Anaysis Of A Warn Path Essays - , Term Papers

Anaysis Of A Warn Path Anaysis of A Warn Path This is a short story about a very old black lady named Phoenix Jackson. The story is about Ms. Jacksons long walk to the town. She incounters many obsticles on the way but, none of them stand in the way of her getting to where she needs to go. She also displays that she is getting quite senial. She cant remember the reason she went to the town. Which was to get some medicine for her grandson. She starts to talk to herself on her trip. A lot of old people do this to keep themselves company. The statements that she makes are pretty strong. In the beginning of the story she walks up and down a hill. She says Up throught pines and right after Now down through Oaks.(438) I think that this symbolizes life. In which it has many ups and downs. Also she makes a reference to the type of tree. In the beginning of life you are weaker then you are at the end. So when you start your life you are like a pine tree and when you end it your more like an Oak tree. Then Ms Jackson gets stuck in a thorn bush. She struggles to get away. This represents all the struggles that people have in life. The fact that everyone gets slowed by little problems during there lifetime. I am under the impression that Ms Jackson is around the age of 80-90. She makes a comment I wasnt as old as I thought.(438) What I think she is trying to say is that she still has a young look at life. She has that I can do that attitude. Later in the story she comes to a cornfield. She says that the cornfield looks like a maze. The cornfield had no path so she had to use her instinks to get through the field. People get off of their path everyday and they have to use their instinks and smarts to keep them out of trouble and in the right direction. Ms Jackson get attacked by a black dog and ends up in a ditch. The owner of the dog comes by and helps her up. Everyone needs someone to pick him or her up everyonce in a while. Its always good to know that there is someone there to pick you up when you fall down. Later the young guy ends up pointing a gun at Ms Jackson. She doesnt move and she doesnt act scared at all. She is a stong individual. Finally she makes it to the town. She asks a lady to help her tie her shoes. Then she searches around the town for a building and goes in. She ends up at the doctors office. She then forgets why she is at the doctors and starts to get scared. Adventually she remembers why she is there. The people at the doctors office know who she is and help her to regain the memory of why she is there. The reason she got scared is because no one wants to know that they are starting to be unable to remember things. She is starting to get really old and it is starting to show. This short story is about a lady that went through life and made it. This story relates a lot to the story of life. How people have to take tests to make it through certain situations. Ms. Jackson went through a lot of different situations when she went to town. She made it to town and through life. Book Reports

Karl Swindlehurst English Coursework Letter Home From Trenches Essay Example

Karl Swindlehurst English Coursework Letter Home From Trenches Essay Example Karl Swindlehurst English Coursework Letter Home From Trenches Essay Karl Swindlehurst English Coursework Letter Home From Trenches Essay Dear Josephine,I have not received any letters back from home today. In fact, now I come to think of it, its been almost two weeks since I have received anything from back home. Regardless, I still write back with high optimism that my family receive some of my letters. I hope that my mother and father are well. I dreamt about them last night. I could see them sleeping and wishing me a safe trip home. It frightens me to think I may die out here and them being totally oblivious still wishing me a safe trip home.Today is the day before we go over the top. Im dreading it, dying or making it through, either way its the thought of coming that close to death, treading over the decaying bodies or passing the wounded on the field of battle. Another terrifying thing is the step onto the creaky mud splattered ladders in which many men before me have used to their inevitable death. I cant help but think, why do we have to carry on fighting? We have lost a tremendous amount of men. It has now be come a slugging match and my thoughts are clouded about what we are actually fighting for. It is total lunacy, and really the inane tactics we are using are to suit the British officers pride. They arent beneficial to the war in any way.The weather has taken a turn for the worse today. The rain is unbearable its turning the trenches into large putrid bathing pools. The mud that lines the walls of the trenches is now sloppy and drips upon the men along side me. Some of the men so I have been told have drown in the mud, simply because they have been to weak to fight the muds grasp within these dreadful trenches . Its getting beyond belief now, I dont know if I can stand much more. I hate to admit it but the last few days I have been so terrified and upset that I have cried into the depths of my hands. I cant take these conditions before me any more. My feet ache, my boots are filled with thick mud and my jacket is saturated along with my lice ridden trousers.I consider myself lucky co mpared to some of the other men I have spoken to. Some have lost their socks, helmets and kit to the over whelming mud. I genuinely feel sorry for the men and more so their families, however I am in no position to help. I crave the day we all have a hot meal. Im grateful for the bully beef and biscuits we are given however, we really do need hot food. It would help so many of us, the cold really does get the better of you out here. The weather doesnt help me or my fellow comrades in times like these either every part of our bodies aches. My hands, my feet basically everything throbs with agonizing pain. My ears are terribly sore, from the constant drone of machine gun and shell fire.Some men, many of them I had spoken to have been killed or have been severely injured. Some of the men have been shot by officer command. They act totally out of character, panicking at the very slightest thing, running from the battle field this invariably sentenced them to a Court Marshall for cowardi ce personally I think this is going unrecognised, it maybe some kind of illness I dont know but many men are suffering from it and it frightens me to think that it may happen to me.As the night draws in now, so does my time. There are only a few hours left until I sleep, well of what I can call sleep. So I finish with a note of optimism that I am sure like the brave hearted men around me share. I am going to try my hardest, fight with courage and make it through this. If I do not make it through I hope the letters I have sent you, you cherish and always remember me by as I will in my heart always remember you .

Teaching of Advanced Mathematics Essay Example | Topics and Well Written Essays - 3000 words

Teaching of Advanced Mathematics - Essay Example But before that, we must delve further into the importance of the questioning mechanism, thus I shall bring out opinions presented by established mathematicians in relation to this study, as applied to classroom teaching of Mathematics. Ainley, J. as mentioned above, interprets her findings about questioning techniques, on the premise that, when, applied to classroom study, everytime the teacher asks a question, it merely implies her underlying desire in testing the student's learning outcome. Therefore, a teacher's questioning style is described as "guess what is in my mind" tactics. Some of the frequent techniques of mathematical questioning range from using open questions, not commenting on answers but waiting for more, bringing in other people, collecting a range of responses on the board, seeking agreement, alternatives and dissent, using or not using "hands-up", using names to generate particular response, remaining silent until something else is said, and eventually all effort s culminating towards a successful learning outcome. Jim Smith, in his article "Questioning Questioning" (1986) in the same study as Ainley, advises to maintain a balance between saying too much so that things become repetitive, to saying nothing at all. Suggesting that students be encouraged to talk enthusiastically about how they have helped other students, be allowed to interrupt teachers with relevant questions, and thereby, enable them to take part in the scheme by Skemp called "relational" learning (1976 & 1993), which is a flexible methodology that imparts in the student, a genuine interest in the deeper aspects of learning Mathematics, not only through methods and formulae but also by developing in them the much-needed grasping power to form powerful connections, interpretations, eliminate unnecessary fear of complex figures and symbols (such as surds, integrands, graphs, tables, etc.) and a chain of unbroken knowledge to further advance their learning capabilities. Both mathematicians have affirmed the potent power of "testing" methodologies over simple "seeking" questions. As discussed in relevant examples above, upon our own close introspection, we can find that several of these questioning techniques are already followed by us in enhancing day-to-day learning activities whatever be the subject of study. In the course lesson example mentioned in this paper, I have designed my scheme to accommodate this very school of thought. In an effort to understand the constructive ideas behind methods of questioning, we have at our disposal, a

Final Exam Educational Leadership Research Paper

Final Exam Educational Leadership - Research Paper Example According to Teachers Tenure Act (TTA), any tenured teacher may be dismissed due to his or her performance (Clem, Clay & Calhoun, 2006). The school system has the obligation of informing teachers about their performance inadequateness in order to give them opportunities for improvement. Grounds of inadequate performance can be used to support the dismissal of teachers on the objective of evaluations leading to a conclusion of inadequate performance. In addition, this ground also applies to both the control of the student and the teaching method of a teacher. The act reveals that before a teacher is dismissed for inadequate performance, he or she should be allowed to understand what is expected of him or her. This gives teachers adequate information of what performance inadequacies are in order to overcome them (School Employment Law, 2002). Subjective evaluation of inadequate performance in a teacher is evidenced by poor performance of the students and shortcomings of their progress. This is as a result of poor organization of classrooms and failure of the teacher to show applicable initiatives in finding effective means of attaining their objectives. In addition, poor performance can also be as a result of teachers’ inability to maintain good order in classrooms. ... In case the board receives two consecutive substantial evidence of poor performance of a teacher through written findings, dismissal is recommended (Clem, Clay & Calhoun, 2006). Neglect of duty According to Teachers Tenure Act, a tenured teacher can be dismissed due to his or her neglect of duty. Prior to dismissing teachers for neglect of duty, they should be given a chance to understand their duties in school. This is because neglect of duty is determined by references of duties that exist. Neglect of duty is mainly identified by failure of a teacher to show up for work without an excuse. In addition, it is also identified by failure of the teacher to control good order and discipline among students. Based on these grounds, a teacher can be dismissed if he or she fails to fulfill responsibilities and duties imposed upon him or her. The board of education should, therefore, have conclusive proof and evidence that the teacher is adequately neglecting his or her duties before recommen ding their dismissal (School Employment Law, 2002). Insubordination Insubordination, as revealed from Teachers Tenure Act, can also lead to the dismissal of a tenured teacher. Insubordination constitutes use of an inappropriate language, toleration of illegal games in school, and use of inappropriate physical correction to students. Prior to holding teachers responsible for insubordination, they should be allowed to understand rules governing the school. This will allow teachers to rectify their behaviors in schools. Principals should, therefore, have proper evidence that teachers have engaged in misconducts before recommending dismissal. A clear proof of insubordination gives a proper ground of a teacher to be dismissed (Clem, Clay & Calhoun, 2006). Failure to comply

Roles Within a Group Essay Example | Topics and Well Written Essays - 750 words

Roles Within a Group - Essay Example And the later are the ones who make the work slower and distract the other people as well. The group is effective when they achieve their target and meet the deadline. The individual roles in a group matters a lot and it affects the overall performance of the group and the results of their efforts. Compromiser: Group member is loyal to the group and can do the things which may not be beneficial for him but are good for the group. They can change their position for the betterment of the group and can take extra responsibilities. Expediter: He or she makes sure that all members of the group are participating in the conservation and are learning from the group activity. He or she encourages the shy and quiet members and can set the rules for the assertive members, so that they can not overshadow the quiet members. Observer: He or she observes the activities of the group. It helps the group members to be on track and he or she provides the feedback to the group, which helps in improving the standards of the group. Self-confessor: These members use the group meetings to confess and disclose their personal feelings, which are irritating at times. They give comments on everything, which is going on, and their comments usually are in guise of relevance, for example "my children also fight like this", or "my elder is same like our boss". These comments distract the member's attention from the topic. A situation where Negative roles were Operating In a family, all siblings were planning to go out on a picnic without their parents or any other elder. The siblings are aged between 11-15 years. The elder one is the dominating person in the family and he wants his younger brother and sister to obey him in every matter. The middle one is a rebel, which is opposite to the eldest one. This makes the whole situation really complex, and this ends in their failure to go to the picnic, because the eldest one keeps on ordering the others but the middle one never listens to him. This makes their plane to meet the failure and it results in their fight as well. A situation where Positive roles were Op

Measles: Symptoms and Treatment

Measles: Symptoms and Treatment Katie James Measles are very contagious disease. They are spread by someone coming in contact with infected mucus and or salvia. An Infected piece of the virus can go through the air and settle on anything and any person in close contact will become infected. Children are more common to get the disease especially if they are not vaccinated. Some basic symptoms of measles include rash, watery eyes, dry cough and fever. It takes more than one week for the virus to get comfortable in the body. That means in can take several days for the symptoms to effect someone. The virus has no treatment. So its best to get the vaccine to protect oneself. If one does get the measles virus, limit the interactions with others, to prevent spreading the disease to someone else and contaminating surfaces. Doctors can usually diagnose a patient with measles disease when they find out the symptoms. Complications from measles can happen to people. There are common less severe complications, ear infection and more seriou s complications like brain damage. Once a person gets measles the can not get them more than once. The body will be immune from the measles for life. Measles are a viral infection located in the respiratory system (Dawn M. 2013). Measles are a disease in which it is very highly contagious when in contact or exposed to. The measles virus can live on surfaces for many hours. Measles are mainly a childhood disease but it has no limit on age and people of any age can get measles. Measles can be described as an endemic disease which means it is frequently existing in a community and peoples body are able to put up a fight against the disease (Dawn M. 2013). The opposite would happen if measles go to a place where people have never been exposed, death and serious illness may affect the people who get the virus. Its important to identify the symptoms measles have on people and know the treatments and preventions available to people. How would someone be able to identify or know that they have the measles? The measles virus will enter the body and not show any signs of the body being affected by the disease until nine to even 14 days after the virus has entered (Mayo clinic staff, 2014). The most noticed sign of the measles is a skin rash. The rash look red and has itchy bumps. The rash can last up to seven days (Measles, 2016). The measles rash can show signs on the body within three to four days after the body has been exposed to the virus (Measles,2016). Most of the time the rash will begin on the head and behind the ears and it will slowly spread all over body, it may take two to three days for the rash to spread all over the body (Measles, 2016). The rashes red spots will eventually grow and combine together this will make the skin look very red and irritated. As time goes on the rash turns a brownish color (Measles, 2016). Measles rash can be very serious and cause a great amount of illness. Its important u nderstand measles rash versus a rash caused by a different disease. The rash is only part of the measles virus. Fever is also a symptom of measles (Mayo clinic staff, 2014). The fever could be sever or just a mild one. The fever may drop and then rise again as the rash is spreading. Other symptoms of measles may include a running nose, body aches, tiredness, loss of appetite, diarrhea, vomiting, a cough and a sore throat.(Measles, 2016) When a person has the measles they may be sensitive to the light. Red eyes, swollen eyes, the feeling of inflammation in the eyes and watery eye are all symptoms of having the measles (Mayo clinic staff, 2014). Also kopliks spots will develop in side the mouth, cheeks and throat are all signs of measles (Measles, 2014) The spots in the mouth have a greyish, white color tent to them (Measles, 2014). If the symptoms of measles virus do not improve after a number of days, or all symptoms have went away except the fever if may very serious and a doctor s hould be contacted. Normally once the body is exposed to the virus, the immune system will make start making antibodies and help fight off the virus as well as give the body lifelong immunity against the measles virus. It is not highly expected for a person to get measles more than once. (Pommerville. J.C, 2016) Diagnosing measles for a doctor is usually fairly easily if the signs and symptoms discussed are present in and on the body (Ryan K.J, 2010). If the doctor can not diagnose with certainty. They can order a blood test and this will be able to check the blood for the measles virus. Since measles are highly contagious, children should not return to school at least until five days have passed since the rash has appeared or longer if needed (Knott. D.L, 2014). How does the measles virus and develop? How are the measeles transmitted? Right after the virus enters the body, the virus multiplies in the back of throat, lungs and the lymphatic system (Dawn. M, 2013). The virus likes to live in throat mucus and nose of the infected person (Dawn. M, 2013). A person is contagious usually four days before the measles rash will appear and is still contagious four to five days after the rash is on the body (Measles, 2014). It is not likely that a person will get measles twice. If a person has not been infected by measles before or if they have not been vaccinated, as soon as they come in close contact with an infected person they are really pushing it and are more then likely going to become ill (Mayo clinic staff, 2014). About ninety percent of people who are not vaccinated and live in the same house as someone who has measles will develop the measles virus (Dawn. M, 2013). The measles virus will spread from one person to many others. If a non infect ed person comes in physical contact with a person you is, they will get the virus. As well as if the non infected person touches anything that has been infected by the virus and then putting the hand in the mouth, rubbing nose and or mouth (Dawn. M, 2013). It can also be spread by a infected person coughing or sneezing around others who are not infected. The virus can stay active on surfaces for about two hours (Mayo clinic staff, 2014). Measles is disease the affects only humans, animals cannot spread or get the measles virus (Knott. D. L, 2015). Measles are very contagious and its important to get the measles vaccine because measles can lead to serious complications. What are some complications of measles? More common complications can lead to eye infections, laryngitis and an ear infection causing earaches (Mayo clinic staff, 2014). Other complications include bronchitis, and decrease in blood platelets (Mayo clinic staff, 2014). These ones so far are not life threating but are still something to be aware of when having the measles virus. Less common but more serious illness that could come from measles could be brain inflammation and this can cause brain damage and death, it is not that likely but it is still a possibility (Ryan K. J, 2016). Difficulty breathing or having chest pains can be a complication (Ryan K. J 2016). The measles virus can affect nerves or muscles that lead the to eyes. If this happens a person may squint as a complication from the virus (Ryan K. J, 2016). Other serious complications could be blindnes s and having a preterm baby or even a miscarriage (Mayo clinic staff, 2014) Once a person becomes infected by the measles virus, how is it treated? When it comes to the measles virus there is no certain treatment. There is no prescriptions of medication to give to a person infected by the measles virus. The virus symptoms will usually go away in two to three weeks ( Dawn M, 2013). Thought there is no way of treating the measles virus there are ways help relieve some of the symptoms. Getting plenty of rest will help your immune system. Taking an appropriate amount of Tylenol or I ibuprofen can help keep the fever down and relieve any body aces. Drinking a lot of fluids will help keep the fever down ( Mayo clinic staff, 2104). To help a sore throat or cough, a humidifier may give an ease to the throat. A person should stay in places that are not super bright to keeps they eyes from getting to inflamed. Taking vitamin A supplements are shown to help prevent serious complications from the measles virus (Measles, 2016). The treatment for the measles virus only ea ses the symptoms until the immune system of the body takes care of the infection. Measles virus is not a pleasant virus to get. The best way someone can be preventive in not getting the measles virus is by getting the MMR vaccine. The MMR vaccine is a three in one vaccine that prevents you from getting measles, as well as mumps and rubella (Pommerville. J.C, 2016). The immunizations people get help prevent an outbreak of the measles virus. Children are able to get the first MMR vaccine at the age of 1 years old ( Mayo clinic staff, 2014). They can get a second dose between the ages of four and six (Mayo clinic staff, 2014). If adult has not received the immunization they can always get vaccinated by a doctor. People who should not take the vaccine are women who are pregnant (Knott D.L,2015). Since measles are extremely contagious and there are no specified treatments to cure the measles virus, the most important and best way to stay clear of the virus is by prevention (Measles, 2016). Which is by a person getting a vaccine and eliminating the chance of becoming in fected by the measles virus. References Dawn, M. (2013). Measles: History, Symptoms, Treatment, and Effects of the Vaccine.  CreateSpace Independent Publishing Platform. Knott, D. L. (2015, March 02). Measles | Health. Retrieved March, 2017, from  https://patient.info/health/measles-leaflet Mayo Clinic Staff. (2014, May24). Measles. Retrieved March, 2017, from  http://www.mayoclinic.com/health/measles/DSOO331 Measles (2016, March). Retrieved March, 2017, from  http://who.int/mediacentre/factsheets/fs286/en Pommerville, J. C., Alcamo, I. E. (2016). Fundamentals of microbiology (3rd ed.). Burlington,  MA: Jones Bartlett Learning. Ryan, K. J. (2010). Sherris medical microbiology (5th ed.). New York: McGraw-Hill Medical.   Ã‚  

turning women into leaders :: essays research papers

The evident under-representation of women in physics has broad implications, particularly for industries and government agencies that need technically educated staff. Quite simply, the global scientific workforce is failing to use a large fraction of its talent pool. The shortage of female physicists in academia exacerbates the situation, in that female students lack role models in the field. Of course, the nature and magnitude of the problem varies from country to country. But what is remarkably consistent is that the percentage of women in physics in all countries decreases markedly with each step up the academic ladder and with each level of promotion in industrial and national laboratories. The result is a dearth of women among physicists in leadership positions worldwide. Women are also poorly represented among physicists in decision-making roles in top research institutes, funding agencies, professional societies and government. Yet women who do reach these top positions seem to command as much respect as their male peers - and sometimes even more. So how has this situation arisen? In her book Why So Slow?: The Advancement of Women (1998 MIT Press), the psychologist Virginia Valian discusses the roles of what she calls "gender schemas" and "the accumulation of advantage and disadvantage". As she writes: "A set of implicit, or nonconscious, hypotheses about sex differences plays a central role in shaping men and women's professional lives. These hypotheses, which I call gender schemas, affect our expectations of men and women, our evaluations of their work, and their performance as professionals." Valian argues that small differences in the evaluation and treatment of men and women hold up the glass ceiling. "A useful concept in sociology is the accumulation of advantage and disadvantage. It suggests that, like interest on capital, advantages accrue, and that, like interest on debt, disadvantages also accumulate. Very small differences in treatment can, as they pile up, result in large disparities in salary, promotion and prestige." It may sound like a tautology, but the way to encourage women in physics is to have more women. More women means more female peers, more female role models, more mentors and more networks. In my own career of more than 40 years in academia and government, I have observed that the greater the number of women in a department or laboratory, the better they tend to fare - because, as Valian points out, "they are less likely to be perceived in terms of their gender and more in terms of their qualifications".