Tuesday, August 6, 2019
Pros and Cons of exercising Essay Example for Free
Pros and Cons of exercising Essay Question 3: Do you agree that exercising is the only way to keep fit and healthy? When it comes to the the phrase ‘a healthy lifestyle’, many people often think of the gym as the only way to keep your body in shape. It seems difficult for them to achieve, and is often seen very negatively. However, exercising is not the only way. In fact, there are many ways to keep fit and healthy, such as having a regular diet, having enough rest, and keeping a positive mindset. Having a regular diet is one of the simplest yet hardest way to keep fit. It requires one to adjust the way they eat, and be cautious of their food intake. However, it may not seem as difficult as it may seem to be. For example, fish and chips seems very unhealthy, but there are ways to make it healthier. Baking it instead of deep-frying it, and just adding a few vegetables to go along with your meal would be an easy way to â€Å"neutralize†your unhealthy food. Make a few simple changes to your diet, and you would soon feel much healthier. To make sure your body has abundant energy to do your daily activities, having enough rest is very important. While you rest, your brain stays busy, and prepares you for the next day. Minimal deprivation of sleep takes a toll on your mood, energy, and ability to handle stress. Adults should sleep betweeen 6-7 hours each day. However, if one is not getting average sleep time, it is best to catch up on weekends where there is no work. Sleep should not be deprived of as it can affect your mental state, energy level and ability to focus. Lastly, having a postitive mindset can help boost one’s morale or motivation spirit. When one is postive about his or her life, he or she would be able to solve obstacles they face with ease as they are able to find ways to solve their problems rather than just dwelling over it. This helps keep both the mind and brain healthy. Rather than thinking that life is unfair, one should appreciate the many things that one has.
Monday, August 5, 2019
Unethical issues of AIG
Unethical issues of AIG Company history         American International Group, Inc is a company whose operation began back in 1919. It was established back then by Cornelius Vander Starr as an insurance agency in Shanghai, China. AIG left china in 1949 after Starr had established himself as the westerner the sell insurance to the Chinese people. AIG headquarters then shifted from china to New York City, which is still the headquarters up to date. It is from here that AIG began its expansion tapping into other markets such as the Latin America, Asia, Middle East and Europe through use of its subsidiaries.         It was in 1962 when Starr transferred management of AIG United states holdings to Maurice R. Greenberg. Greenberg introduced policies that made the company shift from its original personal insurance background to anew high market corporate targeted cover. The new management under Greenberg went on to focus mainly on selling AIGs insurance packages through independent brokers. This deviated from the initial system which made use of company agents thus eliminating the agents salaries. This move aimed at reducing the expenses of the company but it led to decreased sales in some of the companys products. Greenberg was named the successor to Starr in the year 1968. In the following year 1969 AIG first went public.         The start of problems facing AIG began during the tenure of Greenberg as AIGs CEO. It was during tenure that the company expanded from its initial line of insurance into other many complex lines of business and insuring risks that only a few other companies would consider handling. This led to the involvement of the company in businesses that it did not fully comprehend. AIG started investing in many different types of securities which included mortgage backed securities and also credit derivatives trading. AIG then went ahead to become a leading player in these markets, insuring other companys debt obligations against losses due to its excellent credit rating at the time.         It was AIGs Financial Product Unit (AIGFP) that brought about the fall of the company, due to its disastrous credit swaps product. AIGFP was founded in the year 1987 by three Drexel Burnham Lambert Traders who were led by a Howard Sosin, a finance scholar. They convinced Greenberg based on the companys AAA credit rating to create a division which focused on complex derivatives trade. Greenberg and Sosin signed an agreement in which 38 percent of money earned went to AIGFP while the remainder 62 percent went to AIG. If things had to go bad down the line it was AIG and not AIGFP that would be on the hook. AIGFP continued its expansion program opening branches in other countries such as London, Tokyo and even Paris. Despite the fact that AIGFP had never made even a single credit swap by the year 1998 the unit had revenue of over $500 million (Tpmckraker, 2009)..         It was in 1998 that AIG was approached by JP with a proposal to insure JP Morgans Complex corporate debt. It was stated by Gary Gorton, a Yale Business Professor that the chance of AIGFP not paying out these deals was almost 99.85 percent. This was based on the reasoning that for the unit to pay out these deals the economy would have to be in a full blown recession and that in this situation the counter parties would have already been wiped out. It was with this deal that AIGFP agreed for the first credit swap with Savage the then CEO signing the deal. Later in 1998 Cassano replaced Savage as CEO of the company. Although Cassano was not experienced in the complicated assessment of risks using computer models he was gifted in accounting and credit. It was through Cassanos strong desire to succeed that led to growth of the units revenue to 1 billion in a year and also led to a significant growth in the number of employees to 400 in 2005. AIG What went wrong? The start of problems facing AIG began during the tenure of Greenberg as AIGs CEO. It was during tenure that the company expanded from its initial line of insurance into other many complex lines of business and insuring risks that only a few other companies would consider handling. It was in the year 2002 that AIGFP was charged by the justice department for illegally helping PNC Financial Services to not correctly show their bad assts in their books. AIGFP did this by setting up a separate company special purpose entity to handle all the issues related to the assets of the PNC firm. By doing so AIGFP was alleged of breaking the securities law by setting up the company by the Feds that would invest in the firm making it appear real. It was until 2004 that AIG would fully settle the charges against it. It was asked to give back over $45 million in fees, a fine of $80 million and in addition give up all the interest it had earned on the deal. The unit was not formally sanctioned due to the incident but the justice department placed it on a short leash.         It was in March of 2005 that Greenberg stepped down as the CEO amidst investigations on allegations of accounting malpractices at the firm by the New York Attorney General Eliot Spitzer. The issue under investigation by then was not directly related to AIGFP, but the effects of the dealings eventually affected the operations of the unit negatively. Following the departure of Greenberg at the helm of the company and in addition the investigations ongoing within the organization the credit ratings agencies downgraded the companys credit worth from AAA to AA. This reduction in AIGS credit rating led to provisions in some of AIGFPs credit default swaps. This made AIG to pay in collateral for the deals over $1 billion. This was the mark of many dark days for the unit.         It was until later in the year that Eugene Park an executive at AIGFP was named to closely look at the portfolio containing the firms credit default swaps. The evidence was alarming in that the unit had insured many CDOs that had large proportions of it as sub prime mortgages. This meant that in any situation where the housing market had to collapse the risk of default was too high. This coming up after the downgrading of the units credit ratings indicated an increased chance that AIGFP had to come up with collateral to pay out all the bets it had made in the past. After Cassano was informed of the report he put up a group of investment bank researchers whose prime job was to assess the risks posed by the sub prime mortgages. The credit default swaps were stopped later in 2005 but this came as a case of too little to late owing to the fact that Cassano could not avoid obligations to his unit of over $80 billion worth that was in the form of collateral ized debts that were inform of already made swaps in the books of AIGFP.         In the year 2007 with the collapse of the housing market and plummeting in value of sub prime assets AIG was supposed to pay a sum of $1.5 billion to Goldman Sachs based on the credit default swaps insured by AIG to cover the mortgage backed securities. During the same year AIG had to pay $2 billion to meet the demands of other firms that made collateral demands. It was during this year that the stock prices of AIG fell 25 percent and a reported loss of $1.1 billion in portfolio swaps in AIGFP. The problems facing AIG continued further with the company reporting a loss of $11.5 billion and in addition $5.3 billion posted as collateral in February of 2008.         AIG would get further shock as the credit rating agencies planned to further downgrade the companys credit ratings as at September of 2008. This would trigger needs for more collateral that the company would not handle. What was unethical about AIG?         What was unethical about AIG was that the company would hand out multi-million dollar a bonus to its over 450 employees operating in its six offices around the world. After handing out these bonuses AIG still had the guts to accept a government bail out plan, this was as the country underwent recession with most of its citizens unemployed and barely making ends meet. AIG also conducted some unethical behavior with its executives dealing in unethical financial reporting practices and illegal brokerage as uncovered during a recent investigation by New York Attorney General Eliot Spitzer (Cooper, 2006). AIG Whistleblower         Former AIG CEO Greenberg claimed that following his departure internal controls he had established during his 40 years at the helm of the company had been abandoned. This was made in comments written to the made House Oversight and Government Reform Committee. In the comments Greenberg accused Robert Willumstad and Martin Sullivan who were both his successors as the CEO of AIG of being unable to execute enough oversight on AIGFPs division. And it was for this reason that the company faced a lot of troubles emanating from the divisions $500 billion portfolio. Greenberg claimed that the branch which was formed in 1987 was the company beginning to its downfall. Reports said that until this time AIG had lost $50 billion and made a $25.9 billion in mark to market losses. This was related to securities the company held in its investment portfolio and its CDS value.         Greenberg in his letter said that within the nine months a lot of credit collaterals default swaps had been made leading to increased obligations on the companys debt. This he said was different during his tenure and it was after he left office that most of the default swaps done by AIGFP were exposed to sub prime mortgages. . This led to the involvement of the company in businesses that it did not fully comprehend. AIG started investing in many different types of securities which included mortgage backed securities and also credit derivatives trading. AIG then went ahead to become a leading player in these markets, insuring other companys debt obligations against losses due to its excellent credit rating at the time. AIG today.         AIGs future is still not clear after facing years of problems. It is now a year since AIG was bailed out by the federal government and the company is still in a transition. The company is undergoing several transformations that include increased efforts to appoint a new chief executive officer, its initiative to sell most its non core assets tied to the firm and the increased anticipation take off of its new Chartis brand dealing with its commercial property operations. AIG is still faced with the responsibility of repaying federal loans handed to it by the government which amount to billions of dollars. This is further complicated by the fact that it is still unknown how much the governments patience will last. All the above reasons lead to the inability of experts to gauge the companys future (Time. The curious Capitalist, 2009).         The future of AIG is still dependent on the financial market stabilization. The companys policy holders are encouraged by the companys gradual rise from its problems. The process of redefining AIG i.e. prompted shifts in capacity has led to some of its clients having to reassess how they relate to the insurer. Most of the companys clients have chosen to remain loyal and appreciate the efforts made by the combine AIG and Chartis. Clients believe that the decision by the company to re brand its casualty operations was a step in the right direction. Although the Chartis spin off expected to be in the form of a public offering date has not been set, Chartis made a good start by explaining that it would take some time to its clients. AIG though slow in the process of disposing its noncore assts has made it clear that it would make sure that it gets the true value of its businesses through the process. The other looming question on AIGs future is its abilit y to repay the government bail out loans. References Top of Form Cooper, R. W. (2006) Research in Ethical Issues in Organizations Spitzers Allegations of Unethical/Illegal Behavior: Has the Insurance Industrys Ethical Environment Really Changed Dramatically? New York: Emerald Group Publishing Limited. Mary, D. M., Irene, N. M. Victoria, S. (2006) AIG: Accounting and Ethical Lapses. New York: Emerald Group Publishing Limited Time. The curious Capitalist. (2009, Aug). AIG: Still a company. Retrieved October 5, 2009, from http://www.time.com/ AIG Still a company The Curious Capitalist TIME.com.htm
Language Key Stage 1 2 Teaching Essay
Language Key Stage 1 2 Teaching Essay Research, such as that undertaken by Piaget (1978) and Vygotsky (Krause et al, 2003), Erikson (1997) and, later on, Bronfenbrenner (Krause et al, 2003), has put child development within social, economic and environmental contexts. Language, its acquisition, and how children talk, are recognised an essential constituents of these approaches. For example, at a Piagetian level, language acts as an indicator of a childs age and stage. For Vygotsky and Erikson, it reflects the students pre-conceptions, interpretations and understandings of the world and its workings as well as levels of pro-social skills. For Bronfenbrenner, language reflects the individuals environments within specific systems ranging from personal (microsystems family, peers, teachers) to external (macrosystems culture, beliefs). Currently, the value to student learning of specific talk types has come to the fore. For example, the importance of exploratory talk (Dawes et al, 2004) within the classroom talk context (Grugeon et al, 2005) has been realised as a means of developing pro-social and thinking skills. The first section of this essay extends this validation of childrens linguistic development. It does this through a survey of how theory, reason and practise combine to define childrens talk at primary level. It also looks at the formats that have been generated to support this (e.g. National Curriculum for Key Stages 1 and 2 and the National Literacy Strategy for Key Stages 1 and 2). The second section gives a general discussion of forms of talk. The third section focuses on the classroom environment and the teachers role in an increasingly holistic approach to students language and learning. It looks at the different language forms as exemplified in Figure 1 and how a teacher can best develop a students skills through talk. As the brief survey above shows, the basic human urge to communicate has been much studied, qualified and quantified. Many of the educational models of communication (eg Lasswells, 1948 adaptation of the 5 Ws and Johnsons processes of interpersonal communication, 1986, both cited in Marsh, 2004) place parameters on childrens talk by encouraging specific forms of talk. The National Curriculum emphasises exploratory and questioning (see Table 1) language. It provides frameworks within each learning area and stage where these forms of talk can be scaffolded into a students means of communication. Understanding how children interpret, manage and convey information in important in order to effectively encourage questioning and exploration. Table 1. Examples of talking and listening in the National Curriculum Examples from the National Curriculum frameworks of teaching talk Listening Mathematics Group discussion and interaction Religious education Group discussion and interaction Science Speaking Design and technology Listening PSHE Listening Information and communication technology Listening Art and design Group discussion and interaction Music From the perspective of childrens talk, language must move through a number of stages and in doing so reflects both physical and cognitive development. It could be argued that two functions of talk, at the early stages, are as a means of learning and as something to be learnt (although arguments to a universal basic grammar point to language as instinctual eg Chomsky, 2000: Jackendoff, 1993). Gradually the parameters for this talk develop into more efficient tools with which to gather, interpret and communicate knowledge. It is important to bear in mind that language is more than just a tool for representing knowledge(Karmiloff-Smth, 1979, p.14). The influences on the childs way of, and purpose in, talking, may start as parents and carers and their specific attitudes and values their cultural capitol as Bourdieu would put it (cited in Webb et al, 2002). They also include culture and environments and, as Jackendoff (1993) points out, society. Children arrive at school with this background of child-directed speech. The amount and type of expansion and recasting appears to be linked to social, cultural and economic environments and impacts upon how a child can interpret and respond to school. Whilst this essay cannot give syntactical, phonetic, semantic or grammatical elements in childrens language development the space they deserve, their importance is acknowledged. However, the importance of oral language is now enshrined in the National Curriculum and integrated across the Key stages. As Dockrell et al (2004) point out in their examination of methods of supporting language development in young children, the approach initiated in Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999) increasingly focuses on teacher modelling. Research shows (e.g. Hart and Risley, 1995; Peterson and Siegal, 1999) how socio-economic factors and environments can influence a childs basic linguistic knowledge (eg the literacy hour (National Literacy Strategy, 1999) has intended to make up for short fall in a students pre-existing language. As the previous section briefly covers, the mode of childrens talk helps identify cognitive stage, personal knowledge, preconceptions, pro-social skills and terms of reference. It also mentions the reciprocal determinism, as Bandura (cited in Krause et al 2003)would put it, where environment is a product of both the individuals internal and external factors. However, this next section takes a level playing field approach to modes of talk. For example, leaving learning difficulties and ESL aside for the moment, a teacher would not expect a five year old to still be using the telegraphic speech (two word sentences) typical of a two year old. You may expect some over and under-extension, but essentially key stage 1 students should be demonstrating more metalinguistics awareness. Encouraging the development of metalinguistic awareness runs throughout the National Curriculum. For example the English section states: Pupils should be taught about how speech varies: in different circumstances [for example, to reflect on how their speech changes in more formal situations] to take account of different listeners [for example, adapting what they say when speaking to people they do not know]. Clearly, at the basis of this are two fundamental skills the ability to explore an issue and the ability to communicate within the parameters that have been established. Exploratory talk, as pointed out by Dawes and Wegerif (1998) is an essential skill that, for many primary school situations, needs to be taught. Their example is with regard to the use of computers by small groups. It stresses the need for children to learn to take turns talking, to listen to each other, respect each others opinions, question each other, discuss and finally agree on an outcome. Students need to know the necessary formats for this to work. For example, one student may have a very clear idea of the issue but may not be able to explain it well. Without the tools to communicate effectively, the students knowledge cannot contribute to the group. This brings us to the issue of the teacher as facilitator of constructive talk. language acquisition cannot take place in the absence of shared social and situational contexts (Chapman, 1978, cited in Bransford et al, 2000, p.94) With the goal of allowing students to develop their communication skills (and the associated processes such as literacy, pro-social skills etc), teachers need to provide a learning environment based on building confidence in enquiry. This guiding introduces a number of important issues. Firstly, the teachers must be aware of their own preconceptions, attitudes and values. For example, the curriculum demands that teachers maintain high expectations for their students. Without this, students can at best loose their enthusiasm for learning in specific areas, and at worst can sabotage their own learning. As much as a students language reflects their background values and conceptions, so can a teachers. An effective teacher needs use a number of strategies to enable students to contribute orally in a number of different formats. Modelling and motivation are just two of these strategies at work in each format. Both through drama and other exploration, children can develop a better understanding about effective communication, both verbal and non-verbal. Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 p.7 Good modelling is an essential part of a teachers repertoire. The words confidence and fluency run through the National Curriculum and one part of achieving this is to provide the students with both the vocabulary a situation demands and the means of using it. For example, Listening Mathematics involves practical activity, exploration and discussion (5.1.a Mathematics, National Curriculum). However, as Dockrell, Stuart and King (2004) consider, difficulties in defining a good oral go beyond modelling: it is not sufficient simply to provide good models; the language from the adult needs to be carefully tuned to the childs language. It needs to be offered in such a way as to extend and support, and children need plenty of opportunity to practise their fledgling skills. Dockrell et al, Supporting early oral language skills, 2004 A positive learning environment needs several elements. One, as Figure 1 shows, is motivation. This is a key element in producing types and forms of childrens talk. Young children will often talk out loud as they explore a problem, new situation, and put the issue into self-questioning and self-resolution. At this early stage, exploratory talk is often self-generated. At primary level, the teacher takes responsibility for ensuring that valid learning is taking place. Whilst exploratory talk is to be encouraged, it is more guided and learning more scaffolded, be that in a constructivist paradigm or a more structured setting. If the teacher can catch the students interest, then motivation occurs naturally. The curriculum gives four groups of speaking, listening, group discussion and interaction (Speaking, listening, learning: Working with children in KS1 and KS2 extends and supersedes the Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999)). Specifically, the teacher needs to provide individuals with talking formats and opportunity to practice them. The following is one from the English Framework: What is being talked about? Who is talking? What kind of talk? Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 (2003) Added to this could be what does this mean and how should I respond? Sadly, there is no space here to go into the excellent lesson plans and strategies (see for example Grugeon et al, 2005) for enhancing enquiry learning through exploratory talk or activities such as Talk Box activities (Dawes et al, 2004). In summary, the effective teacher needs to: develop a safe and motivational learning environment be clear and explicit (Johnston, 2004) provide and scaffold the basic tools for communication to listen and judge how successful their strategies are and reflect on how to improve them to tailor communication to individual learning styles to provide ample opportunity for students to practise these skills to use small group work develop a students metalinguistics awareness encourage a students self-regulatory processes enthuse and encourage students maintain high expectations These are just a few of the important elements in producing well-rounded, confident students. It should also be taken into account that school is a format in itself, for example playground talk is a valid component of student learning. Therefore, it is as important to listen to the vernacular as to teach confidence in the more formal contexts. Finally, this essay hopes to have conveyed an understanding of the importance of oral language. It also recognises the effect that talk has on other areas of a students learning. Good oral work enhances pupils understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts. The NLS Framework for teaching YR to Y6 References and further reading Bransford, J.D., Brown, A.L., and Cocking, R.R. (eds) (2000 expanded ed) How People Learn: Brain, Mind, Experience and School. Commission on Behavioural and Social Sciences and Education, National Research Council, Washington, DC: National Academy Press Chapman, R.S. (1978) Comprehension strategies in children. Pp.308-329 in Speech and Language in the Laboratory, School and Clinic. J. Kavanaugh and W. Strange, (eds) Cambridge, MA: MIT Press Chomsky, N. (2000) New Horizons in the Study of Language and Mind. Cambridge, UK: Cambridge University Press Dawes, L. and Sams, C. (2004) Talk Box: speaking and listening activities at Key Stage 1. London: David Fulton Publishers Dawes, L., Wegerif, R. and Mercer, N. (2004) Thinking together: Activites for Key Stage 2 Children and Teachers. Birmingham: Imaginative Minds DfES. The NLS Framework for teaching YR to Y6 DfESFramework for teaching (DfES 0500/2001) National Literacy Strategy: DfES Speaking, Listening, Learning: working with children in Key Stages 1 and 2 (DfES 0626-2003) DfES Grammar for writing (DfEE 0107/2000) National Literacy Strategy DfES Developing early writing (DfEE 0055/2001) National Literacy Strategy DfESMathematicalvocabulary book(DfES 0313/2000) National Numeracy Strategy DfES NLS Framework for teaching(DfES 0500-2001). National Literacy Strategy Dockrell, J., Stuart, M., and King, D. (2004) Supporting early oral language skills in Literacy Today, September 2004 Vol. 40 Erikson, E.H. (1997) The Life Cycle Completed: Extended version New York: W.W. Norton and Co. Gee, J.P. (2004) Situated Language and Learning: a critique of traditional schooling. Abingdon, Oxfordshire: Routledge Grugeon, E., Hubbard, L., Smith. C. and Dawes, L. (2005) Teaching Speaking and Listening in the Primary School. London: Fulton Press Hart., B and Risley, T.R. (1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Jackendoff, R. (1993) Patterns in the Mind: language and human nature. Hemel Hempstead, Herts: Harvester Wheatsheaf Johnston, P.H. (2004) Choice Words: how our language affects childrens learning. : Portland, Maine :Stenhouse Publishers Krause, K.L., Bochner, S., and Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria:Thomson Karmilloff-Smith, A. (1979) A Functional Approach to Child Language. Cambridge: Cambridge University Press Marsh, C. (2004) Becoming and Teacher: Knowledge, skills and issues. (3rd ed). Frenchs Forest, NSW: Pearson Education Australia Peterson, C.C., and Siegal, M. (1999) Representing inner worlds: Theory of mind in autistic, deaf and normal hearing children. Psychological Science, 10(2), pp.126-129 cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Piaget, J. (1978) success and Understanding. Cambridge, MA: Harvard University Press Robertson, M., and Gerber, R. (Eds) (2000) The Childs World: triggers for learning. Melbourne, Australia: The Australian Council for Educational Research Webb, J., Schirato, T and Donaher, G. (2002) Understanding Bourdieu. Crows Nest, Australia: Allen and Unwin Winch, G., Johnston, R., March, P., Ljungdahl, L., and Holliday, M. (2004) Literacy: reading, writing and childrens literature. (2nd ed). Oxford: Oxford University Press Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., and Nosworthy, M. (2004) Learning for Teaching: Teaching for Learning. Southbank, Victoria: Thomson Wolfe, P. (2001) Brain Matters: translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development Websites Play and effect. http://www.genkienglish.net/playandaffect.htm. Accessed 5 Jan 2006 National Curriculum. http://curriculum.becta.org.uk/docserver.php?docid=728. Accessed 3 Jan 2006 Oral language skills.http://www.literacytrust.org.uk/Pubs/dockrell.html Accessed Jan 4 National Curriculum frameworks. http://www.standards.dfes.gov.uk/literacy/publications/framework/
Sunday, August 4, 2019
The Supermarket Essay -- Observation Essays, Descriptive Essays
The Supermarket The other day I walked into the supermarket to buy a box of Kleenex. I was faced with a variety of colors, textures, box designs, and even the option of aloe. All these features designed for a product to blow my nose into! Selection wasn't limited to the Kleenex section, either†¦I found abundance in every aisle. We seem to always want more - more choices, more variety, more time. In fact, even the word "supermarket" implies a desire for more than just a simple market. No longer just a place to buy food, the supermarket has become a place to cash a check, buy a birthday card, or pick up some tulip bulbs. These new extras are all centered on the idea of convenience. We all hope to find a few extra moments in our days, so supermarkets offer us a way to save time. I'll be the first to admit that buying three things at the same store is nicer than driving across town. Saving time can definitely be a good thing. Variety is another "more" I found on my trip to the supermarket. In the refrigerator case alone I found over thirty kinds of cheese. ...
Saturday, August 3, 2019
So You Want to be a Hero Essay -- Essays Papers
So You Want to be a Hero: An Account of Heroism and Narrative Power in Beowulf and Sir Gawain and the Green Knight Though both considered heroes, Beowulf and Sir Gawain are drastically different characters in personality, ability, and perspective. The similarities are few: each performs deeds for which they gain fame and honor, and each is seen, in their own respects, as a paragon of virtue. Two factors immediately stand out as fundamental differences between the texts: Beowulf and Sir Gawain and the Green Knight suggest fundamentally disparate views of religion and of courtly manners. Superficially, Beowulf displays a distinct lack of either in any but the most rudimentary way, while Sir Gawain is completely permeated with both. These differences in the contextual worlds of the heroes shape and propel them in often wildly different directions. Beginning from these superficial differences in Beowulf and Sir Gawain's respective worlds and then analyzing how these two champions (and others) function in their contextual spheres, one can uncover the deeper structures of their social orders, who actua lly holds power (and narrative power) in them, and, perhaps, something about the values the cultures that produced these two works held. Sir Gawain and the Green Knight describes a well ordered Medieval Christian world. Christianity guides the actions of a hero's soul, courtly love those of his heart &emdash; the "most noble knights known under Christ" sat around King Arthur's round-table (Part I-line 51). Sir Gawain as a character is the perfect cog in this system, "that [knight] of courage ever-constant, and customs pure,/ Is pattern and paragon, and praised without end:/ Of all knights on earth most honored is he" (II-912-15)[1]. He is devout &emdash; he emblazoned the image of Mary on the inside of his shield &emdash; and chivalrous &emdash; his wheedling out of either affronting Lady Bercilak or betraying the trust of her Lord whilst in their company is a truly virtuoso chivalric performance. Sir Gawain's world is an edifice built of (perhaps arbitrary) religious and chivalric codes that constrain, define and bolster its inhabitants, and Sir Gawain is its golden child. Gawain is brave, for example, not because courage is intrinsically good and thus he, as a good knight possesses it, but rather because he puts his faith in God, whom naturally no Christi... ...d these tribes' cosmic perception: an over-arching order to the cosmos now existed, created eternal by an eternal being, above any piddling systems men could create. This apocalyptic safety net thus removed the burden of fending off the e'er encroaching entropy, and provided a set of new, absolute criteria for virtue and heroism. Notes 1: If read as satirical, Sir Gawain and the Green Knight takes on a new flavor. The descriptions remain the same, however; only the author's intention changes. All Gawain citations are from Sir Gawain and the Green Knight, translated by Marie Borroff, Â © 1967 by W.W. Norton and Company, Inc, New York and London. 2: All Beowulf quotes are taken from Beowulf, translated by Burton Raffel, Â © 1963 by Burton Raffel, published by Penguin Books, USA. 3: This explains why the (presumed and unrecounted - Gawain II-705-735) deeds of Sir Gawain and Beowulf appear similar but feel so different &emdash; to an non-omniscient objective viewer, a man acting charitably out of compassion for other people and a man acting charitably because God will save his (individual) soul appear to be performing the same deeds. 4: A tenet supplied by his chivalric code
Friday, August 2, 2019
Introduce yourself to company Essay
Today, I am going to explain why I am a suitable person to this job. There are three parts in the presentation. First of all, I will introduce to you who am I? And tell about which job am I applied? At last I will discuss why I am the right person for this job. At the first part, I am going to talk about myself. I was born in China on 14 September 1990. I can speak two kinds of language: English, Mandarin and I can understand Cantonese. During the free time I would like to swim and watch movie and cook. I got a bachelor of management degree at University of Ballarat. There are some major courses I had studied, International business, Social media marketing product management, project management. At the same time, I got some awards. Such as got scholarship in Shenzhen Polytechnic (2011) and the outstanding volunteers in 2011 Shenzhen Universiade. In my business card, you can get my contact and you can through the social media know more about me. The last point is my job intention. I am looking for full time or internship job. My objective position is sale assistant, marketing assistant and manager assistant. I am applying for sales assistant on Toll. Toll is the leading provider of integrated logistics services in the Asian region, operating throughout more than 45 countries across the world. I found this position on the Career one website. According to the job description, I think I am the right person for this job. I had ever learned the knowledge about business and some sales skill. I have been tired to apply what I learnt, such as do part-time job on Shenzhentong Co., Ltd which is selling the transportation card with a partner in the metro station. During the part-time job, I learnt something that I can’t get from the class. It was improved my how handling of interpersonal relationships on term work. My partner and I have well done finish our job objective. We have done a great cooperation during the job, at the same time, we building a positive relationship at workplace. I have already got a computer certification CEAC in China which contains about this ability of the software, including MS PowerPoint, Word & Excel. Moreover I will use Mindmanager to organize my thinking. In general, I can use those softwares smoothly to deal with some basic project and report. As a foreigner, I don’t think the language is a barrier to communicate with people. But I had to admit that the ability of written and verbal communication may not as good as the native, English is my second language. With the time go by, I believe the communication skill will be better and better if I try my best to practice and learn. Australia is multicultural country, there are many kind of languages can accept. I can speak English, mandarin, and I can understand Cantonese. Therefore I can dig more kind of potential customers. By my internship experience in some relate job of a logistics company. During the internship, my duties of the jobs was that I should provide admin support, book or confirm the appointment, processing of accounts, monitoring sales materials, sending out external communication and so on. And I just finished my studies, but I am willing to learn more at work. Now, I am going to introduce my personality to you. First, I have organizing ability team-work awareness. I am willing to learn new thing. Meanwhile I am a creative thinker. Second, I am good at customer service skills and friendly to the customers. Third, I have a strong sense of responsibility towards the job, Fourth, I am good at manage time. Give your example. As we know, In China, Cow stands for work hard. So I think I will like a cow work so hard. In western, the dog means honest. So look at this picture, this dog looks cute smart and honest, I also have same good character. You deserve have me. Thank you Planning Notes The presentation has 4 parts. First part is Self-introduction second part is Job description and next part is I am the right person for this job the last one is self-assessment. 1. Self-introduction Brief Information- Give the audience some information about me. From day of birth, Citizenship, Language, Hobby, Education, Major course I have learnt, and award. Meanwhile, show the contact. Mention that get more information about me thought the social media. At the last brief told about my job Intention. 2. Job description  mapply for Sales Administrator at Toll brief intro the Toll The position source from career one 3. The right person for this job  Sales skill communication skills Expert in computer operation Work experience 4. Self-assessment Strong responsibility organizing ability  team-work sense  Willing to learn new thing Creative thinking  Good customer service skills and friendly to the customers Good time management skills Today, I am going to explain why I am a suitable person to this job. There are three parts in the presentation. First of all, I will introduce to you who am I? And tell about which job am I applied? At last I will discuss why I am the right person for this job. At the first part, I am going to talk about myself. I was born in China on 14 September 1990. I can speak two kinds of language: English, Mandarin and I can understand Cantonese. During the free time I would like to swim and watch movie and cook. I got a bachelor of management degree at University of Ballarat. There are some major courses I had studied, International business, Social media marketing product management, project management. At the same time, I got some awards. Such as got scholarship in Shenzhen Polytechnic (2011) and the outstanding volunteers in 2011 Shenzhen Universiade. In my business card, you can get my contact and you can through the social media know more about me. The last point is my job intention. I am looking for full time or internship job. My objective position is sale assistant, marketing assistant and manager assistant. I am applying for sales assistant on Toll. Toll is the leading provider of integrated logistics services in the Asian region, operating throughout more than 45 countries across the world. I found this position on the Career one website. According to the job description, I think I am the right person for this job. I had ever learned the knowledge about business and some sales skill. I have been tired to apply what I learnt, such as do part-time job on Shenzhentong Co., Ltd which is selling the transportation card with a partner in the metro station. During the part-time job, I learnt something that I can’t get from the class. It was improved my how handling of interpersonal relationships on term work. My partner and I have well done finish our job objective. We have done a great cooperation during the job, at the same time, we building a positive relationship at workplace. I have already got a computer certification CEAC in China which contains about this ability of the software, including MS PowerPoint, Word & Excel. Moreover I will use Mindmanager to organize my thinking. In general, I can use those softwares smoothly to deal with some basic project and report. As a foreigner, I don’t think the language is a barrier to communicate with people. But I had to admit that the ability of written and verbal communication may not as good as the native, English is my second language. With the time go by, I believe the communication skill will be better and better if I try my best to practice and learn. Australia is multicultural country, there are many kind of languages can accept. I can speak English, Cantonese, mandarin. Therefore I can dig more kind of potential customers. By my internship experience in some relate job of a logistics company. During the internship, my duties of the jobs was that I should provide admin support, book or confirm the appointment, processing of accounts, monitoring sales materials, sending out external communication and so on. And I just finished my studies, but I am willing to learn more at work. Now, I am going to introduce my personality to you. First, I have organizing ability team-work awareness. I am willing to learn new thing. Meanwhile I am a creative thinker. Second, I am good at customer service skills and friendly to the customers. Third, I have a strong sense of responsibility towards the job, Fourth, I am good at manage time. Give your example. As we know, In China, Cow stands for work hard. So I think I will like a cow work so hard. In western, the dog means honest. So look at this picture, this dog looks cute smart and honest, I also have same good character. You deserve have me. If you want to know more information about me, please contact me. Thank you.
Thursday, August 1, 2019
Professional practice in childrens care Essay
Understand values, principles and statutory frameworks that underpin service provision in childrens care, learning and development. 1.1 Analyse how values, principles and statutory frameworks underpin service provision in childrens care, learning and development in UK home nation. Define values, principles and statutory frameworks. Explain the similarities and differences between them. Why are they important in your setting Where are they written down How are they communicated to staff, parents What are advantages and disadvantages From my analysis. Word count 600 750 Section B 145 Learning Outcome 1 Understand principles of professional development. Explain the importance of continually improving knowledge and practice. Analyse potential barriers to professional development. Compare the use of different sources and systems of support for professional development. Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date. Report on professional practice Why is cpd important What are the barriers to cpd What are the different issues and problems Why are there barriers real/perceived Why do you need to overcome potential barriers From my analysis Compare a number of systems and sources of support you have used for cpd. What factors do you take into account when selecting opportunities and activities for cpd Word count 600 750 words Section C 145 Learning Outcome 4 Be able to improve performance through reflective practice. 4.1 Compare models of reflective practice. 4.2 Explain the importance of reflective practice to improve performance. 4.3 Use reflective practice and feedback from others to improve performance. 141 Learning Outcome 4 Be able to engage others in reflective practice. 4.1 Analyse the use of models of reflective practice in own setting. 4.3 Contribute to a culture that nurtures reflective practice. Explain importance of reflective practice .in improving performance. Set out a table comparing a minimum of 3 models of reflective practice. Analyse how you currently use models of reflective practice in own setting. What are the strengths and areas for improvement of reflective practice in your setting What similarities are there to any of the models you have discussed.
Subscribe to:
Posts (Atom)