Chapter 7 Mcgraw Hill Pertinent Questions Answers Free Essays

Pertinent Questions Chapter 7 31. How did the Embargo affect the election of 1808, and what was the response of the new president to diplomatic problems that the Embargo had addressed? The Embargo created a depression on the nation and gave merchants the impression that Jefferson was acting unconstitutionally. Therefore, in the election of 1808, the Federalists ran stronger than before. We will write a custom essay sample on Chapter 7 Mcgraw Hill Pertinent Questions Answers or any similar topic only for you Order Now Even though the Republicans won the presidency, Madison understood that the Embargo was a political liability and eventually removed it. Instead, he passed the Non-Intercourse Act, which told Britain and France that if either of them were to violate the United State’s rights as a neutral country, they would immediately oppose that country until they agreed. 33. What was Tecumseh’s attitude toward the treaties previously negotiated between the United States and various Indian tribes? How did he plan to prevent the expansion of white settlements? Tecumseh believed that the negotiations were all void since the land belonged to all of the tribes. He thought that in order for the United States to actually gain the land, they would have to consult all of the tribes. Tecumseh knew that in order to prevent the Americans from expanding, the Indian leaders would have to unite their cause. 35. Why did Americans want to wrest control of Florida from the Spanish? What attempts were made to do this before 1812? Which attempts were successful, and which failed? The South wanted to gain control of Florida in order to gain valuable ports. Florida also ran through rivers, making it suitable for transportation and agriculture. In 1810, some settlers obtained the fort at Baton Rouge. Madison annexed the territory and then planned to gain more Floridian land. The attempt to gain more land from Florida was unsuccessful until later in time. 40. Why did New England oppose the War of 1812? Prior to 1814, what did the New England states do to hinder the war effort? The Federalist mainly occupied New England, though the party was diminishing. They opposed the war because gaining new land would increase the Republican Party’s power. Their opposition resulted in hopes of secession and even the Hartford Convention. At times, Federalists even celebrated British victories. 41. What caused the leaders of New England to regard the War of 1812 as a threat to their future as a meaningful force in the United States? What did they propose to remedy this situation? If the Republicans won the War of 1812, they would then expand their country, showing their power in the position of the government. The Federalists, now a diminishing power, were afraid of their loss in the force of government, thus planning the Hartford Convention. The convention served to ‘protest’ against the Republican’s gaining of power and discussed the right of nullification and even hinted at secession. However, it was to no avail. 42. What effect did the Hartford Convention have on the Federalist Party? The Convention brought together the Federalist Party in sharing ideas. Their plans to go against the Republican Party and their demands were planned in the Hartford Convention. The unsuccessfulness of the war almost improved the Federalists’ chances at power. However, when the news came of Jackson’s victory, their plans at the convention seemed futile, showing the defeat of the Federalist Party. 43. What was the background to peace negotiations at Ghent? What did both sides initially demand, and why did they finally agree on the terms they did? Both sides were tired from the war and gave up their previous strong demands. The United States, realizing that Britain had little reason to interfere with the commerce because of Napoleon’s defeat, did not push Britain to give up impressments or Canada territory. Britain, exhausted and in debt from the wars, did not push to have an Indian buffer state in the Northwest Territory. Negotiations were weak and hastily drawn up. How to cite Chapter 7 Mcgraw Hill Pertinent Questions Answers, Papers

Reflective Essay Example

Reflective Essay Description first activity, we were paired In groups of four and asked the following questions In succession: What Is Inclusive practice? What is Integration? Is what the learner does more important than what the teacher does? The next activity was done after viewing DVD learning for living, which is a series of various learners with different learning issues. We were again placed in group of fours and asked to discuss a particular learner. The task involved is to and present to the TLS class. We were given the learner Diane, She has a visual disability. I observed In the died that, the zoom accessibility function Is set on the computer behind her. Our group came up with the following results for their activity What went well? From the various definitions that were given during the first activity. We had a discussion on, what is inclusive practice? We then came to the conclusion that it means:- Trying to meet the needs of all your learners who may be different but still need to learn regardless of their Disability, learning styles, race, religion, age and sexual orientation. The next question that was discussed was what Is Integration? Our function of this is that, it is the process were those with differentiation needs come together in a main stream learning environment. We then went onto the final question for this activity which was, is what the learner does more important than what the teacher does? We all agreed that the learner is more important than the teacher and to facilitate better learning. The teacher has to assume the role of a facilitator. On the DVD activity we arrived at the following conclusions Identify needs. We will write a custom essay sample on Reflective specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflective specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflective specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Through initial assessments Support needs-sensory team Identify what equipment/measures she needs egg readers Adapt practice Based on ten report Use resources I. E. Gold paper for hand-outs, bigger fonts and special reader to magnify fonts Class layout I. E. No direct sunlight and can sit in front of the class To Support Because of her visual impairment, do the following One to one discussion/talk with learner concerning learner needs Be aware of tone due to heighten senses Monitor how the learner react Get and give feedback Why? Inclusive practice is the way to go for effective learning. Differentiation takes a look at the learning styles and learning barriers and tries to match the learning activity to the learner. The teacher then has to consider this in his session plans and adopt it to fit all learning needs. Integration is a new and improved way that learning wants to take. This form of learning means that all learning needs will be considered by the teacher, who needs to facil itate the various learning needs of each learner to suit the learner. This will only serve to encourage the learners, knowing that the teacher is conscious of their learners needs. The teacher needs to do much less than the learner, rather than have a long boring lecture, the teacher needs to employ earner centered activities that, aide and encourage the learner more. This may also include peer to peer learning activities and group led activities. The DVD showed that it is important to recognize the needs of each learner, so as to be able to identify their needs, then adapt your resources, lesson plans, assessments etc. To meet these needs. In the case of Diane, the group agreed that there is a need to get support staff involved because the expertise needed to adapt practice may be lacking by the teacher. The group also agreed that, getting feedback from Diane was very important s that would make evaluation and implementation of future learning activities easier. Even better if For my lessons to be more inclusive, in my session plans, I have considered some of my learners and I made some adjustments to my Assessments and lesson plans. Reflective Essay Example Reflective Essay No single incident is significant enough to have individually affected the enormous journey I am on. Let me just reflect on my evolution from the impact of each significant theory on me, the integrative application of skills learnt, to the palpable discovery of a new consciousness, a new frontier. It is the first day of the Diploma I sit transfixed to my chair, as much a stranger to myself as I am to the others in the room. How do I introduce myself to the others? I don’t even know who I am! Who am I? I sit rigid, stereotypically male, in emotional shutdown. (Very honest! ) I introduce myself to the group through an activity! SCUBA Diving! Come on, how remote can you be from yourself? I sigh in relief, as other people’s introductions are equally mechanical. Some faces are socially familiar; we exchange glances and smile embarrassingly. I am a 57 year old man yet I am so acutely self conscious that every time I am asked to speak in that room, my heart pounds like an 8 year old on his first day in Prep school. The tutors tower over me like my English headmaster at Public school. We will write a custom essay sample on Reflective specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflective specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflective specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I feel overwhelmed by everything, the room, the participants, the tutors, I hide behind my false exterior, the tribal feudal male introject, that familiar front of self restrictedness and male aggression, the old friend who has always seen me through such situations. It works equally effectively now. Or does it? (displaying self-awareness here Tahir) Months pass, my humanistic jargon increases, maybe even some counselling skills, I am affable, articulate, comfortable and closed. Satori – enlightenment through a box of tissues I have never sat next to a box of tissues. I have never needed to. One afternoon that is all I need to hide my self with. A box of tissues. I am caught unawares, a peer narrates his childhood experience of ECT, he weeps, a grown man crying, and as I fight back my tears, I find the years of restrictedness, of not crying, stifling. My comfort has turned to discomfort, I am face to face with years of emotional dishonesty. I hate myself and the years of falseness, what was false? What was real? My fragile maleness flashes in front of me through the haze of tears, the years and years of posturing self sufficiency, of escaping fear through alcohol, as I weep, as I feel the tears, does something shift? Is this the beginning of becoming real? I learn in that sad revelation filled afternoon, how I have lived, just in my mind, with the false illusion of unfeeling fronts, of egotistical posturing, of my sense of centre being only appearance. Yes something has changed. (It must have been an emotional moment for you) As I go to my room that night, I stare at my self in the mirror; the foreground is the â€Å"I â€Å"in the â€Å"now†. The awareness that comes from learning who I really am, is dispossessing. Who am I? Who owns me? The previous strong, financially successful stud, overbearing, cynical and arrogant. Or this new I? Confused, feeling slightly emasculated, embarrassed by the deeper more intense person I see, I look away from the new self. The next morning is a check in, it is my turn to self disclose, I speak as if there is no one there but me, I speak of myself with an unguarded openness I never knew I possessed. I speak of my alcoholism, my trail of broken marriages and wounded children, I feel the room suddenly alive with other injured humans, not a group of students, but people with similar lives, congruence is not a word anymore, it is a feeling. I have dropped my guard and confronted my defenses. There is a new connection with my peers and tutors, the self discovery and in its aftermath, the acceptance and care, creates a new lightness in my being. (I sense some relief here when you were able to do this) My self Everybody’s important plaything Is now unpossessed, owned only by me. It dims As I strip it of veneers That were never mine. Then in the darkness of being nothing My freedom makes its own light. My own poem (Very thought provoking) Carl Rogers my threefold redirection My personal journey was first impacted by the attempt to understand why I did not naturally possess â€Å"the self actualizing tendency† why my consistent self destructive path? Where was my innate drive to develop and grow like the hardy Rogerian potato? I was never in an attic in a bleak winter. I needed to use the three core conditions of congruence, empathy and unconditional positive regard on myself. â€Å"The good life is a process, not a state of being. It is a direction not a destination. † 1 In my effort at redirection, I have attempted to do three things, 1. Rid myself as far as possible, of ego defensiveness, so I can get closer to â€Å"an increasing openness to experience. † 2. Living more and more in the moment, I continue to discard â€Å"preconceived self structure† and revel in the â€Å"experience of my life†. 3. I try and identify who I am, just the way I am, sans cover-ups. I need to experience, to feel my feelings, not think them. 2 (Three good resolutions here) This has actually allowed self healing to occur. I felt a strong sense of self. If I can empower myself, surely other people have within themselves the same ability! I can help empower others. The journey has commenced! __________________________________________________________ 1 and 2 Carl Rogers On becoming a Person THE FITTING GAME† –the trick of holding on tight to a theory, then trying to make my experience fit it. 3 Gestalt Theory so excited me, was so akin to the sensorial tendency in me, that I took to it. In my initial excitement however, I missed the point altogether, by intellectualizing it like a mathematics tutor, over assimilating just theory, denying the evidence of my senses. Naturally I could not apply it to my clients. Consequently I had to shed the theory, find the blockage in my understanding, (that I was trying to mould my practice to imposed theoretical structures. I had to â€Å"Sense, Feel, Imagine, Do, Perceive. Become more aware†4 â€Å"what I do now is the only thing I possibly could do, given my entire experience and state of awareness â€Å"5 That is my Gestalt practice now! Effective self regulation through the healthy formation cycle, is now simply, need fulfillment through uninterrupted functioning in full awareness. - 3. Houston G The Red book of Gestalt p 19 4. Houston G. The Red Book of Gestalt p 1 5. Houston G The Red Book of Gestalt p 86 Creative TA- becoming a winner is a point of view away Unconscious incompetence meant reliance on a theory that I could easily practice. I oscillated towards TA with a majority of my clients, almost teaching it to them. It took over a year and supervision for me to stop being didactic. Recourse to traditional ego state diagnosis, behavioral, social, historical and phenomenological, is now loosely employed. I use TA in the here and now, to allow clients to identify their life positions with their own adult/ leveler intervention. Transactions games discounting is all used experientially, their experience. They are left to decide when to consciously move towards autonomy from script. To be nobody but -yourself in a world which is doing its best night and day, to make you everybody else, means to fight the hardest battle any human being can fight and never stop fighting. † E E Cummings 6 6. Muriel and Jongeward Born to Win p 275 Integrative counselling in action a sampler It is Nov 2007, my first client! Heart pounding, clammy hands, who is more anxious. He presents with severe anxiety, timidity and shame. He is dysfunctional in his job, suspicious and manipulative with both peers and bosses. Socially phobic and self alienated, over adapted and incapacitated. He is caught in a bash trap. My client suffers from toxic shame from a mother and sister who both use criticism and unfavorable comparisons to control him. The sister 11 years older, projects her own life failures onto him, (transfer of blame), he gets tongue lashings from her and is humiliated and emasculated. His shoulders and head droop as he speaks of the bullying sister. We do the chair exercise and he goes on to enact his experience of her verbal violence, his voice high pitched and shrill in the chair as she berates him. The moment is overwhelming as he loses himself in the experience of being helpless, passive, eyes frozen open, mouth down, pale with fear, as she continues to berate him. He is racked with sobs as the chair encounter concludes, I fight to stop my rescuer from physically reaching out to console him. It is 4 months later, we are dealing with his toxic shame and his shame producing environment that has continued into his current life. He earnestly narrates the shame based injunctions, â€Å"don’t be important†, â€Å"don’t be†. He has no relationships, no friends, no lovers. The development of a shame based identity,his toxic shame has completely impeded all intimate relationships. Ironically he teaches me shame as I proceed to expose his shame. I feel homophobic confused and embarrassed as he brings his nascent homosexuality into the open, the sessions stop, as I handle my homophobia in supervision. (Very honest again here Tahid) â€Å"Because shame is central to conscience, indignity, identity and disturbances in self functioning, this affect is the source of low self- esteem, poor self concept or body image, self-doubt and insecurity, and diminished self- confidence. †7 This epitomizes my client. ___________________________________________________________________- 7. Kaufman G The Psychology of Shame p 5 My client creates script from his day to day experience of all authority figures, mother, sister, and bosses, ironically all are female. Despite excessive identification with them and the anxiety so evoked, I avoid Oedipal labeling. His natural sexual urge squelched, everything to do with sex is bad, shame is fostered, his sexual identity confused, his masturbation fantasies are solely homoerotic, he seeks solace in gay porn, forlornly tries arousal through heterosexual porn and fails. Then follow guilt filled anonymous homosexual encounters with strangers. His self loathing grows. I feel free (post supervision), to openly discuss his closet approach to his sexual identity and homosexual relationships. Together we identify the split between his disowned emotions and the quick guilt ridden homosexual encounters. The dichotomous branding of sex as evil and bad, the identification of women with negative controlling authority figures, the possibility of exploring bi sexual urges without conditioned responses is opened threadbare. His orthodox Muslim identity has made homosexuality sinful, punishable by death, this internalized social prejudice and shame has shut his sexuality. He slowly comes to terms with his needs, that they are natural, disrupted by personal history. He starts to own his sexuality, to be proud accepting and nurturing of it. Taking responsibility for his sexual activity without judgment, feeling sexually adequate as a homosexual, working on making the sexual act kosher! It takes months to make sex acceptable, to make the sexual identity of girls acceptable. He now wants to explore sex with any gender, to make sex a meaningful and natural possibility to be undertaken with responsibility, appropriateness and discretion. To integrate his sexual identity in his own time. He moves on. (It sounds very positive work that you have done with him) He starts by hating loving then forgiving his hapless equally emasculated father, his rejecting mother and cruelly controlling sister. His strong inner adult faces, wards off then ignores her attacks, till in frustration they stop. He forgives them all. With growing confidence and esteem, the panic attacks slowly die out. His bosses give him increasing responsibility. Manipulation is slowly replaced with quiet strength. He experiences growing self regard and dignity. With his peers his hitherto combative attitude is replaced with an increasing openness, with his team where he is group leader, his affection is reciprocated by his peers, as he replaces rigid personal barriers with flexible boundaries. He moves from being reaction based with everyone, to an â€Å"inside out† proactive approach taking direct responsibility for himself, owning his feelings and behaviors. I facilitate his discovery of his integrating Adult. From the adult he starts to self parent, he holds an ongoing inner dialogue between his adult and inner child to determine his parenting needs, the adult providing the space to his free child, to grow. I now find him stuck in adult, too much adult. He is asked to consider the possibility of self nurture. He quietly takes a taxi on a 10 day 800 kilometer ride to the Iran border along an unspoilt mountainous coast. From his adult, he most reluctantly looks at his child, summoning the courage to allow himself a holiday. What will his mother and sister say? He is fearful of the prospect of being discovered. It takes all the courage he can muster to get into the taxi to free himself from the past. In that lonely taxi, the mental imagery of miles and miles of mountains sand and sea, lifts then liberates him. It allows him to integrate his disowned parts, to start to accept then love himself. He is finding his free child! At his own pace. In his own way. In his own time. â€Å"Positive regard and affirmation must be provided by the NAMEPage 88/22/2013therapist if there is to be an atmosphere in which the client may safely project, witness, understand and untangle the negative self images he has acquired from childhood xperiences and relationships. A therapist who does not accept his client as gay, will reinforce earlier images that are reflected in the clients self- deprecatory, paranoid, masochistic, or sadistic attitudes which are interfering with his capacity for more positive relationships and experiences. †8 _______________________________________________________ Isay Richard A . Being homosexual p 121 ADDICTION- BAPTISM OF FIRE I manage a detox and rehab with a multidisciplinary team of 2 psychiatrists, a cardiologist and 2 other therapists. months into the opening of the rehab facility I am forced to withdraw our UK consultant from the facility. I am left to cope and I do! The team undertakes assessment, diagnosis, dual diagnosis, psychiatric medical and counselling services through both primary 28 day residential care and 11 months of secondary care as an out client service. Family services are offered to clients’ families covering non coercive intervention, identifying family dysfunction, co dependent behaviors, also enabling families to become aware of enabling co dependant and rescuer moulds. Within 3 months I learn the AA 12 steps, I study the different types of alcoholices, I move to the more open Minnesota Model which is also abstinence based but incorporates more methodologies. I integrate more TA into the rigidity of the AA structure In the 4th step( in answering â€Å"WHO AM I† ),I incorporate both TA and Gestalt, primarily use of the Adult ego state in finding ways to unscript the addictive (adaptive) child ego state. I learn then apply an elaborate Relapse Prevention Programme covering stabilization, self-assessment, warning sign identification, recovery planning et al. I learn about PAWS- Post Acute Withdrawal Syndrome and all major post abstinence medical complications and their psychological impact. A client presenting with abuse consisting of 8 grams of coke as the main substance with Vodka and a cocktail of benzo’s used over 48 hours every 15 days, is treated for 30 days in the rehab and 60 days in secondary care. After 10 months he is still abstinent! Another client, who was forcibly picked up and incarcerated in another rehab is treated with a more humanistic approach, CBT based boundaries and a properly monitored time structure, after a year he is still dry ! Presentations are made by our team to Psychiatry departments of two top hospitals in Karachi. Recognition is humbling and fulfilling. CONCLUSION – A NEW SENSE OF SELF- BEINGNESS What an incredible journey! From Humanistic to Attachment based theory, from shame to sexuality. I have evolved. This Essay is written from a new place, a place that recognizes that my unconscious mind was trapped in identity with form. In the soporific effect of material ownership. In the hollow appearance of where I stood in the eyes of others. From the gallows transactions of a key tutor, I discover my own equally image making, self seeking, egoic mind, that is when I try to move away from â€Å"I am right, you are wrong†, from my own defensiveness and aggression. I want to feel my common humanity, the oneness of my outer world with every other living organism’s outer world. And from within me, who I am, is slowly ceasing to matter. â€Å"Once you realize and accept that that all structures (forms),are unstable even the seemingly solid material ones, peace arises within you. This is because the recognition of he impermanence of all forms awakens you to the dimension of the formless within yourself, that which is beyond death. Eternal Life. †9 This course seems like a real awakening for you Tahid. It was a very emotional read and displays real self-awareness and a depth of honesty which is quite rare. Well done! _______________________________________________________________ 9 Tolle E. A New Earth p 81 Marking Sheet - DIPLOMA HUMANISTIC INTEGRATIVE COUNSELLING - Reflective essay - Student: Tahid Zahoor Ahmed Year Content (Evidence of knowledge, concepts, key issues, case material, references) Tahir’s reflective essay is very moving with key issues in his life addressed in a very honest and in depth manner. He has obviously allowed his emotional side to be expressed in a way which has not happened before. His writing is very poetic and expressive, giving the reader a real insight into the way in which this course impacted him deeply. He displays evidence of nowledge concerning TA and person centred techniques. Structure (Argument, evidence, structure, ability to answer the question) The write up displays logical progress through his journey and the issues he has worked on. Although the piece is not structured using headings of any kind, it follows Tahir through his own persona journey step by step. Clarity (Presentation of ideas and arguments, explanation of terms) The piece is carefully worded and articulate, using very emotional lang uage – possibly slightly less question marks could have been used. Tahir could have posed these phrases in slightly different ways to avoid this. Quality of analysis and Reflection (Evidence of understanding, ability to think independently; engagement in process, self-disclosure, self-reflection and personal evaluation, awareness of transference/ countertransference issues) Tahid is deeply reflective, self-disclosing on a very regular basis. He has obviously engaged in the process of writing this essay and has used case material to highlight issues which he needs to continue to work on. He has also personally evaluated this work which sounds very successful, probably due to Tahid’s own level of reflection on issues which arose for him, which he dealt with. A very emotional read, and a realization of the way in which we can originally be so unaware of our own issues but be revolutionized when we allow ourselves to be honest and open. Obviously deep issues have been addressed in Tahir’s life and he has moved towards becoming a more effective - Grade Awarded: DISTINCTIONTutor: Sally Draycott Date: 2/5/09

England As A Christian Country Religion Essays

England As A Christian Country Religion Essays England As A Christian Country Religion Essay England As A Christian Country Religion Essay Based on these premiss, Christians are hence those who believe and accept the instructions and philosophies of the Lord Jesus as written in the Bibles. Taking this to England position, the background history reveals the active engagement of the English trusters in the topic of Christianity right from the Stone Age. They actively participated in the outgrowth and airing of Gospel within the geographical range and the remainder of the universe. Around 2nd century, the chief dwellers were Gaelic migrators from Western and Continental Europe, chiefly from France, jointly known as Britons2. Majority of these are heathen. The Celtics were polytheists, idolizing many Gods with their priests known as Druids. With the conquering of the Kingdom by the Romans, [ led by Julius Caesar s foray in 55BC and subsequently by Emperor Claudius ] , the whole Southern portion of the Kingdom became portion of the Roman Empire. In all these, England still maintained their continuity in the Christian believe which made them an exclusion to all states environing them. Many of the Roman temples similar to that of the Celtic Gods were discovered across Southern England. Later in the twelvemonth 407, the Romans left Britain and this led to the terminal of the Roman civilization. In the 5th and 6th centuries, the Saxons, Angels and Jutes from Germany invaded and occupied what is now known as modern twenty-four hours England with their Nordic heathen faiths. This led to the death of Christianity, except in Cornwall. During the period 597 AD, the Gregorian Mission started the transition of the Anglo-Saxon Kingdoms, influenced by the Gaelic Christians from the North-West and the Roman Catholic Church from the South-East. Gradually, the Anglo-Saxon polytheist which was introduced to what is now England over the class of the 5th and sixth century was replaced. The last heathen Anglo-Saxon/ Jutish male monarch died in the twelvemonth 686. At the petition of Ethelbert of Kent, Pope Gregory 1 sent missionaries and in 596, he dispatched Augustine of Canterbury together with a party of monastics. In the twelvemonth 597, Augustine was ordained and took office as the first Archbishop of Canterbury. In 601, Augustine baptised the first Christian Anglo-Saxon King, Ethelbert of Kent. Ethelbert permitted Augustine and the missionaries to settle and prophesy in the town of Canterbury. By the terminal of the twelvemonth, Ethelbert was converted. With the mission of Saint Augustine of Canterbury, Christianity became established in England in the sixth century. Many of the pagan temples were converted and patterns transformed into dedication ceremonials or banquet of martyrs Church were rebuilt and reconsecrated as C athedral and monasteries were founded, among which is the St Peter and Paul. Reformation continued in England shortly after the clip of Luther and this coincided with King Henry VIII s politically motivated interruption with the Roman Catholic Church in 1534. Henry was made the caput of the Church of England by the act of domination in the same twelvemonth. The act of six articles which formed the basic philosophy and beliefs of the church of England was instituted by Henry in 1539. The article preserved the old pattern. Latin was replaced by English from 1545 as the linguistic communication of Church service. The confusion brought approximately by the reformation involved England in Religious wars with Europe Catholic powers ; notably Spain. However, The Kingdom was able to continue its independency through the Charismatic accomplishments of some of its swayers, such as Elizabeth 1 who restored Protestantism to England. She became the caput of the Church of England. In England presents, civilization, promotion in cognition and engineering including inflow of immigrants into the Country Christianity seems to be a disregarded constructs. Many topographic points of worship have been converted into film and other commercial intents. The former spiritual society is now a multicultural and secular society. The foundational Christian truth of animals by a Godhead is popularly negotiations as ordinary evolutionary issues being accepted and taught at all degrees. The cloth of Christianity has been eroded ; people no longer attend church services nor have regard for the things of the Kingdom ; saloons and nines have taken over the life manner in England, jubilation of nakedness, witcheries and other scripturally out Acts of the Apostless. On the footing of the foregoing, cognition of God is missing in modern England as my people perish for deficiency of cognition . Wind of resurgences is now blowing across England and Europe in general which are championed by the Pentecostal motions. There is assurance that in the close hereafter England and so Great Britain will return back to God their sires have served because despite bulk attitude to the worship of God, Christianity is still the trademark of most determinations taken in the society including welfarism intervention to the citizens, active engagement in charity plants, observation of of import Christian day of the months such as Easter, Christmas, and Lent periods compared to other faith opposite numbers. England can still be described as a Christian state.

Draft, Develop, and Organize a Descriptive Paragraph

Draft, Develop, and Organize a Descriptive Paragraph Once you have settled on a topic for your descriptive paragraph and collected some details, youre ready to put those details together in a rough draft. Lets look at one way of organizing a descriptive paragraph. A Three-Step Method for Organizing a Descriptive Paragraph Heres a common way of organizing a descriptive paragraph. Begin the paragraph with a topic sentence that identifies your prized belonging and briefly explains its significance to you.Next, describe the item in four or five sentences, using the details that you listed after probing your topic.Finally, conclude the paragraph with a sentence that emphasizes the personal value of the item. There are various ways to organize the details in a descriptive paragraph. You may move from the top of the item to the bottom, or from the bottom to the top. You may start at the left side of the item and move right, or go from right to left. You may start with the outside of the item and move in, or go from inside to out. Choose the one pattern that seems best suited to your topic, and then stick to that pattern throughout the paragraph. A Model Descriptive Paragraph: My Tiny Diamond Ring The following student paragraph, titled My Tiny Diamond Ring, follows the basic pattern of topic sentence, supporting sentences, and conclusion: On the third finger of my left hand is the pre-engagement ring given to me last year by my sister Doris. The 14-carat gold band, a bit tarnished by time and neglect, circles my finger and twists together at the top to encase a small white diamond. The four prongs that anchor the diamond are separated by pockets of dust. The diamond itself is tiny and dull, like a sliver of glass found on the kitchen floor after a dishwashing accident. Just below the diamond are small air holes, intended to let the diamond breathe, but now clogged with grime. The ring is neither very attractive nor valuable, but I treasure it as a gift from my older sister, a gift that I will pass along to my younger sister when I receive my own engagement ring this Christmas. An Analysis of the Model Description Notice that the topic sentence in this paragraph not only identifies the belonging (a pre-engagement ring) but also implies why the writer treasures it (. . . given to me last year by my sister Doris). This kind of topic sentence is more interesting and revealing than a bare announcement, such as, The belonging I am about to describe is my pre-engagement ring. Instead of announcing your topic in this way, focus your paragraph and gain the interest of your readers with a complete topic sentence: one that both identifies the object youre about to describe and also suggests how you feel about it. Once you have introduced a topic clearly, you should stick to it, developing this idea with details in the rest of the paragraph. The writer of My Tiny Diamond Ring has done just that, providing specific details that describe the ring: its parts, size, color, and condition. As a result, the paragraph is unifiedthat is, all of the supporting sentences relate directly to one another and to the topic introduced in the first sentence. You shouldnt be concerned if your first draft doesnt seem as clear or as well constructed as My Tiny Diamond Ring (the result of several revisions). Your aim now is to introduce your belonging in a topic sentence and then draft four or five supporting sentences that describe the item in detail. In later steps of the writing process, you can focus on sharpening and rearranging these sentences as you revise. NEXT STEPPractice in Organizing a Descriptive Paragraph REVIEWSupporting a Topic Sentence with Specific Details ADDITIONAL EXAMPLES OF WELL-ORGANIZED DESCRIPTIONS Model Descriptive ParagraphsModel Place Descriptions: Four Descriptive ParagraphsJoseph Mitchells Place Description: McSorleys SaloonWillie Morriss Descriptive Narrative RETURN TOHow to Write a Descriptive Paragraph

Emerging Technologies Essay Example | Topics and Well Written Essays - 2250 words

Emerging Technologies - Essay Example Every company and organization has become heavily dependent on the use of technology to run business activities. For example, use of computers networks and internet has become a common thing for every organization. In this report, we will discuss an innovative technology related to the field of computer science. The name of the technology is Cloud Management Information System (Cloud MIS). Cloud MIS service refers to the use of cloud computing services for managing information provided to the system by the companies using the service. Some of the main benefits that a company can get using Cloud MIS service include secure data management, improved efficiency, lower capital expenditure, no need of hiring IT professionals to manage the MIS, greater flexibility and storage, and lower operational expenditure. The concept of this technology was developed a couple of years ago but more and more developments are occurring in this technology making it more useful and reliable for companies an d organizations. Let us first have a look at basic workings of Management Information System and Cloud Computing in order to get a better understanding of the benefits that the merger of these technologies can provide to businesses. 2. Management Information System According to Oz (2009, p. 9) states, â€Å"Information is the lifeblood of any organization†. Without information, a company can never achieve its desired goals and objectives because information serves as the base for business progress. Management information system (MIS) refers to a system that manages the data and information of a company needed to perform different business activities. MIS makes use of information technology tools in processing of information and generation of reports (Earl 1996). It is a part of internal business control system which manages the documents, business strategies and policies, and information stored in it by the company (Martin 2010). According to Stahl (2008, p. 1), management in formation systems increase the efficiency of business processes, as well as improves coordination between people within organization. As Lauderdale (n.d., p. 1) states, â€Å"MIS allows managers to create reports about the company activities†. This statement shows that MIS can be used to generate reports about business activities, such as, financial reports, employee performance reports, and project related reports. According to Lucey (2005, p. 4), the main tasks of a management information system are to process collected data into information, as well as to send accurate and relevant information to the concerned people. As Burke (n.d., p. 1) states, â€Å"MIS, or management information systems, are used to manage the data created within the structure of a particular business†. MIS stores everything related to business which also include project deadlines and employees’ tasks regarding those projects. Using the information for the system, employees carry out the ir activities accordingly. According to Currie and Galliers (1999), MIS also helps employees in processing, analyzing, and disseminating the collected information. Another advantage of using MIS in companies is that it helps in setting and achieving both short-term and long-term strategic goals and objecti

Does A Significant Correlation Exist Between Academic Persistence And Dissertation

Does A Significant Correlation Exist Between Academic Persistence And Student Demographics In An Accelerated Adult Education Program At Not A For-Profit Christian Liberal Arts University - Dissertation Example The research includes related literature. According to the authors Becker and Andrew, adult learners encounter several barriers in their quest to achieve an education. They argue that the barriers encountered range from situational, institutional along with the dispositional barriers. They continue to explain that situational barriers occur due to the adults’ situation, which could include his job responsibilities, the lack of ample free time along with their childcare tasks. Institutional barriers are described by the authors as those barriers, which are imposed on the adult learners by the institutions. This could include issues such as sensitivity to their staff members, restrictions on the number of hours they work or the inadequacy of research information. Finally, the authors describe the barriers of disposition as those barriers, which are internal and come about due to feelings of alienation among adults in campuses. Other researchers on the same have suggested that in order for adult learners to overcome the situational barriers that greatly hamper their activities and decrease their enrolments, most campuses have introduced degree programs that are not part of their traditions. These programs are described as those supple programs in which adult learners can enroll. They use techniques such as learning during weekends, distance learning and accelerated methods of delivering their required content to adults who have enrolled for various courses (Holland, 2010). Age and Academic Persistence According to previous research carried out by Adelman (2007), the number of available undergraduates between men and women was roughly equal in the years between 1900 and 1930. The adult male enrolment following the second global war increased due to the enactment of the bill known as GI. Women participation was augmented from 39% to 68% in the years 1959 to the year 2002, and as at 1970, adult men aged from 40 were receiving more degrees when compared to wome n (Adelman, 2008). According to Alderman, the current reason why adult women are enrolling for the educational programs on offer than men is that they had outperformed them during their days in high school. This is in terms of the records they achieve in their tests, scores and their prior preparation for college (Alderman, 2008). The studies finally imply that women aged above 40 years had tremendous gains in the year 1972 when they augmented their achievements in various tests. This greatly helped in reducing the gaps in their knowledge of mathematics and increasing their reading advantages (Baum and Payea, 2009). Because of these improvements and changes in the community’s attitude towards women, their role in marriage and the job place has changed (Adelman, 2007). This has in turn enabled the women to have greater financial freedoms thus motivating the other women around the globe to join colleges despite the fact that they might be older (Baum and Payea, 2009). Creation of programs to cater for the barriers that affect adult learners and their preferred learning styles has been introduced to respond to the problems brought about by the traditional degree programs on aged adults. There is a decline in the number of students joining post high school education and those who fail to complete their education. The number of the students who do not complete their ed

Microbial Contamination on Toothbrush Storage

Microbial Contamination on Toothbrush Storage The study of microbial contamination on storing a toothbrush in a bathroom with a toilet Abstract Aims: To examine the microbial contamination of storing a toothbrush in the bathroom with a toilet among the Colony Forming Unit (CFU) of microbial groups. Methods and Results: The results are analyzed by the counting of CFU of agar plates Conclusion: The toothbrush storing in a bathroom with a toilet or without toilet is being contaminated and it is a bad place for storage Introduction Escherichia coli (E.coli) is recognized as a coliform bacterium which is gram negative, anaerobically developed and shaped like a rod. It is generally found in the intestine of warm-blooded animals such as humans. In addition, E.coli is able to discharge into the environment with fecal substance under airborne condition especially by the flushing of toilet and the bacteria can grow numerously in fresh fecal substances aerobically for short periods of time. The bacterial aerosols by the flushing can move as far as six to eight feet away from the toilet. A humid, warm surface permit more bacteria to grow and the bristles of the toothbrush would increase the surface area for microbial adhesion, hence, the fecal-oral transmission can be used as a major route via which pathogenic strain of bacteria to bring into oral diseases. Apparently, the occurrence of fecal coliforms in water is not straightforwardly harmful and does not essentially express the presence of feces (Doyle, M. P., and M. C. Erickson. 2006). Five types of plates were used with the microbial groups in this experiment. Chocolate blood agar, CBA, is an unselective and a medium with enriched development used for fastidious bacterial isolation.[1][2][3] It is a alternative of the blood agar plate which contains red blood cells lysed by moderate heating to 80  °C. Reasoners 2A agar, R2A, is used for the isolation of heterotrophic bacteria from treated drinkable water (Sandle, T, 2004). These bacteria is likely to grow slowly and would rapidly be restrained by speedy-growing species on a rich medium. Diagnostics Pseudomonas Isolation Agar, PYO, is used for the isolation and differentiation of Pseudomonas aeruginosa selectively by raising the pyocyanin production. Pyocyanin production is indicated as a bluish-green, water-soluble pigment that gives a greenish color into the media (Bodey, G.D., et al., 1989). Malt Extract Agar, ME, is used for the cultivation and isolation of yeasts and molds by suitable nutrient supply (7). The pH is modified to nearly 5.5 for upgrading the fungi growth and to lightly hinder bacterial growth which usually determined as environmental contaminants.(6) Lauryl Sulfate Broth, LTA, is used for the isolation of coliforms in water and foods. The coliform groups involves aerobic and facultative anaerobic, gram-negative and the bacilli without spores which is able to progress the fermentation of lactose and generate acid and gas at 35 °C. Additionally the LTA44 °C makes faecal coliforms to be enumerated and the Sodium Lauryl Sulfate demonstrates excelle nt inhibition of organisms except the coliforms. The technique of spreading plates is used for the isolation and enumeration of microorganisms in a mixed culture by even allocation. This method can measure the bacteria easier by using a sterilized spreader and applying a small quantity of bacteria suspension on the surface of plate. The plate is required to be dry before incubation so the bacteria can be absorbed into the agar rapidly. The plate counting approximate the amount of cells depend on the capability to produce colonies under particular states of nutrient medium, temperature and time. The counting of CFU believes that every colonies is aggregate and observed by a single viable cell.[1] Moreover, CFU/mL of the original suspension is figured out mathematically and then factored in the quantity plated and the dilution factor. This study aims to examine the microbiological contamination of toothbrush to prove whether a bathroom with a toilet is a good place to store a toothbrush or not. Material and methods Sample collections and suspensions preparation of samples Group 1, Stored normally at the sink in a bathroom which contained a toilet situated 0.5 2 m away from the sink. Group 2, not stored near a toilet. Brush either stored in bedroom or in bathroom devoid of toilet. The samples of plaque, toothbrush, sink and tap water were collected by respective sterile method. The plaque sample was put into a 2.5ml Ringers solution and sonicated for 10 minutes. Then the weight of plaque sample is determined by weighing the bijou bottle and the toothpick is removed by aseptic techniques. The toothbrush sample is put into the 10ml Ringers solution into a Universal bottle and the toothbrush head is cut and removed aseptically. The swab originated from 2 x 2 cm square of the sink sample is put into 2.5 Ringers solution of the bijou bottle and is vortexed for approximately 3 minutes. Then the swab is taken out by sterile techniques and the suspension is ensured to squeeze out of the swab. The sample of tap water is put into the 15ml of sterile tube. 10-fold dilutions and plates spreading Each of the samples were processed with orders of plaque, toothbrush, sink and tap water. Different dilutions of samples are prepared by the 10-fold dilutions expect the tap water samples. 0.5ml of undiluted original suspension (100) is removed and inoculated into 4.5 ml of another Ringers solution aseptically and mixed well to be a 10-1 dilution. All the samples are prepared down to 10-5dilution. Four plates of CBA, R2A, ME and two plates of PYO, LTA37 and LTA44 of each samples were collected and labelled. For the plaque sample, 2 PYO, 2 LTA37 and 2 LTA44 plates with 100, 2ME plates with 10-1, 2ME plates with 10-2, 2 CBA and 2 R2A plates with 10-4, 2 CBA and 2 R2A plates with 10-5 were inoculated. For the toothbrush sample, 2 PYO, 2 ME, 2 LTA37 and 2 LTA44 with 100, 2 ME plates with 10-1, 2 R2A with 10-2, 2 CBA and 2 R2A plates with 10-3, 2 CBA plates with 10-4 were inoculated. For the sink sample, 2 PYO, 2 LTA37 and 2 LTA44 plates with 100, 2 ME plates with 10-1, 2 ME and 2 R2A plates with 10-2, 2 CBA and 2 R2A plates with 10-3, 2 CBA plates with 10-4 were inoculated. For the tap water sample, all 18 plates were inoculated with 100 undilutedsuspension. 0.2ml of relative dilutions were spread across the surface of the agar plates with aseptic methods. All the plates were allowed to dry before inoculation. 2 LTA44 plates were put in the incubator with 44„ƒ, 2 PYO pla tes, 2 LTA37 and 4 CBA plates were put in the incubator with 37„ƒ, 4 R2A and 4 ME plates were put in the incubator with 25„ƒ (United States Pharmacopeia, 2015). Data collection The inoculated plates were collected and colonies were counted to determine the Colony Forming Units (CFU) by multiplying the average number of colonies by 5 to convert from 0.2ml to 1ml and is multiplied by the dilution factor. The best number of colonies (30-60 colonies) were counted for the plates which have two dilutions plated onto them. The CFU was calculated as the CFU ml-1 100 suspension and needed subsequent conversions except for the tap water sample. For the plaque, CFU ml-1 100 suspension was multiplied by 2.5 and divided by the weight of plaque to determine the CFU g-1 in 2.5ml bijou bottle. For the toothbrush, CFU ml-1 100 suspension was multiplied by 10 to determine the CFU head-1 in the 10ml Universal bottle. For the sink surface, CFU ml-1 100 suspension was multiplied by 2.5 and divided by 4 to determine the CFU cm-2 in the 2.5ml bijou bottle from a 4cm2 square. Results Mean CFUs per unit with SD : a measure that is used to quantify the amount of variation or dispersion of a set of data values.[1] A low standard deviation indicates that the data points tend to be close to the mean (also called the expected value) of the set, while a high standard deviation indicates that the data points are spread out over a wider range of values. Average with SD (Plaque CFUs per gram) Group 1 (with toilet) Group 2 (without toilet) CBA 4.16+ 12 x 108 4.71 + 16 x 108 R2A 1.2 + 3.41 x 108 1.96 + 3.55 x 108 PYO 8.34+ 23.5 x 102 7.41 + 38.5 x 107 LTA37 4.7 + 23.4 x 102 8.49 + 4.33 x 103 LTA44 0 2.55 + 13.2 x 102 ME(yeasts) 3.35 + 8.78 x 104 9.51 + 49.2 x 105 ME (fil fungi) 1.72 + 6.2 x 104 2.95 + 5.71 x 103 Average with SD (toothbrush CFUs per head) Group 1 (with toilet) Group 2 (without toilet) CBA 1.92 +3.52 x 106 1.51 +5.76 x 107 R2A 2.35 +5.71 x 106 1.12 +4.60 x 107 PYO 1.27 +4.07 x104 2.78 +14.4 x 108 LTA37 1.84 +5.94 x104 2.54 +12.9 x 106 LTA44 1.18 +5.88 x 104 4.85 +24 x 104 ME(yeasts) 2.10 +9.78 x 104 3 +13.6 x 105 ME (fil fungi) 2.59 +11.8 x 104 1.34 +2.26 x 102 Average with SD (sink per square cm) Group 1 (with toilet) Group 2 (without toilet) CBA 8.91 +22.7 x 104 6.33 +24.7 x105 R2A 2.56 +11.5 x 105 7.82 +36.7 x105 PYO 1.22 +2.98 x 102 4.65 +16 x103 LTA37 4.55 +12.4 x102 5.73 +16.9 x103 LTA44 4.24 +14.5 x10 1.54 +6.19 x102 ME(yeasts) 4.84 +1.57 x 102 3.13 +7.55 x103 ME (fil fungi) 1.40 +1.76 x 102 4.71 +18.5 x102 Average with SD (tap water CFU per mL) Group 1 (with toilet) Group 2 (without toilet) CBA 1.53 +2.14 x 10 1.5 +7.69 x104 R2A 9.04 +21.6 10 3.49 +14.4 x104 PYO 8.46 +30.7 10-1 1.85 +9.62 x10-1 LTA37 0 3.7 +19.2 x10-2 LTA44 1.15 +5.88 10-1 0 ME(yeasts) 7.12 +19.5 9.7 +22.1 ME (fil fungi) 5.85 +19.5 4.44 +7.85 p-value. Two-tailed independent samples t-test (Group 1 vs Group 2) 95% = P plaque toothbrush sink Tap water CBA 0.891 0.251 0.269 0.325 R2A 0.437 0.336 0.488 0.234 PYO 0.341 0.331 0.155 0.291 LTA37 0.334 0.324 0.118 0.331 LTA44 0.341 0.453 0.375 0.313 ME(yeasts) 0.356 0.300 0.086 0.654 ME (fil fungi) 0.241 0.283 0.370 0.731 From the table, the CFU in the plaque sample collected from storing the toothbrush with and without toilet are observed. For the CBA and R2A, the CFU in group 1(with toilet) is counted as 4.16+ 12 x 108 CFU g-1 and 1.2 + 3.41 x 108 respectively, and the CFU in group2 (without toilet) is marginally greater than group1 which resulted as 4.71 + 16 x 108 and 1.96 + 3.55 x 108 respectively. For the PYO, LTA37, LTA44 and ME (yeasts), The CFU of group 2 are slightly more than the group 1 except the fewer CFU (2.95 + 5.71 x 103) without toilet than in which with toilet (1.72 + 6.2 x 104) observed in ME (fil fungi). It is found that the fewest CFU is on LTA44 or even observed as 0 CFU per unit since 44„ƒis over the optimal temperature and the bacteria can be inactive. Besides, for the other microbial groups, toothbrush, sink and the tap water samples, they showed the similar results as the plaque sample that the average CFUs per unit of the without toilet sets were slightly more tha n the sets with toilet on the CBA, R2A, PYP, LTA37, LTA44 and ME (yeasts) and the CFUs per unit of the without toilet sets were slightly less than the toilets sets. However, the samples in the tap water evaluated some differences from the other groups was that the small quantity of average CFUs per ml within each samples were indicated since the presence of fecal coliforms in water might not be directly harmful and did not necessarily indicate the presence of feces. Overall, the CFU of the plaque sample collected without toilet is slightly greater than which with toilet but probably there is no obvious difference between two groups by the examination of p value. P value is used to compare the significance of the tests. Significant difference between two groups can be determined if the p value is smaller than 0.05 and the null hypothesis is not be supported. From the table of two-tailed independent sample t-test, it indicated that all p values among the different agar plates of the 4 microbial groups are greater than 0.05 which showed that the difference between 2 groups for any sample type (with toilets and without toilets) or medium types are not significant. Although the tables showed large variability within a given sample, this is common for environmental samples and hence the null hypothesis is supported. Discussion The toothbrush, the plaque and the sink samples collected with or without the toilet sets, except the tap-water, were observed to contain large quantity of coliforms and it proved the presence of pathogenic bacteria, E.coli. The toothbrushes contamination acts as a crucial role in the expansion of various diseases such as respiratory infection and oral diseases (M. B. Dayoub, D. Rusilko, and A. Gross, 1977). Toothbrushes are often stored in the toilets and disclosed to contamination as it is a microbial atmosphere with the occurrence of pathogenic bacteria which is spread by aerosols and the flushing of toilets (Taji SS, Rogers AH, 1998). Moreover, the presence of the E.coli is correlated with the uncleaned bristles or the storage of brushes with high humidity (the sink) and warm environment which are near to the bristles and this can effectively enhance the spread and growth of bacteria than those stored in aerated conditions by 70%. (R. T. Glass, 1992). However, the experimental results showed the colony forming units in the bathroom without toilets sets were greater than the sets with toilets which is apparently difference from the hypothesis. P-values of Two-tailed independent samples t-test can evaluate the situation. Although the large variability within a given sample was observed, this is common for environmental samples. Because of the large variability, there is no significant difference between the two groups for any sample type or medium type. The p values is greater than 0.05 which showed 95% level of confidence that the two parameters are not the same and there is no enough difference within the samples to conclude a difference so the null hypothesis is accepted. It is conclude that toothbrush would get contaminated regardless of storing near or far from the toilet. There are some limitations existed in this experiment. Firstly, there is manageable amount of data for the analysis which can affect the precision of the results. In this experiment, only 26 samples and 27 samples for each groups were examined which were not excessive enough to evaluate the hypothesis. More sample sizes are suggested and hence sufficient statistical power to the final results can be determined. Another error would be the dilution error since the pipetting for 10- fold dilutions could lead to a considerable departure from the expected identity and inaccurate results. It is suggested that the precise pipetting from 10-1 down to 10-5 and proper vortex with vibration of suspension within each dilutions is required. Additionally, more time allowed for the first lab practical and appropriate aseptic techniques could be suggested to ensure the accuracy of results. References M. B. Dayoub, D. Rusilko, and A. Gross, Microbial contamination of toothbrushes, Journal of Dental Research, vol. 56, no. 6, article 706, 1977. View at Google Scholar R. T. Glass, Toothbrush types and retention of microorganisms: how to choose a biologically sound toothbrush, Journal-Oklahoma Dental Association, vol. 82, no. 3, pp. 26-28, 1992. View at Google Scholar Taji SS, Rogers AH. The microbial contamination of toothbrushes. A pilot study. Aust Dent J. 1998 Apr;43(2):128-30 USP 61: Microbial Enumeration Tests (PDF). United States Pharmacopeia. Retrieved 24 March 2015. Sandle, T. (July 2004). An approach for the reporting of microbiological results from water systems. PDA J Pharm Sci Technol. 58 (4): 231-7. Doyle, M. P., and M. C. Erickson. 2006. Closing the door on the fecal coliform assay. Microbe 1:162-163. Sammons RL, Kaur D, Neal P. Bacterial survival and biofilm formation on conventional and antibacterial toothbrushes. Biofilms. 2004;1: 123-30. Bodey, G.D., et al. 1989. Infections caused by P. aeruginosa. Rev. Infect. Dis.; 5:279-313.