Hospital Sketches by Louisa May Alcott essays

Hospital Sketches by Louisa May Alcott essays The chapter 'A Night', in Louisa May Alcott's Hospital Sketches, is the most inspired chapter in the book. It tells the story of a fatally wounded Virginia blacksmith John, and it fell to Alcott to tell the dying man of his imminent fate and to pen John's final letter home to his family as he dictated it. The man died while squeezing Alcott's hand. She described that none of the deaths that she summoned in her life would make her heart ache as it did with John the blacksmith. Louisa argued that Civil War army nursing was particularly difficult because of the advanced technology of warfare which had created many weapons which were powerful and efficient - but medical science and technology had not advanced accordingly. In the absence of treatments, wounded limbs were amputated, frequently without the benefit of chloroform, using nothing more than a strong shot of whiskey. These treatments were excruciating, and often introduced new infections which were more dangerous than the wounds themselves. In the chapter 'A Day', Alcott provides some clear examples of both the conditions of injured soldiers and the difficult tasks that nurses encountered during the Civil War. For example, she wrote "In they came, some on stretchers, some in men's arms, some feebly staggering along propped on rude crutches, and one lay stark and still with covered face, as a comrade gave his name to be recorded before they carried him away to the dead house." (Page 71) Compared with today, soldiers during the Civil War era did not have much access to medicine or medical equipment to help ease their wounds and pain. Many of them died instantly without being sent to the hospital, while those who survived often lived their lives in great pain and suffering from their injuries. Alcott attempted to inject humanity into the horrific situation that she witnessed in the hospital so at times, she infuses her writing with humor. However, it's evident that she was ...

The Tropical Rainforest Biome

The Tropical Rainforest Biome All tropical rainforests have similar characteristics including climate, precipitation, canopy structure, complex symbiotic relationships and an amazing diversity of species. However, not every tropical rainforest can claim exact characteristics when compared by  region or realm  and there are rarely clear defining boundaries. Many may blend with adjoining mangrove forests, moist forests, mountain forests, or tropical deciduous forests. Tropical Rainforest Location Tropical rainforests mainly occur inside the worlds equatorial regions. Tropical rainforests are restricted to the small land area between the latitudes 22.5 ° North and 22.5 ° South of the equator - between the Tropic of Capricorn and the Tropic of Cancer. The global distribution of the tropical rainforest can be broken into four continental regions, realms or biomes: the Ethiopian or Afrotropical rainforest, the  Australasian  or Australian rainforest, the Oriental or Indomalayan/Asian rainforest, and the Central and South American Neotropical. Importance of the Tropical Rainforest Rainforests are cradles of diversity. They spawn and support 50 percent of all living organisms on Earth even though they cover less than 5% of Earths surface. A rainforests importance is truly incomprehensible when it comes to species diversity. Losing the Tropical Rainforest Just a few thousand years ago, tropical rainforests are estimated to have covered as much as 12% of the land surface on earth. This was about 6 million square miles (15.5 million square km). Today it is estimated that less than 5% of Earths land is covered with these forests (about 2 to 3 million square miles). More importantly, two-thirds of the worlds tropical rainforests exist as fragmented remnants. The Largest Tropical Rainforest The largest unbroken stretch of rainforest is found in the Amazon river basin of South America. Over half of this forest lies in Brazil, which holds about one-third of the worlds remaining tropical rainforests. Another 20% of the worlds remaining rainforest exists in Indonesia and the Congo Basin, while the balance of the worlds rainforests is scattered around the globe in tropical regions. Tropical Rainforests Outside the Tropics Tropical rainforests are not just found in tropical regions, but also in temperate regions like Canada, the United States, and the former Soviet Union. These forests, like any tropical rainforest, receive abundant, year-round rainfall, and are characterized by an enclosed canopy and high species diversity but are without the year-round warmth and sunlight. Precipitation An important characteristic of tropical rainforests is moisture. Tropical rainforests usually lie in tropical zones where solar energy produces frequent rainstorms. Rainforests are subject to heavy rainfall, at least 80 and in some areas over 430 of rain each year. High volumes of rain in rainforests can cause local streams and creeks to rise 10-20 feet over the course of two hours. The Canopy Layer Most of life in the tropical rainforest exists vertically in the trees, above the shaded forest floor - in the layers. Each tropical rainforest canopy layer harbors its own unique plant and animal species interacting with the ecosystem around them. The primary tropical rainforest is divided into at least five layers: the overstory, the true canopy, the understory, the shrub layer, and the forest floor. Protection Tropical rainforests are not all that pleasant to visit. They are hot and humid, difficult to reach, insect-infested, and have wildlife that is hard to find. Still, according to Rhett A. Butler in A Place Out of Time: Tropical Rainforests and the Perils They Face, there are undeniable reasons to protect the rainforests: Loss of local climate regulation - With forest loss, the local community loses the system that performed valuable but unnoticed services like ensuring the regular flow of clean water and protecting the community from flood and drought. The forest acts as a sort of sponge, soaking up the tremendous amounts of rainfall brought by tropical downpours, and releasing water at regular intervals. This regulating feature of tropical rainforests prevents destructive flood and drought cycles.Erosion and its effects - The loss of trees, which anchor the soil with their roots, causes widespread erosion throughout the tropics. Only a minority of areas have good soils, which after clearing are quickly washed away by the heavy rains. Thus crops yields decline and the people must spend income to import foreign fertilizers or clear additional forest.Loss of species for forest regeneration - A fully functioning forest has a great capacity to regenerate. Exhaustive hunting of tropical rainforest species can reduce those species necessary to forest continuance and regeneration. The increase of tropical diseases - The emergence of tropical diseases and outbreaks of new diseases including nasty hemorrhagic fevers like Ebola and Lassa Fever is a subtle but serious impact of deforestation.Destruction of renewable resources - Deforestation can rob a country of potential renewable revenues while replacing valuable productive lands with virtually useless scrub and grassland (desertification).

Compare and Contrast an Agency Protest to a General Accounting Office Research Paper - 1

Compare and Contrast an Agency Protest to a General Accounting Office (GAO) protest - Research Paper Example This include establishment of mechanisms through which offerors can question the officials in charge of the procurement procedures in the government departments. In case the procuring agencies are not compliant with the law and regulations governing the procurement process, the aggrieved parties undertake the bid protest. The major forms of federal bid protest include an agency-level protest, protest through the Government Accountability Office (GAO) and the jurisdiction through United States Court of Federal Claims (COFC) (GAO-03-673G Government Auditing Standards, 2012). This paper seeks to compare and contrast an Agency Protest to a General Accounting Office (GAO) Protest. Federal Acquisition Regulations (FAR) 33.103 gives the guidelines that must be followed by the agencies during addressing of the protests generated by the offerors. Having being established by the Executive Order 12979, agency protest stipulates that all the concerned parties must take all the necessary steps to ensure that the conflict is solved in an amicable way. Even though the government has clearly outlined the regulations that control the agency protests, most of the agencies complement the FAR provisions by initiating their own regulations that are not favorable to the offerors. A protest is initiated by an interested party. An interested party is the individual whose economic interest would be adversely affected by the failure to win a contract or through the award of the contact (Robert, 2012). This is one of the major aspects that are common both to agency and GAO protests. There is no jurisdiction on the protests that an agency can handle, since it has the authority to d eal with all the protests that are related to its contracts. However, according to Federal Acquisition Streamlining Act, a protest that is related to delivery order contracts or issuance of task that can be given to various

Compilation of Online Resources on Language and Literacy Programs Research Paper

Compilation of Online Resources on Language and Literacy Programs - Research Paper Example These skills would help the child or the adult to become a more competent person in the society. There are certain disabilities which can also impair the learning and reading capabilities of the children. Measures have also been taken to address such needs. English literacy and its learning have evolved as an important aspect in modern day times. There are also instances where steps have been taken to improve the English learning capabilities of the immigrants and the families coming from the low economic back grounds. Special emphasis has been shown in some countries to develop the learning and literacy levels of the families of young children to help them learn the vocabulary and logical skills in a better and fast manner. Special trainings are given to the volunteers who conduct such trainings. Title- Teacher Education (School-based programs) URL- http://graduate.lclark.edu/departments/teacher_education/current_teachers/reading/ Annotation - Teacher Education is a school-based pro gram in language and literacy. Lewis & Clark’s Language and Literacy Program has been developed to provide an exhaustive view of the literacy for reading and writing programs in the schools. The course of the study emphasizes on the notion that language with its all richness consisting of the different forms and functions, forms the foundation from which a literacy program can evolve. The courses that are in the Language and Literacy Program leads to Reading Endorsement and allows the person to teach reading in all the four levels beginning with early childhood, the elementary level, the middle section and the high school. The program requires on an average 14-15 semester hours and approximate 18 months in part-time study. Title - Rural Language & Literacy Connections (Rural LLC) (School-based programs) URL - http://r2ed.unl.edu/research_programs/research_rural_literacy.shtml Annotation - Rural Language and Literacy Connections (Rural LLC) is learning and literacy program aim ed at the school levels. It is a unique method that has been designed in order to create an intensive form of literacy-based learning program targeting the rural, low-income based children living in Nebraska. The main aims of the Rural LLC are to enhance the oral language capacity of the young children, their phonological awareness, improving the efficiency of the early childhood professionals found in preschools and in the additional child care settings in order to support the future reading. The primary emphasis that is observed in the program is put on the preschool settings that are mostly center-based. Title - DOORWAY INTO PRACTICAL LITERACY (DIPL) (School-based programs) URL - http://www.dipl.com.au/ Annotation- DOORWAY INTO PRACTICAL LITERACY or DIPL is a language and literacy program that is aimed at the children in schools. It is a complex language technique that aims at making both teaching along with learning literacy more fun and thus effective. DIPL has been formed in a way that it can be used for daily classroom use. DIPL incorporates spelling, the reading skills, basic grammar, punctuation and auditory forms in a sequential program that would cater to all learners. DIPL has developed and uses different phonological skills in its areas of literacy. Title - Workplace English Language & Literacy (WELL) (Community-based programs) URL - http://www.ibsa.org.au/news-and-projects/workplace-english-language-and-literacy-well.aspx Annotation - Workplace Engli

Write about two characters whose acting impressed you in Of Mice and Men Essay Example for Free

Write about two characters whose acting impressed you in Of Mice and Men Essay On Wednesday, March the 3rd; Roedean Schools LV English class took a trip to Eastbourne, Devonshire park Theatre, to watch a fantastic performance of Mice and Men. There was a large cast but it was clear to see that George and Lennie were the most impressive and prominent on stage. Thus I have chosen to study them, as I was most impressed by their mannerisms and appearance on stage. I have learnt that John Steinbeck, the author of this novel, is a very skilful creator of characters. It seems to me that his technique is to give a brief preliminary description of the character, and then to let the character convey his own personality to the reader by means of what he does, and more significantly by his speech and mannerisms. After reading the play I had my own idea of what George and Lennie were like, and the performance I saw seemed to have the same ideas, which is what particularly appealed to me. I felt that Lennies appearance really matched his character. From the story itself, we can see that he is in effect, a young child in a large mans body. Matthew Kelly elaborated on Steinbecks sketchy outline of Lennies character. Lennies size, shaved head, messy beard and clothes all added to his appearance. The fact that his clothes were hanging off his body, emphasised his massiveness, awkwardness and inattention to detail. From the way Lennie held himself, with his shoulders sloping, his heavy walk with his feet dragging a little and his arms that hung loosely at his sides, one can tell that he was an introvert and insecure character. His omnipresent hovering near George served to further reinforce this impression. However, I was quite unimpressed by Georges appearance and style, because I felt as though he didnt add any of his own touches. His clothes were functional and thus believable but not very noteworthy. He was suitably small (his physical appearance echoing his social) with defined, sharp features, which gave him a confident but slightly aggressive look. His delivery also left a lot to be desired. I felt that his vocal range was too shouty, thus leaving little scope for expression of true anger / frustration when needed. As well as being un-dynamic, the overall effect was rather tedious for the audience. In contrast, Matthew Kelly varied his lines well, according to the demands of the script. I found the appearance of the set very effective and beautiful. I loved the way they had the little pond in the first scene, and the way sets slid on and off. The set changed quite often, but I noticed that George and Lennie always remained constant in appearance, which I thought enhanced the effect of limited options for the two men. As mentioned above, I found Lennies mannerisms very effective. His constant twitching, which sped up whenever he got nervous or scared, was a convincing touch. His twisted facial expressions showed that he was a mentally ill man, and his shuffling gait made it clear that he felt out of place in his surroundings. However, I did feel that some of Lennies ways and reactions were somewhat overdone and so lost a little of their impact. In one scene they ate dinner together and Lennie was shovelling the beans into his mouth, and spilling them all around. Which is theoretically believable but Lennies acting just amused the audience and didnt get a positive, sympathetic reaction from them, as he wasnt convincing enough. George too had some notably successful mannerisms, besides the fact that he was confident. George had a suitably aggressive persona, he got both angry and defensive at the right times, without exaggerating. At the beginning of the play his character was weak, but as the story built, so did his character. I thought this was a good technique as it emphasised the climax in the story. George and Lennies relationship was another remarkable yet moving feature of this play. They helped support each other, and make things clear for the audience through their acting. It seemed as though George felt a sense of duty and responsibility towards Lennie, as we see him get angry about the things Lennie does but is unable to leave him. Lennie needs George, and would be lost without him, but it is equally true to say that George needs Lennie. George too craves companionship that will stave off the horrors of loneliness. I felt as though this need was evident in their body language and the way in which they dealt with each other. The words, because I got you to look after me, and you got me to look after you, enforced this even further. Overall the whole cast was good, but I felt as though George and Lennie were better than average. I think their relationship was very important, because it actually gave both actors some one to rely on, and a constant companion. Lennie acted his part very well, though he was a bit on the creepy side- and seemed unreal at times. George however, maintained his character all through the play. He got even more involved it at the end, when he had to kill Lennie, in order to save him. This dramatic climax was effective and reached the audience in a meaningful way.

The Problems With Standardized Testing Essay -- Standardized Testing Es

The educational system in the United States has gone through many changes over the last century. These changes are a part of a constant movement toward educational excellence for every child in this nation. One of the most recent acts placed on public school systems by the government is to create more accountability for schools in order to ensure that all children are receiving the proper education. Part of this mandate is that public schools will require students to take tests in order to gather information about their academic achievement. Although educators and administrators claim that the mandatory ability testing programs being initiated in America’s public schools will hold students and teachers accountable for academic achievement, these programs are really causing more problems than they are solving. Mandated standardized testing is also known as â€Å"high-stakes testing†. When the tests are used to evaluate students and to hold educators accountable these tests are deemed to be â€Å"high stakes tests† because the consequences can be serious. An example of a serious outcome of these tests would be whether or not a child moves to the next grade or graduates high school. High stakes test were put into action by our nations policymakers in an attempt to improve education. Shortly after taking office in 2001 President George W. Bush announced his No Child Left Behind, which he called â€Å"the cornerstone of my administration.† (The No Child, 2002) This law has been implemented to ensure that all students reach proficiency within 12 years. No Child Left Behind is increasing accountability for our public school systems. Students in grades 3-8 must take annual test in reading and mathematics. The results of the tests are bro... ...w.ed.gov/offices/OESE/esea/exec-summ.html This article gave the text book definition of The No Child Left Behind Act of 2001 and the governments position on the law. President Gorge Bush’s comments were also posted on this site. Each section on the law was reviewed in this article. Weathers, D. (2001, May). The Evils of Mandatory Testing. Retrieved April 12, 2003, from http://www.lessontutor.com/dw1.html This article was much more of a personal opinion of a concerned parent. Even so I found the information useful in order to compare the pro’s and con’s of this issue. Wright, W. E. (2002, June 5). The Effects of High-Stakes Testing in an Inner-City Elementary School: The curriculum, the teachers, and the English language learners. Current Issues in Education [On-line], 5(5). Retrieved on April 15, 2003. from http://cie.ed.asu.edu/volume5/number5/

The positives and negatives towards physical education

‘Young kids are taking progressively sedentary lives, with physical activity often being displaced by telecasting screening, cyberspace surfboarding and picture gambling ‘ , Myers, Strikmiller, Webber and Berenson ( 1996 ) . Furthermore, great concern has surfaced for this lifestyle alteration as, harmonizing to the World Health Organization ( 2000 ) childhood fleshiness has risen dramatically in the last 10 old ages. When looking at the school context, integrating physical activity or athletics is a likely agency of bettering the physical wellness position of kids, Haskell ( 1994 ) . Harmonizing to research undertaken physical instruction can take to improved cognitive public presentation ; Sibley & A ; Etiner ( 2003 ) . Research besides shows us that in some fortunes physical instruction can take to improved attending and greater concentration, Hillman, Castelli & A ; Buck ( 2005 ) , Shephard ( 1996 ) . With this in head can physical instruction Teach immature people ab out self worth and the value of esteeming others? This paper will research the thought that physical instruction can make these things but besides look at the impudent side of the coin and see if they can hold a negative mentality on students. Prior to the general election in 1997 the labor party stated that ‘Sport can be important to the societal and personal development of immature people and by take parting in featuring activities they can larn to distinguish between good and bad behavior ‘ , ( Crabbe 2000 ) adds that the labor party declared that if elected they would get down developing featuring chances for immature people to, ‘help them further a sense of their value to society and assist undertake jobs of young person offense ‘ . Indeed when elected in 1997 the Labour authorities started back uping athleticss programmes for young persons both in and out of school. It is excessively early in to the new Conservative/Liberal alliance to cognize how they will back up athleticss programmes for kids, as on one manus they have begun programs to get down a schools Olympic manner competition modelled on London 2012, Telegraph ( 2010 ) , but on the other the have already began cuts on public disbursem ent which is extremely likely to impact schools. Within schools, physical instruction is an indispensable constituent of quality instruction. Not merely make physical instruction programmes promote physical activity, but harmonizing to Nicholas ( 2004 ) participants in such programmes are besides shown to hold improved academic public presentation under certain conditions. It is frequently believed that athletics and physical instruction is cardinal to the early development of kids and young person and the accomplishments learned during drama, physical instruction and feature contribute to the holistic development of immature people. Harmonizing to Hendry ( 1993 ) ‘through engagement in athletics and physical instruction immature people learn about the importance of cardinal values such as, honestness, just drama regard for themselves and others and attachment to the regulations ‘ . Collins ( 2003 ) ads it besides provides a forum for immature people to larn how to cover with competition and how to get by with both winn ing and losing. These larning facets highlight the impact of physical accomplishments and abilities. Measuring the relationship between physical instruction and academic accomplishment is a hard undertaking, due to the challenges of shaping and mensurating Physical Education. i.e. it is hard when the clip kids spend in P.E every bit good as the quality of direction they receive varies from school to school. In 2005 a survey was conducted by Grissom ( 2005 ) , of 884,715 pupils in California to measure the relationship between physical fittingness, a marker of physical activity and academic accomplishment over the class of a school twelvemonth. Grissom besides included pupil ‘s socioeconomic position and gender. Grissom ‘s findings supported the presence of a positive relationship between physical fittingness and academic accomplishment. Subsequent analyses revealed that this relationship was stronger for misss than for male childs and stronger for those who came from higher socioeconomic back evidences than those who came from lower socioeconomic backgrounds. Nichols ( 2 007 ) adds to this by saying every bit good as a kid ‘s academic accomplishment improving, ‘through physical instruction they besides learn the value of esteeming others through squad work and competition ‘ . It seems plausible that kids wining at athleticss at school i.e. doing a squad or going captain could do a kid attempt harder at other topics such as maths, English and scientific discipline because the sense of joy they get from accomplishing positive ends in athletics could take to the kid desiring to travel to school. But look at the impudent side of the coin. The survey above was a generalization. Would the survey achieve the same consequences if all the students had non liked physical education/sport? What if a kid hates physical education/sport or even worse loves the athletics but is merely non good plenty to acquire in the squad or nine he or she tries out for. There seems to be small or no research to supply grounds on bettering cognitive public presentation or larning self deserving for those with less ability in a athletics. One could reason that it could hold a negative consequence on cognitive public presentation and classs could get down to drop. The grounds for this co uld be the kid could be bullied about his or hers lack of accomplishment in athletics or the kid could get down to resent traveling to school and attending could drop. In 1985 after a survey by Noles ( 1985 ) , he recommended supplying physical activity in primary schools based on physical activity penchants. He states, ‘by offering a broad assortment of activity types, for illustration, dance, aerobic exercises, running and ball games and let kids to take part in the activity of their pick, you are far more likely to acquire kids to prosecute to the full ‘ . This would be on a day-to-day footing with the intent of supplying regular physical activity and for kids to take portion in something they enjoy. This is supported by the British authorities who recommend 30 proceedingss of moderate to vigorous intensity physical activity per twenty-four hours for kids in primary schools and 5 hours per hebdomad for secondary school pupils, 2.5 hours of which comes through P.E taught in school and a farther 2.5 hours completed through after school squads etc. ‘Specialist athleticss colleges are at the Centre of the authorities ‘s scheme to heighten immature people ‘s chances to take part in a broad scope of athleticss every bit good as lifting the criterion of instruction and acquisition of physical instruction and school athletics ‘ . ( Youth athletics trust 2010 ) . 1997 saw the debut of athleticss colleges as portion of the specializer schools programme in the United Kingdom. Harmonizing to ( Sport England 2010 ) these plans allow secondary schools to specialize in certain Fieldss, in this instance PE, athleticss and dance. Sports colleges are designed to develop a seeable ethos throughout the school and within their local community which will hopefully animate their scholars to prosecute in athletics. Harmonizing to ( specialist athleticss school criterions 2010 ) athleticss colleges will, back up the authoritiess aspiration for all immature people to hold two hours high quality PE per hebdomad within and outside the course of study. Take an appropriate function in the physical instruction, school athletics and nines link. Develop the accomplishments and apprehension of instructors and do greater usage of new engineerings as a manner of raising the quality of instruction and acquisition in PE. Extend proviso and installations to profit all scholars of all featuring abilities, whilst besides giving those with the greatest possible, chances to accomplish the highest criterions of which they are capable. Work with other schools and the wider community to develop and portion good pattern, installations, human and other resources. And eventually are involved in national enterprises ( e.g. Step into Sport ) and competitions that enrich proviso in PE and athletics for their ain scholars and those in their spouse schools. ‘Team games in physical instruction and athletics are frequently where negative behavior, such as cheating, dissent towards teachers/officials, winning/losing ungraciously and inordinate aggression are often exhibited ‘ , Shephard ( 1997 ) , this creates a figure of chances for the instructor to discus behaviors and values associated to these behaviors. The overall purpose of each of the lessons is for the specific behaviors attached to each of the values are modelled by the students and for these behaviors to be taken beyond the field/gymnasium. Harmonizing to Shephard et Al ( 1994 ) , there are peculiar conditions that should use to each lesson that will make a positive acquisition environment for values-based instruction. If the following acquisition conditions are in topographic point the lesson is more likely to be a successful one: ( 1 ) . Teaching manner. The instructor should be confident in utilizing a divergent, child-centred manner. Her/his function is one of facilitator and perceiver. The ability to reflect eloquently on the behavior in the lesson is indispensable. Behaviour that reflect the values are referred to as ‘teachable minutes ‘ . They can be positive or negative illustrations although positive TMs tend to be more effectual than negative. ( 2 ) . A set of nucleus values for the lessons should be identified and put under the streamer of ‘Fair Play ‘ . For the lesson illustrations given are respect, equity, duty, trust and inclusion but they can be chosen harmonizing to the ethos of the school or the demands of the kids. ( 3 ) . The instructor to move as a function theoretical account. It seems plausible that if a instructor wants the kids to show certain behaviors so he/she must pattern those behaviors themselves. For illustration, covering with both winning and losing, and the success and failure that brings, in an honorable manner. ( 4 ) .Building positive relationships. Often a PE instructor has more chance to construct positive relationships with students inside and outside of their lessons. For illustration, a instructor looking for chances to raise the self-pride of a ‘difficult ‘ student by offering congratulations in private whilst walking back to the changing room. In decision, it is unrealistic to claim that physical instruction entirely can take to greater academic accomplishment. Although ( Gatz et al 2002 ) argues that, ‘organised physical instruction programmes, can nevertheless, contribute to giving better moralss and values by giving immature people a positive individuality, feelings of authorization and by assisting young person get leading, teamwork and self-governance accomplishments under grownup supervising ‘ . Furthermore Andrews ( 2010 ) adds to this by saying ‘in general athletics and physical instruction is considered extremely good to the physical and mental development of a kid and non merely does it assist better a kid ‘s co-ordination and increase consciousness of his or her organic structure, but besides helps them interact socially, learn regulations and esteem them, heighten concentration capacity and learn to take duties ‘ . Although surveies in the past all seem to hold that physical instru ction does take to greater cognitive public presentation and Teach kids moralss and values of regard for themselves and others, these are all generalizations. Furthermore the lone thing that does look to be clear is the fact that physical instruction does assist battle kid fleshiness which is a turning concern and few would differ that a kid that looks good would experience good about themselves, giving the kid a sense of ego worth. Golenberg et Al ( 2000 ) discussed the values of the organic structure in relation to the consequence they can hold on ego regard, saying that ‘one ‘s physical organic structure is a possible beginning of ego regard and that non populating up to societal criterions sing the organic structure can hold negative effects for the ego ‘ . ‘Among male childs and misss organic structure dissatisfaction is linked to moo self esteem insecurity and depression ‘ , Cash et Al ( 1986 ) , McCaulay et Al ( 1988 ) , ‘while organic stru cture satisfaction is associated with felicity ‘ , Berscheid et Al ( 1973 ) .

Hamonado Recipe

HAMONADO Ingredient: 1/2 kilogram pork pigue, sliced thinly Marinade: 1/3 cup soy sauce 1/2 cup pineapple juice 1 tablespoon calamansi juice Stuffing: 1 cup carrot strips 1/2 cup sweet pickle relish 1/2 cup pineapple chunks 1/2 cup red bell pepper strips 2 tablespoons cooking oil 1 tablespoon chopped garlic 1/2 cup chopped onions 4 cups water 1/4 cup tomato sauce 3/4 cup sugar 1 tablespoon soy sauce 1/4 cup cornstarch dissolved in 1/2 cup water 2 tablespoons margarine 1 packs 6 grams AJI-SHIO Seasoning Mix with Pepper 1/4 teaspoon AJI-NO-MOTOÂ ® Umami Super Seasoning Procedure Combine soy sauce, pineapple juice and calamansi juice.Add pork and marinate for 2 hours. Flip over after an hour. Drain pork. Lay flat the pork and arrange carrots, pickles, pineapple chunks and red bell peppers. Roll stuffed pork and tie firmly with a string. Set aside. In hot oil, saute garlic and onions until fragrant. Add water and marinated pork rolls. Bring to a boil. Add tomato sauce, sugar, soy sauce and simmer for 30 minutes. Gradually add cornstarch mixture to thicken the sauce. Mix well. Add margarine and simmer for another minute. Sprinkle AJI-SHIO Seasoning Mix with Pepper and AJI-NO-MOTOÂ ® Umami Super Seasoning. Mix well before turning off the fire.To serve: Remove pork from the sauce, untie the strings and slice according to desired thickness. Arrange in a platter and pour sauce on top. Makes 10 slices. SPICY KILAWIN TANIGUE 1/2 kilo tanigue fillet, cut into cubes 1/4cup white vinegar 1 tablespoon sliced ginger, crushed 1 tablespoon chopped red onions 1 tablespoon chopped green chilli (approximately 2 pieces) 1 teaspoon siling labuyo (approximately 1 piece) piece green mango, diced 1/4 cup calamansi, freshly squeezed 1 packet PAL SWEETâ„ ¢ Calorie Free Sweetener 1/8 teaspoon iodized salt 1/2 teaspoon ground black pepper teaspoon MSG 1 tablespoon crushed chicharon (optional) teaspoon chopped spring onions Procedure Mix everything in a bowl. Chill for 30 minutes to 1 h our before serving. Garnish with spring onions. Makes 4-6 servings CLUBHOUSE SANDWICH Ingredients 1 cup mayonnaise 1 pack 2. 8 grams AJI-SHIO Seasoning Mix with Pepper Filling: 1 cup flaked boiled chicken 1 cup chopped fried bacon 1/2 cup sweet pickle relish 1 cup shredded lettuce 4 beaten eggs, fry with1/2 teaspoonAJI-SHIO Seasoning Mix with Garlic 4 pieces pan fried ham 1 cup sliced seeded tomatoes 9 slices cheddar cheese 18-20 slices loaf bread, toasted Procedure Combine mayonnaise and AJI-SHIO Seasoning Mix with Pepper.Mix well and chill. Set aside. Spread mayo-AJI-SHIO Seasoning Mix with Garlic mixture in loaf bread slices. Place chicken on the 1st layer, followed by bacon top with sweet pickle relish on the second layer of bread. Repeat the procedure with remaining fillings alternately with the bread. Secure with toothpick. May slice into 4 rectangular portions for easy serving. Makes 8 servings. Cheese Sticks with Creamy Bacon Dip Ingredients 3/4 cup cheddar cheese sticks 1/2 cup all purpose flour mixed with 1/2 teaspoon AJI-SHIO Seasoning Mix with Pepper 1 beaten egg 1/2 cup breadcrumbs1 cup cooking oil for deep fryingDip: 1/4 cup fried and chopped bacon 1/4 cup cream cheese 1 cup sour cream 1/2 teaspoon AJI-SHIO Seasoning Mix with Garlic Procedure Prepare dip, beat cream cheese until smooth. Add sour cream and mix well. Sprinkle AJI-SHIO Seasoning Mix with Garlic and mix well. Chill for at least 1 hour before serving. Meanwhile, coat cheese sticks with flour AJI-SHIO Seasoning Mix with Peppermixture. Dip in beaten egg then dredge in breadcrumbs. Deep fry coated cheese sticks until golden brown. Serve together with the dip mixed with bacon. Makes 3 servings. Hamburger Steak Ingredients kilo ground beef cup minced onions pieces beaten eggs 2 tablespoons cornstarch 2 tablespoons soy sauce 1 pack 6 grams AJI-SHIO Seasoning Mix with Pepper 2 tablespoons chopped spring onions 1 teaspoon sesame oil Vegetables oil for pan-frying Mushroom Gravy: 2 tablespoons butter 2 tablespoons flour 1 cups meat stock 1/2 cup all purpose cream 1/2 cup sliced button mushrooms 1 tablespoon soy sauce 1 pack 6 grams AJI-SHIO Seasoning Mix with Pepper Procedure In a mixing bowl, combine beef, onions, eggs, cornstarch and soy sauce. Season with AJI-SHIO Seasoning Mix with Pepper. Add spring onions and sesame oil. Combine thoroughly. Form into burger patties.Heat oil in a flat griller or pan, pan-grill each burger patties until cooked. Prepare mushroom gravy, melt butter in a saucepan, add flour and whisk well until mixture thickens. Pour in meat stock and cream. Whisk thoroughly and simmer in low heat. Add mushroom, soy sauce and AJI-SHIO Seasoning Mix with Pepper. Simmer until sauce slightly thickens. Arrange burger patties in a sizzling plate, pour mushroom gravy. HAMBURGER Ingredients 1/2 kilo ground beef cup chopped onions 2 tablespoons chopped spring onions 1/2 cup flour 1 piece beaten egg 1 tablespoon sesame oil 2 packs 8 grams Secret Sangkap All-In-On e Seasoning GranuleProcedure In a bowl, combine ground beef, onions, spring onions, flour, egg, sesame oil and Secret Sangkap All-In-One Seasoning Granule. To attain firm patties, chill mixture for 1 hour inside the refrigerator. Form into patties using a hamburger molder. Pan-fry until cooked. Makes 8 patties Estimated Cooking Time: 1 hour and 30 minutes Tips and Tricks: For a juicer hamburger, add cold water to the beef before grilling (1/2 cup to 1 pound of meat) Tuna SAndwich INGREDIENTS | 4 slices wheat/rye bread1 can San Marino Corned Tuna1 tbsp mayonnaise1 tbsp lemon juice1 hard boiled egg, mashed10 g dill, minced1 small shallot, inced1 tbsp capers1 tsp sugarSalt and pepper TT1 salad tomato sliced thinly2 leaves lolo rosso lettuce1 cup potato chips| | | PROCEDURE | 1. In a bowl, mix together San Marino Corned Tuna, mayonnaise, lemon juice, egg, dill, shallots, capers, sugar, salt and pepper and set aside and chill2. Lightly grill bread until crisp (you can also just toast the bread in toaster)3. To assemble, layer lettuce then tomato on top of 1 slice of bread. Add the tuna filling then top with the other slice of bread and slice in half diagonally4. Serve on plate with chips| | |

Womens Place in Our Society Essay Example

Womens Place in Our Society Essay Example Womens Place in Our Society Essay Womens Place in Our Society Essay Today women are enjoying high place in our society because Islam has given them great respect. In the near past women were considered inferior to men. They were debarred from taking part in social life. Their sphere of activities was limited to domestic work. Up to the 19th century it was believed that women were the servants of the homes of their husbands. In those days women were not allowed to take part in political and social life and administration. Rousseau the French philosopher who never married once said The dignity of woman consists in being unknown to the world her glory is the esteem of her husband her pleasure the happiness of her family. Quite recently women have come to take more and more prominent part in many spheres of life In some respects they have excelled men. In sports intellectual and artist pursuits in office and industry they have set a new record of honesty and efficiency. They have succeeded marvelously as teachers and nurses goldsmith the famous poet and writer made a complaint two centuries ago Women famed of their valour their skill in politics or their learning have left the duties of their own sex in order to invade the privilege of ours. This is what the women are doing today. Now women are enjoying that place in society. Which they could never think of it past. There is particularly no field where women are not competing with men. In professions outdoor life and law they claim equality with men. In business trade industry in the learned professions in politics administration, scientific research literary and artistic activities. Eve is making herself felt everywhere. They are police and military officers. They are working as sale girls as air hostesses and as clerks and steno typists. They are turning out men from the posts of personal secretaries. As the days pass we have to get more and more used to the idea of seeing women working side by side of men riding driving, flying, playing even fighting. Even in Pakistan we have women athletes writers, leaders, administrators. They are fast discarding purdah and taking to active outdoor life. Law has given a woman a status equal to that of man. In nearly every democratic country women have the right to vote. Not only this now women got a chance to become the head of he state. The selection of Benazir Bhutto as Prime Minister twice in a great example of womens place in society. Many other women are also serving at key posts. Many thinkers including most of the Muslims do not like their idea of woman liking an active part in public life and in the professions. They argue that biologically womans function is different from mans she has to be a mother. Women are not suitable for every job. They are too delicate to perform arduous duties of life. The real greatness of a woman lies in her role as mother. It is rightly said the hand that rocks the cradle rules the world. The mother who can bring up the right sort of children is really a great benefactor of society. Islamic society gives a very respectable position to woman. The Holy Prophet has said Verily the paradise lies under the feet of your mother.

Spanish Indirect-Object Pronouns

Spanish Indirect-Object Pronouns Spanish verbs can be accompanied by direct and indirect objects. A direct object is the noun or pronoun that the verb acts directly on, while an indirect object is the person affected by the action but not acted directly upon. So in a sentence such as I see Sam, Sam is the direct object of see because Sam is the object that is seen. But in a sentence such as I am writing Sam a letter, Sam is the indirect object. The item being written is letter, so letter is the direct object. Sam is the indirect object as one who is affected by the verbs action on the direct object. Spanish Differentiates Betweem Direct and Indirect Objects If youre learning Spanish, the distinction can be important to make because Spanish, unlike English, sometimes uses different pronouns for direct and indirect objects. It is also important to note that many Spanish sentences use indirect-object pronouns where a different construction is used in English. For example, me pintà ³ la casa would typically be translated as he painted the house for me. In fact, one sign of an indirect object in English is that it usually can be understood, to use me as an example, as for me or to me. For instance, he bought her the ring is the same as he bought the ring for her. In that first sentence, her is an indirect object. (The Spanish equivalent would be à ©l le comprà ³ el anillo.) Here are the indirect-object pronouns along with their English equivalents and examples of their uses: me - me - Juan me da una camisa. (John is giving me a shirt.)te - you (singular familiar) - Juan te da una camisa. (John is giving you a shirt.)le - you (singular formal), him, her - Juan le da una camisa a usted. (John is giving you a shirt.)  Juan le da una camisa a à ©l.  (John is giving him a shirt.)  Juan le da una camisa a ella.  (John is giving her a shirt.)nos - us - Marà ­a nos da unas camisas. (Mary is giving us some shirts.)os - you (plural familiar) - Marà ­a os da unas camisas. (Mary is giving you some shirts.)les - you (plural formal), them - Marà ­a les da unas camisas. (Mary is giving you some shirts, or Mary is giving them some shirts.) Note that the direct-object and indirect-object pronouns are identical in the first and second persons. Where they differ is in the third person, where the only indirect objects (except in what is usually considered substandard speech) are le and les. Using Indirect Objects in Special Cases As some of the above examples indicate, an indirect-object pronoun is used whenever a sentence includes an indirect object, even though a pronoun might not be used in English. A further clause can be added for clarity or emphasis, but, unlike in English, an indirect pronoun is the norm. For example, le escribà ­ could mean I wrote to him, I wrote to her or I wrote to you, depending on the context. To clarify, we can add a prepositional phrase, as in le escribà ­ a ella for I wrote to her. Note that le is still typically used, even though a ella makes it redundant. Both direct- and indirect-object pronouns are typically placed before conjugated verbs, as in the above examples. They can be (but dont have to be) attached to infinitives and present participles: Te voy a escribir una carta and voy a escribirte una carta (I am going to write you a letter) are both correct, as are le estoy comprando un coche and estoy comprndole un coche (I am buying him a car). In commands, direct and/or indirect objects are attached to affirmative commands but precede negative commands. Escrà ­beme (write me), but no me escribas (dont write me). Note that in affirmative commands and when attaching an object to a present participle, attaching the object at the end of the verb can result in an orthographic accent being needed to keep the stress on the correct syllable. If you have a direct object and an indirect object with the same verb, the indirect object comes first. Te las escribo. (I am writing them to you.) Sample Sentences Using Indirect-Object Pronouns Indirect objects are shown in these sentences in boldface. Object pronouns in regular type are direct objects or objects of prepositions. No le voy a dar el gusto a nadie de vencerme tan facilmente. (I am not going to give anyone the pleasure of defeating me so easily. A nadie is a redundant phrase; le remains necessary. The -me of vencerme is a direct object.) ¿Nunca me has visto beber algo ms que una copa de vino? (Have you never seen me drink more than one cup of wine? Beber here is an infinitive acting as a direct object.)Le construyeron un gimnasio para que pudiera ejercitarse. (They built him/her a gymnasium so he/she could exercise. Note that the indirect object here can apply to both males and females.)Queremos decirle a ella que ella forma gran parte de nuestras vidas. (We want to tell her that she makes up a big part of our lives. Que and the words following function as a direct object.)

Travis perkins performance in the main market Essay

Travis perkins performance in the main market - Essay Example Also, the trading volume of Travis Perkins became excessively high which established a strong performance of the company. This facilitated the inclusion of the company in FTSE 100. The investment banks invested heavily in Travis Perkins due to its strong financial fundamentals and facilitated a noticeable improvement in the performance levels of the company. This resulted in more and more investors including the private and institutional investors to invest in the shares of the company (Shapiro, 2005, p.121). As a result the share prices of the company went up, the trading volume as well as other performance measure metrics for moving into the FTSE 100 became extensively improved. The valuation of the stocks of Travis Perkins went up due to the high support from the investment bankers. As a result of all these factors, Travis Perkins could easily enter into the main index from the FTSE 250. The Board of Directors of Travis Perkins was extremely efficient in terms of strategic management, succession planning as well as risk management. The Board of Directors of Travis Perkins implemented corporate governance practices and management strategies which influenced better performance of the company. The different corporate restructuring processes followed by the management of the company resulted in the increase in the investor attractiveness for the company (Jennings, 2001, p.4). This resulted in a high volume of trading for the shares of Travis Perkins. The performance levels of the company were improved and the company became financially stronger which influenced the investors to invest their money in the stocks of Travis Perkins. The FTSE 100 includes the top 100 companies measured by the capitalization factor. Whereas the FTSE 250 include the next 250 companies, measured by capitalization in the United Kingdom Market (Fay, 2006, p.114). There may be four different stock movements between the two indexes. These include: The stocks of Travis Perkins displayed