Renewable and Nonrenewable sources an Example by

Renewable and Nonrenewable sources Natural resources are defined as those items for consumption and features of the planet earth that allow it to sustain life as well as to satisfy the needs of the living creatures on the planet (Smith 2). Water as well as land is both considered to be natural resources. Similarly are the biological resources that live in both. Mineral resources consist of sand, oil, metals, stone, and coal (Smith 2). Moreover, climate, sunlight, and air are natural resources too (Smith 2; Baland and Platteau 9). These resources are utilized to produce food, fuel, and supplies for the manufacture of commodities (Smith 2; Baland and Platteau 9). Need essay sample on "Renewable and Nonrenewable sources" topic? We will write a custom essay sample specifically for you Proceed Biological resources are considered to be the most important natural resources (Smith 2). Since the early days, people have used wood from trees for fuel and shelter. Biological resources, in turn, are dependent on other natural resources (Smith 2). Most plants and animals could not live without air, sunshine, soil, and water. Mineral resources are less important than biological resources in supporting life, but they are extremely important to modern living. Mineral fuels including coal, oil, and natural gas provide heat, light and power. Minerals serve as raw materials for the manufacture of certain goods, such as automobiles, plastics, and refrigerators (Smith 3; Baland and Platteau 9). Soil as a renewable source Soil is valuable natural resource that encompasses a large portion of the earths surface (Smith 3). All living creatures on the planet rely on it as a source of food. The flora is rooted in it and acquires nutrients from it. The fauna acquires nutrients from the flora or other fauna that consume plants. A variety of microbes found in the soil cause lifeless creatures to decompose, which assist in bringing back the nutrients to the soil. Furthermore, several types of fauna seek refuge in the soil. Soil forms gradually but it is damaged easily. It must be preserved in order for it to keep on sustaining life on the planet (Smith 3; Baland and Platteau 9). Air as a renewable source Air may be defined as a mixture of gases that surrounds the earth (Smith 3). Without air, there could be no life on the earth. All living things animals and plants need air to stay alive. Air shields the earth from certain harmful rays from the sun and other objects in outer space. At the same time, it traps the heat that comes from the sun. In this way, air helps keep the earth warm enough to support life (Smith 3). All living things must have water to live, just as they must have air. Water as a renewable source Water is the most universal substance present of the planet (Smith 4; Baland and Platteau 9). In the absence of water, life on earth will not be possible. All living creatures on the planet need water in order to survive. Indeed all living creature consists mostly of water. Life itself, as most scientists believe originated from the saline waters of the oceans (Smith 4; Baland and Platteau 9). All living creature depend on water for survival (Smith 4; Baland and Platteau 9). This is due to the fact that, the course of life, from food intake to the elimination of waste involves water. However, human beings rely on it not solely as a means of survival. Human beings depend on it to sustain their lifestyle. Water is used in residences. It is used to produce commodities. It is employed to crow crops in parts of the world where water is scarce (Smith 4; Baland and Platteau 9). Wood as a renewable source Wood is a tough substance under the bark of trees, shrubs, and certain other plants (Baland and Platteau 5). The physical properties of wood, plus its chemical composition are what makes wood as one of the most valuable natural resources on earth. Wood is used to make thousands of products, including baseball bats, furniture, lumber, musical instruments, cellophane, charcoal, and paper (Baland and Platteau 9). Woods physical properties make it especially useful for construction work. It is tough, strong, and easy to handle. Wood also insulates well, does not rust, and resists high heat better than steel. However, wood shrinks and swells, depending on how much moisture it loses or absorbs (Baland and Platteau 9). Petroleum as a nonrenewable source Any greasy substance that does not dissolve in water, but can be dissolved in ether, is classified as oil (Torleif, Bergesen, and Roland 54). There are many different kinds of oil. Most are lighter than water and are liquid at room temperature (Torleif, Bergesen, and Roland 54). Petroleum is considered to be among the most important natural resources that the planet earth has (Torleif, Bergesen, and Roland 54). Some people refer to it as black gold. However, petroleum is best identified to be the lifeblood of developed nations of the world. Fuels produced from it generate energy used to run vehicles, aircrafts, industrial plants, farm tools, trucks, trains, and vessels. It is also utilized to provide heat as well as power for residential and well as industrial establishments. Overall, it supplies practically half of the energy consumed in the planet (Torleif, Bergesen, and Roland 54). Coal as a nonrenewable source Coal is a black or brown rock that can be ignited and burned (Torleif, Bergesen, and Roland 72). As coal burns, it produces energy in the form of heat. The heat from coal can be used to heat buildings and to make or process various products. But the heat is used mainly to produce electricity. Coal is also used to make coke, an essential raw material in the manufacture of iron and steel. Other substances obtained in the coke-making process are used to manufacture such products as drugs, dyes, and fertilizers (Torleif, Bergesen, and Roland). Coal was once the main source of energy in all industrial countries. Coal-burning steam engines provided most of the power in these countries from the early 1800s to the early 1900s (Torleif, Bergesen, and Roland). Since the early 1900s, petroleum and natural gas have become the leading sources of energy throughout much of the world. Unlike coal, petroleum can easily be made into gasoline and the other fuels needed to run modern transportation equipment. Natural gas is often used in place of coal to provide heat (Torleif, Bergesen, and Roland 72). But the worlds supplies of petroleum and natural gas are being used up rapidly. Increased use of coal, especially for producing electricity could help relieve the growing shortage of gas and oil. However, the use of coal involves certain problems. The burning of coal has been a major cause of air pollution (Torleif, Bergesen, and Roland 72). Gas as a nonrenewable source Gas or fuel is considered as one of the worlds most valuable resources. Gas is burned in order to supply heat as well as to generate power for industrial consumption (Torleif, Bergesen, and Roland 97). In the chemical business, the chemical found in gas is used in order to create certain products as detergents, medicines, plastics as well as various other products (Torleif, Bergesen, and Roland 97). People sometimes confuse it with gasoline, which is often called simply gas. But gasoline is a liquid (Torleif, Bergesen, and Roland 97). On the other hand, gas fuel like air and steam is a gaseous form of matter. That is, it does not occupy a fixed amount of space as liquid and solids do (Torleif, Bergesen, and Roland 97). Gases are classified into two types. One is natural gas and the other is manufactured gas (Torleif, Bergesen, and Roland 97). Roughly all the gas consumed in both the United States and Canada is natural gas (Torleif, Bergesen, and Roland). The natural forces that produced gas are usually located by or in the vicinity of oil deposits (Torleif, Bergesen, and Roland 97). On the other hand, manufactured gas is formed mainly from both coal and petroleum, employing heat as well as some chemical procedures (Torleif, Bergesen, and Roland 97). Manufactured gas costs more than natural gas and is used in regions where large quantities of the natural fuel are not available. Wherever large quantities of natural gas are available, gas is the most popular cooking fuel. One reason for its popularity is that it costs less than most other fuels. In addition, a homemaker can have the desired amount of heat instantly, control the heat easily and even automatically, and shut it off instantly. Uranium as a nonrenewable source Uranium is a silvery-white, radioactive metal (Torleif, Bergesen, and Roland 124). It is the main source of nuclear energy. It is more plentiful than such common elements as iodine, mercury, and silver. But only tiny amounts of uranium are present in most of the rocks in which it is found. Uranium is highly reactive, and it combines with most other elements to form chemical compounds. These compounds are always highly poisonous (Torleif, Bergesen, and Roland 124). Uranium is used chiefly as a fuel for nuclear reactors (Torleif, Bergesen, and Roland 124). The reactors produce nuclear energy with which nuclear power plants generate electricity. Uranium is also used in making atomic bombs and some other nuclear weapons. Medical researchers use it to produce radiation for certain experiments. Also, uranium is used in research to produce radioactive isotopes and such artificial elements as neptunium and plutonium (Torleif, Bergesen, and Roland 124). Uranium and its compounds have been used for various purposes for more than 2,000 years (Torleif, Bergesen, and Roland 124). Colored glass produced about A.D. 79 contains uranium oxide, and this substance has been used through the centuries to color glass. For nearly 100 years after the discovery of uranium in 1789, it continued to be used chiefly as a pigment in glass manufacturing. Uranium was also used as pigment in painting china and as a chemical for processing photographs (Torleif, Bergesen, and Roland 124). In 1896, the French physicist Antoine Henri Becquerel discovered that uranium is radioactive (Torleif, Bergesen, and Roland 124). His achievement marked the first time that any element has been found to be radioactive. Becquerels discovery led to a surge of scientific interest in uranium (Torleif, Bergesen, and Roland 124). In 1938, the German chemist Otto Hahn and Fritz Strassman used uranium to produce the first artificial nuclear fission (Torleif, Bergesen, and Roland 124). In 1942, Italian-born physicist Enrico Fermi and his co-workers at the University of Chicago produced the first artificial nuclear chain reaction. They used uranium as the fissionable material. Fermis work led to the development of the atomic bomb (Torleif, Bergesen, and Roland 124). Scientific research also led to peacetime uses of uranium. In 1954, the U.S. Navy launched the Nautilus, the first submarine powered by nuclear fuel (Torleif, Bergesen, and Roland 124). In 1957, the first nuclear power plant in the United States began to operate (Torleif, Bergesen, and Roland 124). Since the early 1970s, nuclear energy has become an important source of energy (Torleif, Bergesen, and Roland 124). Many scientists predict that it will continue to play a major role in the future. However, the supply of easily obtainable uranium is decreasing, and the cost of locating, refining, and enriching uranium remains high (Torleif, Bergesen, and Roland 124). In addition, many people are concerned about the safety of nuclear energy production. Work Cited Baland, Jean-Marie, and Jean-Philippe Platteau. Halting degradation of natural resources: Is there a Role for Rural Communities? New York. Oxford University Press, 1996. Smith, Sanford S. Renewable and nonrenewable resources. 2006. The Pennsylvania State University. Torleif, Haugland, Helge Ole Bergesen, and Kjell Roland. Energy Structures and Environmental Futures. New York: Oxford University Press, 1998.

A Comaprison Of Freud And Fromm Essays - Freudian Psychology

A Comaprison Of Freud And Fromm Essays - Freudian Psychology A Comaprison Of Freud And Fromm Sigmund Freud was born in Monrovia on May 6,1856. He entered the University of Vienna in 1873 at the age of 17. He finished his degree in 1881. Freud died in England in 1939. He was an active therapist, theorist and writer to the very end. ( Ewen 19-20) Erich Fromm was born four years after Freud in 1900 in Frankfurt, Germany. Unlike Freud, Fromm had no medical training in his background. He received his PHD from the University of Heidelberg and later studied at Berlin Psychoanalytic Institute. Erich Fromm died March 16, 1980 in Switzerland. (Ewen 187) While Freud and Fromm were contemporaries and shared some basic beliefs, their approach to most issues varied greatly. Freuds attitude was purely scientific. Fromm desired to humanize things. Fromm accepted the importance of unconscious, biological drives, repression and defense mechanisms, but rejected Freuds theory of id, ego and superego. Fromm did not believe in specific developmental stages. He believed that the growing child slowly learns to distinguish between I and not I, through contact with the environment, notably those involving the parents.(Ewen 194) Fromm contends that personality development continues into adulthood. He believes that if a child keeps up with the increasing feelings of isolation, that anxiety can be kept to a minimal and personality development proceeds normally. Freuds well-known theory is that the personality is determined during the first five years of life. He believes we proceed through a series of psychosexual stages: oral, anal, urethral, phallic, a latency period and genital. Freud contends that the genital stage is the goal of normal development and that it represents true maturity. ( Hansen 25-26) Fromm warns against pathogenic behavior because it can damage the childs sense of reliance. He believed healthy personality is illustrated by biophilia, love, creativity and reason. ( Ewen 195-196) These characteristics compromise the productive frame of orientation. The nonproductive frames include narcissism, necrophilia, dependence, compulsive strivings for power or wealth and the mechanisms of escape. Fromm had four other nonproductive orientations that he devoted a great deal of attention to. These were receptive, exploitative, hoarding and marketing. Three of these orientations can be loosely compared to Freuds oral-dependent, oral-sadistic and anal character without the sexual implications. Freud and Fromm both believed that dreams are the royal road to the unconscious. ( Ewen 198) Fromm agreed with Freud that dreams could serve the purpose of wish fulfillment, that the days events set them off, and that a person may conceal truths in different ways. While both men believed in dream symbols, Freud believed most dreams involved childhood sexual impulses and Fromm regarded many symbols as asexual. Fromm believed that dreams could have obvious and undisguised meanings that did not have to involve childhood conflicts. To understand Fromms approach to clinical diagnosis, his theory of character must first be understood. His theory of character development was that humans are distinguished from other animals by a larger neocortex with fewer instincts. Character shapes human instinct. Human survival is not merely a matter of physical survival, humans are social animals who must relate to others, and they are spiritual animals who must infuse their lives with meaning in order to function. Humans require a sense of hope to keep from turning off. They also require caring adults in the early years to be teachers that teach them to control their fears and passions and live in harmony with others. Religion both sacred and secular can give meaning to life and give a sense of identity and rootness. Fromm accepted Freuds definition of mental health saying that it is the capacity for love and productive work. Fromm also agreed with Freud in saying that psychopathology represents a difference in degree, rather than in kind. Fromm states that besides pathogenic behaviors that neurosis is often caused by the culture in which one lives. He says that neurosis consists of a conflict between two opposing forces. Which is when our healthy innate drives toward self-realization and independence are blocked by parental or societal influences. Freud states that neurosis invariably begins in infancy and childhood, however it may not become evident until much later in life. Some causes of neurosis is a lack of physical affection, overindulgence or

Network Trend II - Report on Japan Essay Example | Topics and Well Written Essays - 1500 words

Network Trend II - Report on Japan - Essay Example pp 58). With passage of time Japan endowed unwavering focus has been able to achieve this dream through nation based programs. Japan tailors its own employees during their college and schooling ways so that the curriculum they pursue is relevant to the job market so that some of the skills taught during schooling don't go to waste. Japanese people capitalize on specializing in the area of labor which comes with multiple advantages such as:-minimizing time wastage which results to more efficiency and productivity (Arlington, 2002. pp 66). As a result there is duty simplification as employees become more and more effective due to exposure and repetition of the same task. Concentration on one recurring task equips workers with expertise in their little time is spent moving between tasks so overall time wasted is reduced. The overall goal attained is quality productivity (Arlington, 2002. pp 72). Japan brings forth motivated hardworking labor force, in the working culture of Japan employees are given many incentives in order to stick to one job. Japanese unlike many other nations do not hop fro job to job they tend to stay in one company and as a result employees attain expertise and built up that company the culture of innovation and advancement in companies is that built making Japan a big economy. Japan's success in information technology is accrued largely to its commitment and support of industries in the linked technologies (Arlington, 2002. pp 85).It has hence put a lot concentration producing superior semiconductors, chip-making skill, and records storage devices, amongst others Information related technologies(Arlington, 2002. pp 88). Japan's success in the computer industries has led to significant market share; the profits have been further reinvested and Japanese capital expenditures have remained high. Though Japan was somewhat frail in software industry this weakness is checked by the industries who took the initiative to train fresh graduates (Arlington, 2002. pp 93) Employer-sponsored programs continuing education in Japan was rigorous and efficient as a result of employee mobility. Some of key ideas in Japan were going global in pursuit of new markets and opportunities, outsourcing outdated technologies and relocating some of it is companies to the suitable markets. Japanese companies were using the proceeds from their success in end user electronics and other information industries to launch themselves other places around the globe (Arlington, 2002. pp 128). The Japanese were experimenting with a vast number of computer structural designs (Arlington, 2002. pp 66). Although their projects were based on American structures, the gap amid the U.S roots and the initial Japanese scheme had narrowed from over a decade and Japan was furiously catching up with the U.S at a very impressive speed. Strategically Japan advanced in computer architectural designing. Hardware making, prototype designing, vector developing and in the area pipeline design, keen hardware replication arc, multimedia workstations, and technology transfer formed their basic areas of strength. Japanese people are detail

Series Nip tuck Essay Example | Topics and Well Written Essays - 4000 words

Series Nip tuck - Essay Example In essence we all crave for perfection. It can be easily said that in the present world, where beauty is depicted by waif thin models , whose perfect figure, perfect features and perfect walk symbolise the very idea of womanhood/manhood , an average person's entire idea of self esteem and personal worth is based on how good he looks .If he or she doesn't look good then he runs the risk of facing rejections in getting employment, in personal relationships and in forging new contacts. Depression and low self-esteem can be only the tip of an iceberg of difficulties that unattractive people have to face. People with facial scars or burns have reported symptoms ranging from social withdrawal to body dimorphic, agoraphobia to anxiety, sleeping difficulties to suicidal impulses. It is becoming increasingly evident that being perceived as ugly can seriously detract from one's quality of life, while being attractive can bring a whole raft of benefits. It seems clear that beauty or the lack of it is no longer merely about aesthetics, but is now a health issue. Everyone dislikes some aspect about their own appearance, inc... ect about their own appearance, increasingly so when the outrageously beautiful are promoted as the norm in advertising, television, music and cinema. Some people are not satisfied with their small nose while others have complaints with their cheekbones, some people fret about the shape of their eyes while others would prefer their waist be a little thinner. The dislikes have become more intolerable bordering on almost a complete prejudice as with the latest advancement in medical science and particular cosmetic surgery , getting perfect cheekbones has become as easier as getting a cheese burger . It is this very idea and obsession about getting a perfect exterior that is portrayed and dramatically depicted in the series running on a famous American channel FX. The name of the series is nip /tuck .It is an Emmy and Golden Globe award-winning American television medical drama series created by Ryan Murphy for FX Networks. It had the highest ratings as a new series on American basic cable, nominated eleven times for an Emmy and eight times for a Golden Globe and the reasons for its popularity is but obvious. It has become controversial and famous for addressing and exploring various taboo subjects . It is currently in its fifth season, and has aired seventy three episodes as of February 19, 2008. It is often Billed as "a disturbingly perfect drama ". The main characters of the series are the two cosmetic surgeons whose business is to make their customers have a perfect exterior as they run a cosmetic surgery Clinic under the name Troy/McNamara, where Troy and MacNamara are the respective surnames of the two surgeons.

Roles, responsibilities and relationships in lifelong learning Essay Example for Free

Roles, responsibilities and relationships in lifelong learning Essay Within your role and responsibility as a member of teaching staff you will be expected to follow what is referred to as a Code of Professional Practice (2008). This outlines the key aspects of teaching legislation and the regulatory requirements. It is your duty to maintain professional integrity and uphold the reputation of the professional institute. Identifying the needs of both the institute and of the learners is fundamental. Your scheme of work will demonstrate the integrity and reputation of the institute you represent, whilst also facilitating the needs of the learners. Therefore, it is your responsibility as a member of our teaching staff to meet the professional requirements valued by the institute, and to be accountable for the scheme of work that you teach to the learners. It is your responsibility to behave in a professional manner that does not damage the reputation of the institute. Utilising your Continuing Professional Development (CPD) programme, it is also your responsibility to keep up to date with any new developments within your specialist subject (Specific Legislation), and new teaching practises via the IFL (Generic Legislation). Some key aspects of generic legislation are: Code of Professional Practice (2008) this code was developed by the Institute for Learning (IfL) and covers aspects of: †¢ professional integrity †¢ respect †¢ reasonable care †¢ professional practice †¢ disclosure †¢ responsibility. Children Act (2004) Every Child Matters provided the legal requirements for five key aspects: †¢ be healthy †¢ stay safe †¢ enjoy and achieve †¢ make a positive contribution †¢ achieve economic well-being. Equality act (2010) This brings disability, sex, race and other grounds for discrimination into one legislation. It covers nine key aspects: †¢ age †¢ disability †¢ gender †¢ gender identity †¢ race †¢ religion and belief †¢ sexual orientation †¢ marriage and civil partnership †¢ maternity and pregnancy. Equality in general means that everyone is treated equally and fairly this has been underpinned with appropriate legislation which ensures that this happens both for the teacher and in the learning environment. Diversity takes this all one step further by ensuring that you value the differences between individuals. For example you may have a mixed group of students with differing levels of ability or experience who are aiming to achieve the same qualification but at a different level, you could set different activities or targets for them in order to gain the qualification. The Equality Act 2010 provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or are perceived to be disabled. Each learner is an individual who should be treated as an equal and with respect regardless of gender, marital status, sexual orientation, disability, race, nationality, age, religion or circumstance. Within the learning environment there should be codes of practice which ensure staff are aware of the law and how to implement it into their job roles. The laws relating to equal opportunities can be developed into an inclusive strategy as shown by Kandola and Fullerton, Equal OpportunitiesDiversity and Inclusion Concentrates on removing discriminationMaximises learner potential Can be an issue for disadvantaged groupsIs relevant to all learners Relies on positive action by manager and the organisation as a wholeRelies on implementing policies and practices in contest Equality is about the rights of the students to have access to and participate and attend within their chosen learning environment. Inclusive learning is about involving all students, treating them equally and fairly. Some students could feel excluded during the session if their particular needs were not met. Therefore through initial assessment or the induction process any needs could be identified. As a teacher you should try to promote a positive culture of equality of opportunity within the sessions whereby all students can attend, participate and feel safe and valued. My roles and responsibilities in lifelong learning are primarily to have teaching and learning strategies which are appropriate to your specialist area. The first time you meet your learners they will subconsciously make assumptions about you, and it is through your behaviour, verbal (and non-verbal) communication, i. e. body language, that you will correct these assumptions. It is important that you do not make any judgements or assumptions. You must remember to be aware of your gestures, facial expressions etc, as your learners will pick up on these characteristics. Communication is key and most importantly, it is your personality and passion for your subject that will inspire your learners. As learners enter in to the classroom they will look at their surroundings, at the teacher and at each other. To ensure this has a positive effect on the learner you should: †¢Be on time †¢Smile †¢Be welcoming †¢Look clean and presentable †¢Be prepared †¢Look calm and organised and confident †¢Ensure the room is prepared for the learners †¢Friendly introductions. The teaching and learning cycle is so called as it can begin at any stage and keep on going. The role of a teacher will usually follow, †¢Identifying needs – finding out what your organisations, your own and potential students needs are, carrying out initial assessments and agreeing individual learning plans †¢Planning learning – preparing a scheme of work, session plans and teaching and learning materials to ensure you cover the requirements of the syllabus †¢Facilitating learning – teaching and facilitating learning using a variety of approaches †¢Assessing learning – checking your students have gained the necessary skills and knowledge †¢Quality assurance and evaluation obtaining feedback from others, evaluating yourself and the programme in order to make improvements for the future. Students need to know why it is important for them to learn, what they are going to learn and how they will do this. One way to make sure your learners have a positive learning experience is to analyse how learners learn. A teacher who understands what helps a learner learn is a better teacher as they recognise the differences are prepared to alter their teaching to suit those differences this is called differentiation. Kolb proposed a four stage experiential learning cycle by which people understand their experiences and as a result modify their behaviour. Honey and Mumford based their analysis on how people learn on Kolb’s learning cycle. They advocate that people either learn best by either doing something (activist), by thinking back on something (reflector), by investigating ideas and concepts (theorist) or by finding relevance or association (pragmatist). Students should be motivated to learn as their keenness to learn will affect their attention and learning ability. Maslow introduced a Hierarchy of needs in 1954, he felt that objects should be removed that prevent a person from achieving their goals. He argued that there are five needs which represent different levels of motivation which must be met. When students satisfy their needs at one level they should be able to progress to the next. To help student’s motivation you should ensure that the learning environment you create meets your students first level needs. You should try to have a purposeful learning environment where your students feel safe, secure, confident and valued. Teaching and learning strategies will vary according to what you want to get out of the session, the time allowed and what materials and resources are available. In order to ensure that you are meeting individual’s needs you will have to understand learning strategies. These are visual, auditory and kinaesthetic (VAK) learning styles, designed by Honey and Mumford, and based on a theory first established by David Kolb. Honey and Mumford designed a Learning Styles Questionnaire (LSQ) which helps identify learning needs. Examples of Visual learning techniques, use cards, posters, prompt sheets, display tasks on boards, supplement verbal exposition with pictures and diagrams etc. Auditory learning techniques, talk through ideas, ask questions and listen to learners. Kinaesthetic learning techniques, use breaks to get learners moving, locate different activities in different parts of the room, use role play or practical activities etc. You may encounter learners that have a higher sensitivity to kinaesthetic learning, than either visual or auditory. The LSQ is recommended if you are to successfully identify the learning needs of your students, and design a scheme of work that differentiates each individual effectively. Within the learning environment it is important to promote appropriate behaviour and respect for others. Setting ground rules is a highly effective method. If you include everyone from the beginning in setting the ground rules (via an icebreaker) they will feel more involved and will be more likely to adhere to them. For example, if you simply told your learners how to behave they may oppose it. If however you initiate an open discussion, your conclusive material will be more effective as the learners will take ownership of the rules they have set. At the forefront of every session should be a beginning, a middle and an end, this structure will ensure that you have an organised approach to teaching and learning. This will help to organise the learners and also help with classroom atmosphere. An initial or diagnostic assessment is a formal way of ascertaining you student’s prior skills or knowledge of the subject to be taken and whether they have any specific needs. Diagnostic tests can also be taken to diagnose information with regards to literacy, language and computer skills. The information gained from these can help to plan sessions to meet any individual needs or to arrange further training or support if necessary. Initial assessment will allow for, †¢Differentiation and individual requirements to be met †¢Ensure students are on the right programme level †¢Ensure the student knows what is expected of them †¢Identify an appropriate pace at which each student will progress. †¢Identify any information which needs to be shared with colleagues †¢Identify additional support needs †¢Identify learning styles †¢Identify transferable skills The results can help with individual learning plans (ILP’s) or action plans with your students, ensuring they are on the right level. Within the learning environment you will have professional boundaries within which to work and it is important not to overstep these by becoming too personal with your students. Boundaries are about knowing where your role as a teacher stops and working effectively within the limits of that role. You need to be in control, fair and ethical with all your students and not show any favouritism towards any particular students, for example by giving one student more support than the others. You may not want to take your break with students or join their social networking sites as you could overstep the mark into being a friend rather than a teacher. Boundaries could also be constraints of your teaching job, for example, the amount of paperwork you need to complete or lack of funding or resources. Other professionals with whom you may need to liaise with are other professionals. These could be other teachers, support workers, administration staff etc. You may also need to liaise with other people such as parents, guardians, inspectors and visitors. You should always remain professional when in contact with others and not overstep the boundary of your role. When you attend meetings or professional events you must act professionally at all times. Some students may have needs, barriers or challenges to learning that may affect their attendance or achievements. Knowing the boundaries of the teacher’s role is essential to an effective learning environment. The interests of the learner is most important and as a teacher we would like to help but are we really the most effective person for the learner to consult. The Behaviour Code 3 of the IfL Code of Professional Practice states: â€Å"Members shall take reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their wellbeing and development. † Your students may trust you and tell you something confidential, however you may need to pass this information on to more experienced people, particularly if your student is vulnerable and or in need of expert help. You may encounter students with varying degrees of needs, therefore you should remain impartial but sensitive. Although you may think you can deal with some of these needs it may be better to seek help or advice or refer your student to someone who can help. You should always refer your students to an appropriate specialist or agency if you can’t deal with their needs. Never feel you have to solve your student’s problems yourself and do not get personally involved. You could find out what is available internally within the organisation or where you can refer them externally. Records must be maintained, not only to support the teaching and learning process but also for inspectors, auditor’s verifiers and external quality assurers. The information contained in records helps to measure learning and the effectiveness and appropriateness of the programme overall. Information such as attendance, progress or achievement could be shared with colleagues. If accurate records are not maintained your student’s progress could become unstructured and their achievements may not be documented. Records must be up to date, accurate and legible. Records can be useful for your organisation for accidents, appeals, equal opportunities and funding purposes. Records should be kept confidential and secure at you organisation. The Data Protection Act 2003 is mandatory for all organisations that hold data. As a teacher you must work within the boundaries of the law and professional values. There are many laws, directives and professional ethics which are updated often. The main Acts and rules which we should refer to are, Health and Safety at work Act 1974 – which states that everyone has a responsibility for the safety of themselves and others. Therefore rules must be followed and safe practices adhered to. The Management of Health and Safety at Work Regulations 1999 – this legislation seeks to prevent unsafe practices and minimise risk, e. g fire and emergency procedures, first aid at work and safe handling practices. Risk Assessment – All activities have an element of risk, it is the teacher’s responsibility to assess the level of the risk and establish practices to minimise risk and record such activities. Child Protection Guidelines – Eg Crb checks (criminal record bureau). Keeping records is a fundamental part of the teacher’s role, this can be kept on paper or electronically. The documents are required for, auditing purposes, information gathering, Quality assurance systems, health and safety management and financial accountability. Although paperwork is time consuming it must be completed regularly and accurately. Other departments may need to refer to your paperwork, claim funding or allocate appropriate support for learners. Communication is the key to encouraging student motivation and respect, managing behaviour and disruption and becoming a successful teacher. It should always be appropriate and effective and to the level of your students. If there is a disruption you need to handle this professionally to minimise any effect it may have on teaching and learning. This behaviour must be addressed immediately and not ignored. Good behaviour and motivation can be maintained by keeping sessions active and teaching your subject in an interesting and challenging way. Behaviour patterns could highlight the need for additional support as disruption could be a way of asking for help. You should lead by example and always be polite, show respect and say please and thank you, this will help encourage this respectful behaviour in your students. Within the learning environment you should also promote respect between students by encouraging trust, honesty, politeness and consideration.

Emotional Intelligence and Self Management and their Influence on Atti

The purpose of this study is to gauge the affect of ones emotional intelligence, A deï ¬ ciency in emotional intelligence can mean a lack of success and the existence of emotional problems, (Chopra & Kanji, 2010) and ability to self motivate (the ability to motivate oneself, to find a reason and the necessary strength to do something, without the need of being influenced to do so by another person) ("Define:Self motivation - Google Search," n.d.) with self estimation of ones preparedness for life situations. It is necessary to have accurate knowledge about the world of work to make good academic and career decisions. (Nauta, n.d.). However, college students often do not have accurate knowledge of careers in their discipline. Psychology students have quite distorted perceptions of the activities conducted by clinical psychologists, counselors, and psychiatrists. (Nauta, n.d.)Upper level undergraduates had poor understanding of applied psychology. (Ellis & Cantrell, 1994) Throughout the literature, it is generally agreed that emotional intelligence is vital for personal development, survival, personal life success and excellence. It is now widely known that emotions interact with thoughts and vice versa. Therefore, there is a need for a framework to assess the phenomenon of emotional intelligence related to any individual. (Chopra & Kanji, 2010) In a study looking at the relationship between learning styles, emotional social intelligence, and academic success of undergraduate nursing students (Suliman, 2010), the findings suggested that either no actual relationship exists or that emotional intelligence may be confounded with factors such as professional and cultural values. In another study titled Emotional Intelligence: a cataly... .... Career Guidance - Try our online career counseling services FREE! Cecile Peterkin / Cosmic Coaching Centre. Retrieved December 02, 2010, from http://www.cosmiccoachingcentre.com/TEST_MOTIVATION.html Suliman, W. (2010). The relationship between learning styles, emotional social intelligence, and academic success of undergraduate nursing students. Journal of Nursing Research, 18(2), 136-143. doi: 10.1097/JNR.0b013e3181dda797 SurveyMonkey -. (n.d.). SurveyMonkey: Free online survey software & questionnaire tool. Retrieved December 08, 2010, from http://www.surveymonkey.com/MySurveys.aspx Sweeny, K., Carroll, P. J., & Shepperd, J. A. (2006). Is Optimism Always Best? [Abstract]. Current Directions In Psychological Science, 15(6), 302-306. doi: 10.1111/j.1467-8721.2006.00457.x Welcome to Facebook. (n.d.). Retrieved December 09, 2010, from http://www.facebook.com/

Biography Dato Michelle Yeoh

Yeoh was born to a Malaysian Chinese family in Ipoh, Malaysia. Her parents are Janet Yeoh and Yeoh Kian Geik, a lawyer and MCA politician. [2] She is a Hokkien. [6] She was keen on dance from an early age, beginning ballet at the age of four. At the age of 15, she moved with her parents to England, where she was enrolled in a boarding school. Yeoh later studied at the Royal Academy of Dance in London, majoring in ballet. However, a spinal injury prevented her from becoming a professional ballet dancer, and she transferred her attention to choreography and other arts.She later received a B. A. degree in Creative Arts with a minor in Drama. In 1983, at the age of 20, Yeoh won the Miss Malaysia beauty pageant. [1] She represented Malaysia at the Queen of the Pacific 1983 beauty pageant which was held in Australia and won the crown. She was also Malaysia's representative at the 1983 Miss World pageant in London. From there, she appeared in a television commercial with Jackie Chan which c aught the attention of a fledgling Hong Kong film production company, D&B Films.Yeoh started her film career acting in action and martial arts films such as Yes, Madam in 1985, after which she did most of her own stunts. [7] The D&B Group in Hong Kong was run by Dickson Poon. Yeoh married Poon in 1987 and retired from acting. After the couple divorced in 1992, Yeoh returned to acting. [1]Yeoh's performance in Police Story 3: Super Cop sealed her comeback. She acted in The Heroic Trio in 1993, and the Yuen Woo-ping films Tai Chi Master and Wing Chun in 1994. Yeoh learned English and Malay before Cantonese.She learned the lines for Crouching Tiger, Hidden Dragon phonetically. She starred in the James Bond film Tomorrow Never Dies as Wai Lin (1997). Natasha Henstridge was rumoured to be cast in the lead Bond girl role but eventually Yeoh was confirmed. [8] Brosnan was impressed, describing her as a â€Å"wonderful actress† who was â€Å"serious and committed about her work†. [9] He referred to her as a â€Å"female James Bond† in reference to her combat abilities. She wanted again to perform her own stunts but was prevented because director Roger Spottiswoode considered it too dangerous.Still she performed all of her own fighting scenes. [10][11] Thereafter, she was offered the role of Seraph in the two sequels to The Matrix, but she could not accept due to a scheduling conflict (the Matrix writers then changed Seraph into a male character and cast Collin Chou in the role). [12] In 2002, she produced her first English film, The Touch through her own production company, Mythical Films. In 2005, Yeoh starred as the graceful Mameha in the film adaptation of Memoirs of a Geisha, and she continued her English-language work in 2007 with Sunshine.In 2008, Michelle Yeoh also starred in fantasy action film The Mummy: Tomb of the Dragon Emperor with Brendan Fraser and Jet Li. [13] Yeoh at the Toronto International Film Festival in 2011. In 2010, she st arred in Reign of Assassins. In October 2011, she was chosen by Guerlain to be its skincare ambassador. [14] Yeoh will play a role in strengthening the French cosmetics company's relationship with Asia. [15] Apart from action films, she is famous for playing nationalists in two biopics. In 1997, she played Soong Ai-ling in the award winning The Soong Sisters. In 2011, she portrayed Aung San Suu Kyi in Luc Besson's The Lady.