Thursday, November 28, 2019

Individual Lesson Plan Life Cycle of a Butterfly Essay Example

Individual Lesson Plan: Life Cycle of a Butterfly Essay Introduction: In this lesson. 2nd grade pupils will take part in a category on the life rhythm of a butterfly. Students will larn standards-aligned scientific discipline constructs and besides profit from cross-curricular direction. through the incorporation of reading. composing. and hands-on activities. These modes will be used to assist pupils understand the construct of the life rhythm and do real-life connexions to the human life rhythm. The lesson will last for about 45 proceedingss. The lesson will be taught within a little suburban school of about 650 pupils. runing from kindergarten to 5th class. The school presently is having Title 1 financess. with 70 % of its pupils on free or reduced breakfast and tiffin. The school is presently in good standing and has met AYP for the past two old ages. There are a sum of 20 pupils in the category. which displays the undermentioned demographics: 50 % Caucasian. 20 % Afro-american. 20 % Hispanic and 10 % Asiatic. The category distribution includes 12 male childs and 8 misss. and a sum of 5 ELLs. Two pupils have an active IEP. and five pupils have been identified as talented and talented. The linguistic communication degree of the pupils is classified as the elementary or intermediate degree of English linguistic communication proficiency. We will write a custom essay sample on Individual Lesson Plan: Life Cycle of a Butterfly specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Individual Lesson Plan: Life Cycle of a Butterfly specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Individual Lesson Plan: Life Cycle of a Butterfly specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Description of Lesson: Lesson: Butterfly Life Cycle Time Allotment: This lesson will be taught in one 45 minute category period. Contented Aims: By the completion of this lesson pupils will run into two aims. Students will be able to place the four life rhythm phases of a butterfly. Besides. all pupils will be able to name the phases of the butterfly life rhythm in order. Language Aims: The 2nd class pupils will besides run into two linguistic communication aims by the terminal of this lesson. Students will place the Grecian roots of certain vocabulary words. Students will besides specify the term compound words . State Standards: The pupil will look into and understand that workss and animate beings undergo a series of orderly alterations as they mature and grow. ( Grade two content scientific discipline criterions. 2007 ) . Cardinal Vocabulary: In this lesson pupils will go familiar with a assortment of cardinal vocabulary words to include the undermentioned: Egg-shaped egg. caterpillar. larva. metabolism. chrysalis. pupa. imago. fore-wing. wingtip. hindwing. border. venters. thorax. proboscis. aerial. and flying base. Materials: Students will utilize several stuffs in order to finish this lesson. which are listed as the followers: paper bag. little fictile representations of butterfly phases to set in paper bag. KWL in writing organiser. computing machine Stationss with internet entree for ESL pupils. clay. utensils to carve into clay. Grecian root/compound word designation assessment sheet. life rhythm phase and organic structure portion labeling assessment sheet. SIOP Features: This lesson will use the undermentioned SIOP characteristics: ————————————————- SIOP Features: ————————————————- PreparationScaffoldingGrouping Options ————————————————- ___ Adaptation of Content_X_ ModelingX Whole Class ————————————————- _X_ Links to Background___ Guided practice___ Small Group ————————————————- _X_Links to Past Learning___ Independent PracticeX Partners —————— ——————————- ___ Schemes Incorporated_X_ Comprehensible Input___ Independent ————————————————- ————————————————-

Sunday, November 24, 2019

Tips for Concentration in Homework Preparation

Tips for Concentration in Homework Preparation No Distraction Homework: Tips on How to Make It Work Like it or not, but homework still makes an inevitable part of school routine and students have to deal with it. Sometimes inspiration comes fast, and it is possible to accomplish tasks relatively easy and without procrastination. But on most days, homework just won’t let you handle it by evading your efforts through numerous distractions and temptations, not to mention fatigue. Is there any medicine against this disease that will end your fighting with parents over homework and will relieve your guilt about not doing it right now? Well, unfortunately, no one has invented the pill to cure this trouble yet, but there is another way to alleviate your struggles. It can be named not medicine but procedures and routines that you can develop – and easily set yourself into working mood every day. But what if nothing helps at all? Then we welcome you to our site where experts in various academic fields can provide assistance and write assignments of every possible kind. So one way or another, we’re going to pull you through this daily drudgery. Getting into the Mood First of all, you should attune your mind to tasks at hand, and the rest will follow. Once you learn to persuade yourself to work and learn what ways of motivation and scheduling work for you, stick to them. Basically, you have to hit two major goals: weed out distractions and bring in your natural capacities that will boost productivity. These goals consist of several small and clear steps (you do them or learn them once and then set up a routine): Observe closely what exactly distracts you; Give yourself moments of thinking chaos; Set priorities and stick to them; Use your levels of energy; Put devices far away (if you cannot turn them off for some reason); Give yourself breaks; No multitasking; Reward yourself for accomplishing tasks. Now a bit more details about every step. To get rid of distraction you should know what they are. Dedicate some time during your homework sessions to noticing and recording what annoys you or pushes you off your track. If at home, it is TV speaking loud, parents talking, siblings playing games? If you work in a library, is it someone texting, pushing chairs, using messengers in loud mode? At home, you can ask your parents and siblings to keep quiet or close the doors, in a library the only thing you can do is use headphones with relaxing sound to keep distractions off. Thinking chaos follows us everywhere, it is a state of mind when your thoughts race around and concern everything at once. Keeping focus is hard, but it is a valuable skill. You can switch between focusing on tasks and giving yourself a moment of thinking chaos, and so keep the balance. You cannot avoid this chaos, but you can keep it at bay. Setting priorities is a commonplace (but valuable one): begin with more important and end with less important things. The energy level is usually high at the beginning of work or at some point not far from this beginning. You warm up your mind, focus, get the grip of the tasks and go. So plan the hardest parts for this energy peak, and go easier on yourself towards the end of the working session. Yes, devices are enemies of homework. You may tell yourself that you need them to ask friends about something related to school, but let’s face it: you just want to browse and chat. No way. Keep devices in other room and work. If you desperately need to change focus, try reading pages from a different assignment, or looking in the window. But no gadgets, please. It is directly linked to breaks in work. Do some exercise, get out of the house, talk to mom, but do not touch gadgets. They will not let you go back to work. Yes, it is better to do one thing at a time. If you try to combat your homework all at once, like reading textbooks for one class, writing a paper for another, and repeating stuff for a test for yet one more class, you will fail at everything. So do it one by one. This is a foolproof strategy. Yes. Rewards. Keep yourself motivated not by guilt but by positive stimuli. Have a snack, cuddle with a pet or find some other way to reward yourself when you have completed yet another task. Environment for Work Is a Key Not everything depends on your willpower, though. Place and time of your work matter as much. It is easy to say – make yourself a comfortable room, but not everyone has a room to oneself, it’s true. But you can work out a place where you feel comfortable and have access to computer and supplies like books, pens and paper, and where most distractions are removed. It can be your bed, a table in your room or in the kitchen, or even a floor nest complete with a bean bag. Just have this spot, and know that this is your sacred working cave. Have enough light and no loud noise. Sit comfortably, but not too sloppily (otherwise you will fall asleep). Time is also important. Of course, it is not possible to sit down to homework at fixed hours every day because you have other extracurricular activities, but keeping at least an approximate schedule is also good. If you know that you start doing it at about 6 or 7 p.m. every day, then you get in the right mental track even before you arrive home or pull out your books and handouts. So, proper place, time, change of activities and small incentives will work wonders. 7 Steps to Homework Without Procrastination Now some more tips on how to move to homework matters and proceed without extreme stress. Make a habit of your homework. Do not skip days and do not do it at a different time every day. Keep it scheduled and regular, and like with everything else, the habit to do homework will set in in 21 days. Keep a calendar crossing out these three weeks day by day – it is also a kind of motivation. Plan ahead. Yes, keep track of weekly assignments and distribute your time and efforts so that you did not face one more paper to write when you assumed you were done with homework. Rule our distractions and annoying factors. As discussed, put away gadgets and mute noise. Stick to your study place. It motivates and helps you stay focused. Divide large assignments into steps. It is especially important with large projects that will not fit into one evening of work. Keep track of such assignments and schedule how you will accomplish them bit by bit every day. Today you research and copy articles and read chapters. Tomorrow you outline, pick sources and compile rough reference list. The day after tomorrow you write the first draft. Then edict and complete the final reference list. Otherwise, you can panic facing such an assignment on the eve of the deadline, and you can get too relaxed if the deadline is far. Eat this frog in small servings, but every day, and you will finish it without many efforts. Do not hesitate to change the order of work if you get stuck on a single task. If you feel bored to death, change activities. Take some other subject, have a break. Boredom is as unproductive as distractions. Let yourself get some rest, make small breaks. Your mind needs to relax from time to time to give it this opportunity. Even complex equipment does not work all the time and requires switching off or standby mode to cool down and reboot. You need rest too, just do not make it too long and do not get drowning in the virtual world. We hope that we covered all the major points that can keep you focused on work. Apply them one by one, and you will get into a routine of doing homework. But if urgent or not so urgent help is needed – mind, we are always here for you with our writing services. Just let us know you need them.

Thursday, November 21, 2019

Business Marketing Channels Essay Example | Topics and Well Written Essays - 1250 words

Business Marketing Channels - Essay Example Hence, a business marketing channel can be described as a group of interdependent businesses working together right from the product or service source to the endpoint – in this case the consumer – with the aim of delivering the services or products. From this definition, it is noted that a business marketing channel does not involve one business but a group of interdependent businesses. Interdependent means that the businesses involved rely on other members to function and that one member alone is not enough to define a business marketing channel. This interdependence is a fundamental feature of a business marketing channel, where all businesses work together to ensure that their products and services are delivered at the right time and to the right place (Rosenbloom, 2011). It is evident that a business marketing channel is a process that takes time to complete. Even when the process is completed, a connection is built up between the business and the consumer. Two ques tions arise: 1) Why do businesses use business marketing channels? , and 2) What roles do they perform? This paper seeks to answer these questions through explanations and descriptions that pertain to business marketing channels. Companies usually collaborate with distributors. When a company produces a product or service, the company has to find means to deliver either to the consumer. It is for this reason that companies utilize marketing channels. Companies have to determine the most appropriate marketing channel. By using marketing channels, companies are able to obtain more marketing opportunities as the product or service is transacted along the marketing channel. On many occasions companies make use of distributors (McDonalds & Wilson, 2011). A distributor can be another company that specializes in buying from the source company in large quantities and selling to others, in

Wednesday, November 20, 2019

Historical leaders (Harold Washington Essay Example | Topics and Well Written Essays - 1250 words

Historical leaders (Harold Washington - Essay Example Harold Washington, who was the first black mayor Of Chicago, was one such leader. His election was one of the single most important events in the Chicago's long and illustrious history (Preston, 1983). Born on April 15, 1922, Washington ascended the throne of the Mayor in 1983, and served until his death in 1987. Harold Lee Washington grew in the Bronzeville neighbourhood of Chicago, which at that time, was a major black residential area. In 1942, when Washington was 19, he was sent to the war as an Air Force Engineer. Originally he volunteered to be a part of the combat unit, but blacks were not considered qualified for that job. He served the Air Force for three years, and it was during these years that he understood the intricacies of racial discriminations and prejudices. This treatment also helped shape Washington's views on racial injustice and democracy. In 1946, Washington joined the Roosevelt College, which proved to be the brooding ground for his political activities. Immediately after joining the college, he became intensely involved with the activities and societies in college. He chaired a fund-raising drive by students, and then was named to a committee that supported citywide efforts to outlaw restrictive covenants, which were the legal means by which minorities were prohibited from leaving their ghettos. (Levinsohn 1983). It was here that he truly developed his leadership skills. His cool and composed character was revered by his colleagues, one of them once said that he had a "remarkable ability to keep cool, reason carefully and walk a middle line". He always declared his political boundaries, and never indulged in extreme activities. He treated his opponents with mutual respect, and never insulted their ideology. With the opportunities found only at Roosevelt College in the late 1940s, Washington's time at Roosevelt prov ed to be a pivotal point in his life and the city's history. (Levinsohn 1983). Thus one can see that he resourcefully utilised every opportunity that Roosevelt offered to him. At a relatively young age, he had already equipped himself with the tricks of the political game, and this knowledge assisted him greatly in his future political career. After earning his Bachelor's degree from Roosevelt College, Washington studied law at Northwestern University School of Law in Chicago. He continued his political engagements here, and was soon elected the treasurer of the Junior Bar Association, in spite of being the only black in his class. (Miller 1989). Soon after completing his professional education, Washington began working for Olympic athlete, Ralph Metclaffe in the offices of the third ward. While working under his ward boss, Washington began organising the 3rd Ward's Young Democrats Organisation on the sidelines. The Young Democrats pushed for various black centric resolutions and eventually gained popularity. Once again, Washington succeeded in walking the middle line, thus avoiding any sort of radicalism. Simultaneously, he also managed to make his and the YD's voice heard. Thus, by employing the tactics he had learned at Roosevelt, Washington continued to tread the political ladder slowly but steadily. One must also remember that these were the 1960's, when The Civil Rights Movement was at its very peak. The African

Sunday, November 17, 2019

The market for Cancer vaccines Essay Example | Topics and Well Written Essays - 750 words

The market for Cancer vaccines - Essay Example Geography is also a decisive factor in the case of market characteristics of cancer vaccines as the demand is global and the producing countries are few which results in geographical constraints as the importing cost is involved. The key obstacle to enter this market includes the likes of authoritarian problem, compensation related matters, high cost implicated in manufacturing an oncology product, and government cost repression measures. Also, fear over the effectiveness and side effects of the vaccine of cancer is appearing to be the barrier in the growth of cancer vaccine market (Findlay, â€Å"Cancer vaccine - A giant leap in cancer treatment†). Incentives as such depend on the country where it is being produced. The research and development work related to the cancer vaccine is very expensive which calls for government subsidies and the incentives are correlated with these. Gears to help authorize cancer patients to assess research studies for which they may be entitled which includes the OncoLink/EmergingMed Clinical Trials Matching Service, which persuades patients to look for and consider medical test for the treatment of cancer. A channel to help one to navigate the territory of corresponding and substituting medicine with instructions and warnings on treatments such as vitamins, herbals, chemicals, acupuncture, diet, meditation and body-mind therapy. It comprises that the preliminary information relating to photodynamic therapy (PDT); an original cancer treatment which works by revealing a photosensitizing medicine to precise wavelength of light to kill cancer cells. Proton therapy is a highly developed form of radiation therapy that is at present in use at a limited number of centers worldwide. Protons are different from straight radiation because the beam can significantly diminish normal tissue revelation to surplus radiation. In today’s world, medical science has come of ages and quite a

Friday, November 15, 2019

The Effect Of Pokemon On Childrens Culture

The Effect Of Pokemon On Childrens Culture The impact on childrens culture of anime, manga, video games and trading cards of Pokà ©mon Japans popular culture industry is very vigorous in recent years. The popular culture consists of anime, manga, video games and trading cards. These media have a great impact on childrens culture in Japan and also other countries. Pokà ©mon is a very successful case. Pokà ©mon first appeared in the game of the Nintendos Game Boy, and then quickly diversified into manga, anime, movies, trading cards and toys in those years, and Pokà ©mon phenomenon is appeared in Japan in 1996. These products revolved mainly around children and youths and had impacts on them. This essay will examine the impact of Japanese popular media culture on childrens culture using Pokà ©mon as an example. The impacts which will discuss in this essay are effects on childrens literacy, the social effects, effects of addiction and violence. I will use two case studies to argue some effects on childrens literacy. Data have been collected from two articles. The author of the articles was a primary school teacher and she collected data from the classes she was teaching. Besides childrens literacy, there are many impacts in other aspects. Furthermore, negative impacts are much more than positive impacts. This will be discussed at the end of the essay, also the future of childrens culture under the influence of Japanese popular culture. The anime Pokà ©mon is diversified from its video game. This anime talks about Satoshi, a 10 years old boy, and his friends travels the world catching Pokà ©mon and battling Pokà ©mon trainers. This is the primary source of the essay. Allison, A. 2004. Cuteness as Japans Millennial Product. In: Tobin, J. Pikachus Global Adventure: The Rise and Fall of Pokà ©mon. Durham: Duke University Press: 34-52 Anne Allison is a Professor of cultural anthropology at Duke University in the United States, specializing in contemporary Japanese society. Her current research is on the recent popularization of Japanese childrens goods on the global marketplace and how its trends in cuteness, character merchandise, and high-tech play pals are remaking Japans place in todays world of millennial capitalism. In Cuteness as Japans Millennial Product, she finds that Pokà ©mon is a successful case of childrens entertainment product with media mixes. Its success follows the previous waves of successful Japanese products which started in the late 1980s, and have impacted childhood consumption around the world. These products impacted childrens lifestyle in new interactive ways. Pokà ©mon is game-based makes it more interactive than a mere anime or movie. This article provides information that supports my arguments, children buy lots of Pokà ©mon-related products other than video games or comics, and Po kà ©mon create or facilitate a common culture among children. Arthur, L. 2001. Popular Culture and Early Literacy Learning, Contemporary Issues in Early Childhood, 2(3): 295-308 Dr Leonie Arthur is a senior lecturer in early childhood education at the University of Western Sydney. She has taught in long day care, preschool and school and is an active member of a number of peak early childhood organizations, including Early Childhood Australia. She currently works with undergraduate and postgraduate students at the University of Western Sydney in areas of early childhood curriculum and literacy. This article reports on research findings which indicate that while childrens home and community literacy experiences and texts are increasingly digital and connected to popular media culture experiences and texts in educational settings are predominantly book-based and generally exclude popular media culture. In practice, childrens literacy is affect by television, videos, computers, comics, trading cards and magazines rather than childrens books. It also examines the role of popular media culture in childrens lives. This article provides support for my arguments whi ch related to childrens literacy and violence: media restricts childrens creativity and promotes violence. Buckingham, D. and Green, J.S. 2003. Structure, Agency, and Pedagogy in Childrens Media Culture. Culture and Society 25(3): 379-399 David Buckingham is the Professor of Education and Director of the Centre for the Study of Children, Youth and Media at the Institute of Education, London University. His research is on childrens and young peoples interactions with television and electronic media. Julian Sefton-Green is the Head of Media Arts at WAC Performing Arts and Media College, an informal learning centre in North London, England. He has researched and written widely on many aspects of media education and new technologies. The authors point out that Pokà ©mon as a phenomenon is a controlled and calculated commercial strategy aimed manipulatively at the childrens market. They examine some positive and negative effects of the Pokà ©mon phenomenon on children. Pokà ©mon engages children visually through television, video games and as consumers through the range of products available. This article provides information that support my argument, Pokà ©mon create common culture among children, makes children spend lots of money to collect valuable trading cards and children bully others to grab their cards. Ito, M. 2006. Japanese Media Mixes and Amateur Cultural Exchange. In: Buckingham, D. and Willett, R. Digital Generation: Children, Young People, and New Media. Mahwah: Lawrence Erlbaum Associates: 49-66 Mizuko Ito is a Japanese cultural anthropologist who is an Associate Researcher at the Humanities Research Institute at the University of California, Irvine. Her main professional interest is the use of media technology. She has explored the ways in which digital media are changing relationships, identities, and communities. She sees the move toward new media as an interaction between long-standing and emergent media forms, rather than a shift from old analog to new digital media; while most of the essay explores the low-tech media of trading cards and comic books, The article is about young peoples relationship to media. Ito argues that these analog media forms are being newly infected through digitally enabled sociality. She also examines the trading cards activities. This article supports my argument that children play trading cards class whenever they have time and a people as their competitor. Marsh. J. 2009. Writing and Popular Culture. In: Beard, R. and Myhill, D. and Riley, J. and Nystrand, M. The SAGE Handbook of Writing Development. London: SAGE Publication Ltd: 313-324 Jackie Marsh is Professor of Education and Head of the School of Education at the University of Sheffield. Her research focuses on the role and nature of popular culture in young childrens literacy development. She has conducted research projects that have explored children ´s access to new technologies and their emergent digital literacy skills, knowledge and understanding. This chapter examines the potential role that popular culture can play in writing curriculum in schools. She examines how popular culture affects children and young peoples written texts in classrooms. She considers the adaptation of out-of-school popular cultural writing practices for educational purposes, and explores the way in which these practices are challenging the boundaries of writing as it is instantiated in the curriculum. This article provides information that support my argument, popular culture restricts childrens creativity/ McDonnell, K. 2000. Kid Culture: children and adults and popular culture. Annandale: Pluto Press. Kathleen McDonnell makes her living writing in a variety of genres, from playwriting to junior fiction to social criticism. Besides her many books, she writes articles and opinion pieces for the Globe and Mail, Toronto Star, Chatelaine, Macleans, and Utne Reader, and also contributes to CBC Radio and Canada AM. Her plays have been produced throughout Canada. She explained that the reason she writes about children: I find that childrens stories are usually the best medium to express what I want to say; and about because I have a burning interest in kids and their culture, how they think and feel about the world theyre growing up in. The book explores children and popular culture and help adults better understand the role of popular cultures plays in childrens lives. Kathleen McDonnell offers a balanced and engaging perspective on the power and influence of childrens culture. This book supports my argument that trading cards encourage gambling addiction. McGray, D. 2002. Japans Gross National Cool. Foreign Policy. June/July 2002: 44-54 Douglas McGray writes about social and political issues, science, and culture for the New Yorker, This American Life, the New York Times Magazine, the Atlantic Monthly, the Los Angeles Times, Wired, and Time. He is a contributing writer of Foreign Policy magazine. He spent the spring of 2001 in Japan as a media fellow of the Japan Society. In Japans Gross National Cool, McGray argues Japans street culture, from fashion to art to music, has become ever more vibrant and is having an unprecedented influence on the rest of the world. He analyzes what made Japan a superpower more than just a wealthy country. He examines the globalization of Japanese culture. This article provides information of how Japanese popular culture affects other countries. Squire, K. 2003. Video games in education. International Journal of Intelligent Simulations and Gaming (2) 1. Dr. Kurt D. Squire is an associate professor at University of Wisconsin-Madison, and Director of the Games, Learning Society Initiative, and best known for his research into game design for education. The article examines the history of games in educational research, and argues that the cognitive potential of games have been largely ignored by educators. Contemporary developments in gaming, particularly interactive stories, digital authoring tools, and collaborative worlds, suggest powerful new opportunities for educational media. Squire analyzes educational games refers to some checklists ad frameworks. He promotes case studies and design experiments as a research method that doesnt study isolated variables. He states that there are four concerns of video games, which are encouraging violent or aggressive behavior, employing destructive gender stereotyping, promoting unhealthy attitudes and stifling creative play. This article provides information that support my argument, popular culture restrict childrens creativity and children imitate violence in media. Willett, R. 2004. The Multiple Identities of Pokà ©mon Fans. In: Tobin, J. Pikachus Global Adventure: The Rise and Fall of Pokà ©mon. Durham: Duke University Press: 226-240. Dr Rebekah Willett is a lecturer in Education on the MA in Media, Culture and Communication and the MA in ICT at the Institute of Education. She is a member of the Centre for the Study of Children, Youth and Media. She has conducted research on childrens media cultures, focusing on issues of gender, literacy and learning. Willett discusses the multiple identities of Pokà ©mon fans. She uses a cultural studies model to make sense of the identity work children do in their story writing. She finds that Pokà ©mon thrives in childrens culture by providing a variety of subject positions for children to adopt as they perform and shift their identities in a variety of context in their daily lives. This article supports my argument, children use too much dialogue and insufficient amount of description when writing story because of popular culture, and children isolate others who do not familiar with Pokà ©mon. Willett, R. 2005. Baddies in the classroom: Media education and narrative writing. Literacy 39, 3: 142-148. Dr Rebekah Willett is a lecturer in Education on the MA in Media, Culture and Communication and the MA in ICT at the Institute of Education. She is a member of the Centre for the Study of Children, Youth and Media. She has conducted research on childrens media cultures, focusing on issues of gender, literacy and learning. This article relates findings from a classroom study focusing on childrens media-based story writing. The study examines how children write their own stories under the effects of media, that is, how they consume media and how they produce new media texts. Willett finds that childrens media-based stories make explicit some of implicit knowledge of new media forms. Baddies in the classroom: Media education and narrative writing provides information that support my argument, children write too much dialogue and insufficient amount of description, story with unpronounceable names and incomprehensible plots, also unnecessary violence.

Wednesday, November 13, 2019

My Eating Disorder - I Had a Problem with Food Essay example -- Person

My Eating Disorder - I Had a Problem with Food Everyone wanted to see me get fat, I was sure of it. For once in my life I had some semblance of control over my body in a way no else did. Managing my body took discipline and I was not going to have anyone interfere. I sat crouched in the small space between my parents’ bathtub and toilet, the cool white ceramic tiles reflecting the blonde of my hair, the tears that somehow managed to eke out of the eye ducts were streaming down my hot, mucus slathered face. In the corner behind the toilet, the dog hair swirled in little eddies, and the rim of the toilet had faint speckles of urine, unnoticeable to anyone not at eye level. The shower was on and the fan running as a distraction. Every once in awhile I would knock a bar of soap into the tub with a heavy thud or set a bottle down hard enough so that anyone listening at the door would be fooled and actually think I was in the shower. I used to vomit in the shower, pushing the chunks of food and bright colored foamy mucus down th e drain, but one night, in my hurry to clean up, I had not been able to push a slice of pickle down the drain grates and my mother found it. Pickles, raw vegetables, and spaghetti were the hardest foods to fit down the drain. As I basked in the hazy afterglow of my purge I tasted the blood, sweet and thick as it trickled down my throat and knuckles. Lately there had been more blood and my knuckles were forming bright red raised scaly patches, scarring over in thick nubs from the constant scraping against my teeth. After a meal or a drink I would wait ten agonizing minutes until I could leave the table and say I was taking a bath. Locking myself in the bathroom I would run the water, hover over the toilet... ...awed its way into my mind. For every plea food made to be eaten, and every moment my emaciated belly begged to absorb it there was an even louder voice in me that told me to deny it. There was a constant battle raging; food and my physical body on one side, my brain on the other side, telling me I was weak, fat, and a slob. The fear of food was only one small link to my anorexia. Although other emotional issues catalyzed my anorexia, starvation simply a manifestation of my deeper psychological problems, the fear and anxiety I felt around food was the most accessible avenue to understanding and explaining my condition. To admit my fear of food was not only a starting point from which to begin recovery, but it was also a point of personal acceptance, finally admitting to myself that I had become a prisoner in my own body, cowering from the voices screaming in my mind.

Sunday, November 10, 2019

The Lady with the Pet Dog

Comparison of two stories of the same name A story of two lovers in an affair is never a simple thing to understand. Anton Chekhov original and Joyce Carol Oates’s updated version of â€Å"The Lady with the Pet Dog† tells the story of two unhappy individuals trying to find love in a long lasting affair. Both versions of the story are similar in plot, but the different point of view allows readers to view the conflicts and emotions that each character faces, instead of just getting one side of the story. Although both stories follow the same plot, there are many differences that help readers understand the emotions of the protagonist.Chekhov’s version of â€Å"The Lady with the Pet Dog† the main protagonist is a male named Dmitry Gurov. The third person point of view allows readers to only see how Gurov’s emotions throughout the story and not his love interest Anna. Gurov is an unfaithful husband and views women as the â€Å"inferior race† (Ch ekhov 205). He has been through many affairs in Moscow that he already knows that the affair will grow into an â€Å"extreme complexity† (205) and when the end comes a â€Å"painful situation is created† (205).In Oates version the protagonist is Anna, who is not as timid as she appears in Chekhov’s version. Anna doesn’t know what it feels like to have a bond with a person, because she can’t seem to connect with her husband. The affair allows Anna some freedom from her boring life and allows her to have some purpose in life. Yet she feels guilty for being in an affair with a stranger. The plot in Chekhov’s version is very straight forward being in chronological order, whereas Oates mixes the plot around starting with the climax first.They share the same climax of the theater, but in both stories Anna reacts differently when seeing her lover appear to see her. In Chekhov’s version, Anna is shocked by Gurov’s appearance. She tells him that she is suffering and thinks only about him, but wants to forget everything that happened. Yet she is knows she wants to be with him so she promises to see him in Moscow and tells him to leave. While in Oates’s version, Anna is shocked and very unpleased with seeing her lover, and makes sure he doesn’t come near her.Her lover then calls her, and we see that Anna get frustrated with him for calling her. We can see that Oates was trying to give Anna a little more power in the affair unlike Chekhov. The mix of the plot in Oates’s version I feel allows readers to really understand Anna and her emotions. It would’ve been easier to understand if it was in order, but Oates took the same story and updated it and wrote it in a way that made it much different from Chekhov’s. She gave Anna life and we got to see how the guilt ate at her, while Gurov wasn’t really affected as bad as she was in Chekhov’s.I had to read Oates’s story more than once to get the story into order, which allowed me to think more about Anna’s feelings more then I could do if I only read it once. In both stories the protagonist are stuck in unhappy marriages, but neither actually make an effort to divorce. The setting of Chekhov’s version takes place at the turn of the century, so I feel maybe divorce wasn’t an option for both characters then. Yet Oates had her story take place in the 1970’s, which happened to be a time of feminism, which to my surprise Anna never thought about leaving her husband for her lover.The confusing emotions from an unhappy marriage and guilt drove Anna crazy. She would ponder â€Å"this is fate†¦to be here and not there, to be one person and not another, a certain man’s wife and not the wife of another man† (222). We could tell she just wants to be accepted from someone, and that was her lover. The guilt of cheating even on a broken marriage drove her to tell he r lover that she wished that one of her men would die, so it could make things easier on her. In each story we find that the protagonist finds some sort of love in the end of the story.Chekhov’s character Gurov, sees his wife as â€Å"limited intelligence, narrow minded and dowdy† (205). Anna seems to be the opposite of his wife, which makes him even more attractive to her. Gurov has been in many affairs, but each time he was left lonely, because he was focused on looking for the sexual aspect of the relationship and not the emotional. Anna allowed him to open up emotionally, giving him someone to talk to. In the end Gurov knew he was growing old and that he truly for the first time actually loved someone.Oates’s Anna, has been through a lot of confusion never knowing who she loved. She almost commits suicide and gives up on her relationship. It takes her sometime, but she finally learns to accept her lover and the secrets. Anna was looking for her own identity and love, but she had to learn to love herself first before she could love anyone else. With the third person point of view we are limited to so much information, but Oates’s adaption sheds light on the other half of the story. A one sided story would’ve left readers with a lot of questions concerning Anna.It’s like they made the affair seem so easy in Chekhov’s version, but we find out that they struggled just like any couple would. Although the stories shared many similarities they did have their difference in approach. Works Cited Chekhov, Anton. â€Å"The Lady with the Pet Dog. † The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 8th ed. Boston: Bedford/St. Martin;s 2009. 205-16 Oates, Joyce Carol. â€Å"The Lady with the Pet Dog. † The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 8th ed. Boston: Bedford/St. Martin;s 2009. 219-31

Friday, November 8, 2019

Recipe for an Indispensable Executive Assistant [Infographic]

Recipe for an Indispensable Executive Assistant [Infographic] This executive assistant infographic from Convene is adorable and right on the mark! Since its already worth about a thousand words, Ill just call out a few of my favorite elements:Supersonic HearingThis is the benevolent flipside to the gate-keeper function. Sure, your job is to keep knucklehead stuff off your bosss desk, but you also get to bring the concerns of your colleagues to their attention, which can improve conditions for everybody.Battery PackHaving an extra battery in my bag to recharge my phone on the go has already changed my life. Especially if you have a special phone for work-related tasks, invest in an external charger (see if you can get it reimbursed as a business expense, even!). Theyre smaller and smaller every day, but lifesavers in the clutch.Titanium SpineKnowing how to stand up for yourself (and your boss), who to stand up to, and when, is a crucial soft skill for an executive assistant. Youve got to make decisions quickly and be able to defend them (though you should also maintain flexibility to accept constructive criticism when appropriate).

Wednesday, November 6, 2019

CEO Pay essays

CEO Pay essays STATUS REPORT: WHERE WE STAND ON CEO PAY Recently, in a report on current CEO pay, CEO compensation seems to have become a major issue. In recent years, boards have shifted the mix of executive pay away from cash and toward stock options. Stock options now represent 53% of CEO compensation packages compared to 40% a decade ago. Options averaged $5 million in 1999, up 17% from 1998. Among major firms, 1998 CEO compensation averaged $30.5 million, up 36% from $22.4 million in 1997. That includes salary, bonuses, value of restricted stock and assorted perks, gains from exercising stock options and the 12-month rise in value of unexercised options. According to a 1999 article by Ron Yezzi of Minnesota State University, corporate CEOs in the United States, on average, earn 32 times as much as comparable CEOs in Great Britain, six times as much as those in Japan, and four times as those in Germany. While it may seem initially outrageous for a CEO to make 100 times the salary of a typical worker at the company, some perspective is necessary. Unlike the CEO of a large corporation, the typical worker does not have to make decisions that affect thousands, or even tens of thousands of employees, answer to the stockholders who demand higher profits and higher stock value, grasp all the workings of the corporation and oversee an efficient managing team, and take continual risks to insure the corporations competitiveness in a free market economy. One major factor in the escalation of CEO income is the practice of tying CEO compensation to performance. For example, defenders of Michael Eisners mind boggling compensation point out that he took Disney from revenues of $1.5 billion in 1984 to $18.7 billion in 1996 and that the stock rose from three dollars per share to more than $75 per share during that time. Millard Dexler, CEO of apparel chain powerhouse, Gap, is another example of the relationship betwe...

Sunday, November 3, 2019

Dont Kill the Rooster Essay Example | Topics and Well Written Essays - 1000 words

Dont Kill the Rooster - Essay Example The story gives an overview of two generations that have conflicting interests. The society expectations are kept under the test as the conversation between Sedaris and his brother. The writer uses a family set up to develop his comedy. Most people may consider his work as offensive due to the nature of language being used. The abusive words may limit the number of audiences willing to listen to the joke. It describes the manner in which a single vocabulary may mean differently across the age. The manner of presentation by the author may call for viewer discretion. On the other hand, those who are familiar with the terms may find the work funny taking less offense from the entire work. Nature provides room for divided opinions. A decision is made at different levels. The laughter that will be experienced after reading the piece may indicate the levels of acceptance. The target audience expects a unique characteristic of what the piece being presented with the delivery of the work bei ng left for them to judge whether it meets the desired standards. The offensive part of the comedy may be a temporary aspect as many may choose to adapt to the comedy. The title of the comedy makes the story to be comic. The title is ironic in nature hence the funny aspect appears in the title. The expectation of the reader may be lowered while reading the entire story where the structure changes to give room for a more complex approach the author. The storyline provides the writer to read along with his thought but differences may occur when a reader consider words used by his brother to be offensive. The writer’s choice to use offensive words is acceptable. Shannon describes the class of comedy to insult humor. The tool according to him plays part in gaining a larger number of audiences.

Friday, November 1, 2019

Life as a midwife (personal writing) Coursework

Life as a midwife (personal writing) - Coursework Example I was immediately roused from slumber and tried to grope for light from my bedside table. The clock ticked 2:05. Someone needs me! I rushed to peek through the hole who was bashing at this wee hour of the morning. I recognized my neighbor, Michael, a young adult barely out of his teens, who reportedly married his beautiful sweetheart, Christine, also in her teens because she was already three months’ pregnant then. Seems just like yesterday, I realized, six months have passed and it must have been the right time for the baby to come. â€Å"Sorry to disturb you madam but the baby is coming! Christine is in labor†¦Ã¢â‚¬ , Michael quipped. â€Å"Ok, I will be right there!† I replied. As I rushed to get my delivery equipment that is always prepared and ready. It only took me less than 5 minutes to put on a jacket on top of night clothes and don a slip on to prod me on my way. I knew the house as I pass there practically everyday. I give Christine her much needed and regular prenatal counseling to prepare her for the anticipated delivery of their first child. As I entered, the house was well lit and warm due to the intense feeling and emotions of the residents. Despite its meager surroundings, the atmosphere exuded of warmth, love and affection as if enveloping every visitor with an affectionate embrace. There was an aroma of coffee brewing by the kitchen door, supposedly where Michael was patiently waiting before the family decided to call me. Christine’s mother was at her bedside trying to comfort her, providing a wet, damp cloth to wipe her perspiration. When I arrived, Christine was already fully dilated. She was in intermittent pain and trying to keep her voice down as I prepared everything needed for the delivery. A midwife needs to be effective and competent in approach and in ensuring that the health of both the mother and the newborn child are not compromised. The delivery process was fast, precise and efficient. Before 3:00 a.m. , both Michael and Christine are proud parents of a healthy and equally beautiful baby girl. The small, crisp cries from the newborn reverberate through the silence of the night. Proper procedures were followed to clean and prepare the endorsement of the fragile baby to her proud mother, who was tired but obviously very happy and relieved. Michael was likewise pleased and beaming father assisting Christine to a more comfortable state with clean clothes being worn and freshly washed flowery beddings changed to ease both mother and baby to a blissful sleep. Life of a midwife is challenging but rewarding. I got the chance to remunerate on the training I had to go through as well as the role and responsibilities of my profession. According to NHS, â€Å"midwives often describe their job as 'privileged'. The role they have in preparing women for the delivery of new life makes them a vital presence during all stages of pregnancy, labour and the early postnatal period† (par. 1). Dur ing my training, I recognized the significant role of midwifes in child delivery in the United Kingdom (UK) where 75% of births have been acknowledged to have their physical presence (Giving Birth Naturally, par. 2). Because of the primary importance of midwives’ competencies in antenatal, labor, postnatal and neonatal care, the training and compliance with the pre-registration courses are required. I clearly remember my application to the