. This is an interesting metaphor because it has several connotations. This most obvious is thatShow MoreRelatedWilliam Blake s The Tyger1132 Words   |  5 PagesWilliam Blake’s â€Å"The Tyger† and Tragedies William Blake wrote a set of poems in his collection Songs of Innocence and Songs of Experience. Some of the poems in each collection were meant to be read together to show the difference between innocence and experience. Many people question why Blake wrote a two part series to his poems and what they could actually mean. Two specific poems, â€Å"The Lamb† and â€Å"The Tyger,† were meant to be read together. â€Å"The Lamb† is a part of Blake’s Songs of Innocence andRead MoreWilliam Blake s The Tyger And Walt Whitman s Poetry841 Words   |  4 Pageshuman nature are William Blake’s â€Å"The Tyger† and Walt Whitman’s â€Å"Song of Myself.† Blake’s poem is based off the Romantics and Walt Whitman is an American Naturalist that is based off free verse a form that he created. William Blake’s poetry is considered through the Romantics era and they access through the sublime. The Romantics poetry through the sublime is beyond comprehension and spiritual fullness. A major common theme is a nature (agnostic religion). In William Blake’s poem â€Å"The Tyger† he describesRead More Comparison of the Poems The Tyger and The Lamb Essay1217 Words   |  5 PagesComparison of the Poems The Tyger and The Lamb In William Blake’s Songs of Innocence and Experience we are confronted with a powerful juxtaposition of nature. The innocuous ‘lamb’ and the ferocious ‘Tyger’ are designed to be interpreted in comparison with each other. Both creatures innovatively define childhood, they provide a contrast between youthful innocence and the experience of age contaminating it. ‘The Lamb’ is simplistic in vocabulary and style, Blake uses childish repetitionsRead More The Underlying Message of The Tyger by William Blake Essay1461 Words   |  6 PagesThe Underlying Message of The Tyger by William Blake Blake’s legendary poem â€Å"The Tyger† is deceivingly straightforward. Though Blake uses â€Å"vividly simple language† (Hirsch, 244), the poem requires a deeper understanding from the reader. There are many misconceptions concerning the symbols in â€Å"The Tyger† (specifically the tiger itself). This often leads to confusion concerning the underlying message of the poem. Compared to Blake’s â€Å"meek† and â€Å"mild† lamb, the tiger is hard to accept. It is a symbolRead MoreEssay on The Tyger698 Words   |  3 Pages â€Å"The Tyger† Ana Melching Does god create both gentle and fearful creatures? If he does what right does he have? Both of these rhetorical questions are asked by William Blake in his poem â€Å"The Tyger.† The poem takes the reader on a journey of faith, questioning god and his nature. The poem completes a cycle of questioning the creator of the tyger, discussing how it could have been created, and then returns to questioning the creator again. Both questions about the tyger’sRead MoreThe Tyger By William Blake1168 Words   |  5 PagesThe coexistence of good and evil has caused many people throughout time to question their God and the way the world is. William Blake’s compilation of poems called the Songs of Innocence and Experience questions the good and evil in the daily lives of human beings. This collection of poems includes The Tyger, a partnered poem in the series with The Lamb. Blake offers a new way of interpreting God through His creations in The Tyger. Blake demonstrates the fierceness of the tyger’s creator throughoutRead MoreSongs of Innocence and of Experience by William Blake925 Words   |  4 Pagesparadoxes that he has observed. In his poem â€Å"The Tyger†, Blake’s artful questioning of the paradoxes in creation is exemplified. Blake poses questions that he does not answer, however his purpose is almost certainly to come to terms with creation’s idiosyncrasies, a nd to come to a better understanding of existence. Although it is impossible for the selected stanzas to convey the entire meaning of the poem when isolated, they are emblematic of Blake’s use of literary devices. The poem makes strong useRead MoreContemplating Gods Creation in William Blakes The Lamb and The Tyger1205 Words   |  5 PagesBlake decided to write about mystical beings and Gods. Two examples of the poet expressing his point of view are seen in â€Å"The Tyger† and â€Å"The Lamb.† Both poems demonstrate how the world is and to sharpen one’s perception. People perceive the world in their own outlook, often times judging things before they even know the deeper meaning of its inner personification. Blake’s wondrous questions actually make an acceptable point because he questions whether God created the tiger with the same intentionsRead MoreThe Lamb and the Tyger Essay1437 Words   |  6 PagesThe Tyger and The Lamb by William Blake, written in 1794 included both of these poems in his collection Songs of Innocence and Song of Experience, takes readers on a journey of faith. Through a cycle of unanswered questions, William Blake motivates the readers to question God. These two poems are meant to be interpreted in a comparison and contrast. They share two different perspectives, those being innocence and experience. To Blake, innocence is not better than experience. Both states haveRead MoreEssay Imagery And Symbolism in William Blake’s The Tyger693 Words   |  3 PagesImagery And Symbolism in William Blake’s The Tyger â€Å"Can you give to the horse mightyness? Can you clothe its neck with a rustling mane? Can you cause it to leap like a locust?†(Job 39:19-20) William Blake’s The Tyger is reminiscent of when God questioned Job rhetorically about his creations, many of them being fearsome beasts such as the leviathan or the behemoth. Much like this speech from the old testament, The Tyger also uses a significant amount of imagery and symbolism which contributes

Human Emotions Science and Business Media

Question: Discuss about the Human Emotions for Science and Business Media. Answer: Introduction: I have learned to be thankful in my life and appreciative of all things that I have gained. Being grateful allows to me be happy and optimistic towards life. I have learned to be helpful and from the kind act of the villagers who saved my life during the flood. It motivated me to contribute to the community, neighborhood and the world. This attitude of gratitude has uplifted my emotional and social well-being. I am thankful for having great family, good health, friends, and opportunity to interact and work with dynamic people in the society. My friends enjoy working with me and involve me for sharing their problems and decision-making. It is because of my teachers that I have learned the value of teamwork. Preparing assignments and participating in competitions at school level have taught me to express my opinions freely, the value of unity, quick decision-making, and the ability to be self-conscience about my work. I can well balance the agreements and disagreements when dealing wit h different types of people. My collaborative skills assist me in integrating into the society effectively. I had a superior work experience through the teamwork, and I have learned to take responsibility for my actions. I have reaped the benefits of teamwork which gives me a greater sense of accomplishment. There are other perks of teamwork which is laughter and fun. These reduce stress and increases effectiveness at a workplace. According to Fransen et al., (2011) professional must be effective in working as a team to achieve their corporate goals. Working in teams enhances the problem solving skills (Morphet et al., 2014). I am grateful to be able to learn collaborative skills as it has opened my eyes to ideas which I might not have considered otherwise. It allows me to relate with other people and work on my strength and weakness. These skills make me eligible to be placed in human resources. These values have helped to build and sustain better relations in the society. These va lues have enhanced my communication skills which have made my social life better. Being good with people helps me to avoid people with negative thoughts. I have acquired greater efficiency in handling social situations may it be a work related meetings or attending a party, it is the lot easier to interact with people. With effective communication skills, I can politely convey my thoughts and ideas. This has increased my self-confidence and self-esteem. To improve my career prospects, I am planning to improve my tactical skills, emotional intelligence, conflict resolution, and ability to influence people at work. Izard, (2013) demonstrated that at a very tender age, various behavior patterns are integrated into our brains. The information stored in our brain may or may not be healthy for our life. Depending on the messages we allow it may work in our favor or against us in the long run. It is in our control to cultivate optimistic or pessimistic attitude. My parents have always tried to instill positivity. I had bad eating behaviors while I was a child and I have always been attracted to fast food. It was due to my grandmothers efforts that I was able to grow healthy eating habits. I was poor at handling criticism and interacting with people, but after transfer to my new school life, I have learned to develop these skills watching friends and peers. When I have scored poor marks in my sixth grade, I entered into the mode of low-esteem, stress, and depression. I found it difficult in making friends which made my attitude negative. According to Tremblay et al., (2010) developing habitual bad at titudes are attributed to past experiences and events. My grandmother was responsible for my spiritual empowerment through which I could find powerful and positive motivation in my faith. My grandmother used to take me to the childrens park in my locality where I have got ample time to make new friends, have fun, exercise and play various games. I used to entertain my friends by speaking in different languages that I have learned. I was happy that my mom had encouraged me to take Chinese. I was happy at been able to fulfill my late father's wish. Thus, physical activity helped me to have more positive and motivated frame of mind. It reduced stress, anger, fear and resentment. This helped met to quit my lethargic attitude that was unhealthy for my health. I have learned from my uncle, John who have expired due to coronary heart diseases that stress is the most dangerous thing for health. He had a very busy schedule and stressful life. He was habituated to the sedentary lifestyle and ate the poor diet that was rich in fat and low fiber content. These habits are highly detrimental to health according to Lee et al., (2012). I have learned a lesson from his sufferings, and now I am committed to maintaining healthy lifestyle. I indulge myself in physical activity, intake well- balanced diet (fruits, vegetables, vitamins) and adher e to my spiritual practices. According to Tremblay et al., (2010), these health practices significantly reduce the chance of heart diseases, obesity, diabetes, and mental illness. The positivity and the enthusiasm that I hold today are the outcomes of various experiences in my life. Thus, my parents and school have played a great role in shaping my health-related behavior. While dealing with my patients, I have learned various incidents that have affected their health. I had a patient called Smith who was a 54-year-old and has been diagnosed with diabetes two years ago. His physical exam was normal one month ago with a BMI of 28. His random blood glucose level is 58 mg/dL. The reason for the severity of his diseases was the lack of personal feeling to take necessary action. He is also under medication for cardiovascular disease and hypertension. He complains of feeling weak and recently he has been waking up at night to urinate. His eye and foot examination have shown normal results. He was unaware of the disease complications and other perceived barriers to action include low-income and his living in rural areas. It was difficult for him to cope up with the expensive medical treatment. His family had prior experience of the disease. After interacting with the patient and from his medical history it was found that he had not followed a strict meal plan . He had a history of hypertension for eight years. His family history was significant for diabetes and hypertension as his father and grandfather had the same health issue. His lifestyle as a child was sedentary in nature, and his diet mainly consisted of high fat and meat. The person, however, did not indulge himself in smoking or binge drinking. He does not have a very high social life. Thus, it is evident from the above case that personal behaviors play a great role in shaping individuals health. There are various modifying factors of the health of health such as demographics (age, gender, etc.), sociopsychological variables (social class, peers, and personality) and structural variables that are the knowledge of the disease, prior experience of it (Piccolo et al., 2016). However, Mr. Smith's family had taken no precautions to prevent ill health despite the prior encounter with a disease. Only if he strictly adheres to proper diet, physical activity, regular health checkup and m edication he will be able to cope up with his disease. Therefore, he needs health education, to learn self-monitoring of glucose and insulin therapy to eliminate or minimize other perceived threats such as retinopathy, kidney failure, heart stroke and others. References Fransen, J., Kirschner, P. A., Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness.Computers in Human Behavior,27(3), 1103-1113. Izard, C. E. (2013).Human emotions. Springer Science Business Media. Lee, I. M., Shiroma, E. J., Lobelo, F., Puska, P., Blair, S. N., Katzmarzyk, P. T., Lancet Physical Activity Series Working Group. (2012). Effect of physical inactivity on major non-communicable diseases worldwide: an analysis of burden of disease and life expectancy.The lancet,380(9838), 219-229. Morphet, J., Hood, K., Cant, R., Baulch, J., Gilbee, A., Sandry, K. (2014). Teaching teamwork: an evaluation of an interprofessional training ward placement for health care students.Advances in medical education and practice,5, 197. Piccolo, R. S., Subramanian, S. V., Pearce, N., Florez, J. C., McKinlay, J. B. (2016). Relative contributions of socioeconomic, local environmental, psychosocial, lifestyle/behavioral, biophysiological, and ancestral factors to racial/ethnic disparities in type 2 diabetes.Diabetes Care,39(7), 1208-1217. Tremblay, M. S., Colley, R. C., Saunders, T. J., Healy, G. N., Owen, N. (2010). Physiological and health implications of a sedentary lifestyle.Applied Physiology, Nutrition, and Metabolism,35(6), 725-740.

The Balkan Troubles Essays - Balkan Wars, Ottoman Empire

The Balkan Troubles I. Introduction Print section Balkan Wars, two consecutive wars fought from 1912 to 1913 among the countries of the Balkan Peninsula for possession of European territories held by the Ottoman Empire. The Balkan Wars severely damaged European alliances and helped kindle the volatile conditions that led to the outbreak of World War I (1914-1918). II. Background Print section At the close of the Russo-Turkish War of 1877-1878, the Treaty of Berlin, signed on July 13, 1878, provided for an autonomous principality of Bulgaria. The remaining Bulgarian province, called Eastern Rumelia, was placed under the control of the Ottoman Turks. In 1885 a revolution broke out in Eastern Rumelia, and the province was joined to Bulgaria proper. That voluntary annexation led to trouble with Russia. The tsar withdrew all Russian officers then serving in the Bulgarian army, and King Milan of Serbia thought it a good time to realize his territorial aspirations. On November 14, 1885, Serbia declared war on Bulgaria. In a campaign that lasted less than five months, Serbia was defeated but was saved from absolute destruction by the intervention of Austria. A series of conspiracies followed. The Bulgarian ruler, Prince Alexander I of Battenberg, was abducted by Russian and Bulgarian conspirators but was recaptured in a few days. He was forced to abdicate and left the country in September 1886. Prince Ferdinand I of the house of Saxe-Coburg-Gotha succeeded Alexander as ruler a year later. Austria played a conspicuous role in these Balkan disturbances. The Austrian foreign ministers tried to establish internal discord between the Slav countries (Bulgaria and Serbia) and the non-Slav ones (Greece and Romania). War almost broke out again in 1908 when Austria annexed Bosnia and Herzegovina, a step bitterly resented by Serbia. III. First Balkan War Print section The Balkan states saw in the Turkish revolution of 1908-1909 and the Italo-Turkish War of 1911-1912 an opportunity to retaliate against the Turks, their former oppressors. In March 1912, Serbia arranged a treaty of alliance with Bulgaria. Greece concluded a military convention with Bulgaria the following May. Tension increased steadily in the Balkan Peninsula during the summer of 1912, especially after August 14, when Bulgaria dispatched a note to the Turks demanding that Macedonia, then a Turkish province, be granted autonomy. The Balkan states began to mobilize on September 30, and eight days later Montenegro declared war on the Ottoman Empire. On October 18 the Balkan allies entered the war on the side of Montenegro, precipitating the First Balkan War. The Balkan Alliance won a series of decisive victories over the Turks during the next two months, forcing them to relinquish Albania, Macedonia, and practically all their other holdings in southeast Europe. Late in November the Turk s sued for an armistice. An armistice agreement was signed on December 3 by all the Balkan allies except Greece, which continued military operations against the Turks. Later in the month, representatives of the belligerents and the major European powers met in London to decide the Balkan question. The Turks rejected the peace conditions demanded by the Balkan states, and the conference ended in failure on January 6, 1913. On January 23, a successful coup d'?tat brought an extreme nationalist grouping to power in the Ottoman Empire, and within a week fighting resumed. In the subsequent fighting Greece captured Io?nnina, Albania, and Adrianople (now Edirne, Turkey) fell to Bulgaria. The Turks obtained an armistice with Bulgaria, Greece, and Serbia on April 19, 1913. Montenegro accepted the armistice a few days later. Another peace conference, with the major European powers again acting as mediators, met at London on May 20. By the terms of the Treaty of London, concluded on May 30, the Turks ceded the island of Crete (Kr?ti) to Greece and relinquished all territories in Europe west of a line between the Black Sea port of Midye and Enez, a town on the coast of the Aegean Sea. Boundary questions and the status of Albania and the Aegean Islands were referred to an international commission. IV. Second Balkan War Print section The Treaty of London created friction among the Balkan allies, especially between Serbia and Bulgaria. Among the causes of the friction was the Bulgarian refusal to recognize the Serbian claim to certain Bulgarian-held portions of Macedonia. In addition, Serbia was resentful

Prime Minister and the President essays

Prime Minister and the President essays There are two offices separated by 3674 miles, which have served as vital roles on the world stage over the past three centuries. One office represents a culture that drinks tea at four oclock and fishnchips, while the other represents a culture that watches 300-pound men push each other around every Sunday and cheeseburgers. One office has been around for 281 years and the other for 226 years. Both of these offices are given an immense amount of respect throughout the world. Nevertheless, these offices cannot run their own government; they have to work with the House of Commons and the Congress. These two offices are the Prime Minister of Great Britain and the President of the United States of America. The Prime Ministry started in 1721, when Sir Robert Walpole worked at 10 Downing Street- Great Britains equivalent to the White House. Eventually he was dubbed with the title of Prime Minister, and Great Britain had a head to its government. Ever since Walpoles stay in office, there has been a Prime Minister working out of 10 Downing Street. Many of the Prime Ministers have noble decent, serving as Earls, Dukes, or Lords. Currently, the Prime Minister of Great Britain is Tony Blair. He has continued Thatchers policies of privatization, but he took it to an extreme level. With his commitment to public ownership, his party received a new name, New Labour. He was originally elected in 1997, and re-elected in 2001 in a landslide. Although, many of the people in Great Britain are beginning to lose faith in Blair, there has yet to be a no confidence vote. One of the most interesting interactions within the British Government is Question Time. This is a practice of questioning Prime Ministers in Parliament extending back to the late seventeenth or early eighteenth century. Today, it is an important way for Parliament Members to hold the Prime Minister accountable for their legislation and their party...

Free Essays on Much Ado About Nothing

meant in Elizabethan time. His use of puns in Much Ado About Nothing is worth â€Å"noting†. Basically everything that happened in the play was set up by the characters and nothing withheld any credibility. I believe that is what gives the play its humor. The plot is driven forward by disguises, false reports, and misinterpretations. First of all we will consider how naive the characters in this play are. If they just hear one little thing involving them or someone they know, they automatically take it as being true. Let’s contrast those actions with the characters in today’s world. If I overheard something that was being said about me, I would definitely have to make sure there was some validity to what was being said, before I took action. Don Pedro and Claudio begin this idea of deception by Don Pedro suggesting that he woo Hero in the name of Claudio. Don Pedro is telling Claudio about the plot: What need the bridge much broader than the flood The fairest grant is the necessity Look What will serve is fit. â€Å"Tis once thou lovest, And I will fit thee with the remedy. I know we shall have reveling tonight. Bishop 2 I will assume thy part in some disguise, And tellfair Hero I am Claudio. And in her bosom I’ll unclasp my heart And take her hearing prisoner with the force And strong encounter of my amorous tale. Then after to her father will I break, And the conclusion is, she shall be thine. In practice let us put is presently (I.i.264-276). Ironically in the end these two gentlemen were told the biggest lie of all, the lie that Hero is impure. So now that we have established our first cover-up, along comes Antonio, and he thinks that the prince said that he was in love with Hero. Ther... Free Essays on Much Ado About Nothing Free Essays on Much Ado About Nothing Seeing isn’t always Believing Shakespeare was a playwright that liked to keep his readers on their toes. You really have to constantly be thinking and looking up what different words meant in Elizabethan time. His use of puns in Much Ado About Nothing is worth â€Å"noting†. Basically everything that happened in the play was set up by the characters and nothing withheld any credibility. I believe that is what gives the play its humor. The plot is driven forward by disguises, false reports, and misinterpretations. First of all we will consider how naive the characters in this play are. If they just hear one little thing involving them or someone they know, they automatically take it as being true. Let’s contrast those actions with the characters in today’s world. If I overheard something that was being said about me, I would definitely have to make sure there was some validity to what was being said, before I took action. Don Pedro and Claudio begin this idea of deception by Don Pedro suggesting that he woo Hero in the name of Claudio. Don Pedro is telling Claudio about the plot: What need the bridge much broader than the flood The fairest grant is the necessity Look What will serve is fit. â€Å"Tis once thou lovest, And I will fit thee with the remedy. I know we shall have reveling tonight. Bishop 2 I will assume thy part in some disguise, And tellfair Hero I am Claudio. And in her bosom I’ll unclasp my heart And take her hearing prisoner with the force And strong encounter of my amorous tale. Then after to her father will I break, And the conclusion is, she shall be thine. In practice let us put is presently (I.i.264-276). Ironically in the end these two gentlemen were told the biggest lie of all, the lie that Hero is impure. So now that we have established our first cover-up, along comes Antonio, and he thinks that the prince said that he was in love with Hero. Ther... Free Essays on Much Ado About Nothing Human beings are foolish when in love, and Much Ado About Nothing, is a study of this. It goes into the love between Beatrice and Benedict and between Claudio and Hero. The story between Beatrice and Benedict is a sub-plot, but nowadays it is found to be more interesting than the main plot, which is the love between Claudio and Hero. Beatrice and Benedict had been playful adversaries at the beginning of the play, united only in their contempt and loathing for marriage. Nevertheless, once they ‘discover’ their feelings for each other, they let their guards down and allow their feelings to blossom. They discover that they love one another, by a cleverly engineered plot, set into place by their friends. Although it was a lie, it did have good intentions and did work out for the best. Even before they love each other, what the other thinks of them still meant a lot to them. They would try through their ‘merry war’ to make others think that they paid no attention to what the other said of them, but they would be very hurt when they thought the other did not think highly of them. When Beatrice tells Benedict that he is widely thought of to be â€Å"the prince’s jester, a very dull fool† (II.i.103), he is hurt and becomes defensive. He is happy for them to be constantly bickering, but he still wants her to like him. Once they discovered they were in love with each other, Benedict proves himself worthy of Beatrice by standing by her and agreeing to â€Å"Kill Claudio†(IV.i.279). At first he is not willing to do this, and tells Beatrice so, â€Å"Ha, not for the wide world† (IV.i.280). Then he realises that not only is Beatrice right, but that she is also worth far more to him than Claudio is. He was previously ‘one of the lads’, but he then turns his back on then for Beatrice. He is willing to do whatever Beatrice asks of him, including ceasing being friends with Claudio, although we are told he is his new â€Å"sworn br...

Spectral graph theory Research Paper Example | Topics and Well Written Essays - 3750 words

Spectral graph theory - Research Paper Example In this paper I will examine the facts and the new developments of graph theory with the use of the theoretical proofs laid forward by Fermat’s Little Theorem. In addition, I will also examine Nielson-Schreier’s point of view as far as the subject is concerned (Bonchev, Danail and Rouvray, 17). I will also discuss the concept’s new application to DNA arrangement and computer network security and its important application when it comes to the vertex cover graphs (Beineke, Lowell and Robin 69). There is also the use of edge color and matching in development of vertex colouring and this has well been explained in y work. Graph theory is very fast gaining merits in the field of mathematics as a result of its application in other different fields such as computer science, biochemistry, and biotechnology (CvetkovicÃŒ  & DragosÃŒÅ', 21). This field make use important concept that are procedures related to a part of graph theory referred to as matching which in turn its results are used to prove Dilworth’s series disintegration theorem (Bonchev, Danail and Rouvray, 196). One of the most ackn owledged field in graph theory is matching. Matching give an explanation that there is a set of left and right co-set agent of a subgroup and this can be seen in a finite group which in turn plays a viatl role in proving Dharwadker’s four-color theorem. In addition to this prove, there was also proof of existence of a subset of real numbers that could not be measured going with the views of Lebesgue. What we realize is that the theorem could also be proofed with the use of discrete mathematics (Beineke , Lowell and Robin 95). A graph is said to be a cluster of dots linked together by lines and below is an example of such graph depicting the linked dots. However, this definition is not accurate enough to be used in mathematical arguments. In a conventional way a graph is suppose to be depicted as a pair of sets (V, E) in which V represents a

Ukraine Prince Analysis Essay Example | Topics and Well Written Essays - 1250 words

Ukraine Prince Analysis - Essay Example In fact, the further situation in Ukraine depends on elections outcomes, after the 26th of March, when Ukrainian citizens elect new Parliament (Verhovna Rada) deputies, the deputies of local authorities, etc. The future direction of this young state developing will be defined after new Parliament majority forming and new Prime Minister nominating. It'll be a clear sign for investors for further actions. If new Parliament majority is pro-president with liberal Prime Minister (loyal to Ukraine President Victor Yushchenko, like Yuri Yekhanurov), then investors can definitely wait the implementation of declared reforms. If the new Prime Minister is Yulia Timoshenko (possible case), then investors must be more careful as Mrs. Timoshenko enjoys hand methods of economic regulation. At last if opposite parties form the majority, foreign investors can wait radical differences to the state-developing course, chosen by President. At first, it's necessary to progress liberty of speech, press etc (one of the great achievements of new authorities). Then Government should finally refuse from hand methods of economic regulation. Recently Ukraine got the free-market economy status; also the USA repealed Jackson-Venik amendment for Ukraine. Future government must use these privileges. Conducting free and fair tenders for enterprises privatising, equal tax policy etc. are obligatory conditions for regime change.As you can see, we chose the next actors, which play the most important role during pre-election company. Who are they? 1. â€Å"The party of regions† leaded by Prime Minister Victor Yanukovich, who was the main opponent of Victor Yushchenko during last president elections. This party has the highest popularity - from 22 to 27% according to different surveys. This group is well sponsored (Rinat Akhmetov, the richest businessman in Ukraine, is one of its leaders), and is the most serious opponent to pro-president forces. 2. "BYT" - Block of Yulia Timoshenko, the first Prime Minister after Orange Revolution. This ambitious lady was the wishes to become a powerful Prime Minister. She supports Mr. Yushchenko, but has some conflicts with his party "Our Ukraine" 3. "Our Ukraine" - the most reliable support for Mr. Yushchenko party, which nevertheless lost a significant electorate segment during the last year. 4. "The Socialistic Party of Ukraine" (SPU) headed by Olexandr Moroz, supposed to be included into pro-president majority, and tries to secure more vote than 4 years ago. 5. "The Communist Party of Ukraine" (CPU), headed by Petro Simonenko, is a firm opponent to present forces, but gradually loose electorate support. 6. Litvin's Peoples Block "We", headed by present Parliament Speaker Volodimir Litvin, can supplement either pro-president or opposite group of parties. They position themselves like the third (neutral) force and have not much support. 7. The Opposite Block "Not Yes", headed by the first Ukraine President Leonid Kravchuk, is firm opposite party, which has no developing program, but just is against "orange" forces. This group has a little support and has small chances to be represented in new Parliament. 8. One or even two parties can also secure more than 3% of votes. It can be either opposite parties (Natalia

Practicum Report Essay Example for Free

Practicum Report Essay A. Introduction I. Introduction of University of Technical education Ho Chi Minn City 1. Brief History The University of Technical Education Ho Chi Minn City (UTE) evolved from the Board of Technical Education, first founded on 5 October 1962, renamed Nguyen Truong To Center for Technical Education in Thu Duc on 21 September 1972, and upgraded to Thu Duc College of Education in 1974. On 27 October 1976, the SRV Prime Minister issued a decision to establish Thu Duc University of Technical Education on the basis of Thu Duc College of Education. This was amalgamated with Thu Duc Industrial School in 1984 and further merged with Technical Teacher Training School No 5 in 1991 to become the present University of Technical Education Ho Chi Minh City. At 1 Vo Van Ngan Street, Thu Duc District, only 10 km north-east of the center of Ho Chi Minh City, UTE enjoys the combined advantages of a spacious, comfortable, and peaceful suburban study environment and excellent bus service, with easy access to the city center, the airport, and the surrounding areas. 2. Duties. Responsibilities. The University of Technical Education Ho Chi Minn City assumes the following functions: To train and upgrade technical teachers for technical universities and colleges, professional and vocational schools, and comprehensive middle schools To train technological engineers and technical manpower adaptable to the labor market To promote scientific research and production development in the field of professional education and technological science To expand cooperation relationships with international scientific organizations and technical teacher training institutions. 3. Missions Specialized in training technical teachers at university and post-university levels for the whole country, UTE ought to provide competent trainers directly responsible for training and upgrading qualified manpower for the process of modernization and industrialization of the country and building up a knowledge-based economy. Being the leading technical education training institution in the whole country and having access to new methodologies and innovative teaching aids, UTE ought to train and upgrade technical teachers, sound in theory, skilled in practice, and competent in pedagogy, and to provide skilled manpower, adaptable to production realities and able to meet the ever-increasing needs of society. As a center for research and experimentation in vocational education, UTE ought to be a reliable counseling agency for the government in planning relevant policies and to dependably support other training institutions in improving their teaching methods and equipment. 4. Quality Policy Constantly improve the quality of teaching and learning to offer students the best conditions to develop their creative potentials, broaden their knowledge, and perfect their skills to meet the needs of society. Quality Policy (based on the ISO 9001:2000 standards) 5. Training Programs. An experienced and dynamic state-run university, UTE offers quality technology-oriented training programs in a supportive and student-caring environment UTE, with its 13 Faculties, offers students a large choice of programs and specialties delivered at various levels of training and in different modes of study. The current enrollment amounts to over 25,000 students at 5 different levels Masters degree, Bachelors degree, Associate degree, Technician diploma, and Technical worker certificate -, studying in 2 different training systems Regular and In-service. With the approval of the MoET, UTE has been offering Masters programs since 1592. Based on its traditional fortes in science, engineering and technology, UTE is now offering 7 Masters programs: 1. Machine building technology 2. Mechanics of machinery 3. Operation and maintenance of automobiles and tractors 4. Electrical equipment, network and power stations 5. Technical education science 6. Electronic engineering 7 International vocational education. (In association with Otto von Guericke University Magdeburg, FRG) Together with the development of the countrys economy on the way of industrialization and modernization, UTE has expanded its scope of training Together with the development of the countrys economy on the way of industrialization and modernization, UTE has expanded its scope of training to meet the demands of the new socio-economic reality and is now offering 34 Bachelors programs: 1. Electrical and electronic engineering 2. Electronic technology Telecommunications. 3. Computer technology 4. Industrial electricity 5. Electrical automation 6. Mechanical engineering 7. Industrial technology 8. Mechatronics 9. Automation technology 10. Automotive engineering 11. Thermotechnics Refriferation 12. Info mechanics 13. Machine design 14. Home and Industrial civil engineering 15. Home economics 16. Garment technology 17. Food technology 18. Fashion design 19. Printing technology 20. Information technology 22. Accounting 23. Industrial management 24. English for engineering 25. Technical education in Electrical and electronic engineering 26. Technical education in Industrial electricity 27. Technical education in Mechanical engineering 28. Technical education in Industrial technology 29. Technical education in Mechatronics 30. Technical education In Automotive engineering 31. Technical education in Thermotechnics Refrigeration 32. Technical education In Computer technology 33. Technical education in Home and industrial civil engineering 34. Technical education In Electronic technology Telecommunications Associate. programs: 1. Electrical and electronic engineering 2 Industrial electricity 3. Mechanical engineering 4. Automotive engineering 5. Garment technology For the dual purpose of developing human resources for the society and providing a teaching practice environment for our graduates, we arc also actively involved in delivering Technician diploma and Technical worker certificate programs. Technician diploma programs are offered in: 1. Industrial and household electricity 2 Electronic technology 3. Thermotechnics-Refrigeration 4. Garment technology 5. Automotive engineering 6. Operation and maintenance of mechanical equipment 7. Accounting Informatics Technical worker certificate programs are offered in: 1. Industrial and household electricity 2. Electronics 3. Metalworking (Turning, Milling Planning) 4. Automotive repair 5. Refrigeration 6. Industrial Mewing This multi-level, multi-mode and multi-disciplinary training structure allows us to take the initiative in all work from research to applications. It also facilitates the organization of transfer programs, helping students fulfill their lifelong learning dreams in the most economical and effective way. Students can choose either to study on the main campus or in the provinces to suit their conditions. Constantly improve the quality of teaching and learning with this guiding training principle, over the past half century of development, UTE has been training qualified manpower, sound in theory, skilled in practice, and  equipped with a good sense of morality, able to stand on various fronts in lecture halls, on construction sites, in factories, etc to serve the process of industrialization and modernization of the country. Many of our graduates over 400 Master degrees holders, 30,000 engineers, and 2,000 technicians and high-qualified workers -, brought up and trained at UTE, are now holding key positions in various training institutions, business and industry. 6. Facilities In addition to our main 17-ha campus at 1 Vo Van Ngan Street, Thu Duc District, we have another 4. 5-ha campus at 484 Le Van Viet Street, District 9, HCMC. We are planning to establish a new 80-ha campus in Dalat, LamDong Province. UTE provides students with adequate facilities in a creativeness-inducing learning environment, giving each and every individual the opportunities for study and practice. The University library has spacious reading rooms with sufficient publications and periodicals for study and research needs 26,092 titles of books with 299,247 copies, 253 titles of newspapers and magazines, averaging 115 titles of books per one program of study. Library management and services have been computerized and modernized to meet the ever-increasing needs of the readers. Recently, the University has heavily invested in modern practice and experiment equipment. We now have 72 practice workshops (12,708m2) and 20 laboratories (lr908m2), enough for our present training needs. We have installed 1,363 computers; 944 of these are for teaching, learning and research; the remaining 419 ore for management and administration. Our computer systems are regularly upgraded. Our local network operates reliably at 512 Kbps; the ADSL lines enable high-speed networking and Internet access. We have 150 claasrooms with a total area of 9,698m2, each varying in size from 64m2 to 175m2 to suit specific training needs (averaging 6,66m2 per student). New buildings to be constructed include a Central Building with 30,000m2 of floor area, a High Technology Center with over 5,000m2 of floor area, and a Multi-purpose Classroom Building with over 4,000m2 of floor area. For 7 consecutive years 2002 2009, UTEs dormitory has been granted  the title City-level Cultural Unit. For sporting activities, we have a football field (12,600m2), 7 volleyball courts (756m2); a tennis court (240m2); and a sporting event hall (720m2). Staff UTFs faculty and staff currently total 698. Nearly 60% percent of the more than 538 faculty members have postgraduate qualifications. Over 100 lecturers are working towards a Ph. D. or a Masters in the country or abroad. Faculty members actively take part in scientific research and strive to apply innovative teaching methods to activate students. In addition to creating favorable conditions for individual self-improvement, UTE regularly organizes upgrading courses in foreign languages, computing and professional skills for all staff (averaging more than 10 courses per year). 7. Cooperation UTE maintains effective multiform cooperation relationships with domestic as well as international organizations. We have provided on-campus training to thousands of core technical teachers for technical and vocational schools in the provinces across the country. In addition to local training institutions, business and industry, we have also established bilateral ties with various international organizations, the governments of many countries, NGOs and international universities and colleges. Some of our cooperation projects have been highly appreciated-the Viettnam-Germany Center for training vocational teachers and qualified workers funded by the State of Baden- Warttemberg (FRO), the Masters Program delivered in association with Otto von Guericke University Magdeburg and supported by InWent (PRO), the Bachelors Program in Clothing Design Manufacture delivered in association with Heriot-Watt. University (UK), the Bachelors Program in Electrical and Electronic Engineering delivered in association with Sunderland University (UK), the joint-training programs with Siemens, MTZ (FRG), Omron (Japan), Rockwell Automation, Foxconn, General Electric (US), and others. Among our other partners are about 20 other foreign universities, institutes, and international organizations in many countries around the world, including Dresden University (FRG), Trier University (FRG), LENSET de Cachan  (France), Universite de Metz (France). Guangxi Normal University (China), Tianjin University of Technology and Education (China), Sydney University of Technology (Australia), Universite de Liege (Belgium), Universite de Sherbrooke (Canada), DSE DAAD GTZ (FRG), Yeungnam University (South Korea), Chungwoon University (South Korea), Sejong University (South Korea), Hanbat National University (South Korea), Quilin University (China), Kunming University (China), Yuan Ze University (Taiwan), Southern Taiwan University of Technology, National Taiwan Normal University, and others. II. Introduction of faculty of foreign languages The Faculty of Foreign Languages (FFL) is in charge of delivering a Bachelors program in Technical English and teaching General English and ESP to students of all the other faculties in the university. Faculty members total 23, including 1 Ph. D. , 1 Ph. D. candidate, 12 Masters, and 6 premaster students. The teaching staff consists partly of highly experienced lecturers with many years of leaching at UTE and other large national universities and partly of young teachers full of enthusiasm, energy and creativity. FFL encourages and creates favorable conditions for all staff members to upgrade their qualifications either in the country or abroad. Within the common trend of regional and internal integration, English has assumed an ever more important role in a multilingual and multicultural working environment. The Technical English program delivered by FFL aims to provide the labor market with white collar workers, knowledgeable about ESP, and able to work in industrial parks, export-processing zones, companies, factories and plants, as well as for foreign offloces, international and non-governmental organizations, where English is required. FFL actively engages in compiling and adapting ESP textbooks to suit the students requirements, as well as the Universitys and employers expectations. FFL has been seeking assistance from domestic counterparts as well as support in information and teaching materials from universities in English-speaking countries, gradually expanding cooperation relationships and railing the teaching and learning quality, FFL is getting ready to offer new programs in Japanese, Korean and Chinese to meet the ever-Increasing needs in these languages. III. The aim, the learning outcomes and the pro-requisites of TEFL teaching practicum course 1. The aim Applying the understanding aspects of foreign language learners, methods, and approaches in language teaching and learning, observation, execution of lesson in a specific context, to classroom management. Special emphasis is given to the planning and execution of technically-related lessons. It also provides students a further opportunity to reflect upon their work as professionals. 2. The learning outcomes. Upon successful completion of teaching practlcum, students should be able to: Gain insight into EFL students motlvatlon, frustration, and strategles in learning English as a foreign language. Recognize how theories of language learning and teaching underlie classroom practice, implicitly and explicitly, based on knowledge gained through 8-week observation and leashing practice. Begin to develop a personal view of what constitutes effective EFL teaching. Gain confidence in ability to devise and carry out EFL classroom learning activities by engaging in observation, teaching and tutoring in a diversely educational setting. 3. The pre-requisites Successful completion of Listening, Reading, Speaking and Writing 4, Phonetics and Phonology, Morphology and Syntax, Semantics, British Literature, British Civilization, TEFL Methodology, and Media in ELT. B. Content I. Teaching practicum planning Date (Feb 6th Mar 31st)Content Week 1 (Feb 6th -Feb 11th)1. Confirm the practicing place; receive specific plan, purpose and requirements, rules and regulations of teaching practicum course. 2. Divide teaching practice groups, meet instructors and members in groups, assign tasks for each person. Week 2 (Feb 13 -Feb 18)1. Receive teaching schedule. 2. Make plan for teaching practicum in 7 weeks 3. Get acquainted with students. 4. Observe instructors class on Tuesday, Feb. 14th , 2012 (Period 1-4, Room A2. 202) and Thursday Feb. 16th. 2012 (Period 1- 4, Room E1. 505) 5. Make the first lesson plan (Unit 7) Week 3 (Feb, 20 -Feb. 25)? Feb. 20th. 2012 1. Observe others classes of Thu Hue, Cam Lien, Yen Nhi, Ngoc (February morning 20lh 2012) 2. Observe Mr. Luans class (February afternoon 20th 2012) Period 1-4 ? Feb. 21st. 2012 3. Observe the first teaching of Ha Word Power (Air travel file + Word group) Period 1 Room A2. 202. 4. Observe the first teaching of Tuy? n Focus on Function (Making arrangements) Period 2 – Room A2. 202. 5. Give the first lesson plan for instructor and receive the feedback. 6. Correct the first lesson plan.  ¦ Feb. 23rd, 2012 7. Observe the second teaching of Ha Word Power (Air travel file + Word group) Period 1 Room E1 . 505. 8. Observe the second teaching of Tuyen Focus on Function (Making arrangements) Period 2 – Room E1. 505. 9. Receive the feedback from instructor and correct the first lesson plan again Week 4 (Feb. 27 -Mar. 03)Feb. 28th. 2012 1. Observe Huongs class, Changing lives on 27th February 2012, Period 1 2. Observe Vys class, Changing lives on 27th February 2012, Period 2 3. Observe Bao class, Changing lives on 27th February, Period 3 4. Observe To Lins class. Changing lives on 27th February 2010, Period 7 5. Observe To Liens class, Changing lives on 27th February 2010, Period 8  ¦ Feb. 28th. 2012 6. Observe the first teaching of Duy- Grammar point -Past and present perfect simple, period 1, Room A2. 202. 7. Observe the first teaching of Tr? ng- Word Power (Trends file + The language of graphs) -Period 2- A2. 202. 8. , Get the feedback from instructor and groups members to correct some mistakes in the second lesson plan for a better teaching period on March 1st, 2012. 9. Give the second lesson plan for instructor and receive the feedback.  ¦ March 1st. 2012 10. Observe the second teaching of Duy- Grammar point Past and present perfect simple, period 1, Room El. 505. 11. Observe the second teaching of Tr? ng Word Power (Trends file + The language of graphs) Period 2 -Room El . 505. 12. Get the feedback from instructor and groups members. 13. Prepare the third lesson plan (Unit 10) Week 5 (Mar. 5 -Mar. 10) ¦ March 5th. 2012 1. Observe Hieus class, unit Crossing cultures. Period 7 2. Observe To Linhs class, unit Crossing cultures, Period 8 3. Observe Cuongs class, unit Crossing cultures, Period 9  ¦ March 6th. 2012 4. Observe the first teaching of Kim Language Focus (Modal Verbs) Period 1 Room A2. 202. 5. Observe my instructors class, period 2-3, Room A2. 202.  ¦ March 8th. 2012 6. Observe the second teaching of Kim – Language Focus (Modal Verbs) Period 1 Room E1. 505. 7. Observe the third leaching of Trong Focus on Function (Invitation)- Period 2 Room E1. 505. 8. Research mora information to make lesson plan for third teaching. Week 6 (Mar. 12-Mar. 17) ¦ March 12th. 2011 1. Observe the third teaching of Duy- Word Power -Business headlines file -f Word family, period 2, Room A4. 103. 2. Observe the third teaching of Tuyen Language Focus, (Present perfect simple and continuous) -Period 1 Room A4. 103. 3. Observe the third teaching practice of Ha Focus on Functions (Offers and requests) Period 3 Room A4 103 4. Give the feedback for groups members to correct some mistakes in the last lesson plan for a better teaching period on March 15th . 2012 5. Give the third lesson plait for instructor and get feedback from her to correct it. ?March 13th 2012 6. Observe the fourth teaching of Duy-Word Power -Business headlines file Word family, period 2, Room A2. 202 7. Observe the fourth teaching practice of Tuyen Language Focus (Present perfect simple and continuous) Period 1- Room A2. 202. 8. Observe the fourth teaching practiceof Ha Focus on functions (Offers and requests) Period 3- Room A2. 202 9. Give the feedback lor groups members. Week 7 (Mar. 19 Mar. 24)? March 9th, 2012 1 Observe the third teaching practice of Kim Language Focus (Prepositions) Period 2 Room A4. 101. 2 Observe the fourth teaching practice of Tr? ng -Focus on Function (Invitation) Period 3 Room A4. 103. 3. Get the feedback from instructor and members in Week 8 (Mar. 26-Mar. 31)group, correct the third lesson plan and prepare for the fourth one.  ¦ March 20th. 2012 4. Observe the fourth teaching practice of Kim -Language Focus (Prepositions) Period 2 Room A2. 202. 5. Create a game and small party to say goodbye to students. II. Teaching schedule NO. DATEPLACECONTENTNOTE. 1Tuesday, February 28th, 2012Room A2. 202Unit 7: Changing Lives Part: Focus on function Opinions and suggestions; agreeing and disagreeingGeneral English 3, 51 students, pre-intermediate level. 2Thursday, February 1st, 2012Room E1 . 505Unit 7: Changing Lives Part: Focus on function Opinions and suggestions; agreeing and disagreeingGeneral English 3, 31 students, pre-intermediate level. 3Monday, March 20th, 2012Room A4. 103Unit 10: Will our planet survive? Part: Language focus Future with will; the first conditional; if and whenGeneral English 3, 51 students, pre-intermediate level. 4Tuesday, March 13th. 2012Room A2. 202Unit 10: Will our planet survive? Part: Language focus Future with will; the first conditional; if and whenGeneral English 3, 45 students, pre-intermediate level. III. Teaching materials 1. Lesson plan 2. Textbook 3. Student teaching evaluation form 4. Student teaching observation form C. Conclusion I. Reflection paper Through 8-week observation and teaching practice, I recognised that the teaching practicum give me useful first-hand experience and practical knowledge of teaching and learning English as a Foreign Language. Actually, this course helped me to apply the theory, methods and approaching, ets in real class. Moreover, it is important to know my own strengths and weaknesses. It also provided me a further opportunity to reflect upon my works as professionals. All these things are valuable experience for me to strive for the career in the future. First of all, I made a clear and specific plan for the course. So, I spent 47 periods in observation. Thanks to this, I had a chance to get familier with my students, such as ability, level, gender, interest, number of students, asmostphere and facilities in class. When I observered I noted down who are active and passive, equipments need to bo used. Then, I considered lesson plans with which activities I could apply in the class, which methods are suitable, what strategies were used to support my teaching and students learning. Secondly, I apprehened a lot of things from the intructors and other student teachers, I understood that there are three significant things which teachers should focus when teaching: interaction between teacher and student, professional responsibilties and knowledge and time mangement I found that although the knowledge is good, teaching method is not good. Ultimately, the job is not successful. Thirdly, when I observed I learnt a lot of useful things from the failure and success of my friends. The common mistake is the instructions were ineffective, which made students confused. However, I learnt a nice way from my peer to give intructions such as giving short sentences, using familiar words as well as emphasizing the important words. After the teacher gives intructions for an activity, he or she could make sure sudents have been about what to do in the activities by asking them some questions. Until he or she has check students understanding about it or her instructions, starts the activity. Furthermore, many student teachers did not give any samples or examples when they asked students to make conversation about some topics, so it was hard for students to know how they should do. In time management, most of apprentices lacked of it. Specifically, we could not divide reasonable time. Obviously, teacher talked more than students talked. Thus, my instructor suggested, let students practice more. I really appreciated her advice, it helped me improve a lot after that. The worse thing was we often went into overtime. It was the reason made us lose our self-control. Besides, few student teachers were not confident about their own ability and knowledge. I realized that it could have equally disastrous consequences. Hence, I reminded me look for more information or documents relating to the lesson. The speciality is know thoroughly the grammar points which we teach because if we are not clear what we say, how can we make others understand deeply? The benifits of utilizing multimedia in teaching are countless. Student teachers carefully considered to take full advantage of them. And so did I. Yet, we completely seemed to be bad at blackboard presentation. According to a lecturer, she suggested that the blackboard should be divided into two or three parts at the start of the lesson. For example: Additional example or explanationLesson Unit: Title (different color) (page no. ) I. Language focus grammar structure -use/ meaningAdditional example OrOr Students exercise or feed backexplantion This is a layout with 3 parts. If the board is small, we can divide as follow. Lesson Unit: Title (different color) (page no. ) I. Language focus grammar structure -use/meaning -etcAdditional example or explanation. Even something seems trifling like the way erase the board, gesture, manners and behaviour, etc. I was also instructed by my consultant. Thanks to her consideration, I made my own pedagogic style. Consequently, my instructor praise me tor this. Over two months, I look back what I got and what I did not. I evaluated my strength and weakness. My strong point is confidence. Thus, I could manage class well, designed task effective, engage all students in learning. The weak point was my pronunciation. Though I tried to correct it later classes, I still pronounced wrong. So, I made a plan for practice pronounce more to be better. Additionally, I learnt how to solve the problems that can occur in the classes, predict them problems and anticipate the solutions. That was very important for an effective teaching class. In short, base on knowledge gained through 2-month observation and teaching practice, the help of instructors and peers, I gained confidence in ability to devise and cary out EFL classroom learning activities. I applied the theory in school in real environment. In fact, the invaluable lessons and experience underlie for career in the future, I had a straight judge myself.

affirmative action Essay -- Affirmative Action Essays

Affirmative action is an attempt by the United States to amend a long history of racial discrimination and injustice. Our school textbook defines affirmative action as â€Å"a program established that attempts to improve the chances of minority applicants for educational or employment purposes, although they may have the same qualifications, by giving them leverage so that they can attain a level that is equal to caucasian applicants† (Berman 522). There are people that support and oppose this issue. Opponents of affirmative action have many reasons for opposing this issue, one of them being that the battle for equal rights is over, and that this advantage made for people of color discriminates against people that are not of color. The people that defend affirmative action argue this advantage is needed because of how badly discriminated the people of color once were. Because of the discrimination that once was these people claim that they are at a disadvantage, and alwa ys have been, therefore equality of opportunity is needed. It is also said that affirmative action is used to encourage diversity and integration. This paper will discuss the history of affirmative action, how it is implemented in society today, and evaluate the arguments that it presents. In order to discuss how affirmative action was put into legislation, we must review the history of black americans and slavery. America’s Declaration of Independence stated that â€Å"all men were created equal,† but under the Constitution blacks were not created equal because first of all, they were not American citizens; they were considered to be property. This is seen in the Dred Scott v. Sanford case (1857) when Dred Scott, a slave is taken by his master to settle into other free states and back into the state of Missouri (not a free state). When his master died, he claimed to be free because he had lived in states where slavery was illegal. This case went to the Supreme Court, where it was ruled that Scott could not sue because he was not a citizen (Berman 508). Slavery was abolished by the Thirteenth Amendment in 1865, but blacks, other minorities, and women continued to be deprived of the right of citizenship. The Fourteenth Amendment was passed in 1868, making blacks citizens and promised them the "equal protectio... ... admissions although many people do support it and use it as an advantage. Although affirmative action is used to give people a greater opportunity, it has been seen that it has been used in unjust ways. This is what the government hopes to omit. Works Cited Artze, Isis. â€Å"College Find New Ways to Diversify.† Hispanic. (2001): 64. Berman, Larry, and Murphy, Bruce Allen. Approaching Democracy. New Jersey: Prentice Hall, 2001. Bergmann, Barbara R. In Defense of Affirmative Action. New York: Basic Books, 1996. Eastland, Terry. Ending Affirmative Action. New York: Basic Books, 1996. â€Å"Excerpts From Clinton Talk on Affirmative Action.† Editorial. New York Times 20 July 1995:A9. Gose, Ben, and Schmidt, Peter. â€Å"Ruling Against Affirmative Action Could Alter Legal Debate and Admissions Practices.† Chronicle of Higher Education. (2001): 36. Stonecipher, Harry C. A Place to stand. 21 Debated Issues in American Politics. New Jersey: Prentice Hall, 2000.

Amendments

There are Ten Amendments ratified to the United States Constitution. These amendments are called and known as the â€Å"Bill of Rights†. The first amendment in the Bill of Rights talks about how the freedom of establish of religion, freedom of press, freedom of assembly right to petition, freedom of speech. They all have to do with people talking free in the United States and doing what they can with this amendment. The first part talks about the freedom of religion. In these case the freedom of religion lets you be in any kind of religion you want to be in the United States. In the contrary some other countries you could not be any different from others because you can be considered an outsider or an enemy to the people of that country. In addition, freedom of religion is known to be a human right. The first amendment rights to freedom of the press guarantees me the right to read any news paper, read any magazine, or right about any story, or watch any movie without having any fear that my government would censor my right to do these things. For example, if I want to release a video on the internet containing any nudity or foul language, I have the right to do so without any censorship. The government can only regulate by putting some sort of warning label on it but can not prohibit me from doing so. Also, the freedom to assemble allows us the people to gather up for harmonious and legal purposes. Implicit within this right is the right to association and belief. In other words this amendment protects us from what we believe. For example, people can organize a parade for immigration rights, and the government would be ok with it because it falls down in legal purposes to assemble. Furthermore, people can also gather up to celebrate a â€Å"Quinsenera† without any problems because this would fall down under the peacefully assemble. Now the government may also prohibit people from associating in groups that engage and promote illegal activities. The right to petition the government for justice of grievances guarantees people the right to ask the government to provide a second chance of relief to change something wrong to a right. This petition is made my court or by any other governmental action. For example, a person gets a ticket for speeding , but he or she is more than sure that he wasn’t. That person is going to try to appeal that ticket by going to court and standing in front of a judge to try to dismiss that ticket. The right to freedom of speech allows an individual to express themselves without interference or constraint by the government. This amendment gives us the right to express what we feel. We have the symbolic and the uttered way on expressing ourselves. We don’t necessarily have to speak in order to show our emotions; we could use the symbolic method to do so. We can express it by wearing clothing that symbolizes what we feel. In the other hand we also have the most common way, which is uttered. Most people express themselves by making a speech. However, our right is also limited because the government prohibits some speech that may cause a breach of peace or may cause violence. For example, someone might make a judgment that they hate someone. But just because they hate them doesn’t mean they have to kill them.

Change Management and HRM Essay

1. (TCO All) For the next set of questions, you will first select ONE of the TCOs of the course. Then, you will be asked to write an essay about the project you worked on this term over your two companies’ change program based on the TCO you selected above. Select the TCO your essay question will cover: TCO A – Given that progressive and successful companies require their employees to embrace change, examine how changing work conditions impact the employees. TCO B – Given the inherent reality that all organizations must experience change in order to improve, demonstrate how â€Å"models† are used in Change Management, for diagnosing an organization’s need for change. TCO C – Given external, internal and/or multi-levels of organization factors that drive change, assess and create a leadership model which supports and promotes each type of change within the organization. TCO D – Given that an organization’s mission and vision will determine its strategy towards change, ensure that an organization’s change initiative is aligned with and capitalizes on its culture and mission in preparation for change. TCO E – Given a selected Change Management implementation â€Å"model†, determine the causes of change and develop a plan of action to implement the change. TCO F – Given that both organizations and their employees commonly resist change, understand how to recognize and overcome barriers to change and develop a strategy to manage resistance to change that will ensure successful implementation of change. TCO G – Given that developing a â€Å"vision for change† and communicating that â€Å"vision† is a critical part of the change process, analyze the key elements of the â€Å"vision for change† and develop a strategy to communicate the change to the stakeholder. TCO H – Given the organization’s goal of creating and implementing a sustainable change while moving toward becoming a â€Å"learning† organization, develop a plan to implement change in a sustainable manner that can be applied to any change. Using the TCO you selected from the list above, which you felt was most relevant to your project this term, write an essay answer explaining how the change management you saw in one of your companies from your project this term followed or failed to follow the theory of success ingrained in the TCO you have selected. State the #1 thing you think that company’s change agent did which most contributed to the success or failure of the change and why that relates to the TCO you selected.  · Include in the answer the name of the company you are discussing.  · Explain/analyze why you think this way. (Points : 35) 2. (TCOs A, E) Your project this term asked you to compare and contrast two companies’ change projects or programs for change. This question will review what you learned about the change projects in a continuation of your project. It will ask you to apply course information to your project companies. For your answer, be sure to reference the names of the companies you studied in your project this term to help your instructor determine the score of your response. Recall that external and internal pressures often impact implementation of change in companies. For this question, please write an essay answering these questions: A. Define specific (at least 2 each) external and internal pressures that will (or did) affect the implementation of the changes in your two companies. (10 points) B. Name two strategies of handling these pressures that you would (have) suggested to the company leaders as being the most effective in managing those pressures during the implementation phase. (10 points) C. Defend your positions with details about why you feel your strategies would assist with handling these pressures. (15 points) (Points: 35) 3. (TCOs E,H) Your project this term asked you to compare and contrast two companies’ change projects or programs for change. This question will review what you learned about the change projects in a continuation of your project. It will ask you to apply course information to your project companies. For your answ er, be sure to reference the names of the companies you studied in your project this term to help your instructor determine the score of your response. You will assess the â€Å"sustainability† of the changes which occurred in the companies you studied. Select ONE of the company change programs for your answer to this question and state it here. Assess the change project. Was it successful or unsuccessful in your opinion? What will it take (what are some steps the company can, should, or DID take) to make it SUSTAINABLE? What theories did you consider in coming to this conclusion? Do you think this change will still be in place in one, five, or ten years? Why or why not?(Points : 35) As for the People, it should be determined whether the organization has the right skills and talents for the change to be supported and for the organization to achieve its strategic goal. For example, if the strategic goal is to increase revenue through increased sales then the company sales people should be given sufficient training about the company’s own and acquired products as this will enable the sales staff to more easily sell the company’s products. I feel that the changes made in SAP will stay in place for years to come. Now that steps have been gathered to analyze large amounts of employees, customers, and sales data being generated by companies it will enable SAP to create new processes and applications that will strength their success. 4. (TCO All) This question does not address your course project. This change scenario is envisioned instead, for this question. First, the scenario, and then the question. Scenario: You have been asked to handle a project where the company is going to close the plant in your company and offer all of the workers an option of taking a buy-out severance package which is quite generous OR relocate to another state, where the business climate is much better (but the cost of living is higher and the style of living is lower). The current location of the company is in an area where people live well, the culture is great, and because it is in a college town, there are many fun things to do on weekends, plays to attend, sporting events, etc. The atmosphere is quite upbeat. The city where the company is moving to has very little in the way of entertainment, the housing costs are higher although not as nice, and property taxes are higher as well. The company is offering moving costs for relocation costs, but not house sale assistance. It is likely most of your employees are going to take the buy-out, but most of them are in their late  30s or early 40s and are not going to be happy about it. The question: This term, we studied organizational development theory versus the more systematic nStep method of conducting a change process. What would be the pros/cons of using OD theory for this change project? What would be the pros/cons of using nStep? Which nStep would you recommend for this if you use one? Of the two methods (nStep or OD), which would you recommend we use for this particular change program? Why? (Points : 35) 5. (TCOs C,D) Your project this term asked you to compare and contrast two companies’ change projects or programs for change. This question will review what you learned about the change projects in a continuation of your project. It will ask you to apply course information to your project companies. For your answer, be sure to reference the names of the companies you studied in your project this term to help your instructor determine the score of your response. Consider ONE of your company’s change projects (not both companies – just one.) State the company and the change process/program/project. Name the leader of the change from that company. Answer the following questions about that change: A. Would you characterize your leader as the change â€Å"sponsor† or the change â€Å"implementer† of this change? Or was this leader in fact both? Describe the difference between a sponsor of change and an implementer of change, why they are both important, and why you feel your leader was one or the other. B. Evaluate the leader’s implementation of the change as it compared to the company’s vision and mission statement. Were they aligned? Did this alignment (or misalignment) contribute to the success or failure of the change? Why or why not? (Points : 35) 1. (TCO A) When JetBlue left their customers sitting on the tarmac for hours on Valentine’s Day, and their CEO was ultimately terminated as a result, the company was responding to (pick the best group) (Points : 7) A). external, reputation, and credibility pressures. B). hypercompetition, market decline, and internal pressures. C). mandated, fashion, and force field pressures. D). growth, identity, and new broom pressures. E). All of the above 2. (TCO A) Which of the following best shows forces for change vs. forces for  stability? (Points : 7) A). Change forces are: adapting, sustaining, and predicting; whereas stability forces are: bureaucracy, trust, and control. B). Change forces include: lay-offs, IPOs, and inventing new products; whereas stability forces are: hiring, stock buy-backs, and regular yearly dividends. C). Change forces include: lay-offs, stock buy-backs, and bi-annual new models of iPhones; whereas stability forces are hiring freezes, bureaucracy, and regular yearly dividends. D). Change forces include: Harry Potter Park at Universal Studios, Walt Disney Cruise Lines, and McDonald’s lattes; and stability forces are Cruise ship sinking at Giglio Island, bridging and buffering strategies, and JetBlue’s public apology after the Valentine’s Day fiasco. E).Both A and C 3. (TCO B) Which of the following best defines the â€Å"congruence† model of diagnosing change? (Points : 7) A). Includes purpose, structure, rewards, and helpful mechanisms B). Is based on the conceptualization of the organization as a transformation process C). Can be a starting point for an organization that has not given attention to the trends that may impact its future operations D). Includes strategy, structure, process, and lateral capability E). Includes structure, style, skills, super-ordinate goals, etc. 4. (TCO B) During the diagnosis for change period, it is important to analyze the stakeholders for their readiness to change. Using the power-interest matrix, you review the level of interest and amount of power of stakeholders and determine the following: (Points : 7) A). Your key players are those with the highest level of interest, but a lower level of power. B). Your key players are those with the lowest level of interest, but the highest level of power. C). Your most unimportant players are those with low levels of power but high interest. D). Your stakeholders who need to be â€Å"kept informed only† are those with high levels of interest but lower levels of power. E). Your stakeholders who need to be â€Å"kept informed only† are those with low levels of interest but higher levels of power. 5. (TCO C) The Burke-Litwin model states that there are four transformational factors of change. Identify the answer below which contains at least three of those factors. (Points : 7) A).Frames, lenses, angles, and hyperbole B). Mission and strategy, leadership, and organizational culture C). Hypotheses, problems, symptoms and inputs D). Vision, identification strategies, litigation, and execution E). None of the above 6. (TCO C) â€Å"This organization is running like clockwork!† This statement by a company leader is likely to result in â€Å"no change† because(Points : 7) A). the leader is blinded by the light. B). the leader believes his vision and mission of the company will align when the change is over. C). the leader has diagnosed by image that the company needs no change. D). the PESTEL framework has been unchallenged for too long. E). brainstorming for change was uneventful. 7. (TCO D) The art of a leader managing the meaning of a vision for followers and aligning it with his or her values is called (Points : 7) A).scripting. B). performing. C). staging. D). norming. E). framing. 8. (TCO F) The Emotional Intelligence domains and associated competencies are used to help us determine when a potential change agent, or person, is ready for leadership. When a person exhibits the competencies of integrity, initiative, and optimism, we know he or she has reached the stage of (Points : 7) A). Self-Awareness. B). Social Awareness. C). Relationship Management. D). Self-Management. E). Personal and Social. 9. (TCO G) One day, while on the company elevator, the head of HR is talking to the CEO and doesn’t realize his speaker phone is on when the CEO asks, â€Å"Do you think that we can afford to keep the downtown branch of the company  open? Or is it time to think about across-the-board layoffs?† The HR head frowns, turns off the speaker and replies, â€Å"I’ll call you later† and hangs up. Four employees from the downtown branch are on the elevator and hear this comment. The HR head tells the four employees (whose names he does not know), â€Å"Say nothing about this. You heard nothing.† They immediately rush to their cubicles and begin spreading the word. The gossip has hit the entire department and local news agencies by the 6:00 news that night. The CEO is featured saying, â€Å"This is nothing but a rumor at this point. We have no current plan to lay off anyone.† This is an example of what type of communication plan on the part of the CEO? (Points : 7) A).Spray and pray B). Tell and sell C). Underscore and explore D). Identify and reply E).Withhold and uphold 10. (TCO G) Toxic handlers, as related to change management communication, do the following: (Points : 7) A).handle all calls with the Environmental Protection Agency. B). talk in stages using assertions, requests, and declarations. C). listen empathetically, and help cool angry people down, act like sponges, and often burn out quickly. D).All of the above  E). None of the above 11. (TCO H) A sign that a change is â€Å"sustained† could be seen as (Points : 7) A). a significant and abrupt drop in the stock price of the company. B). receiving an offer from a competitor to buy the company. C). sending out WARN act notices. D). finding that the change has become baked into the culture. E). a reward system which is outdated. 12. (TCOs G,H) Review this story and pick the best answer based on your understanding of change management practices: Company X,Y,Z establishes a vision for change where â€Å"cutting costs is critical to our survival† and  establishes a reward system to the department which cuts costs the most in one quarter, and states it will be a â€Å"department-based reward† system for the next four quarters. By the â€Å"most† the management establishes, the cuts will be valued by a somewhat complicated algorithm % and $$ of cut in the total expense budget. The sales team goes for the gold and cuts their travel budget by 50%, which is by far the biggest department cut in both $ and %. They win the 1st quarter reward. In quarter 2, the IT team cuts expenses the most by ending the purchase of all new software or PCs. In quarter 3, the production line cuts their expenses the most by laying off 60% of the workers (sales have dropped significantly and technology problems have slowed production, so this was needed anyway.) (Points : 8) A). The company did a good job establishing urgency and aligning metrics with the vision for change, and this change appears to be successful. B). The company aligned metrics with the vision for change, and created its own nStep method of change. C). The company culture is dysfunctional and could have learned from CEO Bethune and the Continental Airline’s own culture of â€Å"cost is everything.† D). The company will probably win the J.D. Power and Associates award for customer satisfaction this year. E). The reward system is a â€Å"spray and pray† system.

Free Essays on Superstition

Everyone has at least one superstition that they follow, whether they will admit it or not. Whether it’s from a certain religion, or a legend passed down from their ancestors. It’s in our human nature to come up with something to believe in, however obscure and ridiculous it may be. Many of these superstitions can dramatically affect a person’s life. Looking at the following examples will show what effects can come from trying to stay on the good side of the supernatural. Friday the 13th is thought of as the unluckiest day of the year. Some people take it so seriously they develop a morbid irrational fear called Paraskevidekatriaphobia. There are over 21 million people affected by this in the United States alone. Many people will avoid driving and ships will not sail. Others won’t even go to work or eat in restaurants, and you wouldn’t dare schedule a wedding on any Friday at all. Everybody knows about Friday the 13th and the story of it being curs ed, but some will let it get in the way of their normal everyday functions. One of the sadder and more pathetic superstitions is the belief that a certain small, furry animal is possessed by evil spirits. Just because of the color of its fur, people will see a black cat and try to get as far away from it as possible. Over the years people have figured out certain rules that determine whether contact with the cat will bring good luck or bad luck. Rules like, if a black cat crosses their path, it will bring bad luck, unless of course they immediately walk 12 steps backwards. If a black cat walks towards them, it’s good, if it walks away; more bad luck will come upon them. This superstition can cause people to either not own a cat because of its color, or if they have one they must take special care of it. Some very mixed up people will steal black cats on nights of full moons and especially on Halloween. They use these poor creatures for special sacrifices, hoping to release e vil s... Free Essays on Superstition Free Essays on Superstition Everyone has at least one superstition that they follow, whether they will admit it or not. Whether it’s from a certain religion, or a legend passed down from their ancestors. It’s in our human nature to come up with something to believe in, however obscure and ridiculous it may be. Many of these superstitions can dramatically affect a person’s life. Looking at the following examples will show what effects can come from trying to stay on the good side of the supernatural. Friday the 13th is thought of as the unluckiest day of the year. Some people take it so seriously they develop a morbid irrational fear called Paraskevidekatriaphobia. There are over 21 million people affected by this in the United States alone. Many people will avoid driving and ships will not sail. Others won’t even go to work or eat in restaurants, and you wouldn’t dare schedule a wedding on any Friday at all. Everybody knows about Friday the 13th and the story of it being cursed, but some will let it get in the way of their normal everyday functions. One of the sadder and more pathetic superstitions is the belief that a certain small, furry animal is possessed by evil spirits. Just because of the color of its fur, people will see a black cat and try to get as far away from it as possible. Over the years people have figured out certain rules that determine whether contact with the cat will bring good luck or bad luck. Rules like, if a black cat crosses their path, it will bring bad luck, unless of course they immediately walk 12 steps backwards. If a black cat walks towards them, it’s good, if it walks away; more bad luck will come upon them. This superstition can cause people to either not own a cat because of its color, or if they have one they must take special care of it. Some very mixed up people will steal black cats on nights of full moons and especially on Halloween. They use these poor creatures for special sacrifices, hoping to release evil... Free Essays on Superstition Everyone has at least one superstition that they follow, whether they will admit it or not. Whether it’s from a certain religion, or a legend passed down from their ancestors. It’s in our human nature to come up with something to believe in, however obscure and ridiculous it may be. Many of these superstitions can dramatically affect a person’s life. Looking at the following examples will show what effects can come from trying to stay on the good side of the supernatural. Friday the 13th is thought of as the unluckiest day of the year. Some people take it so seriously they develop a morbid irrational fear called Paraskevidekatriaphobia. There are over 21 million people affected by this in the United States alone. Many people will avoid driving and ships will not sail. Others won’t even go to work or eat in restaurants, and you wouldn’t dare schedule a wedding on any Friday at all. Everybody knows about Friday the 13th and the story of it being curs ed, but some will let it get in the way of their normal everyday functions. One of the sadder and more pathetic superstitions is the belief that a certain small, furry animal is possessed by evil spirits. Just because of the color of its fur, people will see a black cat and try to get as far away from it as possible. Over the years people have figured out certain rules that determine whether contact with the cat will bring good luck or bad luck. Rules like, if a black cat crosses their path, it will bring bad luck, unless of course they immediately walk 12 steps backwards. If a black cat walks towards them, it’s good, if it walks away; more bad luck will come upon them. This superstition can cause people to either not own a cat because of its color, or if they have one they must take special care of it. Some very mixed up people will steal black cats on nights of full moons and especially on Halloween. They use these poor creatures for special sacrifices, hoping to release e vil s...

King Edward II of England

King Edward II of England This profile of King Edward II of England is part ofWhos Who in Medieval History Edward II was also known as: Edward of Caernarvon Edward II was known for: His extreme unpopularity and his general ineffectiveness as king. Edward lavished gifts and privileges on his favorites, fought against his barons, and was ultimately overthrown by his wife and her lover. Edward of Caernarvon was also  the first Crown Prince of England to be given the title Prince of Wales. Occupations: King Places of Residence and Influence: Great Britain Important Dates: Born:  April 25, 1284Crowned:  July 7, 1307Died:  September, 1327 About Edward II: Edward appears to have had a rocky relationship with his father, Edward I; upon the older mans death, the first thing the younger Edward did as king was give the most prestigious offices to Edward Is most notable opponents. This did not sit well with the late kings loyal retainers. The young king angered the barons still further by giving the earldom of Cornwall to his favorite, Piers Gaveston. The title Earl of Cornwall was one that had hitherto only been used by royalty, and Gaveston (who may have been Edwards lover), was considered foolish and irresponsible. So incensed were the barons over Gavestons status that they drew up a document known as the Ordinances, which not only demanded the favorites banishment but restricted the kings authority in finances and appointments. Edward seemed to go along with the Ordinances, sending Gaveston away; but it wasnt long before he allowed him to return. Edward didnt know who he was dealing with. The barons captured Gaveston and executed him in June of 1312.   Now Edward faced a threat from Robert the Bruce, the king of Scotland, who, in an attempt to throw off the control England had gained over his country under Edward I, had been retaking Scottish territory since before the old kings death. In 1314, Edward led an army into Scotland, but at the Battle of Bannockburn in June he was roundly defeated by Robert, and Scotlands independence was secured. This failure on Edwards part left him vulnerable to the barons, and his cousin, Thomas of Lancaster, led a group of them against the king. Beginning in 1315, Lancaster held real control over the kingdom. Edward was too weak (or, some said, too indolent) to dislodge Lancaster who was, unfortunately, an incompetent leader himself, and this sad state of affairs persisted until the 1320s. At that time the king became close friends with Hugh le Despenser and his son (also named Hugh). When the younger Hugh attempted to acquire territory in Wales, Lancaster banished him; and so Edward gathered some military might on behalf of the Despensers. At Boroughbridge, Yorkshire, in March of 1322, Edward succeeded in defeating Lancaster, a feat that may have been made possible by a falling-out among the latters supporters. After executing Lancaster, Edward annulled the Ordinances and exiled some of the barons, freeing himself from baronial control. But his tendency to favor certain of his subjects worked against him once more. Edwards partiality toward the Despensers alienated his wife, Isabella. When Edward sent her on a diplomatic mission to Paris, she began an open relationship with Roger Mortimer, one of the barons Edward had exiled. Together, Isabella and Mortimer invaded England in September of 1326, executed the Despensers, and deposed Edward. His son succeeded him as Edward III. Tradition has it that Edward died in September, 1327, and that he was probably murdered. For some time a story circulated that the method of his execution involved a hot poker and his nether regions. However, this gruesome detail has no contemporary source and appears to be a later fabrication. In fact, there is even a recent theory that Edward escaped his imprisonment in England and survived until 1330. No consensus has yet been reached on the actual date or manner of Edwards demise. More Edward II Resources: Edward II in Print The links below will take you to an online bookstore, where you can find more information about the book to help  you get it from your local library. This is provided as a convenience to you; neither Melissa Snell nor About is responsible for any purchases you make through these links.   Edward II: The Unconventional Kingby Kathryn Warner; with a foreword by Ian MortimerKing Edward II: His Life, His Reign, and Its Aftermath 1284-1330by Roy Martin Haines Edward II on the Web Edward II (1307-27 AD)Concise, informative bio at Britannia Internet Magazine.Edward II (1284 - 1327)Brief overview from BBC History. Medieval Renaissance Monarchs of EnglandMedieval Britain   The text of this document is copyright  ©2015-2016 Melissa Snell. You may download or print this document for personal or school use, as long as the URL below is included.  Permission is   not  granted to reproduce this document on another website. For publication permission,  please   contact  Melissa Snell. The URL for this document is:http://historymedren.about.com/od/ewho/fl/Edward-II.htm