Sri Aurobindo Essay Example

Sri Aurobindo Essay Sri Aurobindo was a progressive, artist, scholar, essayist, and Spiritual Master. One of Indias extraordinary present day scholars, Aurobindo was a productive creator who communicated his perspectives on mankind, nature, God, and the universe in various works of verse and composition. He had confidence in the solidarity of everything material, scholarly, and otherworldly, and a focal subject that runs all through the entirety of his compositions is the divinization of life on earth. Sri Aurobindo, not just communicated his otherworldly idea and vision in complex supernatural thinking and in phenomenological terms, yet in addition in verse. He began composing verse as a youthful understudy, and proceeded until late in his life. The subject of his verse changed with the activities that he attempted. It ran from progressive tributes to spiritualist way of thinking. Sri Aurobindo wrote in old style. Aurobindos philosophical convictions got from and advanced profound experience. The focal subject of every one of his works the spiritualization of natural life-lays on his conviction that God exists in the entirety of Nature and that profound instinct makes it feasible for each person to get aware of his own heavenliness. Sri Aurobindo says ills of the current world can't be helped by new political or practical game plans. Sri Aurobindo accepts that a higher personnel is lying torpid in us which must be created and idealized, to bring about the existence divine in no paradise , however in this life and in this point. one of sonnets I have a hundred lives portrays the profound journey for the god. Says how he needs to go through the hundred lifes before he could get a handle on Spirit ethereal(the god). I have a hundred lives before me yet To get a handle on thee in, O Spirit ethereal, . Seek after thee like a tracker through them all. We will compose a custom exposition test on Sri Aurobindo explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Sri Aurobindo explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Sri Aurobindo explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer The focal topic of Sri Aurobindo sonnet I have a hundred life’s is development of life into an actual existence divine. Man is a transitional being. He isn't conclusive. The progression from man to superman is the following moving toward accomplishment in the earth development. It is unavoidable in light of the fact that it is on the double the expectation of the inward soul and the rationale of Natures process. He would work for his acknowledgment like a tracker. Thou yet shalt walk out on the unceasing path And with stirred vision watch me come Smiling a little at blunders past and lay Thy enthusiastic submit mine, its appropriate home. God like concerned dad looks out for his enthusiasts with aroused vision. He has given another cosmology and another transcendentalism in his sonnet ‘considered as the philosophical perfect work of art of the century. Sri Aurobindo topics are philosophical and supernatural. Sri Aurobindo states that man is a transitional being. Man is brought into the world a uninformed, isolated, clashed being; a result of the first in inner voice (I. e. obviousness,) inborn in Matter that he developed out of. Therefore, he doesn't have the foggiest idea about the idea of Reality, including its source and reason; his own tendency, including the parts and combination of his being; what reason he serves, and what his individual and otherworldly potential is, among others. Furthermore, man encounters life through division and strife, incorporating his relationship with others, and his isolated perspective on soul and life. To beat these constraints, Man must leave on a procedure of self-revelation in which he reveals his Divine nature. Man clairvoyant change, his psyche grows and he encounters information not through the hard agitating of thought, yet through light, instinct, and disclosure of information, coming full circle in supra mental observation. Light enters from the statures and starts to transmute different pieces of his being. ees the unity and solidarity of creation, and the amicability of all alternate extremes experienced throughout everyday life. Thy brilliant Light descended into my cerebrum And the dark rooms of brain sun-contacted became . Thy brilliant Light descended into my throat, And all my discourse is presently a tune divine, A paean-tune of Thee my single note; My words are smashed with the Immortals wine. Sri Aurobindo says b rilliant lights triggers the super consciousness,leads him on to unfading way.. It is essentially a total change of the psyche, the heart, the feelings, and the physical body. Thy brilliant Light descended into my heart Smiting my existence with Thy forever; .. Thy brilliant Light descended into my feet, My earth is presently Thy playfield and Thy seat. Man changes into moving sanctuary of God. Encounters unity with nature. Sri Aurobindo says man needs to move towards the satisfaction of our developmental reason; to bring the Divine Being into life; to spiritualize life with the goal that it can encounter its definitive possibilities and conceivable outcomes. Man needs to find his True Nature , of the world, of the universe, of the rise above Divine, and must be incorporated them into day by day presence. Also, in that procedure of disclosure, he encounters a definitive Delight in presence, satisfying the very reason for which the Divine empowered this universe; for the delight of revelation of his most profound and most significant otherworldly nature, and the solidarity of that nature with the Divine Source and Creator.

Definition and Examples of Cleft Sentences

Definition and Examples of Cleft Sentences In English language, a split is a development wherein some component in a sentence is moved from its typical situation into a different condition to give it more noteworthy accentuation. A separated is otherwise called aâ cleft sentence, aâ cleft development, and aâ cleft statement. Aâ cleft sentenceâ is a sentence that is separated (part) in order to put the emphasis on one piece of it. The separated sentence is presented byâ it, which is trailed by aâ verb phraseâ whose primary action word is generallyâ be. The concentrated part comes straightaway, and afterward the remainder of the sentence is presented by aâ relative pronoun, relativeâ determiner, orâ relative verb modifier. On the off chance that we take the sentence Tom felt a sharp agony after lunch, two potential parted sentences framed from it are It was Tom who felt a sharp torment after lunch and It was after lunch that Tom felt a sharp torment. Take, for instance, the straightforward revelatory sentence, Jerry went out to see the film yesterday. In the event that you would need to underline some component, the sentence could be changed in a few unique manners: It was Jerry who went to the movie yesterday.It was to theâ movieâ that Jerry went yesterday.It wasâ yesterdayâ that Jerry went to the movie.â English has a wide range of assortments of separated developments, however the two significant sorts are it-clefts and wh-clefts. Wh-clefts useâ wh words, which is frequently what in the development. Notwithstanding, why, where, how, and so forth are additionally conceivable outcomes. Models and Observations It-Clefts It was just a month ago that I chose to return to school.It was my dad whoâ sent Dyer out to proselyte. It was my dad whoâ had the blue-ice eye and the facial hair of gold.It was Roosevelt who recklessly exclaimed the genuine acquiescence final proposal at a question and answer session in Casablanca, to the shock of Winston Churchill, who was sitting next to him and who had no other option yet to gesture endorsement. Wh-Clefts What I required was a weapon. Others, drifters, revealed to me they generally conveyed a touch of something, a blade or a jar of Mace, and Id chuckled, thinking there was no more prominent weapon than the human brain. You idiot.Strange, butâ what I truly needed wasâ a father who might come down to the police headquarters, ​yell his head off, and afterward take me home to discuss what occurred, to think of another arrangement for how Id act later on, and so on. The various folks had that. Be that as it may, not me. My father disregarded me in prison for the evening. Sources Douglas Biber et al., Longman Student Grammar. Pearson, 2002George N. Crocker, Roosevelts Road to Russia. Regnery, 1959David Crystal, Making Sense of Grammar. Longman, 2004Zane Gray, Riders of the Purple Sage, 1912Sidney Greenbaum, Oxford English Grammar. Oxford University Press, 1996David Sedaris, Naked. Little, Brown Company, 1997Michael Simmons, Finding Lubchenko. Razorbill, 2005

Our top ten posts of 2017 COLUMBIA UNIVERSITY - SIPA Admissions Blog

Our top ten posts of 2017 COLUMBIA UNIVERSITY - SIPA Admissions Blog Happy New Year everyone! Its 2018. Can you believe it?! Heres a look at our top 10 blog posts from 2017. With a couple of days left before our general deadline this Friday, Jan. 5th, we have some last tips for you to submit an outstanding SIPA application as well as insight to our community. #10: Tips on the short essay policy question #9: How NOT to write your personal statement #8: When youll receive your admission decision #7: A Quantitative/Language resume breakdown #6: Whats with the GRE/GMAT and TOEFL/IELTS? #5: The best cafes on campus (because, well, food is important) #4: What Fall 2016 admitted students should know going forward #3: Top 10 tips for communicating with us #2: Next steps for Fall 2017 admitted students And drum roll please. The #1 blog post of 2017 was: How to access (and prepare for) the admissions video essay We hope youve enjoyed time with your loved ones during the holidays. Good luck on the application!

Trickster Tales Are An Important Part Of The Native...

Trickster tales have been an important part of the Native American culture for hundreds of years. Trickster tales are an oral storytelling tradition and are continuously passed down from generation to generation of Native American Indians. American Indians enjoy listening and telling trickster tales because it is a fun and interesting way to tell a story with a valuable lesson. In many tales, the trickster has a name associated with an animal, and a majority of listeners assume they are animals; however, in some tales, characteristics may appear more human-like. Trickster tales allow Native American cultures to use their imagination and thoroughly understand the moral lessons presented in the tales, and therefore may help with one’s†¦show more content†¦The beginning of the story starts with the trickster wandering around aimlessly and encountering a little fox. The fox told the trickster â€Å"the world is going to be a difficult place to live in and I am trying to find some clean place to dwell† (105). The trickster replied to the little fox that he was looking for a place to live as well, and they should look together. As they were looking for a place, they encountered a jaybird and a nit, who were also looking for a place to live. After traveling for some time, they eventually found a lovely place with beautiful land and decided to settle there and built a lodge. Unfortunately, paradise came to an end when winter approached and they had nothing left to eat. The trickster however, had a plan to visit a nearby village and disguise himself as a woman and marry the chief s son who was killing many animals for food. They all agreed the plan was brilliant and could live happily in peace until spring came. Moreover, the trickster disguised himself as a woman by taking an elk’s liver and making a vulva from it. He them proceeded to take the elk’s kidneys and make breasts from them, as well as putting on a woman’s dress. E ventually, the trickster transformed into a pretty woman and decided to have intercourse with the fox, jaybird, and nit to impregnate himself. He went to the village and it was announced that he came for the court of the chief’s son, which was inappropriate manner since the son should haveShow MoreRelatedCoyote and Bear1478 Words   |  6 PagesThe Native American tale of Coyote and Bear, originally translated from oral tradition in nineteen six by G. A. Dorsey in the book The Pawnee, Mythology, Part I, tells us the story of Coyote who accidentally meets Bear, and in order to protect himself from being killed by Bear, starts to make up self praising stories to impress Bear. Eventually, Coyote convinces Bear, but after a few hesitant moves, Bear realizes that Coyote was lying. The tale then, ends up with the murder of Coyote by Bear. TheRead MoreExplore the Role of the Trickster Figure in Native American Literature2123 Words   |  9 PagesWho is the trickster figure in Nati ve American culture? What roles do the tricksters play? Drawing on the readings we have done so far for this course, explore what types of language or symbols the trickster is associated with and their relation to cultural values. In your answer, be sure to consider how the trickster figure relates to native American oral culture (the role of ‘stories’ for example). It sounds simple enough to consider the role of the trickster in Native American culture, but examinationRead MoreMy Favorite Stories From Trickster : Waynaboozhoo And The Geese And How Alligator Got His Brown1939 Words   |  8 PagesIn this paper, I will compare two of my favorite stories from Trickster: Waynaboozhoo and the Geese and How Alligator Got His Brown, Scaly Skin. These two stood out from the others as strong tales with clear and powerful messages. After I compare the two plots, I will discuss the relevant parts of the respective cultures from which these stories originated. One of three reasons I like these two stories is that they are both very concise, direct, and to the point. Let’s use How Alligator Got HisRead MoreWhen It Comes To Folktales, Fairytales, Legends, Myths,1733 Words   |  7 Pagesmental library. These are tales that I can pull out and tell on a moment’s notice. My library has stories from all over Europe, including obscure or not well known stories such as â€Å"Brother and Sister† (a German tale), â€Å"The White Snake† (a German tale), â€Å"Cap o’ Rushes† (an English tale), and â€Å"Bluebeard† (a French tale) that I can recall and tell to others at the drop of a dime. I know a few from Asia, like â€Å"Father Frost† (a Russian tale) and â€Å"The Stonecutter† (a Chinese tale). I am even familiar withRead MoreNo One Hears Words on a Page: The Native American Oral Tradition1021 Words   |  5 Pages The impact of contemporary Native American authors is not diminished b y the fact they fail to fully transcribe tales of the oral tradition into an equally successful literary story. The basic elements of the oral tradition are technically adhered to but the interaction between audience and the teller is absent. The lack of personal interaction with the histories and ethical tales changes the culture of Native Americans. Literary stories are generally published for public consumption. The publicRead MoreNative American Art : Understanding Native Oral Traditions3428 Words   |  14 PagesNative American Art: Understanding Native Oral Traditions Princess Edobor ARHI 367 In our world today there are many books and computer hard drives filled with the most current world histories. However, unlike the people of the west, the Native Americans did not keep chronological record of their past history.11 Since the Native Americans have no written histories, most of the history about their past come to us in form of stories passed down from their ancestors through generations. In order forRead MoreRavens Symbolic Meaning to the Inuit2201 Words   |  9 Pagesinto Ravens Symbolic Meaning to the Inuit: Contextual Analysis of Indigenous Mythology Raven was an incredible animal to the Native North American Inuit culture; he was extremely symbolic in many ways. One of the most important things Raven could do was transform; he was the barrier of magic to many, being able to transform could bring happiness to everyone. The Inuit culture believed that Raven could heal many due to his magic and great level of intelligence. Raven is the keeper of secrets, andRead MoreCoyote in Native Mythology: Thomas Kings The One About Coyote Going West4576 Words   |  19 PagesThomas Kings The One About Coyote Going West encompasses a Cherokee variant on Native Creation, the role of Coyote, the effect of white people on Natives, and a moral lesson classic to Native mythology. Also prevalent is the clichà ©d dont fix it if it aint broke idea wherein matters of concern deteriorate when tampered with. Cherokee are a Native American tribe who mainly live in the southeastern United States and in Oklahoma. They believe that are two classes of the thunder beings, thoseRead MoreEssay about Ancient Native American Traditions1474 Words   |  6 PagesAncient Native American Traditions The novel Reservation Blues does not describe or deal with real Indians. The real Native Americans were forever destroyed by the government the second that they set foot upon the makeshift reservation. That very second saw the perish of all the age-long values and traditions that, before that moment, defined, raised, and watched over every Indian boy and girl, every Indian husband and wife, and every Indian father and mother. The U.S. government easilyRead MoreTotem And The Coyote Columbus Story By Thomas King1288 Words   |  6 Pages The two stories ‘Totem’ and ‘The Coyote Columbus Story’ written by Thomas King are about the Aboriginal people of North America. Thomas King revisits the history of the Native American people in his stories and tells them in a symbolic and metaphorical manner, with his simple touch of humour. The stories â€Å"Totem† and â€Å"The Coyote Columbus Story† are based on historical events, where in they describe the real historical events which have occurred, rather than the ones written down otherwise. The

Project M2 False Memory - 1635 Words

Project M2: False Memory Literature review. This project is based on false memory and asks the question, â€Å"Will words that are presented visually evoke false recall of an associated word more than if words are presented aurally?† False memory has been defined as, â€Å"A mental experience that is mistakenly taken to be a veridical representation of an event from one’s personal past. Memories can be false in relatively minor ways, believing one last saw the keys in the kitchen when they were in the living room or in major ways that have profound implications for oneself and others like, mistakenly believing one is the originator of an idea or that one was sexually abused as a child (Smelser Baltes, 2001, p. 5254). How memory works is an important area that psychologist have been searching for answers to since the early 1950’s and has led to some controversial theories. Baddeley (2001) suggests a working memory system which consists of four components; a modality-free central executive, a phonological loop which holds information in speech based form, a visuo-spatial sketchpad and an episodic buffer which is the temporary storage system that holds and integrates information from the phonological loop, visuo-spatial sketchpad and long-term memory (Eysenck Keane, 2005). Research into false memory has been carried out to determine how reliable the memory can be. Loftus (2003) looked at eyewitness memory and how accurate it can be. In one study Loftus showed films of trafficShow MoreRelatedApplication And Limits Of The Following Programming Paradigms2137 Words   |  9 PagesTask 4 (P6, M2 and D2) †¢ Having outlined the roles of software design, you are to prepare a report on design tools and techniques. Your report should cover the following topics using the scenario given above: †¢ Screen designs (layouts, story boards) †¢ IPO (Input, Process, Output) †¢ Data Dictionary †¢ HIPO (Hierarchical IPO) or Structure Chart †¢ Flowchart †¢ Pseudo-code Furthermore, you are asked to: a) justify the choice of date types and software structures used in your design (M2); b) developRead MoreGait Analysis8133 Words   |  33 Pagesvideo. Our goal is to establish a simple baseline method for human identification based on body shape and gait. Our project describes a representation of the dynamics of human walking action for the purpose of person identification and classification by gait appearance. The outer contour of the binarized silhouette of a walking person is chosen as the basic image feature. This project is also based on face recognition software to obtain recognition in a short period of time interval after the imageRead MoreHistorical Places in Dhaka7657 Words   |  31 PagesTomb of Bibi Pari The tomb of Bibi Pari, located in the center, is the most impressive of the surviving buildings of the fort. Eight rooms surround a central square room that contains the mortal remains of Bibi Pari. The central room is covered by a false octagonal-shaped dome, wrapped by a bronze plate. The entire inner wall of the central room is covered with white marble, while the four rooms at the sides had stone skirting up to a height of one metre. The walls in the rooms at the four corners areRead MoreDescription Of The Flight Recorder Systems8084 Words   |  33 Pageswith only simple repairs such as replacing the interconnection harness to the crash protected memory module. Re-soldering memory devices or ancillary components is not permitted. ii. Posttest sequence ii. (Low temperature fire), removal of individual memory devices to allow information recovery either separately or in combination after re-attachment to the original or replacement crash protected memory module is permitted. The tests are very detailed and complete. Some examples of protocols toRead MoreHsc General Math Textbook with Answers153542 Words   |  615 Pagescircle, use the formula A = Ï€r2. Substitute the value for r (r = 9). Evaluate. Express answer correct to one decimal place. Give your answer with the correct units. Write answer in words. A = Ï€r2 = Ï€ Ãâ€" 92 = 254.4690049 = 254.5 m2 The area of the circle is 254.5 m2 Chapter 2 — Further applications of area and volume 35 Example 2 Finding the area of an annulus Th Thomas d draws t concentric circles whose radii are 4 cm and 6 cm. What is the area of the two annulus formed to theRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesOlsen, Jay Devore Acquisitions Editor: Carolyn Crockett Development Editor: Danielle Derbenti Assistant Editor: Beth Gershman Editorial Assistant: Ashley Summers Technology Project Manager: Colin Blake Marketing Manager: Joe Rogove Marketing Assistant: Jennifer Liang Marketing Communications Manager: Jessica Perry Project Manager, Editorial Production: Jennifer Risden Creative Director: Rob Hugel Art Director: Vernon Boes Print Buyer: Karen Hunt Permissions Editor: Isabel Alves Production Service:Read MoreQuality Improvement328284 Words   |  1314 Pagesmanagerial and implementation aspects of quality improvement are included. Chapter 2 describes DMAIC, an acronym for define, measure, analyze, improve, and control. The DMAIC process is an excellent framework to use in conducting quality improvement projects. DMAIC often is associated with six-sigma, but regardless of the approach taken by an organization strategically, DMAIC is an excellent tactical tool for quality professionals to employ. Part II is a description of statistical methods useful in qualityRead MoreComparative Study of Quality of Work Life Management in Tcs Ibm: a Case Study Analysis14194 Words   |  57 PagesPROJECT REPORT On â€Å"COMPARATIVE STUDY OF QUALITY OF WORK LIFE MANAGEMENT IN TCS amp; IBM: A CASE STUDY ANALYSIS† FOR THE PARTIAL FULFILLMENT OF THE AWARD OF THE DEGREE OF â€Å"MASTER OF BUSINESS ADMINSTRATION† FROM GGS IP UNIVERSITY NEW DELHI BATCH: 2011-2013 Submitted by: Submitted to: Sheetal Yadav Dr. Parul Gupta ARMY INSTITUTE OF MANAGEMENT amp; TECHNOLOGY, GREATER NOIDA (UP) – 201306 BACKGROUNDRead MoreObject Oriented Programming41739 Words   |  167 Pagestypes and they are: byte, short, int, long float, double boolean char 6)What is an Object and how do you allocate memory to it? 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Women During the Middle Ages Free Essays

Women during the middle Ages The middle ages were a big part of the world’s history. Every aspect of life was influenced. One important influence was on women. We will write a custom essay sample on Women During the Middle Ages or any similar topic only for you Order Now Medieval society was ruled by men and women had their â€Å"place’ depending on their social class (â€Å"Medieval Women†). Peasant women had the hard life; they were expected to cook and clean and help their husbands all at the same time (â€Å"Daily Life for Peasant Women in the Middle Ages†). Peasant women would typically begin their days at 3 am during the summer and began to prepare breakfast and prepare for the daily meals, and then they would begin to weave and make clothes for the family (â€Å"Daily Life for Peasant Women in the Middle Ages†). Peasant women would work in the fields until dusk and then eat dinner after their families would (â€Å"Daily Life for Peasant Women in the Middle Ages†). She was also responsible for the children and basic nursing (â€Å"Daily Life for Peasant Women in the Middle Ages†). The daily routing of noblewomen followed her husband’s, or lord’s (â€Å"Daily Life of a Noblewoman in the Middle Ages†). She would begin with mass at dawn and then be dressed in her dress of the day (â€Å"Daily Life of a Noblewoman in the Middle Ages†). Leisure time was spent on embroidery and dance (â€Å"Daily Life of a Noblewoman in the Middle Ages†). Education for noblewomen consisted on practical rather than academic like manners, etiquette, how to dance and ride, and archery (â€Å"Noble Women in Middle Ages†). Noble women typically had no choice in the marriage process and were usually a game of politics (â€Å"Noble Women in Middle Ages†). Life after marriage consisted of creating large families (â€Å"Noble Women in Middle Ages†). Joan of Arc was born to a small, poor family at Dom Remy at Champagne (â€Å"St. Joan of Arc†) during the 100 years’ war (â€Å"Joan of Arc’s Life†). Ever since she was little she was always in the life of God and was tender to the poor (â€Å"St. Joan of Arc†). When she was thirteen voices came to her, which she called her counsel, and identified them at St. Michael, St. Margaret, and St. Catherine, and she was very hesitant to tell anyone about these voices (â€Å"St. Joan of Arc†). She said the voices told her to lead the siege of Orleans and bring Dauphin to his coronation (â€Å"Joan of Arc’s Life†). Joan set out with her army and was able to capture and take over four towns and destroy half of the English Army (â€Å"Joan of Arc’s Life†). These events led up to the coronation of Charles VII (â€Å"Joan of Arc’s Life†). After an unsuccessful attack against English-held Paris, her army disbanded when she was injured (â€Å"Joan of Arc’s Life†). Later she went on another campaign, in which she predicted she would be captured in Compiegne because she was breaking the treaty (â€Å"Joan of Arc’s Life†). Her troops were forced to retreat and she was convinced to surrender to Lionel of Wandomme, and then was put on trial by the English (â€Å"Joan of Arc’s Life†). She was tried by the English for witchcraft and heresy and was condemned to death by a French clergy (â€Å"Joan of Arc- Trial, Death, and Sainthood†). The Pope in 1456 found Joan to be innocent of heresy and she was beatified by Pope Pius X in 1909 (â€Å"Joan of Arc- Trial, Death, and Sainthood†). And in 1920 she was named a Saint by Pope Benedict XV (â€Å"Joan of Arc- Trial, Death, and Sainthood†). Eleanor of Aquitaine married King Louis VII of France when she was fifteen (2 â€Å"Eleanor of Aquitaine†). She helped to lead thousands of voyages to the Second Crusade (â€Å"Eleanor of Aquitaine†). The church was happy to hear of this but was unhappy when they heard that she and 300 of her ladies were going to heal the wounded (2 â€Å"Eleanor of Aquitaine†). Her efforts were bashed and her marriage ended up failing because her husband did not approve of her, and in spite she said that her marriage was never valid (2 â€Å"Eleanor of Aquitaine†). After returning to France her marriage to Louis was annulled and less than a year later she married the future King of England, Henry (2 â€Å"Eleanor of Aquitaine†). She bore five sons and three daughters to Henry, but their marriage wasn’t always perfect (2 â€Å"Eleanor of Aquitaine†). She turned her three sons against their father and ran a rebellion against him, something that was unusual for a woman but was just in her eyes because of his infidelities and having to share the wealth with him (2 â€Å"Eleanor of Aquitaine†). But the rebellion was put down and Henry imprisoned her for fifteen years (2 â€Å"Eleanor of Aquitaine†). But her son, Richard, killed Henry and she was released for prison (â€Å"Eleanor of Aquitaine†). She was later seen as a very powerful politician because of the work she did to help her favorite son, Richard, to be released after he was captured (2 â€Å"Eleanor of Aquitaine†). She was always traveling to keep her appearance up with the English subjects and to manage her army and estates (2 â€Å"Eleanor of Aquitaine†) and before she died she was able to get her children the thrones of every country in Europe (â€Å"Eleanor of Aquitaine†). Lady Godiva of Coventry, England was known for her long, beautiful hair and her vow to help the less fortunate (â€Å"The Lady Godiva Legend†). She was married to Lord Leofric, who didn’t care about the less fortunate people of his town, and set a heavy tax on his people (â€Å"The Lady Godiva Legend†). Lady Godiva protested and he set a bet with her: to ride through the streets naked and then he would lift the tax (â€Å"The Lady Godiva Legend†). She was known as being a modest woman and no one thought she would do this, but didn’t think twice and woke up at dawn the next day and set out (â€Å"The Lady Godiva Legend†). Lady Godiva was a generous person and her townspeople were even better and closed their shutters while she took this ride so nobody could see her (â€Å"The Lady Godiva Legend†). When her ride was over he husband stuck to his word and lifted the tax on his people and her place in history would be set in stone (â€Å"The Lady Godiva Legend†). How to cite Women During the Middle Ages, Papers

Miami University Essay Help

Miami University Essay Help Essay Prompts Admission Essay Help The admission application paper shows your capacity to compose obviously and compactly on a chose theme and helps you separate yourself utilizing your own voice. As of late, the Common Application executed 5 new exposition subjects/prompts: 1. Some understudies have a foundation or story that is so integral to their personality that they trust their application would be inadequate without it. If this sounds like you, then please share your story. 2. Recount an episode or time when you encountered disappointment. How could it have been able to it influence you, and what lessons did you realize? 3. Reflect on a time when you tested a conviction or thought. What provoked you to act? Would you settle on a similar choice once more? 4. Describe a place or environment where you are flawlessly content. What do you do or encounter there, and why is it important to you? 5. Discuss an achievement or occasion, formal or casual that denoted your move from adolescence to adulthood inside your way of life, group, or family. There is a 650 word limit and a base reaction of 250 words is required. The paper wont permit a reaction shorter than 250 words. Understudies can create their reactions specifically in the application or cut-and-glue a reaction drafted in another word handling program. Fundamental designing (strong, italics, underline, and highlighted characters) are accessible. Graduates should prepare the statement (approximately  2  pages)  that  must indicate your primary intellectual interests and the reasons why you wish  to  pursue  an  advance degree in  philosophy in chosen  department. Office of Admissions Contacts 301 S. Campus Ave. Oxford, OH 45056 ­3434 Fax: 1 ­513 ­529 ­0682 Career Service Contact LinkedIn University Ranking for Accounting ProfessionalsGraduate #13 for MarketersUndergraduate #21 Alumni statistics Where they live Cincinnati Area   33,012 Greater Chicago Area   10,495 Columbus, Ohio Area   9,225 Cleveland/Akron, Ohio Area   9,072 Greater New York City Area   4,586 Where they work Procter Gamble   464 EY   441 Fifth Third Bank   430 JPMorgan Chase Co.   398 Deloitte   381 What they do Sales   14,159 Education   11,467 Operations   9,036 Finance   7,614 Entrepreneurship   7,187 Marketing   5,902 Healthcare Services   5,486 Media and Communication   5,467 What they studied Marketing   11,497 Finance, General   8,049 Accounting   6,195 Political Science and Government   5,664 Business Administration and Management, General   5,482 Psychology   5,288 Economics   3,845 English Language and Literature/Letters   3,386 What they’re skilled at Leadership   27,347 Microsoft Office   24,748 Management   22,687 Customer Service   22,664 Public Speaking   22,163 Microsoft Excel   19,423 Sales   17,760 Strategic Planning -17,656 Jeff Berding President General Manager at FC Cincinnati City Council Member at City of Cincinnati City Council Director of Sales Public Affairs at Cincinnati Bengals President General Manager at FC Cincinnati B.A., Political Science  1985 – 1991 Bill McComb Former Chief Executive Officer at Fifth Pacific Companies, Inc. Recently Retired at Fifth Pacific Companies, Inc. Company Group Chairman, DePuy Companies at Johnson Johnson President, McNeil Consumer Healthcare at Johnson Johnson Bachelor of Arts (B.A.), Economics  1981 – 1984 Dwight Merriman CTO Co-founder at DoubleClick Chairman at AlleyCorp Chairman Co-founder MongoDB Inc.; Contributor MongoDB Project at MongoDB CS  1986 – 1989 Richard A. Moran President, Menlo College Partner at Venrock Partner at Accenture Board Member at Glu Mobile Ph.D, Organization Behavior/Higher Education  1977 – 1981 Miami University Recommendations to apply Liked it too much Product of a Miami merger, never really considered other colleges, from the campus, the students, the profs and the sports. Too bad about football, Miami defeated Florida, Georgia and LSU while I was there in 70s. I may have taken more years to graduate than any other alum, entered in 73 as freshman and graduated in 2000, no kidding. My son just graduated last year and many nieces and nephews. Great Place, Great People, but Im still a Redskin, PC or not. Chris Roberts   General Manager at Cayes Consulting Group General Manager at Cayes Consulting Group 1974 – 2000, BA

How Social Media Helped Me Land an Agent

How Social Media Helped Me Land an Agent Like most writers these days, I have a love/hate relationship with social media. Yes, it can be one giant time vacuum. Were talking the granddaddy of vacuums- were talking Dyson. But writers need a life. Right? So the hours spent on Facebook are in the best interest of my career, right? They can be. With all the moaning about the downside of social media (mainly the time aspect), we writers tend to overlook the sheer beauty of what the various platforms provide: accessibility. Never before have we had the opportunity to be â€Å"friends† with so many publishers, agents, and other writers. Conferences are expensive and not everyone can afford to attend the more popular ones, the ones where big-name editors and agents are most likely to show up. Years ago, the only way to meet agents and editors was to attend conferences and hope you make the cut for a pitch session. Or hopefully grab a seat in their standing-room-only panel discussion. Or you could follow them into the bar, or restroom, or hotel elevator. In which case, if youre like most writers, youre a bit introverted so that elevator ride is probably going to be rather quiet. And the restroom thing- not cool. At all. Thats where social media comes in. Its much more pleasant, for all parties involved, to find an agent and follow them on Twitter than to follow them into a bathroom! If you prefer Facebook, send them a friend request. Follow their RSS feed. Comment on their posts. And comment again. And again. You know youre getting somewhere when the agent starts to comment on your comments. Im â€Å"friends† with and follow several agents. Ive had these cyber relationships for a year or more with various agents, and like any good relationship, it takes time to build. Ive been in the business long enough to say Ive sent my share of query letters to agents, without much success. But social media opened up not only a whole new door, but a golden door for me. Through Facebook, I was able to establish a friendly relationship with different agents before seeking a business relationship with just one. And even then, when I did approach the agent through a private message, it wasnt intended to be a query. I simply had a question, between friends, about the industry. That cyber conversation turned into a phone chat, which turned into longer talk which turned into an offer of representation. Social media not only helped me find my agent, it allowed me the opportunity to get to know her as a person before ever signing a contract. To me, thats just as important as how many deals theyve made. If I dont respect and like you as a person, how am I ever going to feel comfortable trusting you with my career? So go ahead and follow a couple of agents. You might be surprised where it can lead.

Tennessine Element Facts

Tennessine Element Facts Tennessine is element 117 on the periodic table, with the element symbol Ts and predicted atomic weight of 294. Element 117 is an artificially produced radioactive element  that was verified for inclusion on the periodic table in 2016. Interesting Tennessine Element Facts A Russian-American team announced the discovery of element 117 in 2010. The same team verified their results in 2012 and a German-American team successfully repeated the experiment in 2014. Atoms of the element were made by bombarding a berkelium-249 target with calcium-48 to produce Ts-297, which then decayed into Ts-294 and neutrons or into Ts-294 and neutrons. In 2016, the element was formally added to the periodic table.The Russian-American team proposed the new name Tennessine for element 117, in recognition of the contributions made by Oak Ridge National Laboratory in Tennessee. The elements discovery involved two countries and several research facilities, so it was anticipating naming might be problematic. However, multiple new elements were verified, making it easier to agree on names. The symbol is Ts because Tn is the abbreviation for the Tennessee state name.Based on its location on the periodic table, you might expect element 117 would be a halogen, like chlorine or bromi ne. However, scientists believe relativistic effects from the elements valence electrons will prevent tennessine from forming anions or achieving high oxidation states. In some respects, element 117 may more closely resemble a metalloid or post-transition metal. While element 117 may not behave like halogens chemically, it is likely physical properties like melting and boiling point will follow halogen trends. Of all the elements on the periodic table, ununseptium should most closely resemble astatine, which is directly above it on the table. Like astatine, element 117 will likely be a solid around room temperature. As of 2016, a total of 15 tennessine atoms have been observed: 6 in 2010, 7 in 2012, and 2 in 2014.At present, tennessine is only used for research. Scientists are investigating the properties of the element and using it to produce atoms of other elements through its decay scheme.There is no known or expected biological role of element 117. Its expected to be toxic, primarily because of its radioactive and very heavy. Element 117 Atomic Data Element Name/Symbol:  Tennessine (Ts), was formerly Ununseptium (Uus) from the IUPAC nomenclature or eka-astatine from the Mendeleev nomenclature Name Origin:  Tennessee, the site of Oak Ridge National Laboratory Discovery: Joint Institute for Nuclear Research (Dubna, Russia), Oak Ridge National Laboratory (Tennessee, USA), Lawrence Livermore National Laboratory (California, USA) and other US institutions in 2010 Atomic Number: 117 Atomic Weight: [294] Electron Configuration: predicted to be  [Rn] 5f14  6d10  7s2  7p5 Element Group: p-block of group 17 Element Period: period 7 Phase: predicted to be solid at room temperature Melting Point:  623–823  K  Ã¢â‚¬â€¹(350–550  Ã‚ °C, ​662–1022  Ã‚ °F)  (predicted) Boiling Point:  883  K ​(610  Ã‚ °C, ​1130  Ã‚ °F)  (predicted) Density: predicted to be  7.1–7.3  g/cm3 Oxidation States: The predicted oxidation states are -1, 1, 3, and 5, with the most stable states being 1 and 3 (not -1, like other halogens) Ionization Energy: The first ionization energy is predicted to be 742.9 kJ/mol Atomic Radius: 138 pm Covalent Radius: extrapolated to be 156-157 pm Isotopes: The two most stable isotopes of tennessine are Ts-294, with a half-life of about 51 milliseconds, and Ts-293, with a half-life around 22 milliseconds. Uses of Element 117: At present, ununseptium and the other superheavy elements are only used for research into their properties and to form other superheavy nuclei. Toxicity: Due to its radioactivity, element 117 presents a health risk.

Toyota SWOT Analysis Essay Example | Topics and Well Written Essays - 1000 words

Toyota SWOT Analysis - Essay Example Toyota’s mission statement, â€Å"To sustain profitable growth by providing the best possible customer experience and dealer support† embodies the reasons behind the company’s success: sustainability, quality and customer satisfaction (Hino, 2006). II. Organizational Strengths and Weaknesses A. The â€Å"Toyota Way† Strategy Toyota has successfully implemented their widely recognized â€Å"Toyota Way† strategy in all its global business operations. This strategy is based on operational excellence through a 4-P model; philosophy, process, people and problem solving. Philosophy is anchored on long-term thinking; process on waste elimination; people on respect, growth and challenge; and problem solving through the concept of continuous improvement. The resultant effect of this strategy is organizational performance and excellence due to sustenance of high quality that not only attracts customers but also makes them loyal (Liker, 2004). The â€Å"Toyot a way† is a clear strength since it is tailor-made for the company as evidenced by the fact that most of the other operational excellence strategies pursued by organizations around the world were developed from it including the popular â€Å"lean manufacturing†, â€Å"just in time† and â€Å"six sigma† philosophies. ... The â€Å"Toyota way† only works due to the successful uptake by the employees and the Toyota culture of hard work and continuous improvement is possible through the quality of employees present (Liker and Hoseus, 2008). Toyota’s excellent workforce is a major strength especially considering the fact that the company operates on principles based on continuous improvement, high quality and organizational performance appraisal which would prove strenuous and overwhelming to weak employees. It is not unknown for companies to adopt noble strategies and policies only for them to fail due to difficulties in adoption by the workforce. C. Product Quality Concerns Toyota’s large size as a company means that any errors in manufacturing result in numerous faulty vehicles availed to the market which leads to customer dissatisfaction and aloofness to future car models. This is particularly damaging to reputation as evidenced by the recent recalls of vehicles due to failed bre aking systems; concerns on safety are enough to cause virtually irreparable harm to a company such as Toyota. To maximize on quality, a Total Quality Management system should be carefully implemented besides much emphasis on batch testing since this is perhaps the only way Toyota can mass produce with quality assurance. D. Lack of Customer Involvement Toyota focuses a great deal on the internal aspects of its operations in terms of management and workforce performance optimization and fails to take into consideration the views and interests of the customers. This has resulted in some of its car models being ranked among the ugliest automobiles on roads; unenviable

The Effect Of An Independent Exercise Program Essay

The Effect Of An Independent Exercise Program - Essay Example In the development of various exercise programs for treating the patients with bronchiectasis it is important to have enough knowledge as for the means of airway clearance methods, their effectiveness and outcomes. There has been made profound research a for the effects and effectiveness of such methods, and it is necessary to discuss them in general and especially concentrate on the PEP method. Abundant research has supported the central role and importance of the retained secretions in initiating the bronchiectatic process. Bronchiectasis is characterized by the effect of mucus hypersecretion, and it is the display of the disease destructive effect. If the secretions are not cleared from the airways, they will nurture the organisms, which in their turn become the reason of chronic inflammation, and support the high level of various toxic byproducts in the lungs of patients. Mucus also serves the means of transporting the chemical products, which seriously damage the lung defense system. In case the patient is diagnosed having excessive amount of mucus in his lungs, there is a threat that the clearance mechanism will be destroyed as well as further promotion of bronchiectasis will be promoted. However, certain researches have been devoted to the evaluation of effectiveness in relation to different airway clearance methods. It is necessary to understand that with the development of new approaches to the bronchiectasis treatment the central role will be devoted to prevention or earlier intervention of the disease, and the excessive use of antibiotics should become the means of emergency rescue means in the most serious cases. The airway clearance therapy should be thoroughly developed and should carry aggressive character, no matter which method exactly is chosen. Any method of airway clearance will enhance the clearance of thick mucus. Airway clearance techniques are divided into several methods and are represented as follows: Mechanical percussion; Positive expiratory pressure; Vibratory positive expiratory pressure; Intrapulmonary percussive ventilation; Etc. Positive expiratory pressure (PEP) or expiratory resistance for COPD promotes the clearance of mucus and the collateral ventilation disease. PEP works through pushing air into the lungs, keeping them open all the time. Through the use of PEP the person breathes in normally, but breathing out is made as if through resistance. The PEP device is usually used with a mask; it is noted that it can also adapted for the delivery of bronchodilators. Shelton (2004) notes, that it is effective without the need for using the postiral drainage, and of course in case it is performed incorrectly, it proves itself to be absolutely ineffective, though this may be said in relation to any other airway clearance techniques. The systematic review of the literature, related with the use and various researches in the area of PEP devices, has been made by Elkins et al. (2004), however, the bigger portion of the studies, found by author, have been considered by him to e of low quality. He has used twenty stu dies in his research, which included 430 participants. According to the literary research, it has been indicated that forced expiratory volume in 1 second was the most common

The five outcomes of every child matters

The five outcomes of every child matters Within this resource pack, I aim to guide practitioners and parents to implement the five outcomes of every child matters for children age four and five years in their care. I will begin by given the historical background of Every Child Matters and Policies and Legislative material in order to outline the definitions of social justice and inclusion. Also, I will discuss the significance and possible barriers of inclusion. Portions of the resource pack will reflect critically on Every Child Matters agenda which led to the enactment of The Children Act 2004 linking it to the five outcomes. In 2003, the government initiated Every Child Matters which was launched in the United Kingdom followed by the death of Victoria Climbie. It was a significant plan of the government to change and improve the lives of children and childrens services. The idea of the plan was to safeguard children; however it went beyond and expands the prospects available to young people from birth to 19 years. After the death of Victoria Climbie, there was a long meeting of all the various professionals working in children services. The outcome of the meeting underlined a lot of failure of the system, such as not being able to protect vulnerable children from purposeful harm. As the above has not being the only or a one off incident this was based on professionals not communicating with one another therefore Lord Laming suggested a structural reform which means different agencies working together (DfES, 2003). Following the consultation, the Government published Every Child Matters, the next steps which gave way to the Children Act 2004 which provided the legislative backbone for developing more useful and within reach services, focused around the needs of children, young people and families. The document carried 108 recommendations for fundamental changes. It aimed at supporting all children to have the support they need, no matter whatever their background or circumstances. This Act brought in a change for children. In 2005 a Childrens Commissioner for England was assigned to stand for the views of children. The Every Child Matters agenda was further developed in 2007 through the publication of the Childrens Plan. This plan was a ten year strategy ensuring that every child gets the best in life and helps parent into work as well as making an informed choices about child care and family life. Also it aims to improve childrens educations, health and eradicate poverty (DfES, 2004). Every Child Matters focuses on the well being of children and young people. It lays emphasis on better outcome for children, hence the five outcomes a guideline every practitioner should follow. Being Healthy requires that Early Years settings must show that practitioners are enabling children to be in an environment that let them to enjoy physical, mental and emotional health. All settings have the responsibility to make sure children learn how to achieve these things for themselves and live healthy lifestyles and understand the importance of being healthy (Knowles 2009:59), this has significance to Article (24) (27) of the UN Convention on the Rights of the Child (UNCRC) which recommends that all children should have right to health, clean water and environment, nutritious food, and have a good standard of living that meets moral and social needs (Bruce and Meggitt 2007). One will include that children should be supported through various measure, ensuring that they are mentally and emotionally healthy, practitioners must promote, encourage and set good example through the curriculums and its policies and practice as well as attracting children in physical activity in order to educate them on how to wash their hands and what to eat and drink. Also families should be provided with other health-care support needed which represents the good multi agency practice already in place at Children Centres (DfES, 2004c). (Practitioners should refer to appendix A for illustration of promoting a healthy environment for children). The next key outcome is Staying Safe which enables children to be safe from maltreatment, neglect, violence and harm. Practitioners should ensure that there is policies and procedure in place that clearly demonstrate an ethos of zero tolerance to bullying. Children should be protected from maltreatment, ensuring that providers and all relevant staff are appropriately trained in order to contribute to their safe from any harm. This is in relation to UNCRC article (9) (19) which states that all children should be protected from violence, abuse and neglect and Government should protect them (Meggitt and Bruce 2007) One could argue that providing a safe and secure environment will enable the children to achieve their full potential. (Practitioners should refer to Appendix B for the illustration of keeping safe). Enjoying and achieving is the third most crucial outcome which stresses that children of all potentials are to be helped to achieve personal and social development with particular focus on those with special and additional needs and also to those in disadvantage and isolated areas (Bruce and Meggit 2007). Practitioners in early years settings should make available for all children to achieve their full potential despite their educational needs. Also pupils should be provided with an environment regardless of any physical disability so that they can access the social and educational aspects of school. Furthermore practitioners should promote and support inclusive learning, gender, culture, social and emotional desires. Lastly children with special education needs (SEN) should be encouraged by practitioners to experience equal opportunities to achieve and attain their ultimate goal (Knowles 2009) This is eminent of the UNCRC, article (28) (29) stresses that all children have the right to an education and the purpose of education is to develop every childs personality, talents and mental physical abilities. (Practitioners should refer to appendix C for illustration of the above). One could agree that taken education to some extend will teach children to respect individuals, their own and other culture and also prepare children to live responsibly and peacefully in a free society. Within the policy document, the section on enjoying and achieving cited in (DfES 2003:para1.8) meaning that out of the five outcomes this does give a highlight on leisure time whilst the rest is mainly about educational attainment. Children imagine Enjoying as playing yet within this document it seems to be more emphasising on education. Enjoying appears to be one of the most vital outcomes requested by children. If children are seen as the citizens of the present why not pay particular attention to them. It is important to respect their views (William 2004:412 cited in Hendricks: 2008). In additional to this, making a positive contribution to childrens life is most important this include taking part in decision making and supporting the community, being law abiding, developing positive relationships with others being, self confident and able to deal with challenges and enterprise behaviour (Bruce and Meggitt 2007). In essence practitioners should encourage children to partake in planning and development of activities. This correspond to article (12) of the UNCRC which requires that the views of children must be sought after and given due weight in all matters affecting them. Lastly, achieving economic well-being helps children to conquer income barriers and achieve their full potential (Bruce and Meggitt 2007). Consequently, practitioners should make sure that children are given the best start in life. Evidently, educational attainment is the most effective route out of poverty. Within article (24) of the UNCRC achieving economic well-being the standard of living for children should meet their physical, mental, spiritual moral and social needs (DfES 2004). (Practitioners should refer to appendix E) The reason for writing this resources pack is to guide and support early years practitioners, parents and carers to implement the five outcomes of every child matters in the settings. Although Every Child Matters agenda outcomes seeks to promote the well being of all children which is underpinned by social justice and inclusion, practitioner still needs some ground rules to follow. Social justice is a theme in the United Nations and the European agenda for young children (Jones et al 2008:106). In Britain social justice is a belief that is currently in used to support public policies and practices with a view of making sure that all have equivalent chance to achieve the necessary goods and provisions they need to thrive and achieve well. This idea of fairness is embedded in the concept of social justice (Knowles 2009). Many young people as citizens take their rights and responsibilities seriously as it is necessary to keep hold of the belief in freedom and rights. Undesirably, some o f the policies linked to social welfare are challenge by beliefs of rights and justice (Jones et al 2008). In an ideal and fair society all children and families should have an equal chance of achieving well being yet the society we live in is homogenous entity. This encompasses of huge number of smaller groups between which is unequal distribution of power and access to goods and as part of the unequal power distribution some groups will knowingly and unknowingly discriminate against others. In this way some are prevented from being able to achieve well-being (Knowles, 2009:5). The achievement gap between boys and girls is smaller than that between working class children and middle class children. The focus on underachieving boys hide the fact that boys who come from the different class background and that some middle class boys gain well and some working girls do not. Practitioners should promote a healthy environment for all the children in their care. (Practitioners should refer to appendix A), practitioners should engaged and also supervised the children when they are washing their hands. A child needs water to stay healthy therefore practitioners should make water fountain accessible. Being healthy is in line with Emotional Healthy and Well-being, (2008 cited in Knowles 2009:60) which states that promoting positive health and well being of children helps them to understand and express their feelings as well as building confidence. In other words practitioners should listen and respect children views. According to Rinaldi 2001 (cited in Abbott, 1999), listening means being open to differences and recognising the value of different points of view and the interpretation of others. Children should be allowed to play and rest anytime they want to. As I have mention earlier practitioners should promote a safer environment for the children. Practitioners should support learning with symbolizing materials for children who are not able to read text. This helps them to understand what is required in different situation. According to Piaget (cited in Penn 2008 :42) It is the teachers job to provide a well resourced classroom, where children could have lots of opportunities to learn for themselves how things worked, with guidance and suggested from the teachers. Every child has the right to enjoy and achieve, practitioners should make play a high lead as this is central form of learning. Children should have the opportunity to play for thirty minutes this must involve children with special needs. Also, both boys and girls need to be allowed to experiment wider range of play. For example if a boy wants to ride a pink bicycle he should be permitted to do so. According to Vygotsky (cited in Penn 2008 :43) play is a mental kind of support system which allows children to represent their everyday social reality and therefore enables them to think and act in more complex ways to invent their own rules and narratives. In regards to achieving economic well being practitioners must make sure that neutral advice and quality information are available to children and their families in order to make a thriving move to further learning. In addition to this Practitioners should ensure that children are provided with access to different facilities and safe spaces where they can meet and engage in positive activities. For example play grounds with various facilities. At the centre of all these lies inclusion, this has been one of the vital problems in the early years framework. Social Inclusion is a focal point within the early years education and care policy documents. The Government has stomp inclusion as the Keystone to good practice (DfEE 1998:8). It is the process by which early years settings develop their ethos, policies, and practices to include all learners with the aim of meeting their individual needs. Historically, inclusion has been seen as a process that is relevant to those groups who have been marginalised, but now it is about all children, and it is closely linked to the Governments personalised learning agenda that lie at the heart of the EYFS. Practitioners should deliver personalised learning development and care to help children to get the best possible start in life (DfES, 2007a, paragraph 1.7). One would argue that social Inclusion denotes that all children are involved in appropriate activities making sure that they will not feel isolated or excluded from taking part in any learning performances for whatever reason. This link up with what Roffey (2001) proposes that inclusion does not only take charge of a few children but all. She went on to say that one of the main achievement of the last twenty years legislation has been the increase focus on the desirability of inclusive practices rather than the segregation of children with special education needs which is backed by the 1994 Salamanca statement that pose the Government to agree to the principle of inclusive education and make it a policy (www.unesco.com). Children who find it hard to communicate in class often feels excluded I believe that when practitioners introduce symbol cards in the settings it will help children who feels shy to talk in class and also, it will raise confidence among children and enable them to deal positively with life changes and challenges. Again it will stop practitioners wrongly labelling children as being slow. For example my little boy is very loud at home but very quite in school so when he was introduced to the symbols cards, at his nursery he began to involve in the classroom activities. Practitioners will send newsletters to the parents to inform them about family evenings. In the interest of the child, practitioners and parents should work together to see how best they can understand each other. Helen Penn (2008) noted that working together will not only help the child but also make the individuals understand each others professional rareness and work together this will not isolate the child. After the peer assessment group discussion, I went home to read over the comments my peers made about my resource pack. My peers noted both positive and negative comments therefore I decided to correct the negative ones. Within my resource pack, I explained the five outcomes of Every Child Matters but I had not planned for the activities so I started to gather information about the activities. I had written down my points which I have not yet linked to theory and practice and also had to expand on my points. I found it a bit difficult finding books for the assignment and there was no evidence of critical thinking in my resource pack. During the Christmas break I borrowed books from the university library so I started rewriting my whole work again. Moreover I had already written down notes of what I was going to write for the resource pack so I added some little information from the books I had borrowed. Although I had planned wanted to do, it was still not easy for me to do, as I did not know where to begin. However, the comments given by my peers really helped me to get started. An activity I had planned for the practitioners was for them to give the children in their care all the telephone numbers of people and organisation to contact when they feel unsafe. Later on I changed my mind, to make a poster which can be on the classroom walls so that children can always revisit when they need help. I had read children story book on what they should do when they are in trouble and I found it very good which I wanted to include in the main essay however I was advised by my colleague to put it in the appendix and then refer it in the main essay. Also, I had printed out some pictures which I was going to use for my activities but was told by the initial group not to use them. However, during the second group discussion in lectures, I joined another peer assessment group who were pleased with the pictures and I was told to use them. I found the peer assessment very helpful because I met different people and got various feedbacks regarding my course work. To conclude this, practitioners should ensure that the resource pack is followed as required, because it provides vital and timely contribution to the development of children between the ages of four and five. As laid out in the Every Child Matters agenda every child has the right to education irrespective of his or her background that is cultural, religion and gender or needs. Practitioners should develop a very good relationship with parent and carers this is very important on childrens achievement as well as leading them into adolescence and better adulthood. Part of healthy and successful education comes from home. Involving parents and the community will have a good impact in the setting. Similarly, it makes parents feel a part of the setting and their children education. Also, practitioners should recognise individual needs of each child and respond to them by organising extensive teaching strategies to help them. Conversely, practitioners should also create and work in multicu ltural settings which ought to demonstrate an understanding of the value of diversity and respect for difference.

Lewis Binford Essay

Only child Mother from well to do family who lost $ Dad electrician laborer Josef lewis binford mother(Eoline Roberts Binford) was descended from Virginia Tidewater high society,by birth no money scout learning by doing skilled in construction laborer helped with field work later years enrolled 1948 Virinia Polytech instutte under athlete scholarship foot ball forestry biology Married Jean mock two children $ problems 1952 enrolled army GI Bill to Okinawa, where he worked with native Ryukyuan peoples. Dischared 1954 interest anthplogy UNC 1957 B. A. That turned his interests to archaeology. Under the tutelage of Joffre Coe, Binford gained valuable field experience, read the literature, and began to question the conceptual underpinnings of the discipline. Armed with the belief that archaeology could and should do far more than merely situate ancient cultures in time and space, and keen to bring it into the mainstream of anthropology, Binford went to the University of Michigan for graduate work. Influential in his education there were. White, Albert Spaulding (from whom Binford learned  analytical methods), and James Griffin, the quintessential culture historian, dean of eastern North American archaeology, and for Binford graduate adviser and symbol of all that was (and was wrong with) traditional archaeology (Sabloff, 1998, p. 13). Binford earned his M. A. in 1958 and Ph. D. in 1964 at Michigan, though Griffin did not last as his adviser. After teaching at Michigan for a year, Binford joined the University of Chicago anthropology faculty in 1961. Binford left Chicago four years later, still brash though unbowed despite having been denied  tenure. By then, at least, he had received his Ph. D. but only after Griffin was persuaded to resign from his dissertation committee (Binford, 1972, p. 11). It was the first overt breach of what was a long, acidic relationship. It was at Chicago that Binford launched what came to be called the â€Å"New Archaeology† (later, â€Å"Processual Archaeology†) with hi s landmark article â€Å"Archaeology as Anthropology† (1962). After travelling to several univ. and being fired from what he called the best uni In 1968 Binford was hired at the University of New Mexico, Still, Binford gave no quarter to postprocessualists In 1991 Binford retired from the University of New Mexico and accepted a faculty appointment at Southern 20 BIO G RA PHICAL MEMOIRS Methodist University in Dallas. There he could teach less and have more time to devote to a project he had started in the 1970s (previews of which appeared as Binford [1990, 1997]), which would become his last major book: Constructing Frames of Reference: An Analytical Method for Archaeological Theory Building Using Ethnographic and Environmental Data Sets (Binford, 2001).

Essay On Career Trends - 1025 Words

Part 2: State of the Economy Requirements No matter the state of the economy, teachers will always be in high demand. According Bureau of Labor Statistics Employment kindergarten and elementary school teachers is projected to grow 6 percent from 2014 to 2024, about as fast as the average for all occupations. Growth is expected because of projected increases in student enrollment. However, employment growth will vary by region. According Bureau of Labor Statistics to the between 2012 and 2022, and the Bureau of Labor Statistics predicts that the best of the bunch will produce those openings at a percentage rate thats faster than 10.8 percent, the average for all occupations. The BLS estimates total employment will increase by 15.6†¦show more content†¦Data and information management is a huge growth area. But its not just data management creating new job opportunities, its gathering, analyzing, storing and securing the data as well. Research and design managers, particularly in engineering Increased automation is the result of a need to reduce cost, which in turn is driven by a companys need to become more competitive and grow market share -- a trend accelerated by pressures felt by the difficult economic situation. These improved efficiencies support profitability and overall business growth, which spur recruitment demands. In the United Kingdom alone, manufacturing output growth is projected to average around 2.5% per annum, with particular growth in RD-related industries, such as parts of chemicals and engineering. Computer programmers and network administrators One key misperception among industry watchers is that technology advancements results largely in the death of career opportunities. This is simply not the case. Instead of killing jobs, technological advances are changing the nature of the roles available. 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Second Battle of El Alamein in World War II

The Second Battle of El Alamein was fought from October 23, 1942 to November 5, 1942 during World War II (1939-1945) and was the turning point of the campaign in the Western Desert. Having been driven east by Axis forces in 1942, the British had established a strong defensive line at El Alamein, Egypt. Recovering and reinforcing, new leadership on the British side commenced planning an offensive to regain the initiative. Launched in October, the Second Battle of El Alamein saw British forces grind through the enemy defenses before shattering the Italo-German lines. Short on supplies and fuel, Axis forces were compelled to retreat back into Libya. The victory ended the threat to the Suez Canal and provided a significant boost to Allied morale. Background In the wake of its victory at the Battle of Gazala (May-June, 1942), Field Marshal Erwin Rommels Panzer Army Africa pressed British forces back across North Africa. Retreating to within 50 miles of Alexandria, General Claude Auchinleck was able to stop the Italo-German offensive at El Alamein in July. A strong position, the El Alamein line ran 40 miles from the coast to the impassable Quattara Depression. While both sides paused to rebuild their forces, Prime Minister Winston Churchill arrived in Cairo and decided to make command changes. New Leadership Auchinleck was replaced as Commander-in-Chief Middle East by General Sir Harold Alexander, while the 8th Army was given to Lieutenant General William Gott. Before he could take command, Gott was killed when the Luftwaffe shot down his transport. As a result, command of the 8th Army was assigned to Lieutenant General Bernard Montgomery. Moving forward, Rommel attacked Montgomerys lines at the Battle of Alam Halfa (August 30-September 5) but was repulsed. Choosing to take a defensive stance, Rommel fortified his position and placed over 500,000 mines, many of which were anti-tank types. Field Marshal Harold Alexander. Armies Commanders British Commonwealth General Sir Harold AlexanderLieutenant General Bernard Montgomery220,00 men1,029 tanks750 aircraft900 field guns1,401 anti-tank guns Axis Powers Field Marshal Erwin RommelLieutenant General Georg Stumme116,000 men547 tanks675 aircraft496 anti-tank guns Monty's Plan Due to the depth of Rommels defenses, Montgomery carefully planned his assault. The new offensive called for infantry to advance across the minefields (Operation Lightfoot) which would allow engineers to open two routes through for the armor. After clearing the mines, the armor would reform while the infantry defeated the initial Axis defenses. Across the lines, Rommels men were suffering from a severe lack of supplies and fuel. With the bulk of German war materials going to the Eastern Front, Rommel was forced to rely on captured Allied supplies. His health failing, Rommel took leave to Germany in September. General Erwin Rommel in North Africa, 1941. Photograph Courtesy of the National Archives Records Administration A Slow Start On the night of October 23, 1942, Montgomery began a heavy 5-hour bombardment of the Axis lines. Behind this, 4 infantry divisions from XXX Corps advanced over the mines (the men did not weigh enough to trip the anti-tank mines) with the engineers working behind them. By 2:00 AM the armored advance began, however progress was slow and traffic jams developed. The assault was supported by diversionary attacks to the south. As dawn approached, the German defense was hampered by the loss of Rommels temporary replacement, Lieutenant General Georg Stumme, who died of a heart attack. German Counterattacks Taking control of the situation, Major-General Ritter von Thoma coordinated counterattacks against the advancing British infantry. Though their advance was bogged down, the British defeated these assaults and the first major tank engagement of the battle was fought. Having opened a six mile wide and five mile deep inroad into Rommels position, Montgomery began shifting forces north to inject life into the offensive. Over the next week, the bulk of the fighting occurred in the north near a kidney-shaped depression and Tel el Eisa. Returning, Rommel found his army stretched with only three days of fuel remaining. Axis Fuel Shortages Moving divisions up from the south, Rommel quickly found that they lacked the fuel to withdraw, leaving them exposed in the open. On October 26, this situation worsened when Allied aircraft sank a German tanker near Tobruk. Despite Rommels hardships, Montgomery continued to have difficulty breaking through as Axis anti-tank guns mounted a stubborn defense. Two days later, Australian troops advanced northwest of Tel el Eisa towards Thompsons Post in an attempt to break through near the coast road. On the night of October 30, they succeeded in reaching road and repelled numerous enemy counterattacks. British infantry attack at El Alamein, October 24, 1942. Public Domain Rommel Retreats: After assaulting the Australians again with no success on November 1, Rommel began to concede that the battle was lost and began planning a retreat 50 miles west to Fuka. At 1:00 AM on November 2, Montgomery launched Operation Supercharge with the goal of forcing the battle into the open and reaching Tel el Aqqaqir. Attacking behind an intense artillery barrage, the 2nd New Zealand Division and the 1st Armored Division met stiff resistance, but forced Rommel to commit his armored reserves. In the resulting tank battle, the Axis lost over 100 tanks. His situation hopeless, Rommel contacted Hitler and asked for permission to withdraw. This was promptly denied and Rommel informed von Thoma that they were to stand fast. In assessing his armored divisions, Rommel found that fewer than 50 tanks remained. These were soon destroyed by British attacks. As Montgomery continued to attack, entire Axis units were overrun and destroyed opening a 12-mile hole in Rommels line. Left with no choice, Rommel ordered his remaining men to begin retreating west. On November 4, Montgomery launched his final assaults with the 1st, 7th, and 10th Armored Divisions clearing the Axis lines and reaching open desert. Lacking sufficient transportation, Rommel was forced to abandon many of his Italian infantry divisions. As a result, four Italian divisions effectively ceased to exist. Aftermath The Second Battle of El Alamein cost Rommel around 2,349 killed, 5,486 wounded, and 30,121 captured. In addition, his armored units effectively ceased to exist as a fighting force. For Montgomery, the fighting resulted in 2,350 killed, 8,950 wounded, and 2,260 missing, as well as around 200 tanks permanently lost. A grinding battle that was similar to many fought during World War I, the Second Battle of El Alamein turned the tide in North Africa in favor of the Allies. Pushing west, Montgomery drove Rommel back to El Agheila in Libya. Pausing to rest and rebuild his supply lines, he continued to attack in mid-December and pressed the German commander into retreating again. Joined in North Africa by American troops, who had landed in Algeria and Morocco, Allied forces succeeded in evicting the Axis from North Africa on May 13, 1943 (Map).