An Investigation into Freshmen Student Perceptions of the Effectiveness

All the students taking part in this project were freshmen students in their first semester at State University, and almost all came straight from high school. All but one of them had experience of studying overseas for periods ranging from one year to, in one case, their whole life. Only one student had their whole educational experience in Japan, but even this student attended internationals school in Japan for the most part. So they were a very, very diverse group in terms of their international experience as the graphic above shows, as there is a map icon for each country a student spent at least one year in as a student. This information came from an in class survey as I was giving a presentation on this class and these students to the wider ELA community as part of the summer teacher retreat program. The students themselves were at the very top of the English language ability range at Sate University and almost native speaker level, indeed some of them spoke better English than Japanese and many had a third or fourth language ability. In terms of their English they all scored 650 or higher on their TOEFL entrance test, and they also all did very well in their personal interviews with ELA teachers before being selected for stream 1. AS they all spent time in either English speaking countries or schools this was not surprising, indeed 9 of the students came from the same class at ICU High School next door to my university and just across the road from the ELA building. In common with the undergraduate student body at ICU in general, the gender make up of the class was roughly 65% female and 35 % male as there were 8 males and 14 females. In addition like most universities the vast majority of the freshmen intake at ICU ... ...2014, from http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html Urata, N. (1996). â€Å"Evaluation Issues in Contemporary Japanese Universities.† Vaus, D. de. (2002). Surveys In Social Research (5th ed.). Routledge. Wagner, M. (n.d.). Personal Learning Networks for Educators: 10 Tips - Getting Smart by Guest Author - edchat, EdTech, PLN. Getting Smart. Retrieved from http://gettingsmart.com/2012/01/personal-learning-networks-for-educators-10-tips/ World University Rankings 2013-2014 - Times Higher Education. (2013). Retrieved January 4, 2014, from http://www.timeshighereducation.co.uk/world-university-rankings/2013-14/world-ranking Yano, M. (2013). Japan’s New Recruits: Victims of the Japanese-Style Family and Japanese-Style Employment. Has the Japanese Employment System Changed?, 10(1), 62.

Imagining the New Britain

Yasmin Alibhai-Brown presents the various social and political transformations that took place in Great Britain during the latter part of the 20th century (Brown 3). Because of class mobility and increasing differences in population structure, values, and cultural identities, the country had undergone alterations in terms of its domestic, foreign, and military policies. Thus, the author notes that these changes would decide the political, economic, and social history of the country.Social and racial changes were highly noted in Britain during the 1950s and 1960s. According to the author, prior to the said period, racial discrimination was absent in Britain. The ‘colored’ people comprised only an insignificant portion of the population. Their political influence was of no value to the ruling counties and districts. Beginning in the 1960s, the population of black and Asian migrants increased. Discrimination began to take course, as some of these migrants were able to acqui re economic and political power in the noted sectors of the country.Although reluctant to put the migrants to equal footing with the â€Å"native† citizens, the Parliament passed successive race relations acts in order to prevent racism from taking grip of the social climate of the country. In other words, the government of Britain feared a US-type of racism; a form of racism that would cause riots and possibly revolutions. The â€Å"native† population reacted indifferently to the social changes occurring in the country since it did not really changed their political and economic standing.Political changes were also noted in the 1970s. With the increase of Asian and black migrants, there was also an increase of Asian and black MPs in parliament. The increase though was insignificant compared to the number of seats acquired by traditional politicians representing the â€Å"native† population of Britain. When the Labour Party won the election in 1997, several Asia n and black MPs were appointed to important positions in the government.This was in recognition of the important contributions of the colored minority in the economic rehabilitation of the country in the 1980s (and their significant contribution in the country’s GDP). In addition, the inclusion of Asian and black MPs in the prime ministers cabinet was a startegy of the Labour Party to acquire the votes of the minorities (especially in large industrial cities). Here, one would note that the minorities, although still underrepresented in parliament had acquired some â€Å"slice† of political power.The author notes that in recent years, religious discrimination is being revived by fundamentalist Anglicans (Brown 19). The establishment of several Catholic schools (run by the Jesuits) in the country infuriated many Anglicans; religious hatred that can be traced in the 15th and 16th centuries. According to these fundamentalist Anglicans (interviewees of the author), Catholic converts in Britain were being brainwashed by the Catholic clergy on certain issues like abortion, divorce, and the use of contraception.This â€Å"brainwash† was according to them a grand strategy of the Roman Catholic Church to disrupt the social and political infrastracture of the country. The author concludes that these changes were the result of Britain’s increasing mixed population. As the number of migrants increases, their political, social, and economic significance also increases. Work Cited Brown, Yasmin Alibhai. Imagining the New Britain. New York: Routledge, 2001.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur.) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Chemical Medicine Meridia drug

Chemical Medicine Meridia drug The use of chemical medicine in the treatment of diseases has an old history. For so many years, people have used medicine depending on its availability. However, development in technology has brought rapid progress in the field of medicine. Today, there are numerous medicines that are used to treat a wide range of conditions. One such condition is obesity.Advertising We will write a custom essay sample on Chemical Medicine: Meridia drug specifically for you for only $16.05 $11/page Learn More Apart from the traditional methods of losing weight that include dieting and exercises, there are a number of medicines that also come in handy. Sibutramine Hydrochloride Monohydrate (Meridia) drug has been used in weight management. Of late, Meridia has sparked a lot of controversy. This has been brought about by the discovery of long term effects pertaining to the drug. This paper will attempt to look at the side effects against the advantages of the Meridia drug. Me ridia has been associated with cardiovascular problems. Investigations have revealed that there are high chances of increased heart beats amongst users of the drug. A sizeable number of users have developed hypertension. It could also be associated with dilution of blood that makes the pumping by the heart much easy. This hence quickens the flow of blood in the body. The end result is death where corrective measures do not work. In fact, deaths have been registered among the users of Meridia drug. Stroke could also attack the patients and leave them immobilized hence unable to take care of themselves. It is not clear what causes these problems but definitely, there is the element of stimulating the body. This could lead to increased metabolism accounting for the fast heart beat. This functioning of the drug comes closer to what rigorous activity does to the body. The medical arena has registered increased numbers of patients with heart related complications. Treating these condition s has posed challenges most of which have financial dimension. That is why some medics argue that they cannot afford to have drugs adding to these problems being administered. Other problems associated with Meridia are hallucinations and confusion. Hallucinating persons see things which do not exist or are imagined. Getting confused is when a person looses focus and is not able to account on his/her actions. These are mental conditions that could take us closer home in terms of the devastating effects of the drug. Based on the foregoing, it is clear that the brain is not spared. It defeats common logic that an obese person could end up with mental breakdown while trying to control weight. The cause for these conditions may have some connection to the increased or reduced heart beat. Increased heart rates could strain the blood vessels in the brain triggering the confusion.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper wi th 15% OFF Learn More Reduced heart beats have to do with lesser flow of blood into the brain. This means that oxygen supply in the brain is insufficient. Death of cells in this case is inevitable and the onset of serious brain damage real. The problems posed by the drug are in the group of symptoms that form ill mental health. It is worth noting that a drug affecting the brain to the level of hallucinating or getting confused is dangerous to use. The benefits of Meridian when used as dieting drug are worthwhile. Studies have revealed that patients using the drug have potential to lose weight up to 4%. Some of them shed more weight than this percentage. This means that the drug is effective in weight management. It is truly a weapon against the obesity monster. Its performance is outstanding when it is compared to other dieting drugs in the market. When we take a look at the existing non medicine methods of losing weight, it is clear that Meridia is a better option. Dieting calls for concerted efforts and many a times it fails. The patients experience high appetites that may become uncontrollable. One may skip a meal only to eat more than is expected in subsequent meals. Dieting requires discipline but many loopholes are created and more often than not it does not work. Similar trends are experienced while excising. This leaves a clear choice for the use of Meridia. Taking the drugs is an easy routine to follow. As noted at the beginning of this paper, this drug can be seen as a product of the latest technology. It has really targeted the purpose for which it was developed. In conclusion, it is apparent that the disadvantages for this drug surpass the advantages. The side effects discussed here are about 20% of the total. There are other symptoms which may not appear as serious as the ones discussed. This does not however mean that they could be overlooked. It is common knowledge that with progression of the symptoms, the patient is bound to fa ce serious repercussions in the end. When a drug meant to control a condition end up causing death, it is only fair that it is withdrawn from the market. The authorities should not sit back and watch as innocent people get harmed. There has been an ongoing debate by experts concerning the drug. The issue seems to have divided these experts into two. There is the group which has maintained that the drug should be withdrawn from the market all together based on its side effects. The other group insists that there is no need to withdraw it. All of them seem to agree on the side effects with second group advising that the drug should be used on prescription by a physician. This advice is a manifestation of the fact that the drug is harmful. The role of the physician is to carry out examinations on the patient. If such a patient has a history of hypertension, then the usage of the drug is not recommended.Advertising We will write a custom essay sample on Chemical Medicine: Meridi a drug specifically for you for only $16.05 $11/page Learn More This is tantamount to going round the problem instead of facing it head on. It is also wrong to point fingers at the wrong causes of health problems among patients using the drug. On the other hand, the world today is faced by the ever increasing cases of obesity. Many children are becoming obese and the scientists have attributed this to poor feeding habits. Many other people and particularly those on drugs are experiencing obesity. Curbing this menace hence becomes a priority. The drug in question has proofed its success and contains elements that are important when it comes to weight management. It would be prudent to identify the elements that cause the side effects so as to rebrand the drug. In the face of modern technology, improvement on the existing drug is possible. It would be an easier option to do adjustments to the drug as opposed to banning it.

Ever and Never

Ever and Never Ever and Never Ever and Never By Mark Nichol Ever and never are adverbs employed in strictly defined ways. Here are the parameters of usage for the two terms. Ever, from the Old English word aefre, is used in these types of constructions: In positively constructed questions: â€Å"Have you ever been to Disneyland?† In negatively constructed questions: â€Å"Haven’t you ever been to Disneyland?† In positively constructed statements referring to a first instance: â€Å"That’s the first time anyone has ever asked me.† In negatively constructed statements expressing that something has not occurred: â€Å"Nobody has ever asked me that before.† To describe a continuous state: â€Å"I have ever wanted to go to Disneyland.† To mean â€Å"at any time†: â€Å"I want to go to Disneyland more than ever before.† To mean â€Å"in any way†: â€Å"How can I ever go to Disneyland?† Note that the word is not essential in any of these questions or statements; it simply intensifies the verb it modifies. For example, â€Å"I want to go to Disneyland more than before† simply states that the desire to go is greater than it used to be, while â€Å"I want to go to Disneyland more than ever before† suggests a strength of feeling about the subject. Never, from the Old English word naefre, consisting of ne (â€Å"not†) attached to aefre, is more limited in usage: In positively constructed questions prompting or confirming a negative response: â€Å"Have you never been to Disneyland?† (Using never with the negative form of a verb, such as haven’t, is redundant but appears occasionally in colloquial usage.) In negatively constructed statements expressing that something has not occurred: â€Å"I have never been asked that before.† (This is merely a passively written version of the equivalent sentence using ever.) Again, the adverb is not required, though in the second example, not would have to replace it; not could replace never in the first example but is not essential. Two related words, already and yet, each from Old English as well, also refer to occurrence. Already, a compound formed from all and ready, refers to something that has occurred before now at an unspecified time: I’ve already been to Disneyland. Have you already been to Disneyland? Ever and never are limited in the ways they can be relocated in a sentence (with varying degrees of acceptance of the syntax; only the last example is proper English): Have you been to Disneyland ever? / Haven’t you been to Disneyland ever? Nobody has asked me that before ever. Never have I been asked that before. Already, however, is more versatile (again, the choices differ in grammatical formality; the third and fifth examples are considered good English): Already, I’ve been to Disneyland. I’ve been already to Disneyland. I’ve been to Disneyland already. Have you been already to Disneyland? Have you been to Disneyland already? Yet appears in sentences indicating that something hasn’t occurred up to the present: I haven’t been to Disneyland yet. It is usually placed at the end of the sentence but for emphasis occasionally appears near the beginning: I haven’t yet been to Disneyland. The implication is that the speaker expects or hopes that the action will occur at some point; without yet, a simple fact is stated with no additional implication. Also, â€Å"Yet, I haven’t been to Disneyland† has a different meaning: As an alternative to however or nevertheless, it points out a contradiction or a rebuttal in response to a statement such as â€Å"You’ve been all over the world.† Yet can also have the sense of â€Å"in addition† or be a synonym for one sense of even, as in â€Å"We’re facing yet another problem† and â€Å"Tomorrow, they have yet more ground to cover† respectively. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsFlier vs. FlyerStarting a Business Letter with Dear Mr.

Security Requirement Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Security Requirement Analysis - Research Paper Example This telecommunication network should enable the dentists to work within the offices and also from their laptops while at the patients’ home. It should allow only the five dentists and twelve dental assistants to access the medical records of any patient, the daily schedule and to receive or send a patients record even when out of office. The designed network should meet HIPAA requirements by maintaining high degree confidentiality on the patient’s details (Claise and Wolter 2007). In this telecommunication network the patients’ record should be confidential. It should be accessed only by the dentists and the dental assistants. The firm’s database should restrict access on patient’s record by asking for a password first from the users trying to access. Then after authentication the information can be accessed .The authorized users should have a unique password which should be confidential. This network should integrate all the functional requirement s with the needs of human users e.g. dentists, dental assistants, receptions and also patients who wish intend to seek services from this dental firm. The dentists must protect dental health of their patients at all costs by completing all dental procedures in progress within the clinic and even after the prescription. They should remain available for emergencies and it is therefore vital that this telecommunication network allows the dentists and the dental assistant to exercise human resource mobility. In designing a telecommunication network that will meet the needs of the stationary offices and the mobile doctors we need sixteen desk top computers ,five laptops ,ten office phones, five modems, five printers, five scanners, networking cables ,five- eight pin switches ,five routers , fiber optic connection in the city and also the world wide web targeting patients from other areas. The dental x-ray machine should be available in the dental laboratory. Assuming in every New Smile d ental clinic offices we have at least five rooms; reception, dentist’s room, dental assistant’s room (open office system), dental laboratory and the server room. In server room we have the server connected to the router. The router helps to connect the local area interconnection to the city’s fiber optic connection thus the metropolitan area network .One of the clinics can be made the headquarters and the server here is connected via the router to the wide area network wide .All computers and computing resources in a stationary office are connected via cables to the switch in the server room which is connected to the router. At the reception we have one desktop, an office phone, scanner and a printer. The desktop is connected via networking cable to the switch in the server room .The office phone is a mobile phone .The scanner and the printer are also connected to the local area network via cables. The scanner is for changing the hard copy into soft copy especia lly for documents received from other sources other than any of this firm’s clinic. In the dentists’ offices we have the mobile office phone, desktop, a laptop and a modem. When the dentist is in the office he can use the desktop while on mobile services he can use the laptop and via modem access the records online. In his absence from office any other dentist can come and access the records

A Comparison of the Woman of Willendorf and the Lion Human Sculpture Essay

A Comparison of the Woman of Willendorf and the Lion Human Sculpture - Essay Example This research will begin with the statement that two pieces that have survived thousands of years to provide scholars with references to human existence during the Paleolithic period are the Woman of Willendorf figure and the Lion Man of Hohlenstein-Stadel. Each figure is rendered with surprising detail, even though they are not detailed to the extent of realism. The Woman of Willendorf is one of the best examples of the small ‘Venuses’ that have been found, suggesting that her purpose was a part of a cultural set of beliefs about women and fertility. The Lion Man, on the other hand, is a unique find that relates to the composite figures that are documented from other cultures within which the associated mythologies have been discovered. The Lion Man, however, has no known mythology that is available in known written history. The two pieces suggest a mystery about the Paleolithic era, acknowledging a sense of religion and ritual that was a part of the lives of those who lived in that era, and informing modern scholars on some aspects of the people of that era. Â  The Woman of Willendorf figure, discovered in Austria, is a small sculpture that measures only 4 Â ½ inches in height. The piece is between 25,000 and 30,000 years old, making it among one of the earliest pieces of art discovered and is most likely an image of fertility. The work was carved from limestone with evidence that some form of paint pigment was then applied. Her details are not sculpted in detail, however, with no face defined but with small curls covering her head. She is fleshy and round, her breasts large and her belly hanging large below them. She is one of a number of figures that most likely were used as fertility charms and they are of a size that suggests that they might have been held in the hand to invoke their power. All of the similar figures have the same kind of large breasts, belly and buttocks as seen on the Woman of Willendorf. The indications that the piece re presents is that sex and art have always had a close relationship (Honour and Fleming 2). The Hohlenstein-Stadel Lion Man was discovered in southern Germany and is a larger piece than was more often found from the period that it was made. The piece was made around 32,000 BCE, making it also one of the earliest known pieces of sculpture and measures at about 11 ? inches tall (Haarmann 62). The piece was not intact when it was discovered in a cave near Hohlenstein-Stadel Germany and has been carefully restored so that its beauty can be appreciated. The work was done out of mammoth ivory and is representative of a human formed feline for which the sex is debatable, although it is most often called the ‘Lion Man’. In the ancient near East and in Egypt the composite human and animal figure is well documented and the associated mythologies have been discovered to put the figures in context with the culture. However, the figures of people of the Paleolithic era have left no kn own texts with which to understand how the figures fit into the cultural landscape (Gardner and Kleiner 17). From the perspective of personal observation, the ‘Lion Man’ does appear to be male, especially if it is put into context with the female figural pieces that have been found from the Paleolithic period. The shoulder construction and the elongation in the lower center suggest male anatomy. As well, the ‘Venuses’, as they were nicknamed by the 19th century archeologists who discovered them, were primarily full bodied with their gender clearly indicated. The questions about the sex of the figure likely stem from the fact that most of the figures from the period represent women, making this an unusual piece if it does depict a male figure. As well, the figures that are male are more often quite specifically male with a strong phallic representation, making the subtly of this one unusual – although it is possible that a section or piece is missing. One of the more interesting observations that can be made is