pagal bnana Essays

pagal bnana Essays pagal bnana Essay pagal bnana Essay November 2010 Table of Contents Section 1: Section 2: Section 3: Section 1 Introduction and Background Project Concept and Design Project Financial Profile Introduction Introduction and Background to the assignment The project is to design a sustainable multi-storey apartment complex in Islamabad. The site for this project is located in Chak Shazad, opposite CllT campus on Park Road. The relatively flat site measures approximately 3. 91 acres and falls under the jurisdiction of CDA . Water table was encountered at a depth of 180+1- below existing ground level. Due to limits of the soil bearing capacity, the findings in the report recommend that a raft foundation be designed for a multi-storey building as have been the foundation design of other multi-storey buildings built in this area. The site is accessed by the 2-lane Park Road, which is a high speed road. Considerations should be given to a deceleration lane prior to entry to the site. ould be apartments for middle class to upper class type clientele with individual apartments to be for sale on an ownership basis. However, the developer, while wishing to maximize his profits, also recognizes that the housing complex should be istinctive, spacious, airy, daylight, convey an open feeling, a green/sustainable building and contribute to good living. The complex offering these valuable amenities contributing to good living, among other facilities, could be priced higher than other normal housing complex . In this area the setting is mostly rural but this is as a result more of it being undeveloped thus so far. In time to come, this area would convey an urban feeling due to the various educational and institutions and other buildings that would be added to the existing buildings. As designers, need to create a rural/urban feeling ithin the individual housing units. Special attention needs to be paid to designing a sustainable building design with respect to environment in Islamabad. One of the mainstays of sustainability and green buildings is the location of the building site. This site is located in the suburbs of the city, and is unfavorable to sustainability due to the impact of transportation energy required to access this site from other areas. The availability of public transportation in this area is very limited and this site is mostly accessible by cars and a very limited and inadequate public transportation. As compensation the developer envisages that this building would accommodate the owners commercial/community facilities such as a community hall, meeting rooms, gym, swimming pool, shops, a daycare center, gymnasium, common open outdoor spaces and an outdoor walking/running track, all of which would reduce the need to spend transportation energy on a daily basis. As architect/designer, need to develop a building program to include functional spaces, facilities and amenities. As developer, have to conduct a market pre- feasibility study which would ensure a good potential investment and rate of return. Objective As designer and developer a blue print of the project needs to be designed. In particular following needs to be delivered: A pre-feasibility economic study to be included in the design brief. A building program outlining no. of housing units, size of units (one-bed, two-bed, three- bed, etc. and square footage) and all other amenities to be provided. Include also green/ sustainable features, which you would incorporate in your design. Key emphasis will be placed on the functional spaces and green effect of the project. This will include community hall, meeting rooms, gym, swimming pool, shops, a daycare center, ymnasium, common open outdoor spaces and an outdoor walking/running track, all of which would reduce the need to spend transportation energy on a daily basis. The nature of this assignment required conducting surveys with the professional construction companies and developers. For this purpose I short listed 3 of the prestigious organizations currently engaged in similar projects. These included; 1. pak Gulf (PVt) Ltd. 2. Chaudhry Enterprises Real Estate and Developers 3. A1-Ghurar . ak Gulf (PVt) Ltd. Chaudhry Enterprises Real Estate and Developers F-7 Jinnah super Ibrahim Javed ( concern person) A1-Ghurar . Short questioners were designed which included the following The market price of land per yard in the vicinity Cost of construction for 1 5 stories Labour cost and availability Dual access to the location from Islamabad and Rawalpindi Social cultural aspect of target market Travel time Market growth Investor interest Assumption used: The blue prints to the project design are based on few fundamental assumptions. These include the following; 1 . The approval for the construction / NOCS will be issued without any technical or financial delays 2. The material is easily available at a competitive pricing 3. Buys and nvestors are readily available 4. There is a constant demand in the market for apartment complexes Section 2 Project Concept Design Project Concept and Objectives A Multi-storey apartment complex needs to be designed keeping in mind that family space needs vary according to family needs and other requirements, the development of this housing complex should have a mix of size of apartments. It is up to the designer to include units of varying combinations such as I-bedroom, 2- bedroom, 3-bedroom, 4-bedroom, etc. Also incorporate within the design community spaces offering various activities such as a community hall, meeting rooms, gym, wimming pool, shops, daycare center, common open outdoor spaces and an outdoor walking/running track. 2. 2 Components and Facilities at the Apartments The Apartments will comprise of following 8 main divisions; 1 . Deceleration Lane 2. Parking space 3. Outdoor landscaping 4. Security complex 5. Community halls 6. Recreational areas- Indoor and out door 7. Shopping arcade 8. Apartment complex building Each division is addressed in detail in the following sections. The complex is planned as a mixture of different size apartments. This includes 1- bedroom, 2-bedroom, 3-bedrooms, and 4-bedrooms apartments. The apartment acility is proposed to encompass the following units with the following bed allocation: sr. NO. Facility Qty Deceleration lane- as per by-laws of CDA 2. Parking space- Minimum of 2 for each residential unit 3. Outdoor landscaping 4. Security complex 2 5. Recreational unit 5. 1. Gym 5. 2. Swimming pool 5. 3. kids play area 5. 4. Common open outdoor space 5. 5 walking / running tracks 6. Community halls / Meeting halls 7. 1. Shopping arcade 5 7. 2. Beauty salon 8. Multi size apartments 45 2. 3 By Laws applicable on the site: The construction site fall in the Jurisdiction of the CDA and therefore the by-laws of CDA will be applicable on this site. Some of the salient feature included in the said by-laws is stated as under ZONING AND OTHER REQUIREMENTS: -Building setbacks: Front 60, Rear 40, Sides 30 -Max. site coverage = 40% -Max. no. of floors = 15 -Max building height = 190-0 from road level at entry/exit point whichever is higher. A 4-0 parapet is permitted above the 190-0 height limitation. -Max. mumty area/ height = 4,000 sf/9-0 -Max. plinth height = 5-0 -Rainwater retention area on site of 20% of site area to a depth of 5-0. -Max. 3 projection in setbacks permitted above openings windows, doors, etc. and/or for building aesthetics only). -Basements permitted for parking and services only DRIVEWAY AND PARKING REQUIREMENTS: A deceleration lane off Park Road to be incorporated prior to entry to site. -Ingress and egress driveways to be minimum of 20-0 for one-way traffic and 30-0 for two-way traffic. 9x17 right-angled parking space with 23 perpendicular back up space. -5x 17 landscaping island after every 10 parking spaces max. in open areas. -Min of 2 parking spaces per residential unit. -Parking for commercial/amenity areas based upon occupant load. 5% of parking spaces to be 12x 17 accessible spaces for the physically challenged with a 5x 17 wheelchair loading area. One loading area may be shared by 2 acces sible car spaces. -Van spaces of 10 x 19 as required for services. -Visitor parking: 10% of total no. of residential units parking spaces. -Vehicle circulation to be in forward motion only. Motorcycle spaces, 2 per each dwelling unit plus 50% additional motorcycle spaces for visitors and other amenities. -No stacked parking permitted for vehicles and motorcycles. -A 20-0 wide fire truck access lane with a minimum inside turning radius of 30-0. Fire truck movement to be in forward motion only or a cul-de-sac turnaround radius of minimum 30-0. The fire truck access lane to be not more than 100-0 from the apartment complex perimeter wall. -Landscaped area of minimum 15% of the site area. -Landscaping setbacks: Front 30-0, Sides 15-0, Rear 20-0 (driveways excepted). No parking permitted in landscaping setbacks 2. 4 Number of apartment complex: Based on my survey and discussion with the interviewed parties, I propose the following plan. This plan caters the needs of the project as are s tated in the objectives. Description One Bedroom apartment (12th, 13th and 14th Floor) 15 Two Bedroom apartment (8th, 9th, 10th floor) 12 Three Bedroom apartment (7th , 6th and7th floor) 9 Four Bedroom apartment (3rd, 4th and 5th floor) Total The first two floors will accommodate for the meeting halls and recreational activities such as Gym and common outdoor area. . 5 Target Market The target market for these apartments is for upper and middle class. Initially we intended to cater both the middle and upper class but after meeting with the companies in this field, such as Pak Gulf, I have resolute to go with middle class ostly, people who are looking to upgrade their status from middle case to upper The one bed room (pent house / studio style) will provide for the need of working couples and also for international students. Where as the 2, 3 and 4 bed room will be located in the middle of the complex and will provide for families. All the apartments will be designed with an independent look and feel to enhance their privacy and provide a posh feeling. Why Come Here From Urban Areas ? These apartments will be luxurious apartments like those in urban areas but here , cost of living is different, its lower than those . People will have to pay lesser amount for the same facilities , The cost of the land here is 20-27 Lac/kenal whereas its 80 Lac/kenal in urban areas . They would be able to get luxurious apartments by paying Just one crore as compare t03. crores price of apartments in silver oak. Here the Travelling time is Shorter , As if we consider Zero point or Convention centre as hub, the traveling time is about 20 minutes , Airport is at the traveling distance of about 15 minutes , would be able to get to Islamabad or Rawalpindi within 30 minutes. Educational institutes are nearby , as CllT and schools are Just opposite to the site , Beacon in Banigala etc. lts a facility for the students over here and for t he overseas students as well who will accommodate in these apartments . Will provide a security systems. Section 3 Project Financial Profile This basically is the process of developing a financial model for the proposed apartment complex. The financial assessment incorporate various options which are under consideration viz-a-viz the ownership, management governance and operating structure of the proposed project (see Operational Model Assumptions below). Key variables that are needed to be presented in the model provide links etween capital expenditure, debt, and Complex operating expenses. Moreover, the model will also highlight the impact of expected demographic trends and market forces on the financial viability and sustainability of the project. The financial assessment is done in three stages which include (i) Development of Project Capital Cost Model; Determining the projects Operational, Managerial, Maintenance Costs and integrating the financial model to include all cost aspects; and (iii) Determining the financial sustainability of the project based on various Operational Models. These costs are one off costs that have to be incurred to make the project perational. The estimated project cost is PKR 239,800,000. This includes the cost of Land, Building, Civil Electrical Works, Project consultancy fee and Other Miscellaneous cost. Land Cost has been estimated on the basis of average market price of land per acre which can be evaluated through consultation with the local real estate agents. An average estimate land based on the 3 interviewed companies is estimated to be Rs 20-27 Lac per Kennel. This translates into Rs 95 million. The Building Civil Works comprises of cost to be incurred for developing the main infrastructure of each facility. Item cost PKR A. Land Scraping and deceleration lane B. Building and Civil Works c. Elevators D. Civil Work, Electrical Works and Communication System Fire Sighting System Generators G. Tube well Waste Water Treatment Plant Management Fees and Other Pre Operating Expenses including booking 5,000,000 Interest During Construction (Optional) TOTAL PROJECT COST *The above figures are based on initial survey with the shortlisted companies and purely estimate and approximation based on Consumer Price Index of 2010. These fgures should be broken down over the life of the project and be subject to inflation s well for accurate results. Operating Cost Operating costs are the routine costs required to keep the facility operational at pre- defined standards. These costs can be divided into direct operational costs and indirect operational costs or overheads. Direct Cost Direct Costs are those costs which are directly attributable to operations of the facility. Salaries Wages cover the salaries of staff such as architect and builders and Thakadar (Construction Company) directly engaged in providing the construction. Daily salaries include a base salary as well as the consultancy fee harged based on the number of visits. Other Direct Costs Other direct cost for the project includes the repair and maintenance costs of plant and equipment such as water treatment plant etc, in order to maintain operational efficiency and provide green effect. These costs will be low in the initial years as new plant will require less maintenance and will increase in accordance to the useful life. Indirect Cost These costs include all other costs that are not directly attributable to the complex operations. Such costs are normally fixed in nature and include security and marketing.

Green Surname Meaning and Origin

Green Surname Meaning and Origin GREEN Surname Meaning Origin: The Green surname can have one of many possible derivations. It was commonly used to describe someone who dwelled at, or near, the village green, or other grassy ground. Other possible origins include someone who favored the color green (from the Old English grene), or someone who was immature or inexperienced. Green may also have been used as the surname of somone who had played the part of the Green Man in May Day celebrations. Green is the 37th most popular surname in the United States and the 19th most common surname in England. Surname Origin: English Alternate Surname Spellings: GREENE Famous People with the Surname GREEN: Pat Green - American country music starEva Green - French actressNathanael Green - General in the Continental Army during the American Revolution Genealogy Resources for the Surname GREEN: 100 Most Common U.S. Surnames Their MeaningsSmith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census? GREEN / GREENE Surname DNA ProjectMales Greens from anywhere, including alternate spellings of Greene, MacGreen, MacGreene, McGrane, McGreen, McGreene, can join this Y-DNA project which is attempting to sort out various GREEN families. GREEN Family Genealogy ForumSearch this popular genealogy forum for the Green surname to find others who might be researching your ancestors, or post your own Green query. There is also a separate forum for the GREENE variation of the Green surname. FamilySearch - GREEN GenealogyFind records, queries, and lineage-linked family trees posted for the Green surname and its variations. GREEN Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Green surname. Cousin Connect - GREEN Genealogy QueriesRead or post genealogy queries for the surname Green, and sign up for free notification when new Green queries are added. DistantCousin.com - GREEN Genealogy Family HistoryFree databases and genealogy links for the last name Green. Looking for the meaning of a given name? Check out First Name Meanings Cant find your last name listed? Suggest a surname to be added to the Glossary of Surname Meanings Origins. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997. Back to Glossary of Surname Meanings Origins

A Shift in the Balance of Power from the USA to China Essay

A Shift in the Balance of Power from the USA to China - Essay Example This paper illustrates that while China balances precariously between the free market and an edgy military regime, the nation is surfacing as a formidable contender in the economic sector and an impending challenger for technological advantage. From the benchmark of Tiananmen Square in 1989 well into the first tender years of the Twenty-first Century, many in the West continue to view China with unease and distrust. From the appalling crackdown on the visionary expectation of the ardent student protesters some16 years ago to the subsequent repression of all political dissidence, Communist leaders have time and again tended to reassert a blind obeisance to a dogged system of harsh and mechanical one-party rule. Equally alarming is the ostentatious display of military power in response to Taiwanese aspirations for independence over the last two decades, along with the troubling detection of furtive deliveries of military know-how to unstable areas in the Middle East, the Persian Gulf, and South Asia. These measures scarcely serve to improve international confidence in the Chinese bid for a responsible position on the world stage of the new century. Admittedly China has recently begun to evince a new, less menacing and forward-looking stance toward proving itself as a responsible collaborator in global interaction as the nation begins to assume a substantial position in the world economy. By assisting in negotiations on the Korean Peninsula, China, in effect, was able to take advantage of her influence in the region in the service of broader international concerns. Domestically, the Peoples Republic of China has taken steps to free a token number of leading political dissidents in response to Western appeals, and, in diverse rural villages, elections for local leaders have been authorized. Chinese rulers also seem to be dealing moderately with the lately re-annexed regions of Hong Kong and Macau, and so far seem to be restricting intimidation tactics to verbal pos turing and a display of military muscle in response to Taiwanese desires for independence.  

The Case Marbury V. Madison Essay Example | Topics and Well Written Essays - 2250 words

The Case Marbury V. Madison - Essay Example Thus, this historic case created the concept of Judicial Review or the capability of the Judiciary declaring a law unconstitutional. The court case hence resulted to the Judiciary, Legislative & Executive branches of the government is on an evener power basis ultimately setting the precedent for an infinite number of future historic decisions (Marbury versus Madison, 1803). On the last day in office, Adams the president commissioned sixteen new justices for the circuit court and forty-two peace justices for the Columbia district in his last day in office under the Organic Act, which was meant taking control of the Judiciary of the Federal government by the Federalists before Thomas Jefferson took office. The commissions were consequently signed by President John Adams & sealed by the then acting State Secretary, John Marshall (author of the opinion of this case) before he becomes the Court of Supreme Chief Justice. However, the commissions were not submitted before the end of John Adams’s term as the president of the U.S. resulting to rejection of the appointments by Thomas Jefferson who termed them as invalid on grounds that they were not submitted before the end of John Adams’s term as the president (Marbury versus Madison, 1803). Therefore, this prompted William Marbury one of the appointees filing a writ of mandamus before the Court of Supreme, which had original jurisdiction issuing writs of mandamus to any persons holding office or courts under the U.S. authority, to compel Madison, the Stare Secretary delivering the new appointments. However, supreme led by John Marshall rejected on grounds that the move was unconstitutional under some part of the Judiciary Act of 1789 (Marbury versus Madison, 1803). Â  

Cebu Province Division Essay Example for Free

Cebu Province Division Essay Introduction DAMATH, a patent-pending mathematical board-game invented by five-time national awardee Jesus L. Huenda, is coined from the popular Filipino checkerboard game of dama, (or lady in Spanish) and mathematics. It started in a Sorsogon National High School class in Sorsogon, Philippines and its popularity spread quickly and resulted in the first national DAMATH competitions held at Legaspi City in 1980. He initiated this competition with the support of the Science Foundation of the Philippines. He hopes to introduce DAMATH to secondary math teachers as part of a requirement of his work as PASMEP Fellow at Curtin University / WACAE, Western Australia. Thus if this material, or part of it, is used commercially or otherwise (except for classroom instruction purposes), permission must be secured in writing from him. By the way, DAMATH is part of the inventor’s position paper, Non-formal mathematics education: the Sorsogon National High School experience, delivered at the 1978 First Southeast Asian Conference on Mathematical Education, PICC, Manila; 1979 and 1980 MTAP national conventions at Legaspi City and Quezon City, respectively. 1981, 1983 and 1988 Philippine Expositions, PHILTRADE, Manila; conference, Mandurah, WA; Australian Association of Mathematics Teachers 13th biennial national conference, Hobart. Rationale It is becoming a growing classroom practice in many school subjects, including mathematics, to use games to promote the understanding of concepts and skills. This practice is supported by child psychologist Piaget and Inhelder (1969) and Kohlberg (1969) who are convinced that affective, cognitive, and social development strongly influence one another and develop along parallel lines. There are data to support this statement. Thus, the use of socially interactive mathematical games in learning and teaching mathematics is credible. Objectives 1. To integrate the Filipino checkerboard game of dama into the teaching of mathematical concepts and skills. 2. To encourage the utilization of recycled materials in constructing damath board set (for classroom use only). 3. To analyze damath as a possible subject of mathematical investigations. 4. To enhance wholesome interpersonal relations among learners. 5. To promote mathematical consciousness among, family members in particular and the community in general through the mathematics club’s community outreach damath competitions. 6. To promote awareness of girls in mathematics [as king is to the game of chess, so dama (or lady) is to damath ] ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 2 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Teacher’s Notes: Any game can be trivial or worthwhile. It all depends on the players of the game and when and why. Feedback from teachers who have tried damath is encouraging because they have found it appropriate, fun, and useful in their classes. All 12 games are to be played in pairs. Students learning mathematics in this way have been found to associate mathematics with wholesome and purposeful work. These games may introduce, supplement, reinforce or refresh concepts, skills and attitudes. To get the most out of damath, read the accompanying guide sheet and list of materials needed. Determine what extra work can be assigned to pairs of students who will carry out the activity. As a follow-up activity, some mathematical investigations concerning damath may be assigned to small groups of students, or mathematics club may conduct community-outreach damath competitions highlighting awareness of girls in mathematics. In doing so, observe student’s performance and reactions and record them in a cognitive skill checklist and attitude respectively. This, together with your assessment, will provide you with significant data for future reference. The inventor welcome suggestions from teachers in the field by sending it to: Jesus L. Huenda, Curriculum Development Division, Bureau of Secondary Education, Department of Education, Culture and Sports, Palacio del Governador, Intramuros, Manila. Suggestions and input can be mailed to him using the following form: (See next page). TO THE STUDENTS In DAMATH, there are 12 games to play. All of these games are original especially designed for you to make you do and play mathematics, have fun with it in thinking, making a game plan, and using your common sense, honesty and fair play. Do them and learn mathematics. Do them and enjoy yourself, too. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 3 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Name of the game: ___________________________ School:____________________________ Sender’s Name (Optional):_____________________ Address:___________________________ What I like in the game Areas for improvement Guide Sheet Title Damath the Teeny Integer Countess Damath Damath-in-a-Whole Damath Over U Busy Deci Damath Damath the Old Prime Madonna Damath the Fibo Nutty Lady Byte-a-Damath Damath a la Mod Trig-a-Damath Sci-No-Damath Log-a-Damath Concept Integers Counting numbers Whole numbers Fractions decimals Prime numbers Fibonacci sequence Binary numbers Modulo 12 Trigonometric Functions Scientific Notation Logarithmic function Place in the Curriculum Review activity for Units 3 – 8 List of Materials Damath board set (See attachment A) Enrichment activity for Units 3 – 8 Enrichment activity for Unit 2 Introductory activity for Unit 5 Enrichment activity for Unit 6 ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 4 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ DAMATH: 12 games for High School Mathematics Contents Of This Package †¢ Activity sheets for students for each of the following titles: Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity †¢ Teacher’ Manual 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Damath the Teeny Integer Countess Damath Damath-in-a-Whole Damath Over U Busy Deci Damath Damath the Odd Prime Madonna Damath the Fibo Nutty Lady Byte-a-Damath Damath a la Mod Trig-a-Damath Sci-no-Damath Log-a-Damath Rules: How to S T A R T 24 chips should be placed first on the following squares on the DAMATH board Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 5 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ How to make a move 1. Toss a coin to decide who moves first. 2. The first player moves a piece by sliding diagonally forward to an adjoining vacant square (no chip is to be placed on colored squares). Record your move in the scoresheet. Example: Red player moves â€Å"-1† to an adjoining vacant square ( 5 , 4 ), thus, to the scoresheet the player writes on the first column under the heading â€Å"Move† with [-1 (5,4) ] to mean â€Å"-1† goes to a square located 5 on its x-axis and 4 on its y-axis. 3. The two players alternately take turn in moving a piece. How to take a piece (Ka-on) 1. In the example above, Red player with piece â€Å"-1† is required (pass is not allowed) to take a piece â€Å"2† of Blue side by jumping over the piece to be taken and landing on the latter’s adjoining vacant square, which, also, determine the symbol of operation to be used. Example: â€Å"-1† takes â€Å"2† by jumping over it (player gets the piece â€Å"2†) and finally lands on a square (7,2) which has minus sign on it. Thus, on the scoresheet, the player writes on the first column with â€Å"-1 – 2†. Moreover, on the second column under the heading â€Å"Score†, the player writes the answer as â€Å"-3†. While on the third column under the heading â€Å"Total Score†, the player writes the total score by adding whatever points in it, thus, â€Å"-3†. Round off numbers, if necessary. 2. A player can take one chip or more than one chip with the required option to take the greater number of chips. 3. A Red chip is declared as â€Å"dama† if it reaches any of the following squares: ( 1, 0 ) (3,0) (5,0) (7,0) Similarly, for Blue Chip as follows: ( 0, 7 ) (2,7) (4,7) (6,7) 4. Once a piece is declared as â€Å"dama† it could slide diagonally forward or backward in any vacant square provided no opposing piece blocks it. It could take a piece or pieces and have the privilege of doubling its scores. 5. The game is ended it (a.) a player has no more piece to move; or, (b.) it is impossible for any or both players to go on because of repeated move. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 6 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ In (a) or (b), the remaining piece or pieces are added to the total score. Finally, the player with the greater accumulated total, wins the game. How to score Shown below is a Damath Scoresheet. Initial entries on it were taken from the above examples of player’s move and in taking piece or pieces. DAMATH SCORESHEET Red Player Move -1 (5,4) -1 2 Score -3 Total 2 -3 Player Move (9,3) Score Total Blue Player’s Signature: Player’s Signature: Signature of Teacher / Parent: Signature of Teacher / Parent: Win Loss Win Loss ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 7 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 1: DAMATH the Teeny Integer A game for two players. What you need * †¢ DAMATH board ( 8 squares by 8 squares ) 24 chips in two colors: ( 12 of each color, thus, 0, -1, 2, -3, 4, -5, 6, -7, 8, -9, 10, -11 ) For illustration, see attachment A of this Package. What it is about It is a game of addition, subtraction, multiplication and division of integers, rounding off numbers, and point plotting. Aim of the Game The player with the most points wins. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 8 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 2: Countess DAMATH A game for two players. What you need Same materials as in Activity 1, but on the reverse side of chip no. â€Å"0† write chip no. â€Å"12†. What it is about It is a game of adding, subtracting, multiplying, and dividing counting numbers; rounding off numbers, and point plotting. Aim of the Game The player with the most points wins. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 9 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Rules Same rules as in Activity 1,but the â€Å"0† chip is replaced by â€Å"12† [ â€Å"12† is on the reverse side of â€Å"0† chip]; and, negative signs have to be disregarded. Thus, initial positions of the chips are as follows: Chip Number 1 2 3 4 5 6 7 8 9 10 11 12 Position of Blue Chip (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) Position of Red Chip (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) In taking a chip or chips, addition, subtraction multiplication, and division of counting numbers are used. Round off numbers, if necessary, in making entries on the scoresheet. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 10 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 3: DAMATH – in – a Whole A game for two players. What you need Same materials as in Activity 1 What it is about It is a game of adding, subtracting, multiplying and dividing Whole numbers ; rounding off numbers, and point plotting. Aim of the Game The player with the most points wins. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 11 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 _____________________________________________________________________________ _ Rules Same rules as in Activity 2, but the â€Å"12† chip is replaced by â€Å"0† [ â€Å"0† is on the reverse side of â€Å"12† chip]; and, negative signs have to be disregarded. Thus, initial positions of the chips are as follows: Chip Number 0 1 2 3 4 5 6 7 8 9 10 11 Position of Blue Chip (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) Position of Red Chip (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) In taking a chip or chips, addition, subtraction multiplication, and division of whole numbers are used. Round off numbers, if necessary, in making entries on the Scoresheet. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 12 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 4: DAMATH Over U A game for two players. What you need Same materials as in Activity 1, but the positive and negative numbers should have â€Å"10† as denominator (use reverse side of chips). What it is about It is a game of adding, subtracting, multiplying and dividing fractions; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity1, but adding, Subtracting, multiplying and dividing fractions are used, thus, all entries on the Scoresheet are fractions. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 13 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 5: Busy Deci DAMATH A game for two players. What you need Same materials as in Activity 4, but decimal equivalent should take the place of fractions. What it is about It is a game of adding, subtracting, multiplying and dividing decimals; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 4, but instead of fractions, the decimal equivalents are added, subtracted, multiplied, and divided. In taking a chip or chips, results of mathematical operations are rounded off to the nearest hundredths. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 14 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 6: DAMATH the Odd Prime Madonna A game for two players. What you need Same materials as in Activity 1 What it is about It is a game of prime numbers; integers; squaring numbers; rounding off numbers; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 1, but in taking a chip or chips the results of algebraic operations are squared if it is an odd prime number. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 15 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 7: DAMATH the Fibo Nutty Lady A game for two players. What you need Same materials as in Activity 2 What it is about It is a game using the Fibonacci sequence; counting numbers; Cubing numbers; rounding off numbers; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 2, but in taking a chip or chips the results of mathematical operations are cubed if it is a Fibonacci number. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 16 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 8: Byte – a DAMATH What you need Same materials as in Activity 3, but even numbers are to be considered as â€Å"0†, while odd numbers as â€Å"1†. What it is about It is a game of adding, subtracting, multiplying and dividing binary numbers; and point plotting Aim of the Game The player with the most points wins. Rules Same rule as in Activity 3, but in taking a piece or pieces binary arithmetic is used. Thus, initial positions of blue and red chips are as follow: Chips 0 1 0 1 0 1 0 1 0 1 0 1 Position of Blue Chip Position of Red Chip (1,2) (6,5) (3,2) (4,5) (5,2) (2,5) (7,2) (0,5) (0,1) (7,6) (2,1) (5,6) (4,1) ( 3 , 6) (6,1) (1,6) (1,0) (6,7) (3,0) (4,7) (5,0) (2,7) (7,0) (0,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 17 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 9: DAMATH a la Mod What you need Same materials as in Activity 3 What it is about It is a game of addition, subtraction, multiplication and Division in module 12; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 3, but in taking a piece or pieces binary arithmetic is used. Thus, initial positions of blue and red chips are as follow: Chips 1 2 3 4 5 6 7 8 9 10 11 12 Position of Blue Chip Position of Red Chip (1,2) (6,5) (3,2) (4,5) (5,2) (2,5) (7,2) (0,5) (0,1) (7,6) (2,1) (5,6) (4,1) ( 3 , 6) (6,1) (1,6) (1,0) (6,7) (3,0) (4,7) (5,0) (2,7) (7,0) (0,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 18 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 10 : Trig – a DAMATH What you need Same materials as in Activity 1, but the following integers should have the Corresponding trigonometric functions by changing them to degrees: Chips in degrees -1 and 10 -3 and 8 -5 and 6 -7 and 4 -9 and 2 11 and 0 Trigonometric Functions Sin Cos Tan Cot Sec Csc What it is about It is a game using trigonometric functions; trigonometric identities; changing degrees to radians and vice – versa; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 1, but in taking a piece or pieces (this time, integers are expressed in degrees) trigonometric functions and identities are used. Thus, initial positions of blue and red chips are as follow: Chips in degrees Position of Blue Chip Position of Red Chip Csc 0 (5,2) (2,5) Sin –1 (3,2) (4,5) Sec 2 (7,2) (0,5) Cos -3 (1,2) (6,5) Cot 4 (4,1) (3,6) Tan –5 (2,1) (5,6) Tan 6 (6,1) ( 1 , 6) Cot –7 (0,1) (7,6) Cos 8 (5,0) (2,7) Sec –9 (3,0) (4,7) Sin 10 (7,0) (0,7) Csc -11 (1,0) (6,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 19 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 11 : Sci – no DAMATH What you need Same materials as in Activity 2, but the integers are raised to their corresponding Powers as follows. Chips 1 2 3 4 5 6 7 8 9 10 11 12 Expressed in Scientific Notation 1.1 x 10-1 2.2 x 10 2 3.3 x 10-3 4.4 x 10 4 5.5 x 10-5 6.6 x 10 6 7.7 x 10-7 8.8 x 10 8 9.9 x 10-9 1.01 x 10 10 1.11 x 10-11 1.212 x 10 12 What it is a bout It is a game of adding, subtracting, multiplying and dividing numbers in scientific notation; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 2, but addition, subtraction, multiplication, and division of numbers in scientific notation are used; thus, entries on the Scoresheet should be numbers expressed in scientific notation. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 20 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 12 : Log – a DAMATH A game for two players. What you need Same materials as in Activity 11 (common logarithm) or as in Activity 10 ( for logarithms and trigonometric function), as the case maybe, depending player’s agreement. What it is about It is a game of common logarithms; logarithms of trigonometric functions; and point plotting. Aim of the Game Same as in Activity 11 or Activity 10, as the case maybe. Rules Same rules as in Activity 11 or Activity 10, as the case maybe, depending on the player’s agreement, but common logarithms and logarithms of trigonometric functions are used, respectively. Thus, entries on the Scoresheet should have common logarithms or logarithms of trigonometric functions, as the case maybe/ ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 21 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ A. GAMES FOR DAMATHS COMPETITIONS: Levels Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Grades Grades I – II Grades III – IV Grades V – VI First Year Second Year Third Year Fourth Year Contents Counting Numbers Whole Numbers Positive Fractions Integers Signed Fractions Radical Damath Polynomial Damath B. POSITIONS OF CHIPS: ( Elementary Level ) Level 1 2 3 4 5 6 7 8 9 10 11 12 CHIP NUMBERS I Level II Level III 0 1/10 1 2/10 2 3/10 3 4/10 4 5/10 5 6/10 6 7/10 7 8/10 8 9/10 9 10/10 10 11/10 11 12/10 BLUE CHIPS (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) RED CHIPS (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) POSITIONS OF CHIPS: ( Secondary Level ) CHIP 1st Year 0 -1 2 -3 4 -5 6 -7 8 -9 10 -11 2nd Year 0/10 -1/10 2/10 -3/10 4/10 -5/10 6/10 -7/10 8/10 -9/10 10/10 -11/10 NUMBERS 3rd Year 4√18 -√8 16√32 -9√2 36√32 -25√18 64√2 -49√8 100√2 -81√32 144√8 -121√18 4th Year 6x -xy2 10y -3x2y 28y -15x 36x2y -21xy2 66x2y -45y 78xy2 -55x For 4th Year Only, Blue Red Chips BLUE CHIPS (5,2) (3,2) (7,2) (1,2) (4,1) (2,1) (6,1) (0,1) (5,0) (3,0) (7,0) (1,0) RED CHIPS (2,5) (4,5) (0,5) (6,5) (3,6) (5,6) (1,6) (7,6) (2,7) (4,7) (0,7) (6,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 22 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ POSITIONS OF CHIPS: ( Secondary Level ) Level 4 CHIP Level 5 NUMBERS Level VI Level VII -1 1.1 X 10 0 2 2.2 X 10 1 3.3 X 10-3 2 4 4.4 X 10 3 5.5 X 10-5 4 6 6.6 X 10 5 7.7 X 10-7 6 8 8.8 X 10 7 -9 9.9 X 10 8 1.01 X 10 10 9 -11 1.111 X 10 10 1.212 X 10 12 11 BLUE CHIPS (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) RED CHIPS (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) General Guidelines on DAMATHS Century Match 1. First player is determined by drawing lots. 2. Basically the rule in playing dama shall be used as follows: a. A â€Å"chip with numeral† moves diagonally forward to an adjoining vacant square. b. A chip takes an opponent’s chip or chips diagonally forward or backward. Mathematical operation such as addition subtraction, multiplication, or division of numerals shall be used depending on the vacant square’s operation symbol where the â€Å"taker† chip lands by jumping over the â€Å"taken† chip, â€Å"pass† is not allowed. c. On taking a chip or chips the following policy shall prevail: * â€Å"mayor dalawa† * â€Å"mayor tatlo† * â€Å"mayor dama† * â€Å"mayor dama dalawa† (x) takes 0 VS (x) takes 0 VS (x) takes 0 VS (dama) takes 0 (y) takes 1, takes 2 (y) takes 1, takes 2, and takes 3 (dama) takes 1 VS (x) takes 1, takes 2 over mayor dama. d. A player’s chip is declared as â€Å"dama† if it reaches the other player’s designated â€Å"dama† locations or squares. A dama chip can move or take a piece to any unoccupied square along the diagonal path. Moreover, when a â€Å"dama† takes a chip the score is doubled; when the â€Å"dama† is taken the score is also doubled; when a â€Å"dama† takes another â€Å"dama† the score is quadrupled. e. In taking more than one chip, the â€Å"taker† chip shall remain as the initial addend, minuend, multiplicand, or dividend as the case maybe. (This means that MDAS for multiple operations shall not apply in this case). f. A â€Å"move† is good only for one (1) minute, while the game’s duration shall not exceed 20 minutes. g. The remaining chips shall be added to the respective players. h. The game ends when any one of the following situations occur: ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 23 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ 1.) a player has no more chip to move 2.) 20-minute game duration had elapsed 3.) repetitive â€Å"moves† of any or both players. i. The player having the greater â€Å"total score† wins the game. In case of a â€Å"tie†, a 10-minute rematch follows thereafter untill a winner is declared. j. No player is allowed to compete in a level lower than the one specified for his grade level. k. In playing, the â€Å"TOUCH-MOVE SYSTEM† is used. Once a player â€Å"touches† a chip, it is imperative that he uses that chip for that particular move. l. A move is considered final once a player releases the chip, and he cannot change his move after he has released the chip. m. The use of calculator is recommended. n. All players in each level are ranked according to their respective number of games won to determine the winners. In case of a â€Å"triple tie†, the â€Å"the point-system† is used. Guidelines for Electrodamaths 1. ElectroDamaths is similar to Damath the whole numbers with certain variations as follows: a.) Odd numbers expressed in KWH b.) Even numbers expressed in Pesos, except ( 0 ) zero. 2. Sample in scoring: Chips + like Units + like Units + unlike Units like Units like Units unlike Units à · like Units à · like Units à · unlike Units Ãâ€" like Units Ãâ€" like Units Ãâ€" unlike Units Plus the remaining chips Move KWH 8 NS NS NS NS NS NS NS NS NS NS NS 18 NS 3 kwh + 5kwh P 2 + P 10 7 kwh + P 4 5 kwh – 9 kwh P6-P0 7 kwh P 4 3 kwh à · 5kwh P6à ·P2 7 kwh à · P 4 3 kwh Ãâ€" 5kwh P 2 Ãâ€" P 10 7 kwh Ãâ€" P 4 7 kwh + 11kwh P4+P8 Score fca in Pesos NS 12 NS NS 6 NS NS NS NS NS NS NS NS 12 26 kwh Ãâ€" P4/kwh = Total Score KWH fca in Pesos 8 12 8 12 8 12 8 18 8 18 8 18 8 18 8 18 8 18 8 18 8 18 26 26 18 30 Total kwh Ãâ€" prevailing rate at the venue TOTAL ELECTRIC CONSUMPTION

The Flea and The Sun Rising Essay -- Literary Analysis, John Donne

The metaphysical era in poetry started in the 17th century when a number of poets extended the content of their poems to a more elaborate one which investigated the principles of nature and thought. John Donne was part of this literary movement and he explored the themes of love, death, and religion to such an extent, that he instilled his own beliefs and theories into his poems. His earlier works, such as The Flea and The Sunne Rising, exhibit his sexist views of women as he wrote more about the physical pleasures of being in a relationship with women. However, John Donne displays maturity and adulthood in his later works, The Canonization and A Valediction: Forbidding Mourning, in which his attitude transcends to a more grown up one. The content of his earlier works focused on pursuing women for his sexual desires, which contrasts heavily with his latter work. John Donne’s desire for physical pleasure subsides and he seeks to gain an emotional bond with women, as expressed in his later poetry. The two poems The Flea and The Sunne Rising capture John Donne’s primary motive to get in bed with women. Donne wrote these poems at an early age, and at that time he was seeking nothing more than a sexual relationship. His poetry depicted clearly how sexist he was at the time and how he used to perceive women as a medium of pleasure. The content of his early poems express an immature and desperate image of Donne, who is dominated by his fixation on the sensuality of women. In The Flea, Donne shows his desperation to have sex by addressing a flea that has sucked the blood of both him and the woman he is persuading. It is quite awkward how the poet uses this obscure image of the flea as a symbol of love and sex to convince the woman that... ...) This is one of the most important claims that Donne makes because he indirectly inducts himself and Anne into the canon of saints, thus making them sacred. The poem ends with Donne calling upon all those who have suffered from similar criticisms; this further dignifies Donne as a saint-like figure. Therefore, both of Donne’s latter poems expose the transformation that Donne acquires when he meets Anne. His sexist attitude and views transcend to a more spiritual and emotional one. John Donne’s early works viewed women as tools for sexual pleasure, as seen in The Flea and The Sunne Rising. He was very sexist and objectified women as sexual beings. However, when he meets Anne, his work becomes more concentrated on the spiritual and emotional aspects of love. He views Anne as an equal and considers his experiences with her to be more romantic in a non-sensual way.

Reflection of Team Work

The team project determined to be an excellent example of teamwork. Teamwork is essential in any type of career, and by doing team projects while still in school will continue to help me prepare for my future. The John Deere Dealership Program that I helped work on proved to be a success. Not only did the team learn how to work as a team; the team is leaving something at this university that will help students in the future. I feel that if this program is implemented, many students can benefit from this internship experience. I just wish that this program had been implemented four years ago so my colleagues or I might have had a chance to participate in this program. The project itself turned out to be a great learning experience for every member of my team, including myself. A student’s school and work schedule is tough enough to work out, but when there are four different schedules to work around one must collaborate with the other three to work out meeting times. The team I participated with worked out meeting times the best we could. I believe that this is an experience that each member should remember in the future, especially when we have to form meetings with colleagues in our career. While working on this team project conflict arose, and we had to overcome these conflicts. Conflicts are a big part of any team because of the amount of people working as a team. Conflicts are bound to arise, and each person must realize that their idea is not always right. I believe that knowing ahead of time that conflicts will arise that team should run a lot smoother. Communication is also a key to a successful team. If a person is reluctant to communicate with the rest of the team, his of her ideas will not be expressed in a completed project. I feel that in small teams like we had, it helps a backward person become involved due to the small amount of people in the group. I believe that every person’s opinion is important in running a team, and I will try to get every person’s input before a final decision is made. The presentations that each team gave in front of the class proved to be a good experience for every member of each group. Some people are more comfortable than others in public speaking, but through the presentations, a backward speaker gets experience in speaking in front of people. I believe that experience is the only way to become comfortable speaking in front of eople. Overall, I have thoroughly enjoyed this project. Each step of completion from the ground up was a great experience. I enjoy seeing our finished product, and enjoy people liking what our finished product looks like. I think all the hard work and conflicts pay off when I see a completed project. It has been a great team building experience for me, and I feel that the completion of this team project will help me in future team oriented projects.

What is the impact of the Lord of the Rings on New Zealand’s Tourism industry?

Introduction During a more relaxed PBL session in a prior module, the tutor presented a safety instructional video from Air New Zealand to the group. In this video the actors were all dressed up as figures from the famous Lord of the Rings movies. Ever since, the author of this proposal confronted himself with the question how exactly New Zealand's tourism industry is influenced by the aforementioned phenomenon. There already has been quite some research on the movie induced tourism of New Zealand. However, whether it brings lasting economy growth to New Zealand's tourism industry, is an issue barely covered.Thus, this assignment will attempt to answer the question: What is the impact of the Lord of the Rings on New Zealand's Tourism industry from the release in 2001 till the year 2016? First, the paper will begin with defining what film induced tourism is and why it is an option for New Zealand's tourism industry. This is done to create a basic understanding of the subject. After th at the question will be answered how â€Å"The Lord of the Rings† is used for marketing purposes and the degree of dependency on this marketing form.In return that will lead to the third item of this paper, the customer satisfaction level of movie tourists. This is also relevant for evaluating the efficiency of the marketing efforts. Lastly the impact of movie-induced tourism on New Zealand's economy will be discussed. That is necessary to predict future developments and the fortitude of the impact on industry. Body Before the impacts of film-induced tourism on New Zealand can be discussed, an understanding of what Film-induced tourism is and why it exists has to be  provided.The origins of the modern tourism form lie in the late 18th century. Ever since the eras of romanticism and storm and stress, fictional stories and characters influenced the being and desires of its consumers. As common knowledge, the novel â€Å"The Sorrows of Young Werther†, for instance, resu lted in a phenomenon referred to as â€Å"Werther-fever† . The audience celebrated the hero of the novel by dressing up identical to the main character; reading circles were found and festivals with Werther themes were held.However, the most remarkable of all events associated with the Werther-fever were the journeys to Switzerland, undertaken by many enthusiasts of the Goethe novel. Readers felt the need to experience the described scenery of the Swiss alps in person. This occurrence is transferable to the fantasy literature success, The Lord of the Rings. The fantasy novel caused fan clubs, fan art and some even learned the languages used by certain characters in the books. Despite the popularity of the trilogy, written by J. R. R.Tolkien, the relevance of the novel for New Zealand would have been of no significance, if the movie industry had not made the decision to produce a movie series transferring the story from paper on to the screen. In addition Tolkien is not direct ly connected to the country. Director Peter Jackson, a New Zealander himself, brought the production to his native land. Once the audience was confronted with the movies, showing New Zealand's' landscapes as breathtaking scenery of â€Å"Middle Earth†, the bases for film-induced tourism was laid.In 2004, The third part of the series, â€Å"The Return of the King†, won 11 Oscars, exposing the landscapes of New Zealand to approximately 200 million viewers worldwide. (Carl, Kindon & Smith 2007) Following the logic of the aforementioned matter, movie-induced tourism simply is on-location tourism that relates to a successful movie. Thus, the term can be widened to film-induced tourism, taking television, DVD and other mediums into account. (Beeton 2005)Nonetheless, film induced tourism is not restricted to only one form. There are two main forms: On-Location tourism and Off-Location tourism.On-location tourism includes all activities that are related directly to the film lo cation. Therefore it can have different characteristics. As portrayed by Sue Beeton, movie tourism can be the main reason to travel to a certain destination. Nevertheless, the participation in movie related tourism activities can also only be one of various events during a holiday. The same applies to off-location tourism which ,in contrast to on-location tourism, covers all film touristic activities not related to the film location, such as studio theme parks or studio tours.  (Beeton 2005)Since it is now established what film induced tourism is and why it works for New Zealand, it is necessary to determine the degree of influence of The Lord of the Rings on destination marketing. The Importance of the movies to not only the tourism industry but the country as a whole becomes obvious when reckoning that already in 2001, when the first movie was released, a â€Å"Minister of the Rings† was announced, by the government to optimize the profits gained from the movies to nation in a holistic approach.Therefore, the minister not only managed the film-induced tourism related issues but also in terms of the film industry and connected employment. (Beeton 2005) Though this may seem to be a drastic measure on first sight, it quickly becomes evidence of wise foresight. In Forbes online magazine Gregg Anderson, general manager of western long haul markets for Tourism New Zealand, stated: â€Å"We’ve seen a 50% increase in arrivals to New Zealand since Lord of the Rings† (Pinchefsky 2012) This increase is the result of various promotion efforts that include official government initiatives as well.During the time period of 2001 to 2004, more than 20 million $NZ were spent on promotion related to the trilogy. The destination marketing, of public and private entities was executed on all four levels: National, local, individual and media. Activities ranged from releasing themed stamps, setting up Lord of the rings tourism websites, renaming street names (Gandalf street),over specialized guidebooks, to reports on world premiers. After Pinchefsky, even â€Å"†¦ New Zealand Custom Service currently stamps visitor’s passports with a â€Å"Welcome to Middle Earth† stamp.† (Pinchefsky 2012)Another key player giving in to the trend towards film based marketing is Air New Zealand. The air carrier uses safety instructional videos with a Lord of the rings theme. Further, in 2004 several air craft's were painted with characters and scenes from the movies and the pilots welcomed passenger in Wellington with: â€Å"Welcome to Middle Earth†. Overall film induced marketing was a successful approach to increase the exposure of New Zealand as a tourism destination.According to Tourism New Zealand, New Zealand's national tourism board, 87 percent of potential customers considering a trip  to the country were familiar with the fact, that the trilogy was filmed in New Zealand. In contrast to that, in the year 2004, tourists who came to the destination primarily motivated to participate in film induced tourism, only made up one percent of all travelers entering the country. Though one percent does not appear to be a significant number, it translates into NZ$32. 8milion of tourist spending. Six percent acknowledged the movies to be one of their main reasons for traveling to New Zealand. (Tourism New Zealand n. d. ) As a result, that means 94% of the tourists posses a secondary or no interest in New Zealand's film tourism.The conclusion deriving from that circumstance is essential. Despite using Jackson's movies for a broad range of promotional tools, the tourism industry is not solely relying on them. This can be demonstrated with the following example: Approximately 30 percent of New Zealand's territory consists of protected parks with hiking trails in most of them. The responsible institution for the parks is the Department of Conservation. It solely promotes the protected area for common purp oses such as hiking or walking. Thus â€Å"The Lord of the Rings† is consciously excluded in promotional activities to protect the environment.Simultaneously this helps remaining the image of the country being a destination for outdoor adventure travel. (Beeton 2005 p. 82) In addition, Tourism New Zealand promotes the destination with the slogan: â€Å"100% pure New Zealand†, emphasizing on natural beauty and cultural heritage. After having established that New Zealand's tourism industry can and actively promotes its offerings to tourists around the globe, the efficiency of the practiced movie brand marketing has to be determined. This can be achieved by regarding the site sacralization as an indicator for the effectiveness of using Tolkien's fantasy story for promotion purposes.The site sacralization theory classically describes four phases; naming, framing and elevation, mechanical reproduction and social reproduction. ( MacCannell 1999) Since the lord of the ring si tes are not naturally developed but a product of transitioning fictional places and items to reality, the theory has to be adjusted. The naming is already given through the story itself. Further, the second phase of framing and elevation is completed. Tourist attractions such as â€Å"Hobbiton† stand out being staged as a meaningful subject of its own.In case of the mechanical reproduction, meaning that the attraction is  materialized and sold as for example a souvenir, it has to be understood, that there is also merchandize not related to New Zealand. The Lord of the Rings is a brand producing figures, cosplay and much more. Since the film locations and set are part of the merchandize product, the mechanical reproduction of many film-induced tourism sites mixes with the Lord of the Rings brand. The consequence is a blur of the boundary between fictional place and real tourism attraction. Therefore the last phase, social reproduction, is only reached partly. The nature of t he final phase is that it lets the attraction identify itself as the destination.In other words, the attraction is noticed as identical to the destination. The consequence is, that tourists visit a tourism simply for the attraction, not the destination including the site. The positive aspect of that condition is the large exposure of the attraction to potential visitors. New Zealand's destination marketing managed to benefit from the incompleteness of the social reproduction in two ways. Firstly, those who identify the tourism sites, and therefore New Zealand as a whole, with the scenes of â€Å"The Lord of the Rings† will directly react to promotion measures embracing fan culture.Secondly, for all others the movies will act as an ambassador for the country as destination itself with its natural beauty. Therefore, using destination marketing based on the movie is highly sufficient, as long as the trilogy is present in the heads of the people. This will not be an issue for the next two decades, as the prequel to the Lord of the Rings, â€Å"The Hobbit†, premiered in early 2013. The Hobbit will be a trilogy as well. As any business in the tertiary sector might agree with, maintaining customers is more efficient then attracting new ones. Thus customer satisfaction is an elementary aspect to every business.For New Zealand's film-induced tourism that raises the question of how tourists experience sites and whether they are satisfied. The difficulty lies in the fact that most backdrops used for the movies have been edited and the tourists experience of the attraction interferes with the experience of the watching the movie. In return that might cause dissatisfaction, if the imagined experience differs significantly from the actual experience. (Carl, Kindon & Smith 2007) Karl, Kindon and Smith analyzed three tours specialized in activities related to â€Å"The Lord of the Rings†. Those tours included film sets and pure scenery used for backdrops. The conclusion drawn was that the vast majority of the tourists was satisfied with the experience. In most cases expectations were met or even exceeded. Further, it was argued, that success and satisfaction level for activities, connected to scenery only, depend heavily on the performance of the tour guides presenting the attraction. Therefore, the quality of the products offered by New Zealand's film-induced tourism is difficult to evaluate. On a macro level â€Å"The Lord of the Rings†, is absolutely suited for film induced tourism. There are three qualities a film has to posses in order to be successfully used for film tourism.Those are: uniqueness, status and timely significance. The trilogy inherits all three qualities. It is a unique film experience on the verge of becoming an all time classic. Moreover, it has a high status as a movie setting new standards to its time and winning 11 Oscars. Lastly the movie was shot to a time where the aftermath of the 11th September a ttacks led to a war against terror. The story of the trilogy contains similar elements of good versus evil, which made it almost a metaphor for the historical developments at the time. The result was â€Å"The Lord of the Rings† as a part of pop culture.The intermediary result from the aforementioned issues lead to the conclusion, that Tourists participating in film-induced tourism related to Jacksons movies, are majorly satisfies with the provided experience. This is also conditioned by the quality of the trilogy itself. To be able to indicate the impact the movies had on the economy in the past and what the future might look like, economic statistics have to be critically reviewed. An intricacy is the limited amount of film-induced tourism data available. Hence it will be attempted to draw conclusions from the existing general tourism data.Last year, tourism generated a direct contribution to New Zealand's' GDP of $6. 2 billion, or 3. 3 percent of the total GDP. (Statistics New Zealand 2012) As already stated before, one percent of the tourists in 2004 named The Lord of the rings as the main reason to have chosen New Zealand's as travel destination. Another six percent named it to be one of their main reasons. Thus it could be assumed that those six percent directly are responsible for the same percentage of the tourism GDP equaling $370 million. The tourism industry provides 6. 2 percent of the national employment. (Statistics New Zealand 2012)That makes  tourism the second biggest industry after dairy, which demonstrates the importance of the sector to the country. The annual tourism expenditures can be used to indicate the immediate influence of the trilogy on the industry. Especially the expenditure of international tourists increased explicitly, c, one year after the premier of the final part of the trilogy. Though the higher expenditure is not necessarily combined with film tourism attractions, the great exposure of the destinations scenery in the movies, obviously had an effect on the higher expenditure, which is also related to the higher amount of travelers.The number of international visitors rose from approximately 1. 800. 000 in the millennium year to more than 2. 370. 000 in the year 2005. ( TRADING ECONOMICS n. d. ) For the future, the Ministry of Tourism forecasted 3. 12 million visitor annually by 2016. This forecast appears to be reasonable as the prequel to The lord of the Rings, The Hobbit, premiered in November 2012, with two more episodes to come. This is likely to cause an increase in brand exposure and therefore another growth in tourist arrivals similar to the development of the time frame 2001-2005.Taking the above mentioned numbers and statistics into account, it can be concluded, that film-induced tourism has a positive impact on the entire economy of New Zealand, though the precise details are difficult to attain, due to lack of research and data in the field. Most likely, this trend will be continu ed during the next decade.Conclusion Having demonstrated the issues related to the question :†What is the impact of the Lord of the Rings on New Zealand's Tourism industry from the release in 2001 till the year 2016?†, the following conclusion can be drawn: Film-induced tourism contains on-location and of-location activities related to successful films or movies. It's origins lie in the literature tourism of the late 18th century, during the eras of romanticism and storm and stress. Further, The Lord of the Rings as opportunity for New Zealand's tourism industry was not relevant before the countries scenery was chosen for the trilogy's backdrop. Moreover, the Tourism board of New Zealand, Tourism New Zealand, and private businesses fully embraced the Lord of the Rings as marketing opportunity.Hence, the film-induced destination marketing of  public and private entities was executed on all four levels: National, local, individual and media. The usage of Jacksons movies for promotion purposes was a success, considering that 87 percent of all people considering New Zealand as a destination, were familiar with the fact that the country served as film location. Further, the country is not solely relying on film-induced marketing as it benefits from the only partly reached fourth phase of the site sacralization process. As it is an essential element for long lasting customer relationships customer satisfaction is a significant issue.The majority of travelers participating in film tourism related activities was satisfied. In general expectations were met or even exceeded, depending on the degree of imagined experience influenced by the movies. That is why tour guides contribute a considerably to customer satisfaction. Lastly the impact of film-induced tourism on the overall economy is not completely researched. Never the less it represents about 6% of the tourism GDP. In addition the visitor numbers and tourism expenditure has increased drastically duri ng the time The Lord of the Rings ran in theaters.International tourism spending rose from $6,398 million in 2001 to $8,619 million in 2005. For 2016 the amount of visitors was forecasted to 3,2 million. As a result it is most likely that film induced tourism will be growing similar to the growth between 2001-2005. This is supported by the prequel â€Å"The Hobbit† that premiered November 2012. Taking all the aforementioned data into account, it can be stated that â€Å"The Lord of the Rings† and its prequel will have a lasting positive effect on New Zealand's Tourism economy, for at least, the next decade.

Buying Local Organic Foods and the Environment Essay Example

Buying Local Organic Foods and the Environment Essay Example Buying Local Organic Foods and the Environment Paper Buying Local Organic Foods and the Environment Paper Does Buying Local Organic Grown Foods Help the Environment? Does Buying Local Organic Grown Foods Help the Environment? Buying locally grown organic foods helps us have a cleaner and healthier environment. Getting local organic foods rather than conventional foods reduces the carbon footprint that conventional foods bring about. This means that your food travels a lot less distance than other foods would. It has been said, that on average, a fresh food item travels about 1,500 miles just to get to our plate. That is just one item; imagine how many miles it takes for a whole plate of food. When we buy these foods we support local organic farmers; this means that we support local businesses. Over time this greatly benefits our environment, especially since a majority of local organic farmers don’t use harmful pesticides. Today’s pesticides have been designed to kill living organisms; this is why the persistent ones can be very harmful to the environment and our health. These pesticides can even contaminate our food, air, and water. In addition, synthetic fertilizers require large amounts of fossil fuel to produce. They can even contribute to air quality, such as acid rain when pesticides evaporate, and soil degradation. Local organic grown foods typically have a lot less or even no pesticides compared to conventional foods. As a last resort, organic farmers may apply certain botanical or other non-synthetic pesticides, such as rotenone and pyrethrins which are both from plants (Parnes). This leads to many great influences to the environment, such as without the use of harmful pesticides, plants are able to reach their full potential and have a higher natural nutrient level. Some people even find that organic foods have a higher potential of tasting much better and lasting longer than conventional foods. The most important foods to buy organic have been termed, The Dirty Dozen. The Dirty Dozen consists of fruits and vegetables that are more fragile and more prone to bugs and rotting, therefore they require more pesticides when grown commercially. When they are grown and bought organically, they are a lot cleaner and healthier. The Dirty Dozen are comprised of apples, celery, strawberries, peaches, spinach, sweet bell peppers, potatoes, blueberries, ettuce, cherries, and kale and collard greens (Shapley). Since most of these foods are seasonal here in Minnesota, we have to get them from somewhere else. In addition, seasonal food tastes better when you haven’t had it during the offseason. Now of course that may be an opinion but think about it, are strawberries just as good in the winter as they are in the summer? Do we still buy a lot of sweet corn in the winter? There really aren’t a lot of people that buy these foods during the winter because they just aren’t as good then. If we were to treat the least preferable offseason foods like this, we could reduce our neediness on them and therefore we can reduce the amount of gas that it would take to get the food here. This would lead to a reduction in carbon emissions and in effect we would lessen our carbon footprint. Also, without pesticides the soil and nearby bodies of water are much healthier. The runoffs of the farms are cleaner and the ground water is a great deal healthier without the use of pesticides. When pesticides run off into a little stream, that stream may run into a river, which would then run into a bigger body of water such as a lake or ocean. This may not seem so bad since it’s just a little bit in a big system of water, but if it is happening all over and multiple times then there’s a big problem. By supporting local organic growers and reducing our dependency on commercial growers, we can reduce the amount of pesticides that get into our water systems. This concludes that there would be fewer pollutants in the water and soil, which would amount to a healthier environment. Most local organic farms take much better care of their land than commercial farmers do. In a commercial farm, soil degradation happens a lot, this is because industrial farms disregard the need for balance. They will often use the land continuously or as many times as they can before the soil has enough time to recuperate. With this happening and the use of pesticides, erosion is a great deal more likely to happen at commercial farms. Another worthy reason to buy local organic foods is that most of these farmers are better to their animals than commercial farmers are to theirs. They tend to treat their animals as animals and not just another moneymaking machine. The animals aren’t in a cramped space like commercial animals are, they get to roam more often and have a healthier life-schedule. Take cows for an example: their life schedule would include a specific time when they eat, certain times they are outside or inside, and when they are to be milked for the day. Local organic farmers are less likely to give their cows growth hormones or other enhancers. One of the main reasons is because when a cow is fed enhancers and or growth hormones the cow doesn’t live as long. Cows tend to live to be seven years old, but with enhancers they live to only about five years. It has been proven that seven-year cows produce the same amount of milk as five-year cows that have been given enhancers and or hormones. A large number of local organic farmers also feed their animals better, healthier food so that the animals can grow up to be healthier. However, commercial farmers almost always give their animals a great deal of antibiotics. When animals are given large amounts of various antibiotics, this leads to the development of dangerous antibiotic-resistant infections. Local organic farmers tend to rely more on natural measures to maintain their animal’s health. Having naturally healthy animals leads to healthier produce and a healthier environment. When we support local organic farms, they are able to thrive and keep more green spaces closer to home. In many areas, they help stop the spread of urban sprawl (Watson). Buying their food helps lessen our dependence on gas, since the food tends to travel less to get to the store or a nearby roadside stand. With buying these local organic foods and reducing our need on conventional foods we would decrease our dependence on gas, soil degradation, and the amount of pesticides in our water, soil, and air. Buying locally organic grown foods may not be in everyone’s budget, but every little bit helps. If a person were to buy at least one of these food items regularly, over time that would help out the environment since you are helping local people out and you are promoting a healthier environment. By going to a local organic farmers market or to a local store that sells these foods, you are reducing the amount of gas that would be needed to get that food to your area. If food is grown locally, it does not need to be shipped as far. But, why are local organic grown foods so expensive you ask? According to Robin Brett Parnes, the organic food supply is limited as compared to demand; production costs for organic foods are usually higher because of greater labor input and because farmers don’t produce enough of a single product to lower the overall cost. Also, there’s a range of other factors that aren’t captured in the price of conventional food such as higher standards for animal welfare and environmental enhancement and protection (Parnes). When talking about the environment these higher prices are worth it, especially at this time when we need to start improving our environment. With all of this in mind, buying local organically grown food would help the environment even if you can afford just one item, because every little bit helps. : How Does Eating Locally Grown Food Help the Environment?. About. com Environmental Issues. N. p. ,. d. Web. http://environment. about. com/od/greenlivingdesign/a/locally_grown. htm. Parnes, Robin Brett. How Organic Food Works . HowStuffWorks. HowStuffWorks, Inc, n. d. Web. 1 Oct 2011. http://science. howstuffworks. com/environmental/green-science/organic-food6. tm. Shapley, Dan. The New Dirty Dozen: 12 Foods to Eat Organic. The Daily Green. N. p. , n. d. Web. thedailygreen. com/healthy-eating/eat-safe/Dirty-Dozen-Foods#fbIndex1. Watson, Molly . Eight Reasons to Eat Local Foods. About. com Local Foods. N. p. , n. d. Web. http://localfoods. about. com/od/finduselocalfoods/tp/5-Reasons-to-Eat-Local-Foods. htm. What is Local. Sustainable Table serving up healty food choices. N. p. , January 2009. Web. sustainabletable. org /issues/eatlocal/.

An Introduction to Academic Writing

An Introduction to Academic Writing Students, professors, and researchers in every discipline use academic writing to convey ideas, make arguments, and engage in scholarly conversation. Academic writing is characterized by evidence-based arguments, precise word choice,  logical organization, and an impersonal tone. Though sometimes thought of as long-winded or inaccessible, strong academic writing is quite the opposite: It informs, analyzes, and persuades in a straightforward manner and enables the reader to engage critically in a scholarly dialogue. Examples of Academic Writing   Academic  writing is, of course, any formal written work produced in an academic setting. While academic writing comes in many forms, the following are some of the most common. Literary analysis: A literary analysis essay examines, evaluates, and makes an argument about a literary work. As its name suggests, a literary analysis essay goes beyond mere summarization. It requires careful close reading of one or multiple texts and often focuses on a specific characteristic, theme, or motif. Research paper: A research paper uses outside information to support a thesis or make an argument. Research papers are written in all disciplines and may be evaluative, analytical, or critical in nature. Common research sources include data, primary sources (e.g., historical records), and secondary sources (e.g., peer-reviewed scholarly articles). Writing a research paper involves synthesizing this external information with your own ideas. Dissertation: A dissertation (or thesis) is a document submitted at the conclusion of a Ph.D. program. The dissertation is a book-length summarization of the doctoral candidate’s research. Academic papers may be done as a part of a class, in a program of study, or for publication in an academic journal or scholarly book of articles around a theme, by different authors. Characteristics of Academic Writing Most academic disciplines employ their own stylistic conventions. However, all academic writing shares certain characteristics. Clear and limited focus. The focus of an academic paper- the argument or research question- is established early by the thesis statement. Every paragraph and sentence of the paper connects back to that primary focus. While the paper may include background or contextual information, all content serves the purpose of supporting the thesis statement.Logical structure. All academic writing follows a logical, straightforward structure. In its simplest form, academic writing includes an introduction, body paragraphs, and a conclusion. The introduction provides background information, lays out the scope and direction of the essay, and states the thesis. The body paragraphs support the thesis statement, with each body paragraph elaborating on one supporting point. The conclusion refers back to the thesis, summarizes the main points, and highlights the implications of the paper’s findings. Each sentence and paragraph logically connects to the next in order to present a clear argument.E vidence-based arguments. Academic writing requires well-informed arguments. Statements must be supported by evidence, whether from scholarly sources (as in a research paper), results of a study or experiment, or quotations from a primary text (as in a literary analysis essay). The use of evidence gives credibility to an argument. Impersonal tone. The goal of academic writing is to convey a logical argument from an objective standpoint. Academic writing avoids emotional, inflammatory, or otherwise biased language. Whether you personally agree or disagree with an idea, it must be presented accurately and objectively in your paper. Most published papers also have abstracts: brief summaries of the most important points of the paper. Abstracts appear in academic database search results so that readers can quickly determine whether the paper is pertinent to their own research. The Importance of Thesis Statements Let’s say you’ve just finished an analytical essay for your literature class. If a peer or professor asks you what the essay is about- what the point of the essay is- you should be able to respond clearly and concisely in a single sentence. That single sentence is your thesis statement. The thesis statement, found at the end of the first paragraph, is a one-sentence encapsulation of your essay’s main idea. It presents an overarching argument and may also identify the main support points for the argument. In essence, the thesis statement is a road map, telling the reader where the paper is going and how it will get there. The thesis statement plays an important role in the writing process. Once you’ve written a thesis statement, you’ve established a clear focus for your paper. Frequently referring back to that thesis statement will prevent you from straying off-topic during the drafting phase. Of course, the thesis statement can (and should) be revised to reflect changes in the content or direction of the paper. Its ultimate goal, after all, is to capture the main ideas of your paper with clarity and specificity. Common Mistakes to Avoid Academic writers from every field face similar challenges during the writing process. You can improve your own academic writing by avoiding these common mistakes. Wordiness. The goal of academic writing is to convey complex ideas in a clear, concise  manner. Don’t muddy the meaning of your argument by using confusing language. If you find yourself writing a sentence over 25 words long, try to divide it into two or three separate sentences for improved readability.A vague or missing thesis statement. The thesis statement is the single most important sentence in any academic paper. Your thesis statement must be clear, and each body paragraph needs to tie into that thesis.Informal language. Academic writing is formal in tone and should not include slang, idioms, or conversational language.Description without analysis. Do not simply repeat the ideas or arguments from your source materials. Rather, analyze those arguments and explain how they relate to your point.  Not citing sources. Keep track of your source materials throughout the research and writing process. Cite them consistently using one style manual (MLA, APA, or Chicago Manual of Style, depending on the guidelines given to you at the outset of the project). Any ideas that are not your own need to be cited, whether theyre paraphrased or quoted directly, to avoid plagiarism.

The professional nurse Essay Example | Topics and Well Written Essays - 500 words

The professional nurse - Essay Example ing are responsible for taking strategic decisions about the practice of nursing and they have to develop new practices in the light of new research findings (May & Veitch, 1998). The officials of Board are also blessed with the authority of hold trails against unethical and deficient practices. However, Professional Nursing Organization has to train new recruits according to changing needs and requirements of the field which are passed by the Board of Nursing and other organizations like it (Functional Differences in PNO and Board of Nursing). Secondly, conditions imposed by Ethical Code of Nursing works in order to generally benefit the staff but it limits me from showing too much compassion towards patients because they may seek intimate relations (Williams, 2001). However, in some cases, I literally know that I can do more but I have to refrain myself from overindulgence. Thirdly, Ethical Code helps me in terms of saving my character from staining and I am trained to circumvent s exual advances of patients by limiting my services to fulfillment of minimal professional duties. Nurses are there to help the ill irrespective of their race, gender and economic situation and they have to show compassion to an acceptable degree as well (Read, Adiibokah, & Nyame, 2009). On the other hand, they are supposed to work in order to improve the quality of life of the patients by keeping them in a lively environment and they should encourage them to spend their time in healthy activities. Need Theory had influenced my pattern of work and I have been an optimistic person in the direction of my work in early days. However, as I grew in my experience then, I became more and more convinced that I shall render minimal medical aid to sick and encourage them to take charge of their recovery process (Sullivan, Menapace, & White, 2001). Human Caring Theory in my personal view is conveying one and the same thing as Need Theory because we cannot make one well if he or she is not hopeful

Professionalism in Practice Essay Example | Topics and Well Written Essays - 1500 words

Professionalism in Practice - Essay Example Therefore, taking up a teaching profession is not by chance in most cases. Most practicing teachers believe that to become a teacher is a ‘calling,’ where one just feels indebted to take up a socially responsible profession that would help shape the society in a positive and generally accepted way. Thus according to Howard Sharron (1987), by virtue of being a teacher, one would have committed him/herself to answer the calling of helping others gain knowledge. In most cases, it is out of love of doing good things that would promote peace and tranquility in the society. Basically, one main reason for an individual to decide to take up the teaching profession is the need to instill good morals and values in pupils so as to create a habitable environment comprising of knowledgeable people who use the power of reasoning in conducting themselves in their daily lives. Instilling discipline among children is one of the core tenets of teaching as this would contribute towards the development of a generation that can distinguish between what is wrong and good. This would be the stepping stone of creating a crime free environment as in most cases people are redeemed by education from behaving in a rogue manner. Haim Ginott, (1972:9), sums it all when he says, â€Å"school is a perfect preparation for the world.† Another reason of becoming a teacher is the commitment to be part and parcel of developing the educational background of pupils hence improving the country’s literacy rate. A country that has got a higher literacy rate stands better chances of economic development and growth because educated people are enlightened in most of the things hence they are able to make informed decisions that would benefit them. 2. A teacher in every school is expected to uphold some values that define the profession. First and foremost, a teacher has a great responsibility of molding the values of children since they spend a great