Essay Writing - Easy Ways to Get An A in College

Essay Writing - Easy Ways to Get An A in CollegeEssay writing is one of the most popular online methods of getting an A in an online class. A student can use essay writing to solve their college admissions problem. These essays, also known as essays of a certain topic, are one of the most important steps that a student has to go through before they can graduate from school.Now, it would be wrong to say that an essay is nothing but a collection of your thoughts and emotions written about a certain topic. Instead, essays are structured in such a way that a person must use different points to explain why they are writing the essay. The process of essay writing is similar to a computer program, so you have to follow a number of rules in order to make your writing flow easily. One of the most significant rules of writing an essay is the use of 'writer's blanks.'Writer's blanks are things like exclamation marks, exclamation points, question marks, parenthesis, and underlines. All these thi ngs can be used to make the essay interesting. It is a good idea to make your writing as short as possible, in order to make the essay to be easily understood by the reader.The length of the essay should be very short, and the reader's attention should be caught first. After you have written a great length of an essay, you will surely feel that your writing was worth it.When you finish writing an essay, a good tip would be to save it in a file or perhaps to write a review of your essay in a journal, so that you will not forget your essay. The best place for saving your essay is on your computer, so that you can easily access it when you need it.Start writing your essay immediately after you finish reading your textbook or the instructions given by your professor. Do not wait until you have read everything that you need to read, in order to start writing your essay. You must put all the information that you have learned in your head so that you can easily come up with an idea on how to write the essay. This will surely give you a fresh insight into your subject.The essay writing is one of the easiest online methods that you can find to earn an A. You can also try essay writing during lunch time, just make sure that you do not lose your self-control and that you finish the whole essay fast.

The Sample of Argumentative Essay on Gay Marriage

The Sample of Argumentative Essay on Gay MarriageThe sample of argumentative essay on gay marriage provides a number of different ways that a Christian should write about same-sex relationships. There are some things that you will find that you agree with, and some things that you will find that you do not agree with. As a Christian, this is something that you should consider because there is much to be learned by looking at the two sample arguments.The first section of the sample of argumentative essay on gay marrige asks you to consider a few different things. You are asked to consider what your values are and how they affect your views of gay relationships. You are also asked to consider what your religious background believes as the basis for morals and behavior. Finally, you are asked to consider how these things apply to marriage between a man and a woman. As you think about these different issues, it is very important that you consider the viewpoint of the people who disagree with you.Another reason that you need to think about this is that you can look at both sides and come to a conclusion that is based on the soundness of a valid point. For example, if you are an attorney, you may know that your clients are often subjected to bias in their work environment. You know that you can use this knowledge to your advantage and bring to light issues that may be overlooked.The problem with many of the arguments that you have heard in support of gay marriage is that they have focused on specific scenarios that may have been applicable to one set of couples. Instead, the examples have often been those that were tailored to fit a group of couples that do not necessarily fit into these parameters. This leads to a common scenario, which is not an accurate representation of the situation.The argumentative essay on gay marriage will not be successful if it fails to address the whole picture. For example, marriage is about commitment, and the quality of that commitment . It is about love and acceptance.When thinking about arguments for gay marriage, it is vital that you have a good grasp of what your values are. You must know that what you believe in and your stance on gay marriage are not the same thing. It is extremely important that you know exactly what you stand for and how you plan to live out those beliefs.If you have a solid understanding of your values, then you will be able to focus your argumentative essay on a variety of topics. You will know the beliefs that you hold. This will allow you to bring the people who disagree with you to a clear understanding of the situation.A sample of argumentative essay on gay marriage is a valuable tool for Christians to use in their personal quest to find truth. You should use it to learn from the experiences of others, and to understand where the other side stands. Then, you can fully understand the issues that are being brought up by the other side, and you can continue to fight for what you believe in, because you have a solid foundation to build on.

Many Have Grown Fond Of The Tale Involving The Noble, Former French Ar

Many have grown fond of the tale involving the noble, former French aristocrat, who had virtually unmatched (except maybe in books) good fortune. First, his life was saved by the pitiful testimony of a beautiful young woman (who doesn't stand a chance at ever being a women's-lib poster girl). Anyone would gladly have married this beautiful too-good-to-be-true-woman he wedded. It is later seen, however, that this man should have married her even if she were ugly as sin. This was not the case though, and he married a beautiful woman, who had an admirer who was a dead ringer for her husband, was a loser, and would give his life to keep her from pain, all of which really comes in handy when her hubby is on his way to the guillotine. This is not the story of a man with multiple guardian angels, but rather that of a character in Charles Dickens' novel A Tale of Two Cities. A skeptic could easily see this as an unbelievable, idealistic and overrated novel that is too far-fetched. An unbiase d reader, however, can see that this is a story of love and hate, each making up the bare-bones of the novel so that one must look closely to see Dickens' biases, attempts at persuasion, and unbelievable plot-lines, some of which are spawned from Dickens' love and hate, and some of which love and hate are used to develop. The more lifeless of the characters we are supposed to like--the Manettes, Darnay, Lorry-- play their parts in the idyllic fashion Dickens and like-minded readers want, a fashion made inflexible by circumstances and purposes. "Circumstances and purposes" refers in large part to Dickens' state of mind and objective. Dickens' intrusive, unusually editorial point of view, with references to "I" and deviations from narration for monologue, reveals the novel's slavery to the teachings of his morals--or perhaps his own slavery to the morals of his time and Protestantism. Therefore, can Lucie be any different from the supportive, wholly feminine wife and mother she is? Not if Dickens' is to stick to his obligation, or perhaps obstinate purpose, of moral teachings. With that aside, what is to be said of Dickens' teaching, his presentation of love and hate? They both have one thing in common: the characters representing each are unmistakable at a mile away. The moment Lucie Manette is put before the reader's eyes, her tumbling blond locks, her bright blue eyes, her seventeen-year-old, slight, pretty (but not sexy!) figure and all, he knows that, not only will she not be a villainous, unlikable character, but she will be the epitome of the good, beautiful woman (and later housewife), the one Dickens thought every women should be. At this young woman's introduction with Mr. Lorry, she curtseys to him, and Dickens wastes no time in pointing out that "young ladies made curtseys in those days". The introductory scene climaxes at fair Lucie's fainting, one that, to some, puts her unflawed position into question, although to Dickens, it reinforces it. At the other side of this moral lecture are the Defarges. Call Dickens a master for embodying qualities, but here are another flawless pair--flawlessly evil, and sentenced to evil from the moment we see Madame Defarge's "watchful eye that seldom seemed to look at anything, a large hand heavily ringed, a steady face, strong features, and great composure of manner", a stark contrast to the slight, fainting figure of Mada-- or rather, Miss Manette. To further turn us against good old Madame Defarge, Dickens has her using a toothpick publicly in her opening scene, an activity dainty Miss Manette wouldn't dream of. Finally, we mustn't forget the setting. Lucie may have been born in France, but she defected to England, and traveled from London to meet Mr. Lorry. Madame Defarge was a Frenchwoman, born and living amongst peasants who drank wine scooped off of mud. She probably was not taught Dickens' (and his primary English audience's) Protestant morals in her Catholic nation, and certainly did not manifest them. In arguably the book's first touching scene (some say it's the one where Carton is on his way to the guillotine), Lucie goes through much trouble to coax her father from his insanity,

Models of Teaching

Models of Teaching Free Online Research Papers Models of Teaching Summary Information-processing models emphasize ways of enhancing the human being ¡Ã‚ ¦s innate drive to make sense of the world by acquiring and organizing data, sensing problems, and generating solutions to them, and developing concepts and language for conveying them. The book discussed eight different information-processing models which include: Inductive thinking, Concept attainment, The Picture-Word Inductive Model, Scientific inquiry, Inquiry training, Mnemonics, Synectics, and Advance organizers. The inductive thinking yields the ability to analyze information and create concepts which is generally regarded as the fundamental thinking skill. This model has been used in a wide variety of curriculum areas and with students of all ages-it is not confined to the sciences. Phonetic and structural analysis depend on concept learning, as do rules of grammar. The structure of the field of literature is based on classification. The study of communities, nations, and history requires concept learning. Even if concept learning were not so critical in the development of thought, the organization of information is so fundamental to curriculum areas that inductive thinking would be a very important model for learning and teaching school subjects. Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. It was designed to clarify ideas and to introduce aspects of content. It engages students into formulating a concept through the use of illustrations, word cards or specimens called examples. Students who catch onto the idea before others are able to resolve the concept and then are invited to suggest their own examples, while other students are still trying to form the concept. For this reason, concept attainment is well suited to classroom use because all thinking abilities can be challenged throughout the activity. With experience, children become skilled at identifying relationships in the word cards or specimens. With carefully chosen examples, it is possible to use concept attainment to teach almost any concept in all subjects. It is based on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or category that has already been formed by th e teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples. Calhoun developed the Picture Word Inductive Model (PWIM), which uses pictures containing familiar objects, actions and scenes to draw out words from children ¡Ã‚ ¦s listening and speaking vocabularies. The purpose of using PWIM is to develop students ¡Ã‚ ¦ vocabulary, concepts about words, and sentence and paragraph structures through our content subjects of reading, math, science, or social studies. This model helps students add words to their sight reading vocabulary, as well as their writing vocabulary, and also discover phonetic and structural principles present in those words. Scientific Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher, the area of study, available resources, and the learning environment. Students become actively involved in the learning process as they: „X act upon their curiosity and interests; „X develop questions; „X think their way through controversies or dilemmas; look at problems analytically; „X inquire into their preconceptions and what they already know; „X develop, clarify, and test hypotheses; and, „X draw inferences and generate possible solutions. Questioning is the heart of scientific inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems. Divergent thinking is encouraged and nurtured as students recognize that questions often have more than one good or correct answer. Such thinking leads in many instances to elaboration of further questions. In this way students come to the realization that knowledge may not be fixed and permanent but may be tentative, emergent, and open to questioning and alternative hypotheses. The Suchman Inquiry Training Model is most commonly used in science and social studies. Students need an initial period of practice in teacher-structured inquiry sessions before they can undertake inquiry individually or in small groups. This model is designed to assist students in developing the skills required to raise questions and seek out answers stemming from their curiosity in the following order: „X The teacher presents students with a puzzling situation or event. Students are allowed to ask the teacher questions that must be answered by a  ¡Ã‚ §yes ¡Ã‚ ¨ or  ¡Ã‚ §no ¡Ã‚ ¨. „X The purpose of this phase is to verify the facts. „X Students next gather information and verify the occurrence of the puzzling situation. „X Students identify relevant variables, hypothesize and test causal relationships. „X Next, the teacher asks students to organize the data and formulate an explanation for the puzzle. „X Finally, students analyze their pattern of inquiry and propose improvements. Mnemonics are strategies for memorizing and assimilating information. It can help people to master interesting concepts and provide a lot of fun doing so. Teachers can use mnemonics to guide their presentations of material and they can teach devices that students can use to enhance their individual and cooperative study of information and concepts. Synectics was developed for use with creative groups in industrial settings. Synectics is designed to help people break set in problem-solving and writing activities and to gain new perspectives on topics of a wide range of fields. Although designed as a direct stimulus to creative thought, synetics has the side effect of promoting collaborative work and study skills and a feeling of camaraderie among the students. The synectics model has stimulated the students to see and feel the original idea in a variety of fresh ways. The advance organizer model is based on the work of David Ausubel. He addressed learning academic subject matter by directly confronting the problem and arguing that (1) learning verbal information matters and (2) it can be improved through better methods of presenation (reading, teacher talk). Ausubel wrote in The Psychology of Meaningful Verbal Learning (1963) that learning verbal information required strong cognitive structures ¡X ¡Ã‚ §knowledge of a particular subject at any given time and how well organized, clear, and stable their knowledge is ¡Ã‚ ¨ (Joyce and Weil, Models of Teaching, 1996, p. 267). The biggest single factor in learning anything new is whether it will be meaningful or not and that depends on the learners cognitive structure. So, if we want students to learn new verbal information, we will have to increase the stability and clarity of how they organize information relating to that topic. The advance organizer is designed to accomplish that end by providin g the concepts that govern the information to be learned, to provide intellectual scaffolding to see the information more clearly. The social models combine a belief about learning and a belief about society. The belief about learning is that cooperative behavior is stimulating not only socially but also intellectually and, hence, that tasks requiring social interaction will stimulate learning. The belief about society is that a central role of education is to prepare citizens to perpetuate a democratic social order.The combination of these two beliefs has resulted in the development of a large number of models that have great potential for our teaching repertoires. Also, many of the social theorists have not only built rationales for their models, but have raised serious questions about the adequacy of the current dominant patterns of schooling. In most schools the majority of learning tasks are structured by teachers for individuals. Most interaction between teachers and students is in the pattern of recitation-the teacher directs questions about what has been studied, calls on an individual who responds, and then affirms the response or corrects it. Many developers of the cooperative learning models believe that they have developed important additions to the storehouse of models and that teacher-dominated recitation is actually bad for society. The social models received much attention in the 1930s and 1940s, when a number of studies were conducted of the effects of the schools that used democratic-process models as their cores. Many of the studies were in response to serious questions raised by concerned citizens about whether such a degree of reliance on social purposes would retard the students academic development. The studies generally indicated that social and academic goals are not at all incompatible. The students from those schools were not disadvantaged; in many respects they outperformed the others (Chamberlin and Chamberlin, 1943). Recently, interest has been renewed in research on the cooperative learning models. Sophisticated research procedures used by three groups of researchers, Johnson and Johnson, (1974, 1981), Robert Slavin (1983) and Sharan of Israel (1980), have implications for the entire family of models. The Johnsons and Slavin have studied whether cooperative tasks and reward structures affect learning outcomes positively. Also, they have asked whether group cohesion, cooperative behavior, and intergroup relations are improved through cooperative learning procedures. In some of their investigations they have examined the effects of cooperative task and reward structures on traditional learning tasks, in which students are presented with material to master. The evidence is largely affirmative. Classrooms organized so that students work in pairs and larger groups, tutor each other, and share rewards are characterized by greater mastery of material than the common individual-study and recitation patt ern. Also, the shared responsibility and interaction produce more positive feelings toward tasks and others, generate better intergroup relations, and result in better self-images for students with histories of poor achievement. In other words, the results generally affirm the assumptions that underlie these models. Sharans team has confirmed the results of the Johnson and Slavin teams, but it has also learned that the stronger the model implemented-the more that cooperative endeavor replaced directive recitation and individual study-the more positive the results. He has also demonstrated that cooperative learning is appropriate for a broad range of learning objectives: the basic skills as well as the more complex cognitive and social goals of schooling. An exciting use of the social models is in combination with models from the other families, in an effort to combine the effects of several models. For example, Baveja, Showers, and Joyce (1985) conducted a study in which concept and inductive procedures were carried out in cooperative groups. The effects fulfilled the promise of the marriage of the information-processing and social models, and the treatment generated gains twice those of a comparison group that received intensive individual and group tutoring over the same material. Group Investigation -Based on John Deweys insistence that the principles of democracy be imparted in the everyday classroom experience, this model encourages cooperative inquiry into social and academic problems. Teachers facilitate students in group work that incorporates the scientific methodology for research. The strategy yields high academic and affective gains. Role Playing -Students gain new insights into social problems and concerns as they act out conflicts, assume roles different from their own and feel the difference. Especially valuable in the social sciences and cultural studies it has found recent exciting use in science classes as well. Jurisprudential Inquiry -Utilizes the case study method of law to explore social problems and policy. Students identify the problem, look at various options and come to understand policy formulation. Applicable in all subjects as most are impacted by policy. Social Science Inquiry and Laboratory Training -Adapted from the world of work these strategies develop self awareness and responsibility to others in terms of mutual respect and commitment to the team effort. The personal models of learning begin from the perspective of the self-hood of the individual. They attempt to shape education so that we come to understand ourselves better, take responsibility for our education, and learn to reach beyond our current development to become stronger, more sensitive, and more creative in our search for high-quality lives. Each of us sees the world from a different perspective, a perspective that derives from our experiences, environment and relationships. We each carry around a different set of lenses through which we interpret events, translate language and transform information- giving it new meaning. Common understandings must occur if we are to work successfully together in our workplace and community. Our social context provides our language and the other artifacts of culture. Our environment shapes how we behave and affects how we feel and we, in turn, shape our environment. While our lives have much continuity we also possess great capacity to change. The Personal Family models can be used in several ways. They can be used to moderate the entire learning environment. We can use these models to enhance the personal qualities and feelings of our students and to look for opportunities to make them partners with us and to communicate affirmatively with them. We use nondirective techniques when we are counseling the students, synectics to enhance creativity, classroom meetings to build the community of learners. Personal models have been adopted as a nondirective core of schools like A.S. Neils Summerhill, or as a major component of a school (Chamberlin and Chamberlin, 1943). Certain approaches to teaching academic subjects have been developed around personal models. The experience methods for teaching reading, for example, use student dictated stories as the initial reading materials and student-selected literature as the chief materials once initial competence has been established. A major thesis of this family of models is that the better-developed, more affirmative, self actualizing learners have increased learning capabilities. Thus, personal models will increase academic achievement by tending to the learners. This thesis is supported by a number of studies (Roebuck, Buhler, and Aspy, 1976) that indicate that the students of teachers who incorporate personal models into their repertoires increase their achievement. The personal family models begin with the perspective of the individual and allow teachers to impact self awareness so that learners become responsible of their own growth. Self actualization leads to lifelong learning skills that promote quality of life. Nondirective Teaching -Developed from counseling theory the model brings student and teacher together in a cooperative effort to guide the student to autonomy as a learner. The teacher acts as a guide and facilitator providing coaching assistance where necessary. The model has several applications: students may work in a laissez faire program and decide what they will learn next and why. The model may be used in conjunction with other models to insure that the teacher maintains contact as a guide for the student. It is a useful tool when students are planning independent or cooperative learning. It is also valuable in advisory programs to help students understand what they are thinking and feeling. Synectics -A brainstorming tool that feeds creativity and allows students to escape the bounds of their thinking and gain new perspective and a new framework for thinking. The model encourages rapport and warmth among participants and creates excitement as students learn to use it independently and in cooperative efforts. Awareness Training -Useful in helping students to understand themselves. The strategies lend to reflection about interpersonal relationships, self image, and presentation of self. The Classroom Meeting -A counseling process designed to allow students to become responsible for their classroom environment in terms of academic tasks and respect for one another. It provides assistance with personal and social development and social skills. Behavioral models of learning and instruction have their origins in the classical conditioning experiments of Pavlov, the work of Thorndike on reward learning and the studies of Watson and his associates, who applied Pavlovian principles to the psychological disorders of human beings. In the past twenty years behavior (learning) theory, systematically applied in school settings, has been greatly influenced by B. F. Skinners Science and Human Behavior and J. Wolpes Psychotherapy by Reciprocal Inhibition. In the late 1950s educators began to employ behavioral techniques, particularly forms of contingency management and programmed learning materials, in school settings. For some types of learners these have had great success. For example, some youngsters who previously had made no progress in language development and social learning are now trainable, and often able to mix with normal individuals. Milder forms of learning problems have responded to behavior models as well. During the past ten years there has been an impressive amount of research demonstrating the effectiveness of behavioral techniques with a wide range of problems, from phobias to social skill deficits, behavioral problems, and test anxiety. The research also indicates that these procedures can be used effectively in group settings and by laypeople. Behavior theory offers an array of procedures that are extremely useful to teachers and curriculum planners. The educator who understands the impact of environmental variables and relationships can apply the findings directly to his or her work-changing student behavior. The leverage of external control can also be given to the individual. If the teacher can, by appropriate techniques, ascertain and control the external variables, so can the student. Thus, what appears at first to be a technique for controlling others increasing their capabilities for self-control. These tools have proven quite effective in the area of Exceptional Education, but are not limited in their effect to that realm. Many people have assumed, quite erroneously, that many children have blocks to learning (internal states that cannot be changed). Yet in recent years, we have seen numerous examples of growth through the systematic application of learning principles. Other more typical, but frustrating, behavioral problems of normal children have been handled successfully with behavioral techniques. The Contingency Management Model is widely used with students who have major learning and behavior problems. However, many school administrators now believe it is essential for all teachers to possess, the knowledge and skills of this model, which they regard as the heart of objective classroom management. Knowing how to conceptualize and describe behavior In discrete, observable terms, noticing when and under what conditions it usually occurs, identifying more appropriate behaviors and suitable reinforcers, and finally instituting a reinforcement program may soon be standard requirements for many teachers. Programmed instruction, a variant of contingency management, has found its way into numerous basic skills curricula in reading and math. The approach is thought to be important to youngsters who need a high degree of success and immediate reinforcement or feedback about their progress. The training model relies on modeling through observation and practice as the means of obtaining new behaviors or eliminating old ones, although it also uses stimulus control and feedback. Many educators, believe that one purpose of schooling is to increase students self-esteem and life skills. These models offer one way of addressing preventive mental health as well as basic intellectual knowledge and skills. In many classrooms the primary instructional objective is to get the student to respond to a subject-matter stimulus. The learner connects appropriate responses to various stimuli. The football player fires off the line on the appropriate count. The child udders the word cow when a flashcard with the letters is displayed. Stimulus discrimination is particularly important in the learning situation. When we respond differently to different stimuli, we are distinguishing or discriminating between their properties. Most subject matter is brought to control behavior through discrimination training. Mastery Learning -Material for learning is arranged from simple to complex. Material is presented to the learner as an individual through appropriate materials. Students maintain their own pace as they master or remediate the information. Direct Instruction -Information is fed by the teacher or media and the learner responds in lockstep fashion. Repeating the information of responding to the stimuli with the appropriate response. Choral responses in language labs are an example. Learning Self Control -Students are taught that how they feel is a product of their own effort and that they are responsible for their actions and the impact their actions have on others. Students learn to cope with fears, phobias, aversions and the maladaptive behaviors they have exhibited. Training for Skill and Concept Development -Skills are acquired through modeling demonstrations, practice, feedback, and coaching until the skill is acquired. Simulations may also be used in which the skill may be practiced. Assertive Training -Leads to honest and open communication in the classroom. Students learn how to reveal their feelings without harming or necessarily offending others. A productive classroom is the end result. Research Papers on Models of TeachingStandardized TestingThree Concepts of PsychodynamicIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperBringing Democracy to AfricaBionic Assembly System: A New Concept of SelfResearch Process Part OneInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andBook Review on The Autobiography of Malcolm X

Analysis Of Benjamin Franklin s Autobiography, The...

FRANKLIN’S AUTOBIOGRAPHY Benjamin Franklin’s Autobiography is an inspiring tale of his personal, as well as public achievement throughout his life. Franklin’s life embodies the exemplary model of a life composed of discipline, self-reliance and self improvement. From his humble beginnings as an apprentice candle and soap maker in his father’s business to a successful business man, author, philosopher, civil activist, politician scientist, inventor, and diplomat, above all Benjamin Franklin was, and†¦ The man Benjamin Franklin eventually became a man of good character and willingness to accept others. However, as the story of Ben Franklin unfolds you see he was indeed just a man. A man found to be of the same fault and human flaw as us all to which we were born, and that is into sin. Franklin as well as all people fell short. God told us in his word long before Ben Franklin ever existed. Romans 3:23 states â€Å"for all have sinned and fall short of the Glory of God.† (NIV). Franklin did prove however†¦ and esoteric essence of his own existence. The Autobiography of Benjamin Franklin is an account of Franklin’s life experiences that taught him a deal of self-righteousness, virtue, self-actualization, knowledge and wisdom. Franklin recalls many past, powerful instances of his life that have influenced the ethical and intellectual development. The memoir also represents various events that built his keen interest in literature, linguistic and writing. Moreover, it also unfolds various historical events†¦ Instructor: Course: Date: Autobiography of Benjamin Franklin An autobiography is the life history of a person that is written in a book and the history is written by the same person. Autobiography mainly centers its focus on the times and life of the person writing it. The autobiography nature is very subjective and therefore the writer should be able to recall memories promptly so that incorrect and false information should be avoided. Some autobiographies are fictional whereby people write the†¦ become what we want to be, I was surprised. I began thinking about what I could do as a semester long project in which I could set a goal and record my progress. I had read Benjamin Franklin’s Autobiography a few months earlier and I remember him writing about a personal program that he had developed for himself. Benjamin Franklin was fascinated with the idea of perfection, and diligently tried to achieve it while he was here on earth. His method of self improvement he called â€Å"The Art of Virtue†. What†¦ In the Autobiography of Benjamin Franklin written by Benjamin Franklin has the story line of his life. He explains how the political life in the 1700’s and how he learned from his experiences. One of the virtues Benjamin Franklin has is being humble, shown throughout all of his writing. The writing style he uses is very formal and addresses his audience with very different occasions. Having been from a big family he started in the workplace at an early age. Working for his father’s business took†¦ The Autobiography of Benjamin Franklin Benjamin Franklin’s life made a huge impact on the history of America. He also was an influence for many citizens. Since Franklin lived during the eighteenth century, a period of growth for America, he also played a part in the political founding of the United States. To help future generations, Franklin wrote an autobiography of his life. An autobiography is a piece of literature about someone’s own life. He separates his into four parts, each one depicting†¦ The autobiography of Benjamin Franklin explains the life of this amazing man in history. I this autobiography it focuses on the revolution years as one may expect to learn from this biography about Benjamin Franklin’s; origins, family and all the decisions and events that lead him to become the grandfather of the American nation. Due to the deep description of the situations that Benjamin Franklin went through and the different cities that he visited in this autobiography, draws a visual idea of†¦ Benjamin Franklin, a well rounded American adept in many fields, once said, â€Å"either write something worth reading or do something worth writing† (Benjamin). Although this quote presents a false dilemma, Franklin chose a third option in which he did something worth writing and then wrote about it in his autobiography. The Autobiography of Benjamin Franklin by Benjamin Franklin is a different beast in its literature. Unlike most books, and possibly most autobiographies as well, Franklin’s autobiography†¦ The Autobiography of Benjamin Franklin The Autobiography of Benjamin Franklin was not an easy book to read. Writing styles have changed tremendously since the 1700’s. Despite the cultural differences I learned a lot about the man and the time. Benjamin Franklin was a remarkable man. He was a printer, author, politician and an inventor. He was one of fifteen children in his family. Because he was from such a large family he was sent out to work at a very early age. He only had a few years†¦

Depression and Anxiety in PEG Feeding Dissertation - 1

Depression and Anxiety in PEG Feeding - Dissertation Example Expand a few lines†¦ TABLE OF CONTENTS TABLE OF CONTENTS 3 LIST OF FIGURES Abstract This dissertation is about the social and psychological impact, including anxiety and depressed moods, on people who are artificially fed via a tube based on percutaneous endoscopic gastrostomy (PEG). The analysis is based on a framework that highlights two sides of sickness, â€Å"disease† underlying the placement of a feeding tube (biological malfunctions recorded as particular disease categories, e.g., cancer, neurological disorders, cardiac diseases, palsy) and the response to this by patients and their carers. This distinction between â€Å"disease† and â€Å"illness† provides a view of the social and psychological complexities involved. These are often overlooked when artificial feeding is adopted. The dissertation proceeds via a description of the literature search on PEG. The primary tools used in this search is the topical search (e.g., â€Å"socio-psychological imp acts of PEG feeding†) on the internet and the exploration of various databases, such as Cinahl, PubMed, Medline, Cochrane and Google Scholar. The literature used refers to reports of â€Å"new† (i.e. past decade) findings. In a very few cases only, when outlining â€Å"illness responses† to â€Å"disease† and the ensuing person-oriented framework, a few basic sources pre-dating 2000, are drawn upon. The accompanying review of relevant sources attempts to bring out the emphasis of â€Å"disease† and the omission of efforts to develop a framework or model and conceptual tools to grasp the social and psychological implications of artificial feeding due to disability. Such a model can, however, be of great value to nursing care and operating practice. Such a framework is available to us via a number of qualitative studies and a â€Å"narrative understanding of the illness experience†. The usefulness of this body of literature will be examined in the ensuing discussion. In the conclusion I will stress the value of a qualitative, person-oriented perspective (the â€Å"illness experience†) for a humanistic medical and nursing practice. Introduction This dissertation is based on a lengthy review of available literature on the social and psychological impact, including anxiety and depressed moods, on people who are artificially fed via a tube based on percutaneous endoscopic gastrostomy (PEG) This review allows me to examine the emotional costs involved in PEG tube feeding, especially with regard to experiences and the coping with the emotional (anxiety, depressed mood) and social costs of tube feeding before, during and after the placement of a PEG tube. This dissertation takes the patient’s point of view and reviews two groups of literature in depth: one of the two is person-and qualitatively-oriented and proposes a meaning-centred, qualitative and humanistic method/perspective. At the same time, one realizes tha t patients are found in a larger health care context where medical and health care professionals operate. Their and the perspective of medicine must be understood as well. Byron Good’s (2008) book on Medicine, Rationality and Experience provides a good introduction to their and the patient’s perspective. It is therefore meaningful to compare and contrast the views and perspectives of these professionals and the views that patients express, their way of coping with PEG tube feeding, their modes of reasoning, their various feeling-states (anxiety, depression) and the lives they live. I have chosen

Ciminal Essay Example | Topics and Well Written Essays - 500 words

Ciminal - Essay Example The current cases of death penalty in United States of America have determined that the death penalty is arbitrary and unfair. Decades have passed after the sentencing rules and regulations were accepted by the Court in Gregg but death penalty is still capriciously applied to an insignificant amount of criminals. The capital punishment system is deficient of uniformity. The most atrocious murderers are not sentenced to death penalty (Blume, Eisenberg &Wells, 2004). Unsuccessful bylaws and limitations in the capital punishment system have resulted in prosecutors falling back on their partialities regarding on the worst and sympathetic criminals. According to Amnesty International Report, 95 percent of offenders cannot pay for their own lawyers. Poor people are over and over again subjected to convictions and death punishments that equally but more prosperous offenders do not receive. Black murderers are more likely to be subjected to death penalty by prosecutors than white murderers. Co defendants who have committed the same crime are subjected to different punishments. Individual prosecutors decide the death sentence which depends on the nature of the crime. Offenders found guilty of crimes for which death penalty is possible, have not received death sentence. Two offenders convicted of capital crimes get significantly different sentences (Amnesty International Report, 2005). The University of Maryland conducted a study of inmates on the death row in 2002 and found out that most defendants were to receive the death penalty because they had killed white people (Burkhead & Luginbuhl, 2003). There was another report which was released by the New Jersey Supreme court where it concluded that criminals involved in killing whites were more likely to receive a death penalty rather then the killers of black victims. Interviews conducted with jurors found out that they decide the penalty before the commencement of the trial. The National