Not Born A Monster By Mary Shelley - 1449 Words

// add summary Emaad Ali Professor Boucher ENGL108006 1 October 2015 Not Born a Monster, Made a Monster Mary Shelley, a writer and leader of the Romantic era, was clearly influenced by the great thinkers of the Enlightenment. One such thinker was John Locke, who expressed that all humans have natural rights. Locke also had a theory that humans are born with clean slates, and the environment humans grow in, especially at a young age, has massive influences on aspects of their personalities, ideals, and motivations. Shelley’s novel Frankenstein was, without a doubt, influenced by this claim. This is evident in more ways than one, with the strongest argument being that the monster, that Victor Frankenstein created, was almost completely like a newborn baby with a fully developed brain. His actions and beliefs were merely an result of his experiences and the natural goodness of human beings. In essence, Mary Shelley is using the monster of Frankenstein as a representation of other human beings who are affected by the hate and cruelty that surrounds them and become that which they experience. In essence, the monster is an embodiment of the human condition, in a creature that isn’t classically defined as human, but meets all the criteria. When Victor Frankenstein listens to his monster’s story for the first time it is clear that the monster had no previous knowledge or experience with the world, and similar to a baby, had to learn through experience and adjust his actionsShow MoreRelatedAnalysis Of Mary Shelley s Frankenstein 1306 Words   |  6 PagesWhat images are usually associated with a monster? Monsters are usually portrayed as green, slimy aliens with big, bulging eyes, extra limbs, scaly backs and rows upon rows of sharp teeth.. However, a monster does not necessarily have to possess hideous physical features in order to be deemed one; a monster can simply be someone who causes death and other forms of tragedy. Mary Shelley has been surrounded by death her entire life and she felt like a monster, such as the one in her novel FrankensteinRead MoreFrankenstein Influences1358 Words   |  6 PagesThe Influences of Mary Shelley’s Personal Life in the Story of Frankenstein The authors that are most successful in creating vivid emotions of fear, anguish and heartache are those that have experienced such emotions in their own lives. Mary Shelley in her gothic fiction novel Frankenstein presents her personal challenges through the literary work and characters. First, Mary’s own birth and the death of her mother are re-created in the fictional novel as the creation of the monster by Victor FrankensteinRead MoreThe Guilt Of The Death Of Others By Mary Shelley1307 Words   |  6 Pagesis related to the guilt of the characters in her writings. Mary Shelley’s guilt is significant to the guilt of her characters because they are created by her. Through them she is able to express her own guilt for the death of others. The characters inside Mary Shelley s writings have losses and gains similar to her own. In her writings, Shelley would take a theme that was evident in her own life and apply them to her writings. â€Å"Mary Shelley, in her second novel [Valperga] as well as in her first [Frankenstein]Read More Mary Shelly Essay examples1564 Words   |  7 PagesMary Wollstonecraft Shelly has written many books in her life. She has received much criticism about one of her books inperticular, Frankenstien. Frankenstein was one of her most famous novels. Shelly had written Frankenstein in order to enter a contest but what few people realized was that Frankenstein was one of many nightmares that Shelly had during her rough childhood. Shelly has become one of the most renowned Gothic authors because of her use of graphic descriptions and settings and herRead MoreMary Shelley: Her life influence in Frankenstein. Mary Shelleys life hardships show up subtley throughout her novel Frankenstein.1243 Words   |  5 PagesMary Wollstonecraft Shelley endured many hardships during her life. Some of these included her mother dieing during childbirth, her loathing stepmother, and later in life, the death of her beloved husband. Althou gh she maintained a strong relationship with her father, it did not cover-up the absence of a strong maternal figure. Mary Shelley s novel Frankenstein, was influenced by the pain she encountered in her life. Mary Wollstonecraft Godwin was born on August 30, 1797 to the couple of Mary WollstonecraftRead MoreEssay about Literary Technique in Mary Shelleys Frankenstein714 Words   |  3 PagesMary Shelley genially wrote Frankenstein. A book that has been re-told a countless number of times, a story that almost every child heard as they grew up, becoming almost an American tradition. Various aspects of the story even though fiction were reflections of Mary Shelley’s personal life. Shelley uses tragic and shocking events to develop her characters. The symbolism she uses is that of what happens in the world at all times, mirror images of our true society. Shelley’s writing was odd for herRead MoreEssay on The Historical Perspective in Mary Shelleys Frankenstein1040 Words   |  5 PagesThe Historical Perspective in Mary Shelleys Frankenstein Mary Shelleys Frankenstein is an early product of the modern Western world. Written during the Romantic movement of the early 19th century, the book provides insight into issues that are pertinent today. Similar to Johann Wolfgang von Goethes Faust, Shelleys Frankenstein concerns individuals aspirations and what results when those aspirations are attained irresponsibly. While Mary Shelley (then Mary Godwin) wrote Frankenstein inRead MorePersonal Influences In Frankenstein892 Words   |  4 PagesMary Wollstonecraft Shelley, was an english novelist who was famous for her work of Frankenstein. The idea of Frankenstein was written based on a dream of an anonymous person creating a new man with human body parts. It was published on January 1, 1818, it illustrates most of her background on the main character Victor, Frankenstein.The book is consisted of characters feelings and complexity. Mary wrote it at the age of nineteen, influenced by the radical movement and her parents. The work of FrankensteinRead MoreThe Sympathetic Monster1107 Words   |  5 Pages The Sympathetic Monster in â€Å"Frankenstein† After being dared to write the scariest story one could think of, Mary Shelley wrote the beginning of her now famous novel, Frankenstein, at a campfire with friends. Shelley decided to keep writing, and the classic literary work was born. In the story, Dr. Frankenstein creates a monster in his laboratory, and then abandons it. So my question is, who is the real monster in the story? Mary Shelley used irony, symbolism, and allegory in order to characterizeRead MoreEssay on Selfish Ambition Frankenstein 1497 Words   |  6 PagesFrankenstein Selfish Ambition? The question â€Å"What makes us who we are?† has perplexed many scholars, scientists, and theorists over the years. This is a question that we still may have not found an answer to. There are theories that people are born â€Å"good†, â€Å"evil†, and as â€Å"blank slates†, but it is hard to prove any of these theories consistently. There have been countless cases of people who have grown up in â€Å"good† homes with loving parents, yet their destiny was to inflict destruction on others

Damage in Cambodia - 1155 Words

Thursday, August 25, 2005, 7pm. She looks around at her family huddled close together in safety, her mother sobbing. She feels a wave of fear encompass her. She closes her eyes tight in hopes that this too shall pass. When she opens them, she sees the one thing she prayed she would not: devastation. Her house: gone. Her school: gone. Her family: gone. Her sense of security: shattered. Who can she turn to? Where can she go? She does not know the severity of what just happened. She does not know her world was just turned upside down. She does not know she is a Hurricane Katrina survivor. Hurricane Katrina caused more than $100 billion in damages. Almost 2,000 people lost their life that day and millions of lives were affected by it. Eight†¦show more content†¦One author has an article he updates regularly because Cambodia is not in the best state of mind right now. HRW gives the people a representative in the big picture of politics. It is like an older brother protecting the little one. HRW’s information is out there for all countries to read, so they keep everyone up to date on other countries. Another reason their government is corrupt is that they ignore certain violence as a problem. In the eyes of the government domestic violence can be swept under the rug (Eng). Cambodia is very much a patriarchal society and does not recognize females as important. Domestic violence is something that happens at home so the government does not believe it is their problem. It is understandable that they are not as forward of thinkers as America but this is beyond that; this in neglect. Ever since the Khmer Rouge, the new official’s choices have been under close watch and are being compared to Cambodia’s old governments old mentality of having more important things to worry about. Even under the new government rules when the people speak out about their wrong doings they think they are being forced to persecute trouble makers (Parliament Adopts†¦). This goes along with the point of police brutality also. They know they are being watched closely so they make sure to keep everyone in check and sometimes that means using force. Cambodia’s government brainwashed its people so badly that theShow MoreRelatedPol Pot And Khmer Rouge1095 Words   |  5 PagesIntroduction Prior to the 1960s Cambodia was considered a peaceful, neutral and to an extent prosperous country, however, nowadays it is known as one of the most tragic empires of all time. Geographically squeezed between Thailand and Vietnam, Cambodia suffered a great blow with the wakening of the Vietnam War. Essentially, the fighting in neighboring Vietnam spread to Cambodia when the Americans started suspecting that various Vietnamese Communists were hiding in bases along different areas ofRead MoreSwot Analysis Of British American Tobacco Cambodia1468 Words   |  6 Pagesabilities, main potential, and resources. To transform these theories into real implementation, we have raised up an international company in Cambodia, namely British American Tobacco (Cambodia) Limited by coming up with analyzing, discussing, comparing, identifying main issues, and making recommendations. II. Organizational background British American Tobacco Cambodia (BATC) is a firm undertaken jointly by few parties with an investment of twenty-five million dollars which was established in June 1996Read MoreConcrete Pillars Of Concrete Granite1553 Words   |  7 Pagestank. This type of foundation also may be used with the base soil of low bearing capacity or weak subsoils that might be presents on site. In fact, sandy soil which known with its low bearing capacity cover a large proportion of the landscape of Cambodia is appropriate for reinforced concrete slab to be used as the base for the rainwater tank. In term of amount of material, more material will be used as the area covered must be larger than the rainwater tank with minimum of 100mm from the edge ofRead MoreThe Impacts Of European Colonization1193 Words   |  5 PagesGeography 206.03 Introduction Cambodia holds an affluent and alluring history. Throughout this paper the writer will discuss different topics impacting Cambodia’s history, positive and negative impact of colonization, economic, political, cultural and social legacies, and to answer if western countries or colonizer are responsible to help solve some of the lasting problems of colonization. History The Stone Age introduced early humans in Cambodia to hunting and gathering food around 2Read MoreCambodia s Dominant Textiles Today1408 Words   |  6 PagesCambodia is a country that has endured an abundance of war and turmoil, however over recent decades the country has slowly recovered their rich culture and traditions that they lost during the Vietnam War. The country today, still suffers from the loss they have endured within the structure of their culture and society. In fact, Cambodia’s dominant textiles today are an affect of the lost traditions that have faded during the Vietnam War. Though warfare has torn a hole into their history taking valuableRead More Child Trafficking Essays1660 Words   |  7 Pagesaffecting many young women of Cambodia. In just one year the number of young women involved in prostitution grew from 6,000 to 20,000 trafficking victims (â€Å"No Trafficking† 3). In 2006 it was estimated 30,000 Cambodian children had been exploited in the sex trade (â€Å"Global Crime Case: The Modern Slave Trade† 1). Studies have shown although not all sex workers are human trafficking victims 1 in 5 women and girls working in brothels have been trafficked (â€Å"SSF Cambodia† 1). It is estimated 50 percentRead MoreThe Cold War : Cambodia980 Words   |  4 PagesCold War, Cambodia unfortunately found themselves caught in the crossfire. Two of the world’s super powers fought each other by supporting other countries. Vietnam was split; the north was communist while the south was capitalist. This caused a huge problem for their neighbor Cambodia. Originally they tried to stay neutral but eventually they joined the American’s side. Americans brought their troops into Cambodia in order to fight Vietnam. This caused major conflict and turned Cambodia into a warzoneRead MorePublic Sentiment Regarding the Vietnam War1111 Words   |  5 Pagessome demographics to seek diplomatic peaceful means such as creat ing activists groups and â€Å"Marching to Washington† campaigns. For other demographics such as students, the mounting rage led to violent clashes with the police. C. Damage Control In order to minimize the damage from the antiwar demonstrators, foreign conspiracy theories as a way to corner the protesters was considered heavily in the Johnson administration. Many officials believed that overseas communists were nourishing antiwar activityRead MoreEssay about The Holocaust and the Cambodian Genocide 1201 Words   |  5 PagesThe definition of genocide is killing a large group of people of a certain origin. The Holocaust was in Germany and started in 1933. Adolf Hitler and the Nazis were in charge of the Holocaust. The Cambodian Genocide took place in Cambodia. Cambodia is in Southeast Asia (â€Å"Cambodian†). Pol Pot was the leader of Khmer Rouge and the group was in charge of the Cambodian Genocide (â€Å"Cambodian†). The Cambodian Genocide started in 1975 and ended in 1978 because Khmer Rouge was ended by Vietnam (â€Å"Cambodian†)Read MoreThe Holocaust And Its Effects On The World s History1090 Words   |  5 Pagesbe considered collate ral damage. Hitler was not just anti-Semitic, he was also strongly nationalistic. With his main goal being expansion, other, smaller motives became relevant as he attempted to satiate his power-hungry objective. For example, the expansion of Germany eastward provided the opportunity for Hitler to destroy Communism. Its expansion also called for the strengthening of Germany’s economic power. Just as Hitler with Germany, Pol Pot had big ideas for Cambodia. Pot became leader of the

Cisneros’ House on the Mango Street Beauty Comes from Within Free Essays

Sometimes it is difficult to live through the travails of what life has to offer for all of us. For some who are unlucky, they have to go through numerous trials and tribulations in order to survive the rigors of poverty, dysfunctional families and societal problems. However, when we learn to see the bright side of everything, we will realize that all these bitter and difficult experiences in life can be beautiful and meaningful for us. We will write a custom essay sample on Cisneros’ House on the Mango Street: Beauty Comes from Within or any similar topic only for you Order Now Without these, we would not attain success or learn about our mistakes that make all of us better and stronger people. As a quote from Sandra Cisneros’ The House on the Mango Street (1989) goes — â€Å"Butterflies too are few and so are flowers and most things that are beautiful. Still, we take what we can get and make the best of it†, this means that we can all live through seeing things as beautiful and essential. What is important is that we value the things that we have and it is up to us to make our lives better than what we deserve. Sandra Cisneros’ The House on the Mango Street weaves a thought-provoking, coming-of-age tale of a young girl. She is not only struggling to grow up to become a fine lady like usual American girls, but she is faced with shame, guilt and disappointment as her family is embarking on to acquire a new home in America. As the story comes to a full circle, the readers would inevitably commiserate with how the girl dealt with the scenarios she had faced. She did not only have to go through the complicated journey with her family to their new home, but she has to deal with the big disappointment that their new house is not what she hoped for. These difficulties definitely fanned some fire inside her – to become more determined and strive harder in the future. In the end, readers could predict her utter frustration why things are always tough for immigrant people like them in America. In the story, Esperanza’s family has to undergo an awkward transition of looking for a permanent place to live. Readers will immediately infer that the young girl’s family has Chicano roots because the girl enumerated the members of the family in beginning her story — Papa, Mama, Carlos, Kiki and Nenny. What’s admirable about Cisnero’s conversational style of story-writing is that everyone can relate to their experiences. At one point in anyone’s life, we all can identify with the travails of going through a house transfer. Anyone’s initial reaction will be to feel excited of how our new house will look like or who our new neighbors will be. Unfortunately, for the young girl, she is bound to be betrayed by her own expectations. When Esperanza’s father announced that they are getting a new house in Mango Street, she expected that it will be in the usual American neighborhood with homes that have freshly-mown lawns and white picket fences. For the Esperanza, Mango Street is more than street sign — it is her marker that circumscribes the dream that she and her family had brought with them. This new house will simply be one aspect of attaining their dream — to have a more comfortable life in this new place, in this new country. However, when she saw the house in Mango Street, she was disappointed. She becomes aware of her own subjective perceptions as she begins to differentiate her family’s wonderful dreams and society’s ugly realities. Thus, she becomes conscious of her parents’ inability to fulfill their promises of the perfect house. She thought that â€Å"They always told us that one day we would move into a house, a real house† (p. 223). However, the â€Å"real house† the narrator expected would be â€Å"like the houses on TV† Apparently, when the narrator saw the house on Mango Street, it transformed from being a symbol of hope to become a symbol of poverty. The narrator associates this realization with the humiliation she has felt in the past, when her family lived in similar places. However, Esperanza realized that she can go beyond her expectations and she could make herself a better person, despite her roots and the community she’s living in. Esperanza began seeing all the positive things around her to make her a stronger person. You can be poor but you still can do good in your studies and excel to become a successful lawyer. You can be a Latina and not get pregnant to become a young mother, but you can strive to achieve your dreams of becoming a great artist someday. Thus, in the story, we can learn that there is beauty in everything that we have. It is just up to us to use these things wisely to make the best out of it. Works Cited Cisneros, Sandra. The House on Mango Street. New York: Vintage Books, Inc. 1989. How to cite Cisneros’ House on the Mango Street: Beauty Comes from Within, Essay examples

Evaluation of Performance of Robert Eaton- myassignmenthelp.com

Question: Discuss about theEvaluation of Performance of Robert Eaton as as Coach. Answer: Coaching is the method of instructing and training an individual or a group of individuals in order to achieve a certain goal. The process involves acknowledging and rewarding the employees and observing them to implement and improve their performances. Effectiveness of a coach initiates proper coaching. Analyzing the performance of Robert Eaton, his functional and behavioral nature is assessed. Examining whether Eaton was a good coach or not, it is found that Eaton was very diligent in advising his employees (Aguinis, 2009). He adopted various policies to communicate with his employees and provided various opportunities to them. Having his ears open to the requirements and clauses of the employees, he promoted better working environment. Understanding employees and rendering them with confidence led to positive motivations for the workers that resulted to greater productivity. Eaton trains his pupils to work as a team that initiate better participation and encourages them to be leaders in their field of expertise. This leads to positive peer relations and enhances quality production. Thus, no major functions were found to be missing from Eatons coaching skills. Eaton has many initiatives to promote good behavior in his company. However, he has no proper tool to diagnose the problems that employees face in their performances. Eaton also lacks tools to judge and provide feedback to the employees. Substandard performances remain unevaluated. There is a lack of proper documentation to survey the range of performances as a whole. Thus, a number of key behavior factors in Eatons coaching skills needs to be improvised. To be a more effective coach, Eaton could initiate the use of 360-evaluation process to improve documentation and provide feedback to the employees that would help them to improve their efficiency (Mone London, 2014). Eaton must also focus on the obstacles that bar performances such as deficit of resources or any others that hamper production. References: Aguinis, H. (2009).Performance management. Upper Saddle River, NJ: Pearson Prentice Hall. Mone, E. M., London, M. (2014).Employee engagement through effective performance management: A practical guide for managers. Routledge.

Doll House Essays (1403 words) - A Dolls House,

Doll House ACT II A Doll House represents Nora as the essential doll in the house. Nora is being threatening by krogstad, because she forged her fathers signature on the agreement they made. In order for him not to tell her husband about the transaction, she has to convince Torvald, to give him back his position at the bank. In order to convince him, she tells him, Krogstad is a dangerous man, he will try to hurt our family. She begs him to protect his family in everyway that she could possibly think, she even go as far as to be a doll try one of her slippery tricks, call herself those childish names he like to call her, but still Torvald is not convinced. This is something hard for her to do because her husband has made up his mind already, he does not want Krogstad to work at the bank anymore, because of his criminal background, and especially his character. No matter how hard Nora tries, there is no way she can change his mind about this. No matter how much she wants him to prove that she loves her . If you love me youll to it for me. The scene began to shift into dark, which symbolizes something unpleasant is going to take place. In spite of Krogstads harassment, during a conversation with Dr. Rank, she found out, he is in love with her, and has been for a long time!! In addition, he is also dying due to his innocent spine--which has been passed on to him, from his father. I feel he felt Nora could handle his news (death) better than Torvald, so that is why he told her instead. In a way, both of them have something in common, so he felt secure enough to open up to her. Their father has corrupted both of their lives. Dr. Rank has inherited his fathers illness and Nora as Helmer say; you are your fathers child inherits all of her fathers abnormalities. With all problems that are going on her mind right now, she is in no shape to hear this right now from Dr. Rank. If only he knew, then maybe he will try to help her. He would probably tell her to be honest with Torvald about the whole situation. She was going to tell him her secret, now that she found out he loves her too, she cant tell him, shes afraid what hell think of her. Finally, Nora admitted to Mrs. Linde that is was Krogstad who lend her the money. Nora is terrified of what Krogstad is going to do, so she told Kristine. She only told her because Krogstad dropped a letter in Torvalds mailbox, she needed someone to be there as a witness to help her just in case the situation falls apart. This is more frightening than ever because she has no idea what Krogstad wrote in the letter. She does not trust him. All of a sudden, he changes his mind about blackmailing her because he says it would not benefit him in anyway, but still she does not believe that he will not tell because he still kept the contract. Nora who doesnt know what to do, is tormented by this whole situation, so tell is Mrs. Linde; she is the only person who she can trust right now, shes trustworthy, so far whatever they talked about, Mrs. Linde hasnt betray her. As a true friend, she advises her to tell her husband, but she refused because, the worst part of this whole situation, she forged her fathers signature, if he found out he will hate her. Mrs. Linde tries to do her best to stop Krogstad from destroying Noras life. She knows that if she talks to krogstad, she can convince him to go ask Torvald for the letter, and forget about the whole thing. Still, will Nora have the courage to tell her husband the whole truth? In that way, she will be free with herself--she will not feel like she is caring a ton of brick. She needs to stop acting like a Doll and face reality. She needs to grow up, be a woman, tell the truth about krogstad, and

Hammer-Headed Bat Facts (Big-Lipped Bat)

Hammer-Headed Bat Facts (Big-Lipped Bat) The hammer-headed bat is a real animal, and its scientific name (Hypsignathus monstrosus) references its monstrous appearance. Indeed, websites and social media describe the hammer-headed bats appearance as the spitting image of a devil and even claim that its a cryptid known as the Jersey Devil. Despite its fearsome attributes, however, this bat is a mild-mannered fruit-eater. Nevertheless, you shouldnt get too close, because its one of three species of African fruit bat believed to carry the Ebola virus. Fast Facts: Hammer-Headed Bat Scientific Name: Hypsignathus monstrosusCommon Names: Hammer-headed bat, hammerhead bat, big-lipped batBasic Animal Group: MammalSize: Wingspan 27.0-38.2  inches; Body 7.7-11.2  inchesWeight: 7.7-15.9 ouncesLifespan: 30 yearsDiet: HerbivoreHabitat: Equatorial AfricaPopulation: UnknownConservation Status: Least Concern Description The hammer-headed bat is a type of megabat and the largest bat native to Africa. Both males and females are grayish brown, with brown ears and flight membranes, and tufts of white fur at the base of the ears. An adult bat ranges from 7.7 to 11.2 in body length, with a wingspan of 27.0 to 38.2  in. Males range in weight from 8.0 to 15.9  oz, while females weigh 7.7 to 13.3  oz. Male hammer-headed bats are larger than females and look so different from their mates that it would be easy to think they belonged to a different species. Only the males have large, elongated heads. Female hammer-headed bats have the fox-faced appearance common to most fruit bats. This hammer-headed bat looks unnaturally large because it is closer to the camera than its handler. Per Se, Flickr The hammer-headed bat is sometimes confused with Wahlbergs epauletted fruit bat (Epomophorus wahlbergi), which belongs to the same family but is smaller. Wahlbergs epauletted fruit bat (Epomophorus wahlbergi) also has a hammer-head face. Michele DAmico supersky77 / Getty Images Habitat and Distribution Hammer-headed bats occur across equatorial Africa at elevations below 1800 m (5900 ft). They favor humid habitats, including rivers, swamps, mangroves, and palm forests. Hammer-headed bat distribution map. Chermundy Diet Hammer-headed bats are frugivores, which means their diet consists entirely of fruit. While figs are their favored food, they also eat bananas, mangoes, and guavas. The bat has a longer intestine than that of an insectivorous species, allowing it to absorb more protein from its food. There is a sole report of a bat eating a chicken, but no carnivorous activity has been substantiated. The bats are preyed upon by humans and birds of prey. They are also susceptible to severe parasite infestations. Hammer-headed bats are prone to infection by mites and Hepatocystis carpenteri, a protozoan that affects the liver. The species is a suspected reservoir for the Ebola virus, but as of 2017, only antibodies against the virus (not the virus itself) have been found in the animals. Whether or not the bats can transmit Ebola infection to humans is unknown. Behavior During the day, the bats roost in trees, relying on their coloration to camouflage them from predators. They pick and eat fruit at night. One reason large bats such as the hammer-headed bat are nocturnal is because their bodies generate considerable heat when they are flying. Being active at night helps keep the animals from overheating. Reproduction and Offspring Breeding takes place during dry seasons for some populations and at any time of the year for others. Most members of this bat species reproduce via lek mating. In this type of mating, males gather in groups of 25 to 130 individuals to perform a mating ritual consisting of wing flapping and loud honking. Females fly through the group to evaluate potential mates. When a females selection is made, she lands beside a male and mating occurs. In some hammer-headed bat populations, males perform their display to attract females, but do not form groups. Females usually give birth to one offspring. The time required for gestation and weaning is unclear, but females are known to mature more quickly than males. Females reach sexual maturity at 6 months of age. It takes males a full year to develop their hammer-head faces and about 18 months before they reach maturity. The bat has a life expectancy of thirty years in the wild. Conservation Status The conservation status of the hammer-headed bat was last evaluated in 2016. The bat is categorized as least concern. Although the animal is hunted as bush meat, it occupies a large geographic range and the overall population has not experienced a rapid decline. Sources Bradbury, J. W. Lek Mating Behavior in the Hammer-headed Bat. Zeitschrift fà ¼r Tierpsychologie 45 (3): 225–255, 1977. doi:10.1111/j.1439-0310.1977.tb02120.xDeusen, M. van, H. Carnivorous Habits of Hypsignathus monstrosus. J. Mammal. 49 (2): 335–336, 1968. doi:10.2307/1378006Langevin, P. and R. Barclay. Hypsignathus monstrosus. Mammalian Species 357: 1–4, 1990. doi:10.2307/3504110Nowak, M., R.  Walkers Bats of the World. Johns Hopkins University Press. pp.  63–64, 1994.Tanshi, I. Hypsignathus monstrosus. The IUCN Red List of Threatened Species. 2016: e.T10734A115098825. doi:10.2305/IUCN.UK.2016-3.RLTS.T10734A21999919.en

Women in Sport Case Study Example | Topics and Well Written Essays - 1500 words

Women in Sport - Case Study Example Before 1870, women sports subsisted in â€Å"play activity: forms that were entertaining instead for competition, also, being casual and lacking regulations, highlighted physical exercise (Shangold, Mona & Gabe, 2012). A leading belief in 1800 was that every person had a predetermined energy amount. If such energy gets employed in physical as well as academic duties simultaneously, it may be dangerous (Women's Sports Foundation, 2006). Riding on the back of a horse for recreation, show canoeing as well as swimming became trendy; however women weren’t motivated to dive themselves. This bodily exercise for women was considered to be particularly dangerous since in menstruation they were â€Å"occasionally weakened† (Adrian, 2005). During 1875, while women were starting to get entry to universities, Prof. Edward Clarim released Gender in School; or, A Just Chance for Girls that ignited an insistent and bitter discussion concerning the women’s capability for bodily exercise. He articulated that, â€Å"every muscular as well as mind labor may be decreased at the menstruation onset† (Parkhouse & Lapin, 2015). While extra women pursued to get included in sports, they develop into being further competitive. During the belatedly 1800 as well as early 1900, they started to create unofficial athletic associations. Bowling, archery, croquet and Tennis were trendy in associations from in New Orleans and New York.

DRAGONWINGS SUMMARY Assignment Example | Topics and Well Written Essays - 250 words

DRAGONWINGS SUMMARY - Assignment Example Windrider and his son save Uncle Bright star’s son from being shot by corrupt neighborhood watchmen. Moon collects and delivers laundry to his father, but one day Black Dog, the uncle’s son beats Moon and steals money received from laundry clients. Windrider goes to an underground gang and fights Black Dog to avenge his son, in the process Moon and his father kill a man. They escape the village after the murder and plan to work for Mr. Alger. Moon and his dad move into a stable behind the house of Miss Whitlaw. The neighborhood boys are cruel to Moon, and they ridicule his English. Moon requests Miss Whitlaw to help him in writing a letter to ask the Wright brothers to help his father with plane specifications. Windrider refuses to use the specifications at first but with time he agrees. An earthquake occurs in San Francisco in 1906 and demolishes the city, and two of the family members disappear. Windrider builds a functional airplane â€Å"Dragonwings,† but Black Dog shows up and robs them off their savings. The next day the company loans Windrider lots of money. Windrider flies his plane, but in the process its frame snaps and he breaks his leg and ribs. The company helps Windrider in bringing his wife to

Wells Fargo (Undecided Topic) Essay Example | Topics and Well Written Essays - 2500 words

Wells Fargo (Undecided Topic) - Essay Example The impact of diversity on the company’s productivity and performance would be a key area of discussion which would enable to ascertain the significance of diversity for Well Fargo Bank. Wells Fargo has adopted the principle of diversity as well as inclusion, so that employees are facilitated with the opportunity of fair treatment and equal employment opportunity. The bank with the assistance of diversity as well as inclusion has been able to enhance business performances. Additionally, diversity and inclusion has assisted the bank in performing business operations with better competitiveness and competencies. Diversity practices have also aided the bank in building a better competitive position domestically and internationally. It can be understood why diversity and inclusion is directly associated with organizational performances. Wells Fargo is a United States based bank that also provides financial services and operates on a global context. The bank is headquartered in San Francisco, California. The bank is identified as one of the largest banks in the US with regard to market capitalization as well as assets. The bank operates in 36 countries with over 265,000 employees. The main objective of the bank is to meet the financial requirements of customers, so that they are able to succeed financially. The bank provides various services which include insurance, mortgage, commercial finance, banking, consumer finance and investments. The customers are offered with different services that include online banking, ATMs and mobile banking. The bank is renowned for its outstanding customer service, innovation, as well as quality and diversity. The bank supports homeowners, small businesses and real estate industry among others (1Wells Fargo, 2014). Wells Fargo performs operations with the intention of accomplishing its vision of meeting the financial needs of customers in an effective manner. The bank has

Coastal Land Management Outlook: Tokyo

Coastal Land Management Outlook: Tokyo Coastal Land Management Outlook  Of The City Of  Tokyo    Introduction All around the world, the coastal resources are under bringing pressure to bear from population growth and development. More people are placed in coastal areas than in any other type of area, so that putting a strain on beaches, marine plants and animals, water resources, and natural resources. Coastal land management programs strive to protect coastal resources for future generations while balancing todays competing economic, cultural and environmental interests. The shortage of land resources, quality degradation and inefficient use has become an important restrictive factor affecting the ecological security and sustainable development of coastal developed areas. It is likewise a practical problem faced by land use management and planning decision. Many famous coastal cities in the world, such as Perth, Tokyo, Hong Kong and New York City, because of the contradiction between people and land is becoming more and more prominent, and land use becomes more and more complicated. Their c oastal land management is facing a series of issues and opportunities. Tokyo, as one of the coastal cities in the world, is selected to discuss its coastal land management outlook in this report. This report will focus on the following aspects: i) Background discussion in an international and national context. ii) The SWOT analysis for Tokyo. iii) The basic profile of Tokyo city iv) a range of coastal land management issues, opportunities, policies and prospects. v) Methods to solute and improve the current situation vi) Community and business sentiment. Each of these aspects is intricately linked. Background discussion International context It is indisputable fact that the key pressures that impact the coastal land management in the worldwide include population growth, pollution and climate variability. Due to the increasing number of housing, commercial, recreational, industrial and retail, the number of tourism increase and cause the coastal population growth. At the same time, pollution such as chemical, physical and biological waste also increases. For example, more tourism means more demand for hotels and tourist infrastructure in coastal areas, because of this, more trees or vegetation are cut down and used to build these facilities. In this process, trees as barriers may lose and also cause the loss of habitat and biodiversity, which means increasing of the coastal erosion. For this reason, the probability of the occurrence of natural disasters will increase. Therefore, coastal land management issues are interlocking and coastal land manager should pay attention to every problem. In addition, coastal land managem ent has its opportunities in global is an economic benefit. The main positive economic impacts of sustainable coastal tourism are contributions to government revenues, foreign exchange earnings, generation of employment, and business opportunities (WWF-Canon and SIIRLIA, 2008). Moreover, the policies of coastal land management are made as plans to provide non-regulatory policy guidance to coastal land managers in order to protect and manage coastal areas (Queensland, 2016). Cities have already transformed their local environments. So adapting to living with global change will likely usher in a new era of environmental and social transformation in the future (Coastal megacities, 2015). National context Furthermore, in the national contexts of Japan, the contemporary issues of the coastal land management in Tokyo are natural disaster, human utilization and ecology problems. Due to the unique topography, most of Japans coastlines are threatened by flooding and high waves during the typhoon season and earthquake. In addition, Japans coastline is prone to erosion. Thus, prevention of disasters related to typhoons, tsunamis, and erosion is one important functional aspect of coastal land management in Tokyo in Japan. Tokyo Bay area brings a fantastic business opportunity which produces 40% of Japans GDP every year. The coastal land is an extremely important gateway for both people and goods flowing into and out of the Tokyo metropolitan area (jsce, 2017). A basic theoretical framework for an integrated coastal zone management (ICZM) scheme in Japan is introduced. Specifically, it must address the ecological, human utilization, and disaster prevention aspects discussed above. Thus, seekin g a long-term and broad-based perspective in coastal management and creation of a healthy and stable environment foundation is the goal of ICZM (oldsite.nautilus, 2017). The SWOT Analysis for Tokyo Strengths Weaknesses 1. Diversity of tourist attractions and services. 2. Easily accessible location. 3. Improve the efficiency of business. 4. Increase the trade including import and export. 1. High coastal land maintenance costs 2. The density of human activities in coastal areas is too high Opportunities Threats 1. New product development in coastal areas 2. Disaster management 3. Growing economy 1. Flooding and high waves during the typhoon season 2. In the seismic zone Introduction to Tokyo Basic Profile Tokyo is located in the southern tip of the Kanto plain, roughly in the center of the Japanese archipelago. Tokyo is the largest city in Asia, the worlds second largest city, one of the worlds largest economic centers. According to Higashide (undated), the total area of Tokyo is 2,190.93 square kilometres. The area of Tokyo is 0.6% of the total area of Japan. As of October 1, 2015, the population of Tokyo is estimated to be 13.491 million, or about 11% of Japans total population, and it has the largest population among all the 47 prefectures. With a population density of 6,158 persons per square kilometer, Tokyo is the most densely populated prefecture in Japan (metro, 2017). Economic Profile The Tokyo region is Japans leading industrial center, the major economic base of Tokyo is manufacturing base. Heavy industries are concentrated in Chiba, Kawasaki, and Yokohama, while Tokyo proper is strongly inclined toward light industry, including book printing and the production of electronic equipment (city-data, 2017). Transport Profile Tokyo represents one of the most efficient and fast public transport systems in the world. It combines an extensive train network, underground subway lines, a bus system, taxis, and car rentals (tokyo-tokyo, 2017). According to japan-guide (2017), Tokyo is covered by a dense network of trains, subway and bus lines, which are operated by about a dozen different companies. Train lines operated by JR East and the subway lines are most convenient for moving around central Tokyo. Availability of public and green spaces    Tokyo also contains numerous parks and gardens. There are four national parks in Tokyo Prefecture, including the Fuji-Hakone-Izu National Park, which includes all of the Izu Islands (gojapango, 2017). The percentage of public green space (parks and gardens) is 7.5% in Tokyo (Worldcitiescultureforum, 2017). Issues Tokyo is faced with two major environmental crises. The first one is the threat of damage to health caused by air pollution aggravated with the increase in the number of automobiles on the road and the amount of chemicals released into the atmosphere. The other crisis is the problem of the heat island effect in urban areas caused by enormous energy consumption and global warming due to the increase of carbon dioxide in the air (legcogov, 2017). Opportunities Polices Prospects Sentiment Recommendation As mentioned above, coastal land has brought huge economic wealth to Tokyo. Therefore it is important to save coastal land spaces and use land economic, make every piece of land valuable. The current issues of the coastal land management in Tokyo are natural disaster, human utilization and ecology problems. In order to address its root causes. Perhaps the most effective method of doing this would be for the coastal land managers to set up a coastal management plan. As well as using soft engineering and hard engineering solutions to improve quality of coastal land. Determine the goal of the integrated coastal zone management (ICZM) scheme, follow a good coastal management plan to create a healthy and stable environment foundation in the future. Conclusion Bibliography Coastal megacities (2015) Coastal megacities: Risks and opportunities. Available at: http://www.igbp.net/news/features/features/coastalmegacitiesrisksandopportunities.5.62dc35801456272b46d17b.html (Accessed: 22 February 2017). Higashide, M. (no date) à £Ã¢â€š ¬Ã‚ Ãƒ ©Ã†â€™Ã‚ ½Ãƒ ©Ã‚ Ã¢â‚¬Å"à ¥Ã‚ ºÃ…“à §Ã…“Å’Ã £Ã¢â€š ¬Ã¢â‚¬ËœÃƒ ¤Ã‚ ºÃ‚ ºÃƒ ¥Ã‚ Ã‚ £Ãƒ £Ã†â€™Ã‚ »Ãƒ ©Ã‚ Ã‚ ¢Ãƒ §Ã‚ ©Ã‚ Ãƒ £Ã†â€™Ã‚ »Ãƒ ¤Ã‚ ºÃ‚ ºÃƒ ¥Ã‚ Ã‚ £Ãƒ ¥Ã‚ ¯Ã¢â‚¬  Ãƒ ¥Ã‚ ºÃ‚ ¦Ãƒ £Ã†â€™Ã‚ ©Ãƒ £Ã†â€™Ã‚ ³Ãƒ £Ã¢â‚¬Å¡Ã‚ ­Ãƒ £Ã†â€™Ã‚ ³Ãƒ £Ã¢â‚¬Å¡Ã‚ °. Available at: http://uub.jp/rnk/p_j.html (Accessed: 22 February 2017). Queensland (2016) Coastal management plan. Available at: https://www.ehp.qld.gov.au/coastalplan/ (Accessed: 22 February 2017). WWF-Canon and SIIRLIA, E. (2008) Impact of tourism in coastal areas: Need of sustainable tourism strategy. Available at: http://www.coastalwiki.org/wiki/Impact_of_tourism_in_coastal_areas:_Need_of_sustainable_tourism_strategy#Benefits_of_Sustainable_coastal_tourism (Accessed: 22 February 2017). Chrome http://wenku.baidu.com/link?url=sHBY68U77eGSkEoJLBDE5TApTx13B6X5e5G4oiYzYVxRC0jngpsyQFvcGTkIS8-fSu_l_HXlHxvYlQF9agbZDCQ9kvZoJJm5tmxQNC48TKK http://ielts.xdf.cn/201207/7007413.html http://enviroeducation.com/resources/coastal-management-academic-requirements-professional-outlook http://www.coastalwiki.org/wiki/Impact_of_tourism_in_coastal_areas:_Need_of_sustainable_tourism_strategy#Benefits_of_Sustainable_coastal_tourism https://en.wikipedia.org/wiki/Coastal_management http://www.environment.nsw.gov.au/coasts/coastreforms-act.htm http://www.huaxia.com/hxhy/hyqy/2011/06/2463210.html http://www.cntraveler.com/galleries/2016-06-24/the-25-best-coastal-cities-in-the-world/17 http://www.igbp.net/news/features/features/coastalmegacitiesrisksandopportunities.5.62dc35801456272b46d17b.html https://www.ehp.qld.gov.au/coastalplan/ http://www.sciencedirect.com/science/article/pii/S0964569114002944 http://www.academia.edu/1477305/The_Issue_of_Tokyo_Bay_s_Reclaimed_Lands_as_the_Origin_of_Urban_Utopias_in_Modern_Japanese_Architecture http://www.azocleantech.com/article.aspx?ArticleID=539 http://www.jsce.or.jp/kokusai/civil_engineering/2007/91-4-1.pdf http://oldsite.nautilus.org/archives/papers/energy/IsobeESENAY2.pdf http://nautilus.org/wp-content/uploads/2015/04/NakataESENAY2.pdf https://www.insightguides.com/destinations/asia-pacific/japan/tokyo/profile http://www.kouwan.metro.tokyo.jp/jigyo/faq/kisei/hozen/ https://zh.wikipedia.org/wiki/%E6%9D%B1%E4%BA%AC%E9%83%BD#.E6.A6.82.E8.A6.81 http://www.encyclopedia.com/places/asia/japanese-political-geography/tokyo#INTRODUCTION https://www.google.com.au/webhp?sourceid=chrome-instantion=1espv=2ie=UTF-8#q=the+basic+profile+of+Tokyo https://translate.google.com.au/?hl=zh-CN#en/zh-CN/Cities%20have%20already%20transformed%20their%20local%20environments%2C%20so%20adapting%20to%20live%20with%20global%20change%20will%20likely%20usher%20in%20a%20new%20era%20of%20environmental%20and%20social%20transformation%20in%20the%20future. https://www.gojapango.com/location/tokyo/tokyo/ http://www.legco.gov.hk/yr05-06/english/sec/library/0506in30e.pdf http://www.worldcitiescultureforum.com/data/of-public-green-space-parks-and-gardens https://tokyo-tokyo.com/tokyo_transportation.htm http://www.japan-guide.com/e/e2017.html http://www.city-data.com/world-cities/Tokyo-Economy.html http://www.metro.tokyo.jp/ENGLISH/ABOUT/HISTORY/history03.htm http://uub.jp/rnk/p_j.html http://www.tokyomap.com/ http://reports.advisorgate.com/swot-t/6552-swot-analysis-tokyo.html http://www.medmaritimeprojects.eu/download/ProjectMitomed/MITOMED%20SWOTanalysis.pdf http://www.glocom.ac.jp/column/1991/07/a_theory_of_integrated_coastal.html#3 Edge web http://www.skwirk.com/p-c_s-16_u-140_t-414_c-1451/coastal-management/nsw/coastal-management/issues-in-australian-environments/geographical-issues-physical-environments https://www.planning.wa.gov.au/dop_pub_pdf/6_Common_Problems.pdf https://www.environment.gov.au/science/soe/2011-report/11-coasts/2-major-issues http://www.wordhippo.com/what-is/another-word-for/international.html http://www.skwirk.com/p-c_s-16_u-140_t-414_c-1451/coastal-management/nsw/coastal-management/issues-in-australian-environments/geographical-issues-physical-environments https://www.planning.wa.gov.au/dop_pub_pdf/6_Common_Problems.pdf https://www.environment.gov.au/science/soe/2011-report/11-coasts/2-major-issues

Global Warming Essay -- Environment Climate Change

Global Warming Human kind has entered a brand new relationship with the earth. The constant and increasing pressures we are exerting threaten our planets ability to sustain life itself. Change-in the way we think , and in the way we live-is needed now.Global warming is the most urgent environmental problem the world will face in the next decade and the next century. Few, if any, trends are more important to our future than climate change caused by human activities. Scientist around the world are warning us that global warming poses a major threat to our future quality of life, previously there has been little information on this problem. Right now, the rate of global warming may be 100 times faster than it has ever been. Very soon the earth may become hotter then at any time in human history. In the last decades the problems of atmospheric change have been gravely advanced by pollution resulting from human activities. These environmental changes pose a real threat to the lives of people and wild life.It is vital to all of us that we fully understand the complex relationship between the atmosphere and the earth. The earth is getting warmer. the changes are small, so far, but they are expected to grow and speed up. Within the next 50 to 100 years, the earth will continue to heat up hotter than it has been in the past million years. As oceans warm and glaciers melt, land and cities along coasts may be flooded. Heat and drought may cause forests to die and food crops t...

Concept-mapping software Essay

Indeed, should it be of necessity or required for students to evaluate, collate and compute data in all work prescription in class, important machinery to achieve this must be recommended as part of the needed gadget. (Zardoya, 2001). Business researchers are similarly concerned with the question of whether or not the introduction of information technology leads to increased output, excellent evaluation in reasoning and advantageous edge of counterparts (Al-Gahtani, 2003). ICT – this is an acronyms for Information and Communication and technology, constituting system hardware and software that enhance data resource for use in many applications. Internet inclusive with provision of world wide web. (Clark et al. , 2005). That is, we need to shift focus from robotic use of technology. The quest should rather be innovative ways of information technology to massively enhance the gains and ease of studies at all levels(p. 4). Overall, CACSR makes provision for students through interaction with the surroundings. This possibly ensure a sustained focus at the same time educating students on skills as they read expository text passages (Kim et al. ,). Studies have shown that â€Å"educational technology that includes dictionary components has been used successfully to promote literacy skill development among elementary school students† (Fry & Gosky, 2007). In analyzing the study, a researcher suggested that writer’s with back up soft copy in CD-ROM provides more strategy towards enhancing the problem of elaboration from close by tutor. The soft copy leaves the students independent of the teacher to a greater extent than none (Fry & Gosky). QuickSmart is a computer-assisted program designed to improve the self-improving ability of students who are face with challenges of grabbing problem most expecially in their mid-year at school (Graham & Bellert, et al. , 2007,). Based on an information –analyzing point of intuitive processings, QuickSmart was intended to be a elaborated dealings with attention on the primary learning skills needed to do well in assimilating classroom instruction. (Graham & Bellert, et al). It is a Concept-mapping software, or webbing, in that students are permitted to build up strategic maps with the aid of specific programs (Marchinko, 2004,). Concept-mapping software has been used in middle school science classes for example, to help students juxtapose the similarities and differences in plant and animal cells, and in writing class to help students brainstorm. Teachers also use concept-mapping software to give a clue or insight in the direction of the lesson (Marchinko,). The KidTools computer programs as also an electronic performer. It is an aiding technique that focus on behavior and academic performance support software for students with studying default (Miller & Fitzgerald, 2007, p. 13). A cognitive-behavioral modification program, KidTools is one of several programs with increased usage recorded within the last two decades owing to their efficacy reports over time (Miller & Fitzgerald. RockSim is a rocket design program for middle school science class, which â€Å"takes students along the path of technology that enhance the design of their own rockets and simulation performance (Wilson, 2005,). Finally, BodyFun on its own is a computer game that perfectly educate on nutrition and other health awareness (Geiger, et al. , 2002,). In a test of BodyFun among the middle class of school age, the resource and the technical requirements of the schemes is high, in addition to its acceptability among the study environment, it gives a good result (Geiger & Petri, et al. ,). Education is feeling pressure to respond to a mandate to improve the engagement-level of classrooms, due to surveys which repeatedly find middle school students especially characterize traditional classes as cold (Taylor & Duran, 2006, p. 11). Overall, most classrooms continue to implement instructional practices. The practice has the main essence of textbooks studying and facts cramming with subsequent commitment to memory (Taylor & Duran,). As a result, many researchers have called for a move from the usual teaching to a constructive approach in methods (Taylor & Duran, p. 11). In most classes, this entails increasing the students’ abilities of inquiry, and this can be enhanced through implementation with the most suiting instruments (Taylor & Duran, p . 11). One teacher reports that her middle school students have become mastery of executing video projects and slide shows, this demonstrate they have learnt (Crawford, 2005, p. 2). InFocus projectors produced a difference that was similar to that of darkness and light with improved class presentation and involvement (Crawford, p. 1). Studies have shown that students who use computers to write reports recorded a higher performance compared to those who do not attempt the use of computer (Taylor & Duran, 2006, p. 10). One study found that teachers who made regular use of PowerPoint presentations felt more confident in their ability to teach and assist students’ competence in using multimedia projection and even other similar method of sophisticated learning (Taylor & Duran, p. 13). Video streaming is another technology being used in some classrooms (Whitaker, 2003), while some K-12 classrooms are even experimenting with robotics activities to enhance student the convergence of literacy instruction (for example) with Internet technologies is fundamentally reshaping the nature of literacy instruction as teachers seek to prepare children for the futures they deserve engagement in lessons (Williams & Ma, et al. , 2007, p. 201), although most reports on the usefulness of robotics is anecdotal in nature and evidence is still required to demonstrate the effectiveness of using robotics in achieving study aims (Williams et al. , p. 201). Now, many believe that â€Å"† (Witte, 2007, p. 93). A threaded discussion group is a series of rotations on a subject (Grisham & Wolsey, p. 651). The study found that through threaded discussion, student engagement was increased. This was because an environment found more friendly were self created and fits appropriately with other peers. Therefore each of them have equal dominion of the conversation (Grisham & Wolsey, p. 649). Though acknowledging that one of the serious drawbacks to the Web is that students often become lost trying to navigate through â€Å"data smog† (Trotter, 2004, p. 1). The MyAccess program is an internet oriented writing scheme that expressly rewards write-up and supplies correct instruction for students at a middle school in Georgia (Ullman, 2006, p. 76). The program was found to not only relieve teachers much of their paper correcting burden, but also to have permitted immediate report even in more detail that scores it a preferred quality of writing (Ullman, p. 76). Another project reported in the literature was the creation of a website which supported students and average school teachers drawing out a convergence between science and literature within the limited surroundings (Howes & Hamilton, 2003, p. 454). WebQuest is another â€Å"powerful instrument† for teachers to use in improving the engagement level of students in their class (Lipscomb, 2003, p. 154). Though relatively new, stakeholders in education are praising its value and facilitate more use (Lipscomb, 2003, p. 153). The important pedagogical purpose of a WebQuest is that it provides tangible experience for students, both with the technology and in the subject matter being explored (Lipscomb, p. 154). More recently, other schools are experimenting with the use of blogs, or web logs, to enhance learning. Witte (2007) pushed for establishment of blog discussion method on the present inter-school network in order to further engage students in learning (p. 95). Witte (2007) decided that blogs were an important go-between among class and students when he found out that, while some students indicated some interest in the period of writing and homework, they were reported, by their parents, to be â€Å"on the computer writing essays and poems for hours each night† (Witte, p. 92). A theory was devised as to why diffusion was so slow, with explanations centering on methods used by farmers in generating information on discoveries, and how they direct this in helping their appropriate usage (Rogers, p. 14). Diffusion theory can help educators understand why technology is and is not adopted in classrooms (Surry, 1997). Other researchers have adopted the diffusion model to counteract the increasing consciousness about how discovered instructive materials have been rendered fallow (Minishi-Majanja & Kiplang’at, p. 4). Indeed, Al-Gahtani’s (2003) literature review revealed 75 articles in which perceived attributes were measured, with the overall result being that agreement and comparative merit attained highest ratings when they were instituted. Complexity was on the other hand negative on its procedural acceptance (p. 59). While determinists can be either utopian or dystopian (Marx, McCluhan and Toffler versus Ellul, Orwell or Luddites), all determinists see technology as an independent force out of human control. The equally view technology as the sole engine of social change (Surry, 1997, p. 6). In education, developer-based theory results in top-down technology-based reform initiatives such as Goals 2000, which target the diversity of educational change through proposition of a new system with improved hybrid (Surry, p. 7). Overall, â€Å"the instructional development process† is of the assumption that technological improved hybrid will suffice the only condition necessary to attract participation of innovative practices. (Surry, p. 7). Adopter-based theoreticians such as Ernest Burkman are prone to point out situations where a technologically superior innovation was rejected by users because of the strength of â€Å"human, interpersonal and social factors†. These factors play an importance role in adopting proposed technological superiority† (Surry, p. 11). Another by-product of adopter-based theory is the study of revenge effects, which occur when new establishments, movements and organisms react with real in a factual but unforeseen situation (Surry, p. 11). Indeed, prediction and accounting for likely results to be caused by an innovation is an integral component of many â€Å"adopter-based diffusion theories† (Surry, p. 11). Large scale market forces such as sector growth, volatility and concentration of markets have also been of use in acceptance of technology (Park et al. , p. 1480). Subjective norm is another strong construction developed along this line of research. Subjective norm is defined as an individual’s believe that perhaps exist in contrast to other people. Subjective norm has been shown to strongly influence adoption of technology, especially if use is mandatory and not voluntary (Park & O’Brien, et al. , p. 1480). All of this feeds into instruction through the lens of constructivism, or the belief that learning happens in a deliberate effort to construct a â€Å"public entity†, be it the simplest of task where resources are in abundance or a more complex assignment (Williams & Ma, et al. , 2007). In this context, technology is used in education to create a system whereby that enhance â€Å"study by making† and â€Å"study by design† (Williams & Ma, et al. ,). Various programs along these lines include efforts to have children design computer games, and promote studying with â€Å"programmable bricks† (Williams et al). Thus, from the constructivist point of view, the availability of computer systems in learning rooms does not attach huge significance as presently being in used (Sheumaker & Slate,). Integration of computers is deemed successful only when students learn with the computer system and not the reverse (Sheumaker & Slate, et al. , p. 3) Finally, reinforcing this model is the ecological model of technology integration in education. According to this model, technologies are only acting in a social settings, incorporated within the events of learning processes (Kupperman & Fishman, 2002,). Through the use of new tools we develop new literacies, and from use or non-use are discovered as being â€Å"full, subsidiary or un-involving class members (Kupperman & Fishman,). Mention of the word â€Å"actor† enlists actor-network theory into these models as well. According to this model, the social globe is materially diverse and consists of a interconnected chains of animate and inanimate participants who only interact and negotiate for rules imposition through series of deliberations and alliances (Samarawickrema & Stacey, 2007). In order to have their way, these various actors may use bargaining, lobbying, subtle computation and at the extreme, violence (Samarawickrema & Stacey,).

Free Essays on Tim Obrien

Tim O’Brien Tim O’Brien’s novel If I Die in a Combat Zone (1970) is a personal document of the war in Vietnam, and his own emotions and feeling towards war. O’Brien found his inspiration through everyday activities of a soldier in the Vietnam War. The Things They Carried (1990) was also about the Vietnam War. In this novel O’Brien used fictional stories as well as personal emotions that he felt to help him write. It depicts war’s worst side, the way it could change a person. In the Vietnam War novels If I Die in a Combat Zone and The Things They Carried, Tim O’Brien focuses on the horrifying experience of this war, and the human frailty, insanity, and fear of being a soldier. If I Die in a Combat Zone is an autobiographical book about a foot soldier that survived the war. The chapters are depicted with great detail of the experiences of a young man who is drafted, trained, and sent to war. O’Brien is a reluctant soldier and morally opposed to the war. He makes plans to ditch the war for Scandinavia, but they fall through due to his morals and indecisive thinking, which makes his writing so believable (Waters). â€Å"It was an intellectual and physical stand-off, and I did not have the energy to see it to the end. I did not want to be a soldier, not even observer of the war. But neither did I want to upset a peculiar balance between the order I knew, the people I knew, and my own private world. It was not just that I valued that order. I also feared inevitable chaos, censure, and embarrassment.† (O’Brien, If I Die in a Combat Zone 22) The next thing he knew he was being shipped off to Vietnam where he joined the Alpha Company. The Alpha Company was stationed outside Chu Lai. The territory patrolled by Alpha Company was frightening and forbidding. The terrain was unfamiliar to the solders. The Viet Cong were hard to fight, rarely showing themselves. O’Brien brilliantly and quietly evokes the ... Free Essays on Tim O'brien Free Essays on Tim O'brien Tim O’Brien Tim O’Brien’s novel If I Die in a Combat Zone (1970) is a personal document of the war in Vietnam, and his own emotions and feeling towards war. O’Brien found his inspiration through everyday activities of a soldier in the Vietnam War. The Things They Carried (1990) was also about the Vietnam War. In this novel O’Brien used fictional stories as well as personal emotions that he felt to help him write. It depicts war’s worst side, the way it could change a person. In the Vietnam War novels If I Die in a Combat Zone and The Things They Carried, Tim O’Brien focuses on the horrifying experience of this war, and the human frailty, insanity, and fear of being a soldier. If I Die in a Combat Zone is an autobiographical book about a foot soldier that survived the war. The chapters are depicted with great detail of the experiences of a young man who is drafted, trained, and sent to war. O’Brien is a reluctant soldier and morally opposed to the war. He makes plans to ditch the war for Scandinavia, but they fall through due to his morals and indecisive thinking, which makes his writing so believable (Waters). â€Å"It was an intellectual and physical stand-off, and I did not have the energy to see it to the end. I did not want to be a soldier, not even observer of the war. But neither did I want to upset a peculiar balance between the order I knew, the people I knew, and my own private world. It was not just that I valued that order. I also feared inevitable chaos, censure, and embarrassment.† (O’Brien, If I Die in a Combat Zone 22) The next thing he knew he was being shipped off to Vietnam where he joined the Alpha Company. The Alpha Company was stationed outside Chu Lai. The territory patrolled by Alpha Company was frightening and forbidding. The terrain was unfamiliar to the solders. The Viet Cong were hard to fight, rarely showing themselves. O’Brien brilliantly and quietly evokes the ...

The Whitsun Weddings Essays

The Whitsun Weddings Essays The Whitsun Weddings Paper The Whitsun Weddings Paper Larkin explores the gap between romantic yearning and disillusioned pragmatism in the lives we lead. Examine what Larkin has to say about this gap in a choice of poems from â€Å"The Whitsun Weddings† Philip Larkin wrote to engage his reader in the downsides and apparent depression of a post-war period in which aspirations and hope were high, as well as the romantic yearnings which seemed to be present in the majority of the population. Larkin wrote to explore the gulf between what we expect out of life and what he viewed as what we all have to at some point come to terms with, the disappointment and disillusionment that is life. Andrew Motion states that â€Å"Larkin mirrors and vitalises a continual debate between hopeful romantic yearnings and disillusioned pragmatism. † This of course refers to the gulf that Larkin writes about so much as well as the continuous debate that goes on between these yearnings for something better and the dreariness of reality. The poem â€Å"Sunny Prestatyn† is a good example of Larkins attempt to explore the gap between the grand illusions of happiness, individuality and fulfilment and the realities of these things themselves. â€Å"Sunny Prestatyn† seems to comment on the superficial society that has begun to emerge in the post war period as well as the false hope of life itself which is trying to be sold to the public through a typical holiday poster of the time, which much like the rest of life promises perfection, in a holiday. However Larkin explores the gulf between this disillusionment which is being sold and reality itself through the use of vulgarity. The thing that would strike a reader the most about the poem is the use of vulgarity which Larkin uses to make a comment on the vulgarity of the poster itself and the lies of happiness which are trying to be sold. The sexual provocative ness is possibly the most noticeable of the vulgarities as it prompts the vulgar language which is used throughout the poem, without one you wouldn’t get the other. The fact the poem is called Sunny Prestatyn could almost be seen as an ironic comment by Larkin on this gulf, it even seems like the poem at first is trying to sell something to the reader rather than draw our attention to our gap between the disillusionment and reality. The narrative opens with â€Å"Come to Sunny Prestatyn† this straight away shows suggestiveness and the girl on the poster is the object of this suggestiveness, â€Å"Laughed the girl on the poster,† Larkin would have used this language to make an ironic comment on the people who are buying into this poster, the girl in the poster could be seen as laughing at the cruel irony of the selling of these false realities to the public. Vulgar language seems to be present throughout the poem but not through adjectives which may typically be viewed in the manner â€Å"seemed to expand from her thighs† It seems that in the context normally innocuous words take on sexuality. â€Å"Behind her, a hunk of coast. † This makes no sense, how can a piece of land be described sexually? This just further adds to the poignancy of the use of â€Å"breast† and â€Å"thigh† and how ridiculous the sexualising of a holiday is. â€Å"A hotel with palms,† the palm trees should not be at the hotel as they are not local to Wales, all this does is add further to the falsities in trying to make something which it is not. This is something which as I said before is seen particularly through the adjectives in this poem. Larkin not only makes harmless words stand out to make a comment on the falsities of reality he also does it through the use of harmless actions. â€Å"Slapped up† adds to the satirical â€Å"make up†- this would normally be seen as careless and colloquial language but Larkin deliberately makes it vulgar to expose the gap we all live in between disillusionment and reality. The fact that the whole poem is about a picture is probably the biggest comment on the satirical promises as the poem goes on a journey from â€Å"harmless† to â€Å"harmful† it moves from something inoffensive â€Å"snaggle tooth† too something that can be perceived as offensive â€Å"huge tits. † It has to be exaggerated because the poem itself is not harmful but what is done to the poster and the exposing of lies is what is in fact harmful. This is why â€Å"Titch Thomas† does the viewers if the poster a favour by exposing the falsities. He is harmless but whoever stabbed the poster is in fact harmful because they represent the realisation of the gulf romantic yearnings and disillusioned pragmatisms. â€Å"She was too good for this life† This is Larkin really showing us that much like the girl in the poster the dreams she is trying to sell are non existent, lifes realities and what she represents just don’t go together. Then finally to really hit home the point about the false realities Larkin says â€Å"Now Fight Cancer is there† in the early 50s and 60s, cancer was pretty much a death sentence, it is a real wake up call at the end to show that reality and the important things in it need to be concentrated on rather than romantic yearnings and false dreams.

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

Storytelling Reflection - Essay Example He used a hurriedly set up apparatus to experiment ether on a patient. Subsequently, the novel technique was used to revolutionize the practices of surgeons (Relief of Pain and Suffering, 2). I think it is intriguing to find out the true stories behind medicine and how they came about, leave alone the discovery itself, but also the experimental results of such discoveries. Most of the conclusions of medical researchers are highly exaggerated and misleading. This makes it imperative to do an in-depth research into the real discoveries and experiments that led to the commercialization of a given medicine, for this instance, anesthesia. Personal judgment is more reliable that a misleading medical researchers conclusion (The Atlantic, 2). My initial process of preparing involved research on the intended topic. Background research involved Horace Wells and William Morton, who co-discovered anesthesia. The core research on the topic was on the Anesthesia experiments performed by the two ancient dentists. Listeners responded to my story with other stories, on the tacit part they knew, which led to a better understanding (Sharing Knowledge, 3). Story telling played a key role in sharing knowledge and boosted the learning and hearing likelihoods. Through the use of questions that are provocative, listeners got to give their honest experiences with the Anesthesia. Participants from diverse backgrounds teamed up to create an interesting dynamics (Sharing Knowledge,

Two stage compressor Lab Report Example | Topics and Well Written Essays - 1000 words

Two stage compressor - Lab Report Example The main reason for the popularity of these air compressors is because air is a safe, clean, convenient and flexible resource. These machines have undergone a series of transformations to become highly reliable equipment. They are almost indispensable in much of their applications. Compressors come in a wide range of varieties of different sizes and types. Ultimately, just like any other tool, compressors and tools are typically lighter and more powerful than standard battery powered cordless tools or standard electrical tools. They are used in almost all industrial sectors from textiles to dairy farming to automobiles to aircraft. While there are multiple compressor types, they all have same functions which are increasing the pressure and reducing the volume of any given air or gas. Majority of compressors operate on the principle of filling the chamber with gas or air and reducing the volume in the chamber. They are referred to as positive displacement compressors. A set of equipment was used in this experiment. These included the two-stage compressor, the piston, a separate dynamometer, analogue meters, the two industrial compressors, the air receiver and the intercooler which is located between the first and second stages. In this experiment these set of equipment were connected together to make up a two-stage compressor. In this case, there two industrial compressors: the air receiver and the intercooler which is connected between the first and second stages of the two-stage compressor. The piston in each cylinder was then linked to separate dynamometer with each dynamometer having its own electrical variable speed drive located in the control panel. Each compressor instrument group had two analogue meters. There meters were used to measure directly the current (A) and the voltage (V) applied to the dynamometer. Compressor 1 (N1) was started and its speed set to 750 rev.min-4. This constant was maintained during the

Activism and the Nineteen-Sixties Essay Example | Topics and Well Written Essays - 750 words

Activism and the Nineteen-Sixties - Essay Example The older generation, the ‘establishment’, was of the WWII period and operated under a nationalistic perspective.   They believed that to be a true patriot was to blindly follow the authority of the governmental powers that be, to support your ‘country’ even when you thought it was wrong.   The young college protesters, the ‘new generation’, the counter-culture redefined this notion of patriotism. They believed that to be truly patriotic was to question the decisions of government and openly dissent when it was judged to be wrong. The philosophical chasm was wide and emotions ran deep on both sides. Those that protested sacrificed much. They suffered the scorn of their parents who couldn’t understand why their children were rebelling against the very foundation of their parents’ beliefs thus causing what was referred to as the ‘generation gap.’ Some war protesters were killed by soldiers of the National Guard as was the case at Kent State and South Carolina State. The protesters and draft-dodgers were thought of as anti-American by the mainstream citizenry who regarded their actions as nothing short of treasonous. This attitude makes one wonder what the ‘greatest generation’ thought they were fighting for during WWII. They fought to defend freedom on foreign soil but were very much opposed to the constitutionally guaranteed right to peacefully assemble in their own country. The war protesters of the 1960s had the courage to act upon their political and philosophical convictions unlike those who are opposed to the Iraq War today. The two conflicts are eerily similar on many fronts yet the public reaction has been very dissimilar. Then as now, those opposed to the war are characterized as unpatriotic or as not supporting the troops, both of which, of course, is patently ridiculous concepts. The major difference is that the draft personalized the conflict for many more Americans. More families had a personal stake in the Vietnam War as opposed to the war in Iraq which only affects a small segment of the population.  

Importance of deadlines Essay Example for Free

Importance of deadlines Essay I have never worked in any job were it is acceptable to miss deadlines. Deadlines should never be disregarded as they are. I can offer no explanation as to why people routinely complain about instructors who do not return graded tests and papers when promised; faculty routinely complain about colleagues who neglect to complete their work on time; and I have seen administrators that simply plead with faculty, time and again, to complete long-overdue assessments or other important work. I’ll grant that in the current economic circumstances, with many academic units at many colleges, universities and branches underfunded and understaffed, faculty and staff alike are being asked to do more and more work with fewer people, fewer resources, and less time. But if we’re being honest we have to admit that the problem of faculty who are unaccountable to deadlines is an older problem than the current economic crisis; within academe the problem is endemic, systemic, epidemic. Regardless of the cause, when the routine, sometimes mundane business of the university is neglected or even just delayed, complications and stress cascade through the ranks, amplifying the problems that fellow faculty, staff, and even students must then deal with and solve. Even worse, sometimes the most egregious offenders when it comes to blowing off deadlines are senior faculty, who should, frankly, know and behave better. One step toward reducing the stress and work we create for others, and ourselves, might be to take more seriously the deadlines that often accompany our work, but that are sometimes neglected when faculty perceive, often quite wrongly, that there are no negative consequences for missing a deadline. Some deadlines are absolutely rigid, such as the filing dates for theses and dissertations, the sorts of deadlines that must be met if one hopes to graduate on time. These rigid deadlines are the types of bureaucratic  deadlines that we have to navigate routinely in order to complete graduate degrees, apply for grants, or otherwise navigate the complex institutions of the modern academy. Other deadlines are effectively rigid. When your department chair or a fellow faculty member assigns you a task with a due date, it behooves all faculty members to regard those sorts of deadlines as rigid, especially if you don’t have tenure. Such deadlines might be negotiable in some circumstances, but they aren’t to be disregarded altogether. Blowing off your campus bookstore’s deadline for textbook orders, for example, may seem like a trivial lapse. But potentially, missing even such a seemingly small deadline creates additional work for the already-swamped employees placing the orders, and it can result in higher costs for students if books have to be rush-shipped or if the window to order used texts is missed. Even though you are unlikely to suffer personally for missing the deadline, others may suffer. A whole other set of the deadlines that we face in academe are self-imposed, milestones that we set for ourselves in order to complete the nebulous, long-running projects that often comprise research and scholarship. Even though such self-imposed deadlines are soft, in that there is no enforcer that will come forward and punish, chastise, or cajole us if we miss them, I think that it’s generally a bad idea to miss even the deadlines that we set for ourselves. Assuming, and this is a big assumption, that the deadlines we set for ourselves are realistic. These soft deadlines can’t be taken too lightly — the ability, or inability, to set and meet goals without external guidance or enforcement will determine whether or not a tenure-track faculty member is able to meet expectations for scholarly productivity and ultimately win tenure. One of the tricks to managing these soft deadlines is learning to set goals that are both meaningful and realistic. It is much easier said than done, and hopefully an advanced graduate student receives extensive mentorship on how to manage the research workload. Cooperative, self-policing structures like writing groups are one way to formalize soft deadlines and hold ourselves  accountable to ourselves and to others to complete, or at least make progress on, our long-term projects. An important part of managing our work is knowing how to differentiate between soft and rigid deadlines, and how to prioritize deadlines across all of the varieties of work required of faculty. Deadlines matter in our interactions with students as well. My feeling is that if I am going to hold students strictly accountable to a deadline, then I too need to be accountable in similar ways. When I give my students writing assignments, each assignment is accompanied by a specifically articulated series of deadlines for when drafts and peer reviews are due, a deadline for each stage of the writing process, each of which students are expected to meet. But my assignments also include deadlines for myself, essentially promises of when I will return things like graded papers. Holding students strictly to deadlines, but then failing to return work in a timely manner, sends a message of hypocrisy to students that they immediately detect and disdain. I hold myself as accountable to self-imposed deadlines, just as I hold my students accountable. By advertising my own deadlines for tasks like grading, in this case on the writing assignment itself, I create a mechanism that forces me to be accountable. When it comes to interacting with colleagues, I also work hard to meet deadlines. As a junior faculty member, I never want to be the squeaky wheel, never want to be the committee member who fails to turn in work on time and holds up other people and an entire process. My unwillingness to be branded as a shirker is in addition, of course, to the glaringly obvious point that it is simply a common courtesy to meet administrative deadlines. Everyone in the university has work to do, much of it important work, and failing to do our own work in a timely, professional manner unnecessarily delays the work of others. There are certainly times when we realize that we will be unable to meet a deadline. If you foresee missing an externally imposed deadline, it’s both courteous and good policy to let interested parties know, sooner rather than  later, that you may be delayed in delivering your work. Such a warning at least allows others involved in the work to improvise an accommodation. Simply allowing a deadline to pass without a word of warning is discourteous and doesn’t allow others to help ameliorate the effects of your own delays. And missed deadlines are almost always noticed, even when the matter at hand may seem trivial. As you progress in your career, you may be asked to peer-review manuscripts that have been submitted to journals in your subdiscipline. It is especially important to meet an editor’s deadlines when conducting reviews of manuscripts. Some disciplines have a culture of turning reviews around quickly, while other disciplines (particularly in the humanities) are notorious for a tradition of taking months, sometimes even over a year, simply to review manuscripts. As a result of slow turnarounds and senior scholars who can sometimes be cavalierly unconcerned about conducting reviews in a timely manner, junior scholars often suffer. I once had a journal hold onto an article of mine for four months, during which time a staffer sent me a cryptic message implying that the article was undergoing review. After four months had passed, I was notified that the editor had decided not to send out the article for review, and to reject it outright. The editor was well within his rights to reject the article, but to take four months to do so was lazy and unprofessional in the extreme, and borderline unethical. Secondarily, because the article had not been sent out to reviewers, but simply sat on the editor’s desk, I did not even have the benefit of the feedback of reviews. Those four months were time that I could have spent revising the article, or submitting it at a different journal. Unfortunately, such stories are legion, and I have heard much more egregious examples of how editors’ or reviewers’ failures to keep to a reasonable schedule have hurt the publication prospects of junior scholars. Unfortunately, we are often tasked with work that feels trivial or futile. Or meaningful work simply piles up into seemingly unmanageable stacks. Every faculty member I know feels overwhelmed at some point in the semester. Nonetheless, when we neglect to complete work in a timely manner, our  colleagues and students sometimes suffer. Sometimes there isn’t as much accountability in the academy as there should be, which is all the more reason to hold ourselves accountable

Accountable Professional Practitioner

Accountable Professional Practitioner Advanced Profession Practice This essay will address the issue of becoming an accountable professional practitioner. I will discuss the issues around accountable professional practice as I see them and explore what these mean for my nursing practice, I will then conclude with the main points I have raised and implications for my future practice. Just what is an Accountable Professional Practitioner? Perhaps it would be best to examine what accountability means within the healthcare setting. The NMC Code (2008) states that â€Å"you are personally accountable for actions and omissions in your practice and must always be able to justify your decisions.† Although this definition is useful it lacks a certain clarity of by what is meant by the term accountability as it gives a general overview without being specific, Savage and Moore (2004) go on to argue this that lack of clarity can lead to indistinctive views that confuse those working in the health care field and it is this lack of precision that can lead to nurses professional conduct being called into question (NMC 2002). Perhaps for the professional practitioner what is useful is to examine what makes you accountable rather than what is accountable, by this I mean how you become an accountable professional practioner, what are the prerequisites required for this. One could argue that perhaps this all begins with critical thinking and reflection, Brittner and Gravlin (2009) argue that critical thinking is essential in todays nursing practice and can assist in making essential choices about patient care and clinical emergencies (St.Cyr All 2009, Toofany 2008, Cirocco 2007). Being a recently qualified nurse this isnt always an easy task to do, because I often lack the skills and knowledge that would allow me to make complex decisions, this is not unusual though as St.Cyr All (2009) highlighted that newly qualified nurses can lack some critical thinking skills for patient care, a useful tool that I have discovered that can enable me to develop my critical thinking abilities are mind maps, as these can increase my knowledge and understanding of a situation by linking concepts, themes and ideas (Toofany 2008) and can assist me in discovering a deeper understanding of the issues and indentify learning needs and positive behaviours to aid my development (St.Cyr and All 2009). To this end I do use mind maps as a way of linking theory and knowledge to gain a better overview of the patient or the clinical situation, it highlights my gaps in knowledge or indeed raises my awareness of what I already know. To move this a stage further by then applying these critical thinking skills to reflection I can begin to critically reflect on my practice. By becoming a critical reflector I am aiding my self-awareness (Horton-Deutsch Sherwood 2008) and developing a deeper understanding of the issues relating to patient care, my own actions and the reasons I choose them (Cirocco 2007, Redmond 2004) challenging my own actions (Forneris Peden-McAlpine 2009) and highlighting any learning needs I may wish to follow up on to aid my development as an accountable practioner by linking theory into practice (Rolfe Gardner 2006, Rolfe et al 2001). The best example of this I can give to date was when I was involved in a clinical emergency with a patient just after a couple of months of qualification, who despite every attempt made died very suddenly, I was left with lots of confusion, anger and upset over the incident and more importantly with the question of could I have done more? Through a process of critical reflection both written then verbally with my mentor I realised that we could have done nothing more, that I acted in a very professional manner throughout the incident and afterwards with the support I offered the family and colleagues, but I needed to go through that process in order to make sense of the situation and highlight possible learning objectives for me including developing coping strategies that would enable me to cope with a sudden death. When a situation very similar occurred again a few months ago I was able to take a more active role and recover from it much quicker knowing I did all that I could to hel p the patient and supporting the family and some colleagues after the incident. Benner (1984) states that this type of actions are that of an advanced beginner working towards becoming a competent nurse whereby by being involved in similar experiences I was able to make sense of a meaningful situation. By beginning to recognise patterns of behaviours and events I am beginning to develop my expertise through increasing my experiential learning knowledge (Benner 1984, Rolfe et al 2001). It is by making meaningful sense of these experiences though a process of critical reflection that have aided and will continue to improve my decision-making skills and self-awareness (Horton-Deutsch Sherwood 2008, Avis Freshwater 2006). It also empowers me to continue to participate in continuing education maintaining and developing professional competences (Griffitts 2002) by identifying learning needs through gaps in my knowledge. In becoming an accountable professional practioner this process of reflection can be a quality standard whereby I take responsibility for my own performance and deliver best quality care (Johns 2004). This links into clinical governance whereby I have to ensure I am prepared to accept accountability and consequences for any decision-making judgements that comes with any new role development (Cronin Rawlings-Anderson 2004). Through the system of clinical governance I can monitor through self-evaluation and feedback the quality of care and service I offer to my patients, families and colleagues ensuring that it is both effective and safe (NHS QIS 2005, Pickering Thompson 2004). There is also the issue of autonomy and accountability. This for me has been to date the biggest struggle in becoming an accountable professional, autonomy can be demonstrated through patient care by using the processes of critical thinking, reflection and your existing knowledge base (Keys 2009) however this can become frustrating when you take on autonomous responsibility but are limited by circumstances and sometimes colleagues to utilise your training and experience (Laperriere 2008). As a mature student who came into nursing as a second career I find myself often perturbed by colleagues who often quote that I am a newly qualified member of staff and it will take time to develop skills especially around issues of patient and family communication without knowing my background. It has be shown that newly qualified mature nurses can use previous life experiences to aid in a problem solving approach (Stuttard 2008) and as many of the skills I have developed over the years are transfe rrable, I would argue that by having these transferrable skills I can offer a wider range of skills and flexibility to my nursing experiences (Shirey 2009) that can aid my self-awareness and autonomy (Postler-Slattery Foley 2003). One of my ways of coping with these frustrations is to develop resilience. By becoming resilient to the negativity or challenges I receive I am able to motivate myself, Roth et al (2007) show that motivation within an autonomous concept and the actual experience of autonomy are essential for self-development and well-being, by using this autonomous motivation I can use it to aid my self-awareness of critical thinking and reflection (Leipold Greve 2009). This is a view supported by Darbyshire Fleming (2007) who state that those who practise autonomy are encouraged to be critical thinkers and self-directed in their learning. Of course within the concept of autonomy comes the acceptance of being responsible and being aware of your own limitations, at all times autonomous practice must be practiced safely with the care of the patients at the forefront it is not a weakness to say I cannot do this or participate in a skill that I know very little about (Richards Edwards 2003) it instead highlights how much I value patient care and respect for those I work with . Autonomy means ownership (Lyon 1990) and by claiming ownership of my practice it could be argued I increase patient safety and increase the quality of care I give my patients (Weston 2008) as well as developing my critical thinking, knowledge and accountability (Atkins 2006). With the above in mind I find myself asking the question of what else can support me in developing into an accountable professional practitioner? Certainly the processes of reflection and critical thinking can help but what I personally find of great use is to utilise the support systems I have around me, I certainly acknowledge how fortunate I am with having the amount of support systems in place to support me compared with some of my fellow colleagues as a result of the Early Clinical Career Fellowship. Currently I have three main formal systems in place a mentor, clinical coach and participation in action learning sets, these systems although very different from each other all have one thing in common and that is to aid my development, in addition to these systems I also have the informal support of my peers and management. My mentor can assist me in adapting to my new environment and offer the support from their own experiences to enable my learning, they are motivated to support and encourage me (Wagner Seymour 2007) to develop and try out new skills with support until I am confident enough to undertake these on my own, in addition to this they provide me with feedback on my progress and can suggest alternatives ways of working, they act as my role model and teacher (Morton-Cooper Palmer 2000). They can also provide me with a safe place to take sensitive issues and challenge my views (May 2003) Participation in action learning sets allows me to be supported and challenged by a group of my peers, it allows me to critically reflect and explore issues to a deeper level to aid my understanding and development and apply any new knowledge I have learned to practice, it can increase my motivation to learn and encourage my critical thinking into linking theory into practice. (Haan Ridder 2006, Rayner et al 2002) In addition to the above I also have my clinical coach. This is a very experienced nurse who can support, mentor, guide and coach me. She provides a higher degree of challenging to my practice encouraging my critical thinking and reflective skills and as she is detached from my clinical area is able to offer observations and questioning of my actions from a neutral perspective (Titchen 2003, Wright Titchen 2003). This all encourages and challenges me into becoming an accountable professional practitioner. In conclusion this essay has raised several points about leads you to become accountable rather than what is accountable. It is a complex dynamic composing of not one element but several that all interconnect almost as if it were a jigsaw puzzle. No one element is more important that the other as they are all necessary to help me in my development as an accountable professional practitioner. As my knowledge, understanding and experiences as a nurse increases so too will my accountability, this in itself will provide new challenges as I prepare myself for these new responsibilities and self-development What is clear for me and has been highlighted as a result of undertaking the essay is how my practice of an accountable professional practitioner can be used as a quality standard of care and measuring tool to ensure that my practice is safe and effective for all of those I work with and as ORourke (2006) states that this standard of care can only be improved on based on my understandin g of roles, autonomy and accountability and that can only be understood once I develop my critical thinking, reflective skills and using my support systems that have been put in place for me. I believe that throughout my career as a nurse even as I work towards becoming an expert nurse (Benner 1984), I will always be working towards becoming an Accountable Professional Practitioner as I will always be critically reflective, learning new skills, developing my autonomous practice and requiring support so to that end I dont think I will ever be a fully accountable professional practitioner but I am accountable for the skills, knowledge and responsibility and level I am at. This brings a strange feeling of comfort rather than fear as I believe this will ensure nursing continues to evolve and develop and I will be there in the midst of it all.