Law Essay Example | Topics and Well Written Essays - 750 words - 2

Law - Essay Example It also gets distributed through e-mails, text messages through a mobile phone and from other electronic devices. However, this law was named after a nine year old girl namely Amber Hagerman, who was kidnapped and assassinated in 1996, Texas. It all started in January 13, 1996 when Amber Hagerman got kidnapped, raped and than was killed by the kidnapper. She was riding her bicycle in Arlington, and was abducted soon afterwards. A neighbor saw and called up the police officials, presented them the description of the suspected car and also described the kidnapper. Police of Arlington, including the FBI, investigated around the neighborhood and searched for the vehicle which was suspected. However, her body was found after four days by a resident who was walking his dog. The body was laid on the bottom of the creek bed, in north Arlington. Unfortunately, she was dead as her throat had been slit. (Siegel, Larry J., 2006). The people of her community discovered that the local officials had the information about it and it might have helped to trace her after she was kidnapped, but they didn’t had any way to spread this information around the city. However, the plan was directed mainly on the radio, which was used to distribute information about the abductions. Throughout the alert, the police authorities got orders to fax the information about the kidnapping to two other radio stations. Those two radio stations than in turn verified the faxed information and then alert other radio stations through the following fax shows. It was an effective way to spread the news, but was very time consuming. Amber alert was first implemented by the Child Alert Foundation in 1998. This charity organization established an automatic Alert Notification System or ANS to spread the news in the near-by communities where the child was reported to be missing. Moreover, alerts were sent to the radio stations and were in cluded to the

Management and Organizational Behavior Case Study

Management and Organizational Behavior - Case Study Example r higher positions before sourcing from outside the company as evidenced by the promotion of Aaron Nelson and Kyle Christiansen from state billing office manager to the VP of Technology and director of the new unit of Medical Billing respectively (Case Study: Growth Pains at Mountain States Healthcare 1). Mountain States Healthcare was facing issues of high turnover in the recently consolidated medical billing directorate and was anticipating failing cash flow. These issues were drawing largely from the inflexibility of the leadership of Kyle Christiansen. Christiansen was instigating changes that were causing undesirable results especially on the employees working in his unit. Christiansen made promises to his employees when he rose to power but after two months, he was not delivering on these promises, and this made his juniors doubt his ability. The employees were aggravated over the cut-down of their work roles and flextime. Those in the offices that were being closed down were living for jobs in other companies. The software in the directorate was failing due to overloading. The postponement of issues addressed to Christiansen, his oversimplification of some, and excessive exertion of his authority demonstrated the ineffectiveness of his leadership (Case Study: Growth Pains at M ountain States Healthcare 3). The decision by the Board of Directors of Mountain States Healthcare to expand operations to states beyond Utah was a desirable aspect of the company’s management process. This is because the growth in profits would have led to the company outgrowing the potential of its initial market share. Additionally, the fact that this expansion would increase the profitability of the company’s shareholders showed that the board emphasized social responsibility. The decision to outsource consultancy services on the concern of how to cut on unnecessary administrative costs showed that the board’s management process aspired for objectivity (Case Study: Growth

The Science Of Artificial Neural Networks Psychology Essay

The Science Of Artificial Neural Networks Psychology Essay The science of Artificial Neural Networks (ANNs), commonly referred as Neural Networks, stills a new and promising area of research. The concept of creation of neural networks exists for many decades. Nevertheless neural networks have become known and have been developed in international levels only in the recent years. It is noteworthy, scientist showing interest in neural networks, come from different scientific areas such as chemistry, medicine, physics, mathematics, engineering and the list goes on. That shows Neural Networks is a new challenge in science. No other science today combines and needs direct knowledge from such diverse areas. One of the main differences of the Artificial Neural Networks from the biological is that while ANNs learn through training and experience just like the biological ones but they follow different rules from regular computers. A Neural Network is a parallel data processing system consisted by multitude of artificial neurons, organized in structure s similar with the ones in human brain. They function as parallel computing devices made by many highly interconnected simple processors. Artificial Neurons are mainly organized in layers. The first of those layers called the input layer and is used to insert the data. Input layers are unable to proceed to any sort of computation as its elements do not comprise input weights or bias (threshold). The axon: mean of transfer of neural signals from the neuron. Its length can be tens of thousands of times the diameter of its body and it is characterized by high electrical resistance and very large capacitance. Every neuron has only one axon, however it can branch and thus enabling communication with many target cells or other neurons. The dendrite: short highly branched cell projections (filaments). Most neurons have many dendrites, attached on the soma and increase the surface area. There are approximately 10^3 to 10^4 dendrites per neuron, to receive information from other neurons through synapses they are covered with and transmit electrochemical stimulation to the soma. The axon terminal: located in the end of the axon and is responsible for transmitting signals on to other neurons. On axon terminals are attached the terminal buttons, that store the information in synaptic vesicles and secreting them in neurotransmitters. As mentioned above, the connection between neurons happens through the synapses. Neural synapses are a silent exchange of information. The electrical nerve impulses travel along neurons and transmitted by chemical transmitters (neurotransmitters) in the next neuron across a tiny gap, the synapses and are located between the neuron and the neighboring cell (target cell). Therefore dendrites are very close to each other but never in touch. It is estimated that there are approximately 10 billion neurons in the human cortex, and 60 trillion synapses or connections (Shepherd and Koch, 1990). A number of neurons and their connections form a neural network. The entire system of neural networks in the human body forms the Central Nervous System. This system goes through the whole human body with central points the brain and the spine. During lifetime, synapses are in constant dynamic equilibrium, new are created and old are destroyed. The creation of new synapse happens when the brain acquires more experiences from the surrounding environment, learns, recognizes and understands. On the other side, diseases cause the devastation of neurons and therefore the devastation of synapses. In comparison to other cells, neurons might not replaced by new ones, if destroyed. That means after the birth of a new individual, its neural system is fully developed within the first few months of its life. A neuron can be either active or inactive. When it is activated, it produces an electric signal. This signal has intensity of only a few mVolt. The way those electric signals are produced is pretty similar with the way a capacitor works. Between the external and internal surface of the cell of the neuron there is a dynamic difference. Although the mass of the human brain is only the 2% of human body mass, consumes more than the 20% of the oxygen that goes in the organism. The energy consumption in the brain is about 20 Watt in comparison to a computer that needs a lot more. The computational power of brain is measured by three possible approaches: The number of synapses (Kandel, 1985), the computational power of the retina and multiply it by their brain-to-retina ratio (Moravec, 1998b), and the total useful energy used by the brain per second by the amount of energy used for each basic operation to give the maximum operation per second (Merkle, 1989) From the three approaches above, is concluded that the estimated computational power of human brain is about 10^14 operations per second (Ng, 2009). It is interesting to mention how the electric pulses are created to stimulate neurons. On the membrane of the cell it is appeared to be an electric potential difference between its external and internal surface just like a capacitor. Most of the times the negative charges found in the internal surface as they cant penetrate the membrane and leave the cell. The membrane has many openings that allow ions and atoms to go through each element from its own channel. The endings of the channels are secured by gates which directing the flow of those elements. Proteins that act like pumps force the elements to travel in the opposite direction from their natural and thus neurons consume larger amounts of energy. Eventually the balanced movement of the elements along the surface of the membrane produces an electric current which is the corresponding electrical pulse that stimulates the neuron. Once the neuron has fired it returns to a state of potential equilibrium and in this state it cant be fired again until it recovers. Each neuron has a specific threshold or weight. When electric signals reach that point, sum up and if their weight value is same or larger than the one of the threshold the neuron stimulates. If the sum of the signals is smaller than the required value of the threshold, then the neuron stays inactive. Add images. Models of artificial neurons As mentioned earlier, ANNs are parallel data processing systems, consisting out of large numbers of artificial neurons, inspired by the biological neurons. A neuron is an information-processing unit that is fundamental to the operation of a neural network (Haykin, 1999, pg-10). A neuron may have many inputs, an internal structure consisting out of multiple layers but it always has a single output. Every single neuron accepts variable input signals x0, x1, x2 à ¢Ã¢â€š ¬Ã‚ ¦xn. This corresponds to the electric pulses of the biological brain. Every input signal is multiplied by the synaptic weights of the neuron, wi, where i=1,2,3..n, the input nodes. The weights represent the biological synapses and indicate the strength of the bond (the connection) between them. The range of value of a weight can be positive or negative depending on if the function of synapse suspend or propagate (transmit) the stimuli from other neurons, unlike the biological synapses that do not take negative values. This is because external bias, b, are applied when the weights added. Bias or threshold, is the standard value of the internal potential energy of the neuron that the sum of the combined output must be reached in order the activation (or squashing) function to be activated. An important element of the neuronal body is the adder .At the adder, all the input signals, influenced by weight vectors are summing up together and produce a resultant combined output u. When the sum of weight is big (0 Therefore, the product u is given by the relationship: The result of combined output u, pass through the activation function, denoted with the letter  Ã¢â‚¬  ( ). The activation function is a non linear function where the resultant combined output u takes its final value y. The calculated activation output signal of the neuron is shown as: and where Therefore, Activation functions There are several activation functions, however three of the most basic types are the following 🙠 they slightly vary from book to book) The threshold activation function, which gives as an output 1, if the adder produce a value greater than the one of the threshold. This is expressed as: The Piecewise-Linear function, where the unity is assumed to be the amplification factor inside the linear region of operation (Haykin, 1999, pg:14) The Sigmoid function, which is expressed as: Where  Ã‚ ¡ is is the slope parameter of the sigmoid function. This function is one of the most important and most commonly used as it provides non-linearity to the neuron. Some other activation functions are, the rump function, the bipolar sigmoid function, and the signum function. The signum function gives a positive or negative output, with values usually ranging from 1 to -1 depending on the value of the summation of the weights on the threshold. This can be applied to the activation functions mentioned above and more specifically to the threshold faction giving: Add images and graphs A simple neural network In this paragraph, neural networks will be introduced, starting from their simplest form. Every neural network consists out of hundreds or thousands of tiny units, the neurons. Each neuron has an input where the electric signals are received. A neuron may have more than one input but no matter how many layers of neurons and synaptic connections are in between (the body), there is always one output value. The neurons of a layer between each input and output are not connected to each other however each layer is interconnected with the layer of the next and the previous level. In its simplest form, a neuron has no layers but is limited only to an input and an output. Every signal that leaves an output and enters an input has a value, the weights. The weights represent the importance of each signal reaching the threshold of an input. Depending on the value of weight (wn), the contribution of the electric signal can be great or small for the function of the system. Artificial intelligence and neural networks Historical background (The study of the brain and the biological neurons has started thousands of years ago.) However, as artificial neural networks started to be developing the past century, the historical background still not as broad as in other sciences. The first union of mathematical logic and neuropsychology, commenced in 1943 by Warren S. McCulloch and Walter Pitts. McCulloch was a pioneer neuroanatomist and psychiatrist. Pitts was a young mathematical prodigy, who joined McCulloch in 1942. (Haykin, 1999, pg: 38). Together they created the first model a neural network that was represented by a great number of interconnected neurons. In their well-known paper, A logical calculus of the ideas immanent in nervous activity, (1943), came up with theorems that describe the function of neurons and the neural networks. As a result of those theorems, neural networks and artificial intelligence ideas established a new era of research began. The paper of McCulloch and Pitts, triggered the interest of many scientists like von Neumann, Wiener and Uttley in their effort to extract information of the function of biological neurons and create corresponding artificial ones. In 1949 another idea appeared by D. Hebb who published the book The Organisation of Behavior. Although his book had greater influence on the psychological rather than the engineering community, he introduced the concept of postulate and learning and the synaptic modification rule, which suggests that the connectivity of the brain changes continually thorough its entire life in the process of learning new tasks. From 1950 to 1979, a number of remarkable books were written about neural networks developing the ideas of neurons abilities, such as learning and memorising. Some of these books are the Design for a Brain: The origin of Adaptive Behaviors, (1952) by Ashby, that still exciting to read nowadays, and the Learning Machines, (1965) by Nilsson, one of the best-written expositions about linearly separable patterns in hypersurfaces. (Haykin, 1999, pg: 40). A novel model, the perceptron, introduced in 1958 by F. Rosenblatt. The perceptron is a very simple model of supervised learning, which has only one input and one output built around a nonlinear neuron (Haykin pg 135). Although this model appeared to have many limitations the idea of training the neurons encouraged many scientists for building larger neural networks. In 1969, Minsky and Papert in their book Perceptron they make a complete evaluation of the features and uses of the perceptrons. It proved with mathematics that there were fundamental limitations on the computational ability of single-layered perceptrons and therefore those limitations assumed to carry on in the multilayered levels of perceptrons. A period followed were scientists start losing hope about neural networks and turned to other knowledge based systems. In 1982, neural networks make an interesting come back when John Hopfield proved in a strict mathematical way that by time a neural network can be adjusted to use the minimum energy to function just like human brain does. In addition, Hopfield proved that a simple neural network can be used as storage devise. Such networks are called the Hopfield networks. A very important work was published in 1986 by Rumelhart and McClelland. The two-volume book, Parallel Distributed Processing: Explorations in the Microstructures of Cognitions, shows new methods of training neural networks and introduces the idea of parallel data processor. This theory had a great influence in the use of back-propagation learning as and allowed the development of multilayered networks (perceptrons). The books published by McCulloch- Pitts (1943), Hopfield (1982) and Rumelhart-McClelland (1986), are the most influential in the revolution of neural networks. Since 1980 to nowadays, Neural Networks have been established as a new independent science branch. Conferences and magazines appeared with complete interest on artificial neural networks while the first commercial companies dedicated to the improvement of them, created, supported by thousands of members worldwide especially in America, Europe and Japan. Learning processes/ training Fundamental ideas The present, looking to future Ann applications areas Anns in civil engineering Can it be applied in? Benefits/disadvantages Program Observations comments summary references

Emails in the workplace :: Workplace Essays

Electronic mail use is rapidly becoming more commonplace in the business world than a telephone call. The speed, cost, and flexibility of electronic mail have made electronic mail the definitive choice for today’s business communications. McCune (1997) stated, â€Å"E-mail, otherwise known as electronic mail, is the latest corporate communications tool† (p. 14). Employees today are turning more to e-mail than to their telephones and fax machines for communication. This new high-tech form of communication brings a new set of guidelines and potential problems for employees and employers: e-mail etiquette, e-mail overload, and e-mail harassment. To prevent potential problems, e-mails in the workplace should adhere to business guidelines. One business guideline employees should adhere to limits the number of non-work related e-mail sent and received while at work. Today, many employees receive an overwhelming number of e-mails which can cause e-mail overload. Ingham (2003) explained that â€Å"E-mail overload occurs when the number of e-mails being sent and received becomes too difficult to manage, overwhelming the user† (p.166). Due to the speed and low overhead of e-mail communications, e-mailing has become the preferred method of communication for most businesses. Most work-related e-mails are short business-related notes, memos, and reminders to and from coworkers which are easily managed. However, when employees start e-mailing coworkers personal notes they can distract from their coworkers work at hand. Personal employee e-mails are time-consuming to respond to and read. Many employees also share humorous and chain e-mails with coworkers. Humorous and chain e-mails only add to the number of e-mails in an employees’ inbox. Beyond business-related e-mails, employees receive e-mails from friends and family. These personal matters also distract an employee from work related matters. Employees who use their work e-mail addresses for personal matters also often receive unsolicited spam mail. To avoid e-mail overload, employees should strive to minimize the number of personal e-mails they compose and accept at their work address. By limiting themselves to work related matters employees can avoid e-mail overload and be more productive with their work time. Another business guideline for employees is to follow appropriate etiquette rules in business e-mail communications. Understanding the rules of business e-mail etiquette is rapidly becoming an unstated required skill for employees. E-mail is the latest trend in corporate communication tools (McCune, 1997). Employees who use e-mail for communication must understand that they are representing the company for which they work. Every e-mail communication sent by an employee reflects back on the company.

Physiological Disorders

Physiological disorders: In this assignment I am going to describe two physiological disorder in details, the details that I am going to go into is what the disorder is, signs and symptoms, cause of the disorder, physiological changes as a result of treatment and the factors influencing the development of the disorder, explain the signs and symptoms related to two named physiological disorders, describe the investigations that care carried out to enable the diagnosis of these physiological disorders and assess possible difficulties involved in the diagnosis of the disorders from their signs and symptoms.P1 The two physiological disorders that I am going to talk about are Diabetes and Asthma. Diabetes: What is diabetes? Diabetes is when your body does not make enough insulin or cannot use its own insulin as well as it should. Insulin is a hormone and also a protein, which is made by the cells within the pancreas. This causes the sugar to build up in your blood. Most of the food that w e eat is turned into glucose, which is a sugar that gives us physical energy.The pancreas an organ near the stomach makes the insulin which then helps the glucose to get to our bodies, when that process is not happening that’s when diabetes occurs. Diabetes can be able to cause severe health problems and this can be to the heart, causing kidney failure, causing blindness, and lower-extremity amputations. Diabetes is a very common disorder and most elderly people seem to get it and they body slowly stops working. The signs and symptoms of diabetes There are two types of diabetes; there is type 1 and type 2.Type 1 is a condition which is called Ketoacidosis, which happens when a cid compounds from the blood. Type 2 appears mainly in people over the age of 40, signs and symptoms develop more slowly as most of the time it is not recognised because of the illness they might have. Most people with type 2 diabetes do not receive any symptoms in their blood if the glucose level is no t too high. Type 1: * Blurred vision * Dry mouth * Outstanding thirst * Loss of weight * Weakness or exhaustion * Regular urination Type 2: * Leg pain * Dry mouth * Unnecessary thirst * Always needing to go to the toilet Skin which itches or has yeast infection * Blurred vision * Certain medicine * Pregnancy * Age * Illness or damage to the pancreas * Cut or sores which take longer to heal The causes of diabetes Diabetes is caused when the pancreas does not make enough or any of the hormones (insulin) needed or when the insulin does not work as well as. This causes the level of glucose in the blood to too high. In type 1 the cells in the pancreas that make the insulin are damaged, causing a cruel require of insulin left. This is known when the body attacks and damages its own cells in the pancreas.No one knows why this happens, but something must trigger it off and this could contain, infections with definite virus or bacteria, experience of food or chemical toxins and introduced as a young child to cow’s milk. In type 2 the receptors on cells in the body that normally respond to the act of insulin stop motivating. This is known as insulin resistance. When this happens more insulin might be produced and this over produces at that stage which then stops the cells in the pancreas. This is when is stops working properly. What happens while and after treatmentsType 1: Type 1 diabetes treatment is an everyday task. This is because the lack of insulin production by the pancreas is difficult to control. Treatments include being carefully calculated diets, planned physical activities, daily insulin injections and home blood glucose testing a certain number of times a day. Type 2: Type 2 diabetes treatments include exercise, diet control, home blood glucose testing and in some cases oral medication. Only about 40% of people who are diagnosed with type 2 diabetes are mandatory to have insulin injections.The risks which can influence diabetes The risks of diabetes can mostly be genetically or when you do not look after yourself properly. In type 1 is risks will mostly be if it’s genetically. In the family, if anyone that has type 1 diabetes it could be a parent or sibling. Genetics, when checked through clinical trials to see if someone who has a family history of the type. Geography, people living in different places might be affected with diabetes more than someone living in London. Viral experience may trigger the virus if the cells are infected.Low vitamin D levels, like when early drinking of cow’s milk because that’s the common foundation of vitamin D. Other dietary factors like Omega 3 fatty acids offer protection against type 1 diabetes. In type 2 the risks are more to do with obesity and looking after yourself physically and mentally, the older you get you might become obese, lack of exercise not being active and being lazy and overweight. Your diet, when you’re eating unhealthy food all the time. Any fam ily history where you cannot do much about your genetic history but you have been aware and you are ready.As you get older it seems to find you, as you age type 2 diabetes develop as the pancreas pumps less insulin and high blood pressure and high cholesterol are the two major symptoms of pre diabetes. Asthma: What is asthma? Asthma is a very common circumstance where the airways happen to irritated and inflamed, this causes the airway to become more narrower than normal and produce extra mucus, it makes the airway muscles much more tighter which makes it harder for the air to stream into and out of the lungs and makes it harder to breathe.Asthma causes coughing, attacks which are triggered by exercise, wheezing, tightness of the cheat and breathlessness and this could happen at any age. People, who have asthma and search out for the correct treatment will be able to lead a normal life, people who do not search out for the correct treatment they can experience from brutal asthma att acks. This will cause eternal damage to the airways. The signs and symptoms of asthma The there a few common signs and symptoms of asthma and they are: Shortness of breathe * Coughing * Wheezing * Tightness in your chest Asthma symptoms can be easy-going, reasonable or brutal. These symptoms are likely to be changeable and may stop and start and usually get worse at night as your body is more relaxed. The cause of asthma The cause of asthma has not been found out yet. The symptoms that will trigger the airways in your lung and make an asthma attack happen or get worse is: * Chemicals * Dust, cigarette smoke or fumes * Weather * Infections like colds and flu Allergies to pollen, medicines, animals or certain food * Emotions (laughing or crying as it causes stress) What happens while and after treatment While an asthma attack occurs your airways happens to be irritated and inflamed, the cells in your throat produce more mucus which is a sticky material that clogs up the airways in the lungs, the airways swell up because of what ever has caused the asthma attack, the muscles in your lungs tighten which become much smaller than normal.This will cause the narrowing of the airways to bring on the symptoms much quicker and take place for a longer time. When an asthma attack appears you should take your reliever treatment immediately if possible with a spacer, always make sure you are sitting down and relaxing, wait for about 5-10 minutes and see what happens. If the symptoms fade away then you will not have to do anything, but if they do not fade away then you should call a doctor or an ambulance and at the same time continue taking your reliever until help arrives.There are only a few treatments for asthma but if you are taking them you have to make sure you always are because that particular treatment will be chosen in a way that works best for you, and will be the only thing that can help you. There are inhalers, which are devices which you put into your mouth and press down so the gas which is inside can get to your airways. To get the right cure from the inhaler you will have to use it properly and make sure you are inhaling it into your mouth. There are two types of inhalers that can be used for asthma, reliever which treat your symptoms from happening.The reliever can be short or long acting, a short acting reliever includes medicine which helps to expand your airways and quickly relieve your symptoms where as a long acting reliever just includes medicine. Relievers are mainly a blue or green colour. Preventer which can prevent your symptoms is used every day, which help you to prevent the symptoms. Preventer contains steroid medicine that helps to decrease the inflammation of your airways. There can be side affect if it’s taken way to much like every hour or so. It will cause a sore mouth or throat.Also it can take up to six weeks for the preventer to work and once it has started to work you will not have to use your inhaler anym ore. Theses preventer are mainly brown, orange or red in colour. Spacers are a long tube which clips on to an inhaler and at the end of the tube there is a mouthpiece which you breathe into and out. This is so you can use your inhaler if you are having any problems. Nebuliser is a medicine made up of mist from water, which you breathe into. They distribute more of the drug to where it is needed the most; this is quicker and better than most inhalers.This is only particular vital if you have reasonable or brutal asthma attacks. The risks which can influence asthma Risks which can influence asthma are most likely being, when you have a family member who has or used to have asthma severe or mild. Smoking also influences the risks of asthma as you are inhaler tobacco into your lungs and tobacco consist of a lot harmful drugs. It say been said if you are a women you are more likely to suffer from asthma, obesity can be a risk as if you was obese you would have more problems breathing. P2 The signs and symptoms of having asthma are when you are short of breath, oughing, wheezing and tightness in your chest. If you are experiencing these symptoms then you should instantly can action and take your treatments first. If using your inhalers do not help then you should call for professional help as soon as possible as it could get worse. If you cannot make the call then make sure there is someone else with you who can. The signs and symptoms of having diabetes could be several of things. There are two types of diabetes and type 1 creates blurred vision, dry mouth, outstanding thirst, and loss of weight, weakness or exhaustion, regular urination.When experiencing theses symptoms you should call for professional help. As you could not know which type of diabetes you have, as the doctor will examine you and find out more. Having type2 diabetes this will give leg pain, dry mouth, and unnecessary thirst, always needing to go to the toilet, skin which itches or has yeast infect ion, blurred vision, certain medicine, pregnancy, age, illness or any sort of damaged to the pancreas and cuts/sores which take longer to heal than usual. When experiencing theses symptoms you should sort call for professional as you will find out more from a doctor. P3 & M1When a patient is diagnosed with any kind disorders firstly it will be referral, this is when you contact professional help. This could be done by you, family or friends. After being checked properly by a professional, the professional will know what is wrong and what to do next. The investigation, is so they can find out the signs and symptoms so they will check for medical history, palpation, might need to do a blood test or a urine test, radiological investigation, function test and measurement. By then everything that needs to be found out will have been and you will receive and get the best treatment and advice given.With asthma the investigation will start by the doctor examining you to find signs and sympt oms, the doctor will perform a chest x-ray which indicates a hyperventilated chest. It also helps to tell between from the cause of breathlessness you might have. A pulmonary function testing that indicates an obstructive pattern of the airway. The doctor may check the sputum because it could be thick and viscous and may indicate eosinophils and also when a patient as an acute attack, examination of the arterial blood gases would point out the severity of the disease.With diabetes because there are two types, type 1 and type 2 there a several investigations. If type 1 diabetes is diagnosed then firstly the investigation will begin by the doctor examining you to find signs and symptoms, and then the doctor will perform a screening where the plasma glucose, random glucose, capillary blood glucose and urine glucose is being checked. This helps to see if a person has been diagnosed then to see the development of diabetes. The doctors will look into family history as diabetes can be foun d in someone if a family member has diabetes.Urine tests will also be taken and the tests will be taken to the laboratory to see more clearly what type of diabetes they are looking for. With type2 diabetes the investigation will be quite similar the same checks will happen but in type 2 an hour test will be taken place to see the plasma glucose level. Urine tests will be taken and all tests will be sent off to the laboratory to be checked properly through microscopes to gets results and when results have been found it will be discussed between you and your doctor. When doctors and any professional leaders take into investigation and start work, things could go wrong.For example if there are two patients who have signs and symptoms of diabetes and want to find out if they really do. The urine tests might get mixed up while under the doctor’s protection. By this happening the results may not match and wrong information can be given out. This could be because one of the patient actually has diabetes and the other does not but because if the mix up the person who has diabetes has been shown by the results that they do not. Or when there are two people with the same surnames and the doctor is looking for any medical history which might help with their problem.This can happen while looking for the patients details by the surname and not reading the whole details about the person. This will cause several misunderstanding and confusion. Bibliography: Website http://www. nhs. uk/Conditions/Asthma/Pages/Symptoms. aspx http://www. emedicinehealth. com/asthma/article_em. htm http://asthma. about. com/od/faq/f/asthmaattack_lung. htm http://asthma. about. com/od/asthmabasics/a/Asthma_handle. htm http://www. healthcentral. com/asthma/introduction-000004_5-145. html http://www. bbc. co. uk/health/physical_health/conditions/in_depth/diabetes/aboutdiabetes_causes. html http://diabetes. webmd. com/tc/type-1-diabetes-what-happens http://chinese-school. netfirms. com/diabet es-causes. html http://diabetes. webmd. com/tc/type-2-diabetes-what-happens http://www. diabetes. co. uk/Diabetes-Risk-factors. html http://www. aarogya. com/conditions-and-diseases/asthma/395-symptoms-a-investigation-of-asthma. html http://generalhealthtopics. com/investigation-asthma-934. html http://www. cks. nhs. uk/diabetes_type_2/making_a_diagnosis/diagnosis/diagnostic_investigations http://manualofdiabetesmellitus. blogspot. com/2009/02/laboratory-tests-for-screening-and. html

Chapter 10 Review Sheet Photosynthesis

Biol 1406, Instructor: Alice Zhou Updated 4/18/12 Chapter 10: Photosynthesis 1. Describe the energy transformation that occurs in photosynthesis. Solar energy to chemical energy specifically stored in sugar. SolarChemical energy (sugar) 2. Write the summary equation of photosynthesis. Solar + 6CO2 +6H2O C6H12O6+6O2 (simple)Complex 3. Photosynthesis produces organic sugar molecules. Where does the carbon come from in making the sugars? From carbon dioxide 4. Aerobic cellular respiration is catabolic, exergonic and oxygen requiring. What about photosynthesis?Anabolic, endergonic, O2-releasing 5. What is the difference between autotrophs and heterotrophs? Autotrophs create their own food by photosynthesis heterotrophs don’t. 6. Name some photoautotrophs. Plants Algae Photosynthetic Bacteria 7. Draw and label these parts of chloroplasts: thylakoid, granum, stroma, outer and inner membrane. 8. What type of cells in a plant will contain chloroplast? What type of cells contain mitoch ondria and why? Every single plant cell will have mitochondria, some plant cells only the green ones will contain chloroplasts. 9. The Nature of Light and Pigments . What wavelength range is the source of light for photosynthesis? Gamma X-RaysU. VVisible (VIBGYOR: ROYGBIV backwards)Infrared Radio Small wavelength350nm750nmWavelength b. What are photons? * Massless * Carry fixed amount of energy (packet of energy) * Travels at speed of light c. What are pigment molecules? Selectively absorbing visible light (chemical) -350-450nm d. Name three types of photosynthetic pigments found in green plants. Note which one is the main one, which ones are accessory pigments. * Chlorophyll A (MAIN) * Chlorophyll B (minor %) * Carotenoid (minor %) e.What makes chloroplasts or leaves green and why? Green is being reflected because it is not absorbed. f. How can you easily separate them out experimentally? Paper Chromatography g. Plot an absorption spectrum of chlorophyll a. Be sure to use correct p arameters on x and y axis. 10. Organization of pigments in photosystems. a) What is the concept of a photosystem? b) Photosystems are organized into two subcomponents: * antenna complex: Lots of pigments (A, B, and carotenoids) Pigments along with some proteins that organize some pigments about 200 found, scaffold proteins reaction center complex A pair of chlorophyll A are found proteins are organized and shape reactions. PEA are bound here. * (T/F? ) In either complex, membrane proteins are present to anchor and support the functions of pigment and other organic molecules. 11. Light interacts with pigments h. When photons strike the pigment molecules in the chloroplast, what immediately happens? _ Photoexcitation_____. After that, what can happen to the electrons in the photosystem? Describe two outcomes in diagrams. Electrons fall back to ground state Electrons transferred to PEAElectrons fall back to ground state Electrons transferred to PEA i. In outcome 1, electrons fall back to ground state. Inductive resonance: energy of the excited electron, but not the electron itself, is transferred to a neighboring pigment molecule, exciting the second pigment molecule. Very little energy is lost in this ENERGY transfer. j. In outcome 2, electrons are transferred to PEA (Primary Electron Acceptor): _________ reaction has occurred. The pigment molecule that has lost the electrons is___________, whereas the PEA is reduced because it gains an electron.This actually happens to two chlorophyll a pigments (RCCA) located at reaction center in a photosystem. k. Draw a diagram of photosystem to illustrates both outcomes as photons interact with pigments: 12. Light reactions l. Describe the events that have led to the redox reaction at the reaction center. 1) Photon strike Antenna Pigments 2) Photoexcitation of pigment electrons 3) Inductive resonance 4) Photoexcitation of another pigment eventually 5) Energy passed on to RCCA (reaction center chlorophyll A) 6) Photoexcitati on of RCCA 7) m.Electrons from PEA flow â€Å"downhill† in energy level through a series of electron carriers embedded in thylakoid membrane. Energy lost by the electrons is used to synthesize ____________ molecules through ______________________ process, similar in mechanisms to oxidative phosphorylation in mitochondria. n. Ultimately electrons are passed from the electron carriers to ___________ and reduce it to NADPH by the enzyme NADP+ reductase. o. Draw a diagram of the above events. Note the direction of pumping, diffusion and the site of ATP synthesis. p.Trace the electron flow in light reactions starting from the source of electrons. (non-cyclic electron flow) q. What supplies the source of all of the electrons in this electron flow to make sure that RCCA will not run out of electrons? What is the by-product of this donation of electrons to RCCA? r. Light reactions produce ATP and NADPH. Why is the synthesis of these two compounds necessary? s. Sum it up: What go into the light reaction and what come out of the light reaction? List all components. 13. Now let’s move onto the next stage: Calvin cycle t. What does it accomplish? . Where does Calvin cycle occur? v. What is the key enzyme? What is special about this enzyme? w. The immediate product of Calvin cycle is G3P _________________________. What other products can be made out of G3P? 14. Integrating Light Reaction with Calvin Cycle. (understand the relationship) x. What is the overall flow of electrons in photosynthesis? y. As you turn off the light in your room, the plant in your room ceases light reactions immediately, what about Calvin cycle reactions? z. If an inhibitor inhibits Calvin cycle, would the light reaction keep going?

A Review of Reading Eggspress

A Review of Reading Eggspress Reading Eggspress is an interactive online program intended for students in grades second through sixth and designed to build reading and comprehension skills. Reading Eggspress is a direct extension of the Reading Eggs program. Both programs are sold as a single unit. This means that if you purchase the program for Reading Eggs, you also have access to Reading Eggspress and vice versa. The two programs are uniquely different, but intertwined at their core. Whereas Reading Eggs is a learning to read program, Reading Eggspress is a reading to learn program. The program was originally developed in Australia by Blake Publishing, but brought to schools in the United States by the same company that developed Study Island, Archipelago Learning. Reading Eggspress was designed to actively engage students in fun, interactive activities that build their vocabulary knowledge, comprehension skills, and overall reading level. The components found in Reading Eggspress include a wide range of lessons, learning resources, games designed to motivate, and e-books. This program is not intended to replace traditional classroom instruction, but instead as a supplemental program that can aid in comprehension skill building. There are 240 interactive comprehension lessons in 24 levels of Reading Eggspress. Each level contains ten books that students can choose from. There are five   non-fiction and  fiction books to choose for every level. Each unique lesson includes five pre-reading activities that build and teach comprehension strategies. At the end of each lesson is a passage from a story. Students are required to read the passage and answer a set of sixteen comprehension questions to assess a student’s understanding of that passage. Students must score a 75% or better on the quiz to move on to the next level. Reading Eggspress is Teacher/Parent Friendly Reading Eggspress is easy to add a single student or a whole class.Reading Eggspress has terrific reporting that makes it easy to monitor individual student or whole class progress.Reading Eggspress provides teachers with a downloadable letter to send home to parents. The letter explains what Reading Eggspress is and provides login information for students to work on the program at home at no additional cost. It also provides parents with the opportunity to have an account to track their student’s progress at no additional cost.Reading Eggspress provides teachers with a comprehensive user guide as well as toolkit loaded with books, lesson plans, resources, and activities. The teacher toolkit has over 500 library book titles with worksheets and activities that they can use in conjunction with their Smart Board to interactively teach lessons to the whole class. Reading Eggspress is Instructional with Diagnostic Components Reading Eggspress provides teachers and parents with the opportunity to assign specific levels to students and differentiate instruction. For example if a third grade teacher has two students who are advanced they can automatically place them in a higher grade level.Reading Eggspress also provides teachers and parents with the option of giving each student a diagnostic placement test. This test consists of twenty questions. When the student misses three questions, then the program assigns them to the appropriate lesson that corresponds to how they did on the placement test. This allows students to skip past levels which they have already mastered and places them at the level in the program where they should be.Reading Eggspress allows teachers and parents to reset a student’s progress at any time in the program. Reading Eggspress is Fun Interactive Reading Eggspress has age appropriate themes and animations.Reading Eggspress allows users to create and personalize their own unique avatar.Reading Eggspress provides users with incentives and rewards. Each time they complete an activity, they are rewarded with golden eggs. Their egg count is kept in the top right corner of the screen. They can the eggs to buy pets, clothes for their avatar, or accessories for their house.Reading Eggspress allows users who complete a lesson to earn a collectible trading card. The user gets to select which category they want the card to be associated with including Fantastica, Beastie, Animalia, Astrotek, Starstruck, and Worldspan. Cards are then placed in the user’s apartment. Users can also purchase cards at the mall with their earned eggs.Reading Eggspress allows users to earn medals. For every thousand eggs earned in a week, a student earns a bronze medal. A silver medal is earned for five thousand eggs. A gold medal is earned for fifteen thousand eggs. Reading Eggspress allows users to keep track of targets (goals). There is a target with an arrow in the center in the top right corner of the interface. Users who click this will see targets (goals) that they have met in the program as well as targets (goals) that they have not met. Reading Eggspress is Comprehensive Reading Eggspress has several other learning activities and games aside from those in the standard 240 comprehension lessons.The Gym is where you will find all the comprehension lessons and activities. There is also a daily game located in the gym. This game changes each day and focuses on a variety of reading skills. Students can compete against other users across the nation for the daily high score.The Library consists of over 600 e-books in both fiction and non-fiction. The library is easily searchable by title or topic. Students who found a particular passage in the comprehension gym to be interesting can go to the library to read the entire book. Students can click on a single book in the library to find out information including the author, number of pages, how many eggs they can earn from reading it, and how many other users have read it. At the end of the book students will be given a comprehension quiz and they will also be able to rate the book. They can also save books tha t they especially enjoy on their favorite’s shelf. The Stadium allows you to competitively build individual skills in the areas of spelling, grammar, vocabulary, and sentence structure. There are four games that you can choose to challenge the computer or play head to head with another user is logged into the program at the same time. The games include spelling sprint, grammar skating, vocabulary pursuit, and freestyle usage. There are five difficulty levels for the user to choose from for each game.The Mall is the place where students can use their eggs to purchase a variety of different things. Stores in the mall include Passion for Fashion, Dressed to Thrill, Collector’s Corner, Apartment Living, and Perfect Pets.The Apartment is the place where students can change their avatar, view their trading cards, see their trophies, or decorate their apartment. The apartment also contains access to a game called Quote Quest where students use clues to search through tunnels to find quotes from different books. Students can earn eggs by finding the quotes and choosing the correct book. Cost Parents can purchase a one year subscription to Reading Eggspress for $75.00 and a 6 month subscription for $49.95. They also have the option to purchase a monthly subscription at $9.95 per month. Schools can purchase annual classroom subscriptions for 1-35 students for $269, 36-70 students for $509, 71-105 students for $749, 106-140 students for $979, 141-175 students for $1,199, 176-245 students for $1,659, 246-355 students for $1,979, 356-500 students for $2,139, 501-750 students for $3000, and 750 students will cost $4 per student. Overall Reading Eggspress is a terrific program to build a student’s reading comprehension skills. I have used this program with students and they absolutely love to use it. In fact, they will try to negotiate to stay on the program longer. As a teacher, I especially like how each lesson builds skills essential to comprehension before students are required to read and take a quiz. Reading comprehension is so much more than just passing a quiz and this program does it the right way and presents it to students through a method that is engaging, fun, and interactive. Overall, I give this program a five out five stars, because I believe it does what it is intended to do and effectively keeps the users attention at the same time.

Mary Easty - Salem Witch Trials

Mary Easty - Salem Witch Trials Mary Easty Facts Known for: hanged as a witch in the 1692 Salem witch trialsAge at time of Salem witch trials: about 58Dates: baptized August 24, 1634, died September 22, 1692Also known as: Mary Towne, Mary Town, Mary Esty, Mary Estey, Mary Eastey, Goody Eastie, Goody Easty, Mary Easte, Marah Easty, Mary Estick, Mary Eastick Family background: Her father was William Towne and her mother Joanna (Jone or Joan) Blessing Towne, accused once of witchcraft herself. William and Joanna arrived in America around 1640. Among Marys siblings were Rebecca Nurse (arrested March 24 and hanged June 19) and Sarah Cloyse (arrested April 4, case dismissed January 1693). Mary married Isaac Easty, a well-to-do farmer born in England, around 1655 - 1658. They had eleven children, seven alive in 1692. They lived in Topsfield, rather than either Salem Town or Village. Salem Witch Trials Rebecca Nurse, Mary Eastys sister and a well-respected matron, was denounced as a witch by Abigail Williams and arrested on March 24. Their sister, Sarah Cloyce, defended Rebecca, and was ordered arrested on April 4. Sarah was examined on April 11. A warrant was issued for Mary Eastys arrest on April 21, and she was taken into custody. The next day, she was examined by John Hathorne and Jonathan Corwin, as were Nehemiah Abbott Jr., William and Deliverance Hobbs, Edward Bishop Jr. and his wife Sarah, Mary Black, Sarah Wildes, and Mary English. During Mary Eastys examination, Abigail Williams, Mary Walcott, Ann Putnam Jr., and John Indian said that she was hurting them, and that their mouths were stopt. Elizabeth Hubbard cried Goody Easty you are the woman.... Mary Easty maintained her innocence. Rev. Samuel Parris took the notes on the examination. E: I will say it, if it was my last time, I am clear of this sin.Of what sin?E: Of witchcraft. Despite her assertions of innocence, she was sent to jail. On May 18, Mary Easty was set free; existing records do not show why. Two days later, Mercy Lewis experienced new afflictions, and she and several other girls claimed to see Mary Eastys specter; she was charged again and arrested in the middle of the night. Immediately, Mercy Lewiss fits ceased. More evidence was gathered by deposition and during several days of examination of Mary Easty in late May. A jury of inquest considered Mary Eastys case on August 3-4 and heard testimony of many witnesses. In September, officials gathered witnesses for the trial of Mary Easty among others. On September 9, Mary Easty was pronounced guilty of witchcraft by a trial jury and sentenced to death. Also found guilty that day were Mary Bradbury, Martha Corey, Dorcas Hoar, Alice Parker, and Ann Pudeator. She and her sister, Sarah Cloyce, petitioned the court together for a fayre and equall hearing of evidence for them as well as against them. They argued that they had no opportunity to defend themselves and were not allowed any counsel and that spectral evidence was not dependable. Mary Easty also added a second petition with a plea was focused more on others than herself: I petition your honors not for my own life, for I know I must die, and my appointed time is set .... if it be possible, that no more blood be shed. On September 22, Mary Easty, Martha Corey (whose husband Giles Corey had been pressed to death on September 19), Alice Parker, Mary Parker, Ann Pudeator, Wilmott Redd, Margaret Scott, and Samuel Wardwell were hanged for witchcraft. Rev. Nicholas Noyes officiated at this last execution in the Salem witch trials, saying after the execution, What a sad thing it is to see eight firebrands of hell hanging there. In a quite different spirit, Robert Calef described Mary Eastys end in his later book, More Wonders of the Invisible World: Mary Easty, Sister also to Rebecka Nurse, when she took her last farewell of her Husband, Children and Friends, was, as is reported by them present, as Serious, Religious, Distinct, and Affectionate as could well be expressed, drawing Tears from the Eyes of almost all present. After the Trials In November, Mary Herrick testified that Mary Eastys ghost visited her and said that she was innocent. In 1711, Mary Eastys family received 20 pounds compensation and Mary Eastys attainder was reversed. Isaac Easty died on June 11, 1712.

How Michael Phelps Body Type Made Him a Strong Swimmer

How Michael Phelps Body Type Made Him a Strong Swimmer When you look at Michael Phelps body, its easy to see some of the features that made the lanky guy with the long arms and big feet the most accomplished Olympic swimmer in history. But how exactly did all those parts work together? Phelps retired from competitive swimming in 2016 after winning five gold medals and a silver medal in the Summer Olympics in Rio de Janeiro. Hes the most decorated competitive swimmer in history, having won eight Olympic gold medals in 2008 and four gold and two silver medals in 2012. Hes known as an intense competitor who practiced tirelessly to be in top form for Olympic competition. But he had more than a few physical advantages over fellow swimmers. Simply put, Phelps has the anthropometrics of the perfect swimmer. From head to toe, his body type and proportions are uniquely suited for swimming with both speed and endurance. Phelps Is Tall With a Huge Wingspan First, hes tall, but not too tall. At 6 4 Phelps probably would be about average for a professional basketball player, but as a swimmer, his height (or more accurately, his length) gives him enough glide in the water to provide a little extra forward momentum. Next, his arm span (or wingspan as some call it) of 6 7 is exceptionally wide even for a man of his height. His arms act almost like oars on a rowboat, giving him incredible pulling power in the water. His wingspan is a big reason for Phelps success with the butterfly stroke, which relies heavily on the upper arms and back to push and pull a swimmer through the water. Then theres his unusually long upper body, roughly the length one would expect to see on a man who is 6 8 tall. His long, thin and triangle-shaped torso helps him with his reach, especially on strokes like the butterfly and the freestyle. His torso is more hydrodynamic than the average swimmers, meaning its able to move through the water with less drag. But Phelps Short Legs Are Perfect Too Phelps lower half is hydrodynamic too. But while his arms give him an advantage by being longer, his legs give him an extra kick (literally) by being a little shorter than one would expect for a guy of his size. Phelps legs, which are roughly those of a man about 6 tall, help with kicks and give him more power in turns at the wall, where crucial seconds can be lost or won during competitions. We havent even factored in Phelps enormous hands and flipper-like size 14 feet. Both let him push and pull more water than other swimmers, adding to his overall speed.   Phelps Body Is Double-Jointed If all that isnt enough, Phelps also is double-jointed. He doesnt have extra joints as the term implies, but his joints have more mobility than average. Most swimmers - and some dancers- work hard to stretch their joints to make themselves more agile, which in turn makes performance easier. With his more flexible joints, Phelps can whip his arms, legs, and feet through a greater range of motion than most swimmers. Phelps Produces Less Lactic Acid But Phelps unique build isnt his only advantage in competitive swimming. Most athletes need recovery time after exerting themselves because the body produces lactic acid, causing muscle fatigue. Phelps body produces less lactic acid than the average person, so he has a much faster recovery time. In the Olympics, being able to bounce back quickly and compete again are distinct advantages for any athlete. When you add up all the parts, its easy to see what makes Phelps the perfect swimmer. Its amazing to consider that someone so well-built for the sport managed to find his way into swimming, but not at all surprising that Phelps was as good as he was.

Philosophies of social science Essay Example | Topics and Well Written Essays - 2500 words

Philosophies of social science - Essay Example The essence of Kuhn’s ideas when it comes to a scientific revolution is a paradigm shift which causes fundamental changes in the way science is approached by the scientists of the time. A scientific revolution as defined by Doppelt (2006) is: â€Å"A large-scale change in the fundamental concepts, theories, or methods that scientists in some area of inquiry employ to understand the course of nature. Such a change is also thought to be revolutionary in so far as it provokes similarly dramatic alterations in the way lay-people see the world around them (Doppelt, 2006, Pg. 3)†. The Cartesian revolution certainly fits the bill in this case since it brought about significant changes in how fundamental concepts were addressed. For instance the approach taken by Descartes to the world around him was unique to the extent that he wanted to see everything as seeing it for the first time. The ideas presented by Descartes can be summed as being in doubt about everything which is not already known to him in a perfect sense. The only thing that he does not doubt is his personal ability to be cognizant of himself and his ability to think about the things which surround him (Pessin, 2007). However, his notion of science begins with a disbelief in the senses which is certainly a paradigm shift from the earlier natural philosophers such as Plato or Aristotle who had firm belief in some value of their senses. Descartes doubts that anything is actually as his senses tell him as they are. Essentially, all that Descartes is surrounded by could be a just dream or created imagery which is forced upon him by some other (more powerful) being while the reality of things could be quite different (Pessin, 2007). The doubts about his senses and the material world as expressed by Descartes go far beyond the simple doubts a person would have about being what day it is or what date it was a week ago. The scientific approach taken

The Impact of Globalization and Free Trade on the U.S. Sugar Policy Essay - 1

The Impact of Globalization and Free Trade on the U.S. Sugar Policy - Essay Example The larger economies will at some point influence those not globally invested as their performance begins to evolve and shape the global financial markets. There may be no other free-trade policy like the U.S. sugar program that illustrates such hypocrisy, and the need for reform. The United States has often prided itself as a world leader in terms of the free trade movement. The culture has always pushed for Globalization and the use of technology to integrate economies. However, there are some industries that remain well protected due to the strength of forceful interest groups and absence of pressure to reform. These protection barriers often hurt our domestic economy and counteract the efforts to promote more open markets and trade negotiations around the world.   The U.S. Sugar policy operates under the Farm Bill, which was overwhelmingly passed in 2008 by Congress. The basic premise behind the sugar policy is that supply should equal demand. The U.S. Department of Agriculture has imposed several tools in order to ensure that the sugar policy operates at a minimum cost to the taxpayers. These tools are that: first, they can limit foreign imports to those required in the trade agreement obligation with the exception of Mexico; second, they can control the amount of sugar the U.S. American farmers are allowed to sell; and third, the bill can divert any excess surplus of sugar into ethanol production. (American Sugar Alliance) These tools and policies such as the preferential loan agreements and tariff rate quotas, serve to effectively keep foreign sugar out of the U.S. In return this forces the price of sugar in our market to increase substantially.

Network Security Term Paper Example | Topics and Well Written Essays - 1500 words

Network Security - Term Paper Example (213) INTRODUCTION: It consists of various policies to prevent the misuse of the data or unauthorised access of the data by users who does not own it. Certain provisions and policies are made in this regard by the administrator, to ensure confidentiality of data .This system is so designed that authorization of access to data in a network is controlled by the network administrator only without interference of any other person. For this purpose, all users are given a separate ID i.e. the identity of the individual and a password by the administrator so that access to information and programs are allowed by that user only within their authority. It is a complex job and can be tackled by efficient, experienced and well-trained experts. Network security system is a combination of many computer networks which can be either public or private. It includes everyday jobs like conducting transactions and communications among businesses, government agencies and individuals. Networks can also be private, such as a network dealing a specific company, and others which might be open to public access. In organizations, enterprises, and other types of institutions Network security is involved so as to maintain the confidentiality of their data (King, 10). Role of Network Security: How does it protects you It performs the key role as the name indicates as quoted by (Bragg et al) : Unauthorized access: It secures the network, and does not allow any unauthorized access. Confidentiality : It also plays a chief role in protecting and overseeing operations being done and preventing their unknown user access. A Unique Name : Protection of a network resource requires the corresponding password and unique name as mentioned above in an earlier section. Executing Commands Illicitly: It is undesirable for an unknown and non-trusted individual to execute and run the commands server machines. Security system doesn’t allow any such activities. Protects the system from Viruses, worms an d Trojan horses: Many antiviruses are developed so that a secure system may be provided. Concept: The key feature of network security is allocating the user, commonly with an authentic username and a password. One-factor authentication: The password is something which known by the user only. This can he termed as one-factor authentication. Two- factor authentication: This something the user already has can also be used as his identity. For an example, A security token An ATM card Mobile phone number Any of the above belongings can be used as an individual’s identity in a secured network. Three-factor authentication: Every individual can be identified by something the user is. For an example, A fingerprint Retinal scan Firewall: It enforces access policies blocking the unauthorized network access. For instance, which services may be allowed to be accessed by the user in certain network? This feature is plays a very helpful and efficient role in preventing the unauthorized acce ss to the data. The only drawback of this component is that it way fails to detect any potentially harmful error like ‘Computer worms’ are being transmitted over the network (Radack, 215). Proxy According to Okechukwu et al.,( 480) Process of having one host act in behalf of

As a Medical Administrative Assistant Assignment

As a Medical Administrative Assistant - Assignment Example Secondly, I would ensure that there are solutions for the above-mentioned drawbacks by providing an opportunity for patients to air their thoughts on all the areas of patient care. Further, I would conduct a survey on patient’s attendance to ensure they are provided with quality services. Lastly, proper documentation of the researched information would avoid confusion before the meeting because my thoughts would be well organized (Shelton 37). In the course of the meeting, I would present my findings in the most simplest way and engage my audience. I would make sure that the meeting is an open discussion while maintaining order. In addition, I would ensure that there is a divergence of information and the key meeting points summarized and accurate minutes published (Shelton 45). Finally, I would foresee that questions are asked and answered accordingly. After the meeting, it is my duty to ensure that I follow up and make sure that the meeting minutes were published. Furthermore, I would publish the meeting discussions on the hospital’s/clinic’s website so that they could be easily accessed by everyone. Lastly, I would benchmark the healthcare with other clinics in terms of customer service to ensure that the meeting objectives were achieved and

HIV and AIDS Essay Example | Topics and Well Written Essays - 2250 words

HIV and AIDS - Essay Example Prior to the 1980’s, medical records have no exact number of the number of deaths resulting from the Acquired Immune Deficiency Syndrome. The disease was relatively unknown so the signs and symptoms could not be easily diagnosed. There is uncertainty surrounding the origin of the virus. Scientists now claim that it has possible links with Africa (avert.org, n.d.). The first major report in the United States of America about AIDS came in the form of a report published by the Centers for Disease Control (CDC) in 1981. In the AIDS Public Information Data for 1981 – 2002 there is a report on the number of cases of the disease as it relates to the different states, location, demographics and HIV exposure group. In the early years of the disease there was a strong belief that it was only prevalent among homosexual males and the possibility of it being transferred to heterosexual partners was low. The July 3, 1981 publication of The New York Times said, â€Å"Dr. Curran said that there was no apparent danger to non homosexuals from contagion. ‘The best evidence against contagion’, he said, ‘is that no cases have been reported to date outside the homosexual community or in women.† Dr. Curran served as Coordinator for the CDC taskforce on Kaposi’s Sarcoma and Opportunistic Infections from 1981 to 1982. This belief, however, proved to be short-lived as there was evidence of the disease spreading to other groups towards the end of 1981. There were reports of the disease among those who had blood transfusions and the passing of the disease from mother to child was also recorded during this period. The disease was given the name Acquired Immune Deficiency Syndrome in 1982 (avert.org, n.d.). By March of 1983 the CDC report included other population groups. According to the report (cdc.gov, 1983) â€Å"persons who may be considered at increased risk of AIDS include those with symptoms and signs suggestive of AIDS; sexual partners of

CV Essay Example | Topics and Well Written Essays - 1000 words

CV - Essay Example Good experience of both strategic and detailed work on projects of different scales. Able to work on all of project’s stages: drafting, budgeting, creating and processing working and executive documentation, experiential and industrial exploitation). Ability to profound analysis that allows, basing on the analysis of multiple factors of the company’s activity, to forecast the possibility of different issues of organisational, technological and technical character arising in the work of IT-sphere and, consequently, to take precaution measures and implement well thought-of solutions so that to eliminate the causes for these problems. Ability to gather a team of professionals and lead it, while remaining an authority, thanks to my knowledge and competencies in different spheres and the sense of responsibility regarding the tasks set and the team. Integrity, attention, responsibility, goal-orientation, high loyalty to employer and company, stress-resistance in any situation. Easy-learner and able to adapt very well in any project or environment. Ambitious to a certain extent, while possessing a high level of professional self-esteem. Conducted the restructuring of company’s production unit; within the frame of this project methodology and processes of production and project management have been pinpointed and organised. New directions of company’s competencies have been developed, such as strategic consulting, business consulting, IT-consulting, developing and introducing business application and others. Due to this the company managed to get to the end of the last year with more than 50% growth of key figures, and has one of the most ambitious development plans on the systematic integration markets in Russia. Among the company’s loyal customers there are major industrial holdings and enterprises in Russia, organisations and

HIV and AIDS Essay Example | Topics and Well Written Essays - 2250 words

HIV and AIDS - Essay Example Prior to the 1980’s, medical records have no exact number of the number of deaths resulting from the Acquired Immune Deficiency Syndrome. The disease was relatively unknown so the signs and symptoms could not be easily diagnosed. There is uncertainty surrounding the origin of the virus. Scientists now claim that it has possible links with Africa (avert.org, n.d.). The first major report in the United States of America about AIDS came in the form of a report published by the Centers for Disease Control (CDC) in 1981. In the AIDS Public Information Data for 1981 – 2002 there is a report on the number of cases of the disease as it relates to the different states, location, demographics and HIV exposure group. In the early years of the disease there was a strong belief that it was only prevalent among homosexual males and the possibility of it being transferred to heterosexual partners was low. The July 3, 1981 publication of The New York Times said, â€Å"Dr. Curran said that there was no apparent danger to non homosexuals from contagion. ‘The best evidence against contagion’, he said, ‘is that no cases have been reported to date outside the homosexual community or in women.† Dr. Curran served as Coordinator for the CDC taskforce on Kaposi’s Sarcoma and Opportunistic Infections from 1981 to 1982. This belief, however, proved to be short-lived as there was evidence of the disease spreading to other groups towards the end of 1981. There were reports of the disease among those who had blood transfusions and the passing of the disease from mother to child was also recorded during this period. The disease was given the name Acquired Immune Deficiency Syndrome in 1982 (avert.org, n.d.). By March of 1983 the CDC report included other population groups. According to the report (cdc.gov, 1983) â€Å"persons who may be considered at increased risk of AIDS include those with symptoms and signs suggestive of AIDS; sexual partners of

Practicum Report Essay Example for Free

Practicum Report Essay A. Introduction I. Introduction of University of Technical education Ho Chi Minn City 1. Brief History The University of Technical Education Ho Chi Minn City (UTE) evolved from the Board of Technical Education, first founded on 5 October 1962, renamed Nguyen Truong To Center for Technical Education in Thu Duc on 21 September 1972, and upgraded to Thu Duc College of Education in 1974. On 27 October 1976, the SRV Prime Minister issued a decision to establish Thu Duc University of Technical Education on the basis of Thu Duc College of Education. This was amalgamated with Thu Duc Industrial School in 1984 and further merged with Technical Teacher Training School No 5 in 1991 to become the present University of Technical Education Ho Chi Minh City. At 1 Vo Van Ngan Street, Thu Duc District, only 10 km north-east of the center of Ho Chi Minh City, UTE enjoys the combined advantages of a spacious, comfortable, and peaceful suburban study environment and excellent bus service, with easy access to the city center, the airport, and the surrounding areas. 2. Duties. Responsibilities. The University of Technical Education Ho Chi Minn City assumes the following functions: To train and upgrade technical teachers for technical universities and colleges, professional and vocational schools, and comprehensive middle schools To train technological engineers and technical manpower adaptable to the labor market To promote scientific research and production development in the field of professional education and technological science To expand cooperation relationships with international scientific organizations and technical teacher training institutions. 3. Missions Specialized in training technical teachers at university and post-university levels for the whole country, UTE ought to provide competent trainers directly responsible for training and upgrading qualified manpower for the process of modernization and industrialization of the country and building up a knowledge-based economy. Being the leading technical education training institution in the whole country and having access to new methodologies and innovative teaching aids, UTE ought to train and upgrade technical teachers, sound in theory, skilled in practice, and competent in pedagogy, and to provide skilled manpower, adaptable to production realities and able to meet the ever-increasing needs of society. As a center for research and experimentation in vocational education, UTE ought to be a reliable counseling agency for the government in planning relevant policies and to dependably support other training institutions in improving their teaching methods and equipment. 4. Quality Policy Constantly improve the quality of teaching and learning to offer students the best conditions to develop their creative potentials, broaden their knowledge, and perfect their skills to meet the needs of society. Quality Policy (based on the ISO 9001:2000 standards) 5. Training Programs. An experienced and dynamic state-run university, UTE offers quality technology-oriented training programs in a supportive and student-caring environment UTE, with its 13 Faculties, offers students a large choice of programs and specialties delivered at various levels of training and in different modes of study. The current enrollment amounts to over 25,000 students at 5 different levels Masters degree, Bachelors degree, Associate degree, Technician diploma, and Technical worker certificate -, studying in 2 different training systems Regular and In-service. With the approval of the MoET, UTE has been offering Masters programs since 1592. Based on its traditional fortes in science, engineering and technology, UTE is now offering 7 Masters programs: 1. Machine building technology 2. Mechanics of machinery 3. Operation and maintenance of automobiles and tractors 4. Electrical equipment, network and power stations 5. Technical education science 6. Electronic engineering 7 International vocational education. (In association with Otto von Guericke University Magdeburg, FRG) Together with the development of the countrys economy on the way of industrialization and modernization, UTE has expanded its scope of training Together with the development of the countrys economy on the way of industrialization and modernization, UTE has expanded its scope of training to meet the demands of the new socio-economic reality and is now offering 34 Bachelors programs: 1. Electrical and electronic engineering 2. Electronic technology Telecommunications. 3. Computer technology 4. Industrial electricity 5. Electrical automation 6. Mechanical engineering 7. Industrial technology 8. Mechatronics 9. Automation technology 10. Automotive engineering 11. Thermotechnics Refriferation 12. Info mechanics 13. Machine design 14. Home and Industrial civil engineering 15. Home economics 16. Garment technology 17. Food technology 18. Fashion design 19. Printing technology 20. Information technology 22. Accounting 23. Industrial management 24. English for engineering 25. Technical education in Electrical and electronic engineering 26. Technical education in Industrial electricity 27. Technical education in Mechanical engineering 28. Technical education in Industrial technology 29. Technical education in Mechatronics 30. Technical education In Automotive engineering 31. Technical education in Thermotechnics Refrigeration 32. Technical education In Computer technology 33. Technical education in Home and industrial civil engineering 34. Technical education In Electronic technology Telecommunications Associate. programs: 1. Electrical and electronic engineering 2 Industrial electricity 3. Mechanical engineering 4. Automotive engineering 5. Garment technology For the dual purpose of developing human resources for the society and providing a teaching practice environment for our graduates, we arc also actively involved in delivering Technician diploma and Technical worker certificate programs. Technician diploma programs are offered in: 1. Industrial and household electricity 2 Electronic technology 3. Thermotechnics-Refrigeration 4. Garment technology 5. Automotive engineering 6. Operation and maintenance of mechanical equipment 7. Accounting Informatics Technical worker certificate programs are offered in: 1. Industrial and household electricity 2. Electronics 3. Metalworking (Turning, Milling Planning) 4. Automotive repair 5. Refrigeration 6. Industrial Mewing This multi-level, multi-mode and multi-disciplinary training structure allows us to take the initiative in all work from research to applications. It also facilitates the organization of transfer programs, helping students fulfill their lifelong learning dreams in the most economical and effective way. Students can choose either to study on the main campus or in the provinces to suit their conditions. Constantly improve the quality of teaching and learning with this guiding training principle, over the past half century of development, UTE has been training qualified manpower, sound in theory, skilled in practice, and  equipped with a good sense of morality, able to stand on various fronts in lecture halls, on construction sites, in factories, etc to serve the process of industrialization and modernization of the country. Many of our graduates over 400 Master degrees holders, 30,000 engineers, and 2,000 technicians and high-qualified workers -, brought up and trained at UTE, are now holding key positions in various training institutions, business and industry. 6. Facilities In addition to our main 17-ha campus at 1 Vo Van Ngan Street, Thu Duc District, we have another 4. 5-ha campus at 484 Le Van Viet Street, District 9, HCMC. We are planning to establish a new 80-ha campus in Dalat, LamDong Province. UTE provides students with adequate facilities in a creativeness-inducing learning environment, giving each and every individual the opportunities for study and practice. The University library has spacious reading rooms with sufficient publications and periodicals for study and research needs 26,092 titles of books with 299,247 copies, 253 titles of newspapers and magazines, averaging 115 titles of books per one program of study. Library management and services have been computerized and modernized to meet the ever-increasing needs of the readers. Recently, the University has heavily invested in modern practice and experiment equipment. We now have 72 practice workshops (12,708m2) and 20 laboratories (lr908m2), enough for our present training needs. We have installed 1,363 computers; 944 of these are for teaching, learning and research; the remaining 419 ore for management and administration. Our computer systems are regularly upgraded. Our local network operates reliably at 512 Kbps; the ADSL lines enable high-speed networking and Internet access. We have 150 claasrooms with a total area of 9,698m2, each varying in size from 64m2 to 175m2 to suit specific training needs (averaging 6,66m2 per student). New buildings to be constructed include a Central Building with 30,000m2 of floor area, a High Technology Center with over 5,000m2 of floor area, and a Multi-purpose Classroom Building with over 4,000m2 of floor area. For 7 consecutive years 2002 2009, UTEs dormitory has been granted  the title City-level Cultural Unit. For sporting activities, we have a football field (12,600m2), 7 volleyball courts (756m2); a tennis court (240m2); and a sporting event hall (720m2). Staff UTFs faculty and staff currently total 698. Nearly 60% percent of the more than 538 faculty members have postgraduate qualifications. Over 100 lecturers are working towards a Ph. D. or a Masters in the country or abroad. Faculty members actively take part in scientific research and strive to apply innovative teaching methods to activate students. In addition to creating favorable conditions for individual self-improvement, UTE regularly organizes upgrading courses in foreign languages, computing and professional skills for all staff (averaging more than 10 courses per year). 7. Cooperation UTE maintains effective multiform cooperation relationships with domestic as well as international organizations. We have provided on-campus training to thousands of core technical teachers for technical and vocational schools in the provinces across the country. In addition to local training institutions, business and industry, we have also established bilateral ties with various international organizations, the governments of many countries, NGOs and international universities and colleges. Some of our cooperation projects have been highly appreciated-the Viettnam-Germany Center for training vocational teachers and qualified workers funded by the State of Baden- Warttemberg (FRO), the Masters Program delivered in association with Otto von Guericke University Magdeburg and supported by InWent (PRO), the Bachelors Program in Clothing Design Manufacture delivered in association with Heriot-Watt. University (UK), the Bachelors Program in Electrical and Electronic Engineering delivered in association with Sunderland University (UK), the joint-training programs with Siemens, MTZ (FRG), Omron (Japan), Rockwell Automation, Foxconn, General Electric (US), and others. Among our other partners are about 20 other foreign universities, institutes, and international organizations in many countries around the world, including Dresden University (FRG), Trier University (FRG), LENSET de Cachan  (France), Universite de Metz (France). Guangxi Normal University (China), Tianjin University of Technology and Education (China), Sydney University of Technology (Australia), Universite de Liege (Belgium), Universite de Sherbrooke (Canada), DSE DAAD GTZ (FRG), Yeungnam University (South Korea), Chungwoon University (South Korea), Sejong University (South Korea), Hanbat National University (South Korea), Quilin University (China), Kunming University (China), Yuan Ze University (Taiwan), Southern Taiwan University of Technology, National Taiwan Normal University, and others. II. Introduction of faculty of foreign languages The Faculty of Foreign Languages (FFL) is in charge of delivering a Bachelors program in Technical English and teaching General English and ESP to students of all the other faculties in the university. Faculty members total 23, including 1 Ph. D. , 1 Ph. D. candidate, 12 Masters, and 6 premaster students. The teaching staff consists partly of highly experienced lecturers with many years of leaching at UTE and other large national universities and partly of young teachers full of enthusiasm, energy and creativity. FFL encourages and creates favorable conditions for all staff members to upgrade their qualifications either in the country or abroad. Within the common trend of regional and internal integration, English has assumed an ever more important role in a multilingual and multicultural working environment. The Technical English program delivered by FFL aims to provide the labor market with white collar workers, knowledgeable about ESP, and able to work in industrial parks, export-processing zones, companies, factories and plants, as well as for foreign offloces, international and non-governmental organizations, where English is required. FFL actively engages in compiling and adapting ESP textbooks to suit the students requirements, as well as the Universitys and employers expectations. FFL has been seeking assistance from domestic counterparts as well as support in information and teaching materials from universities in English-speaking countries, gradually expanding cooperation relationships and railing the teaching and learning quality, FFL is getting ready to offer new programs in Japanese, Korean and Chinese to meet the ever-Increasing needs in these languages. III. The aim, the learning outcomes and the pro-requisites of TEFL teaching practicum course 1. The aim Applying the understanding aspects of foreign language learners, methods, and approaches in language teaching and learning, observation, execution of lesson in a specific context, to classroom management. Special emphasis is given to the planning and execution of technically-related lessons. It also provides students a further opportunity to reflect upon their work as professionals. 2. The learning outcomes. Upon successful completion of teaching practlcum, students should be able to: Gain insight into EFL students motlvatlon, frustration, and strategles in learning English as a foreign language. Recognize how theories of language learning and teaching underlie classroom practice, implicitly and explicitly, based on knowledge gained through 8-week observation and leashing practice. Begin to develop a personal view of what constitutes effective EFL teaching. Gain confidence in ability to devise and carry out EFL classroom learning activities by engaging in observation, teaching and tutoring in a diversely educational setting. 3. The pre-requisites Successful completion of Listening, Reading, Speaking and Writing 4, Phonetics and Phonology, Morphology and Syntax, Semantics, British Literature, British Civilization, TEFL Methodology, and Media in ELT. B. Content I. Teaching practicum planning Date (Feb 6th Mar 31st)Content Week 1 (Feb 6th -Feb 11th)1. Confirm the practicing place; receive specific plan, purpose and requirements, rules and regulations of teaching practicum course. 2. Divide teaching practice groups, meet instructors and members in groups, assign tasks for each person. Week 2 (Feb 13 -Feb 18)1. Receive teaching schedule. 2. Make plan for teaching practicum in 7 weeks 3. Get acquainted with students. 4. Observe instructors class on Tuesday, Feb. 14th , 2012 (Period 1-4, Room A2. 202) and Thursday Feb. 16th. 2012 (Period 1- 4, Room E1. 505) 5. Make the first lesson plan (Unit 7) Week 3 (Feb, 20 -Feb. 25)? Feb. 20th. 2012 1. Observe others classes of Thu Hue, Cam Lien, Yen Nhi, Ngoc (February morning 20lh 2012) 2. Observe Mr. Luans class (February afternoon 20th 2012) Period 1-4 ? Feb. 21st. 2012 3. Observe the first teaching of Ha Word Power (Air travel file + Word group) Period 1 Room A2. 202. 4. Observe the first teaching of Tuy? n Focus on Function (Making arrangements) Period 2 – Room A2. 202. 5. Give the first lesson plan for instructor and receive the feedback. 6. Correct the first lesson plan.  ¦ Feb. 23rd, 2012 7. Observe the second teaching of Ha Word Power (Air travel file + Word group) Period 1 Room E1 . 505. 8. Observe the second teaching of Tuyen Focus on Function (Making arrangements) Period 2 – Room E1. 505. 9. Receive the feedback from instructor and correct the first lesson plan again Week 4 (Feb. 27 -Mar. 03)Feb. 28th. 2012 1. Observe Huongs class, Changing lives on 27th February 2012, Period 1 2. Observe Vys class, Changing lives on 27th February 2012, Period 2 3. Observe Bao class, Changing lives on 27th February, Period 3 4. Observe To Lins class. Changing lives on 27th February 2010, Period 7 5. Observe To Liens class, Changing lives on 27th February 2010, Period 8  ¦ Feb. 28th. 2012 6. Observe the first teaching of Duy- Grammar point -Past and present perfect simple, period 1, Room A2. 202. 7. Observe the first teaching of Tr? ng- Word Power (Trends file + The language of graphs) -Period 2- A2. 202. 8. , Get the feedback from instructor and groups members to correct some mistakes in the second lesson plan for a better teaching period on March 1st, 2012. 9. Give the second lesson plan for instructor and receive the feedback.  ¦ March 1st. 2012 10. Observe the second teaching of Duy- Grammar point Past and present perfect simple, period 1, Room El. 505. 11. Observe the second teaching of Tr? ng Word Power (Trends file + The language of graphs) Period 2 -Room El . 505. 12. Get the feedback from instructor and groups members. 13. Prepare the third lesson plan (Unit 10) Week 5 (Mar. 5 -Mar. 10) ¦ March 5th. 2012 1. Observe Hieus class, unit Crossing cultures. Period 7 2. Observe To Linhs class, unit Crossing cultures, Period 8 3. Observe Cuongs class, unit Crossing cultures, Period 9  ¦ March 6th. 2012 4. Observe the first teaching of Kim Language Focus (Modal Verbs) Period 1 Room A2. 202. 5. Observe my instructors class, period 2-3, Room A2. 202.  ¦ March 8th. 2012 6. Observe the second teaching of Kim – Language Focus (Modal Verbs) Period 1 Room E1. 505. 7. Observe the third leaching of Trong Focus on Function (Invitation)- Period 2 Room E1. 505. 8. Research mora information to make lesson plan for third teaching. Week 6 (Mar. 12-Mar. 17) ¦ March 12th. 2011 1. Observe the third teaching of Duy- Word Power -Business headlines file -f Word family, period 2, Room A4. 103. 2. Observe the third teaching of Tuyen Language Focus, (Present perfect simple and continuous) -Period 1 Room A4. 103. 3. Observe the third teaching practice of Ha Focus on Functions (Offers and requests) Period 3 Room A4 103 4. Give the feedback for groups members to correct some mistakes in the last lesson plan for a better teaching period on March 15th . 2012 5. Give the third lesson plait for instructor and get feedback from her to correct it. ?March 13th 2012 6. Observe the fourth teaching of Duy-Word Power -Business headlines file Word family, period 2, Room A2. 202 7. Observe the fourth teaching practice of Tuyen Language Focus (Present perfect simple and continuous) Period 1- Room A2. 202. 8. Observe the fourth teaching practiceof Ha Focus on functions (Offers and requests) Period 3- Room A2. 202 9. Give the feedback lor groups members. Week 7 (Mar. 19 Mar. 24)? March 9th, 2012 1 Observe the third teaching practice of Kim Language Focus (Prepositions) Period 2 Room A4. 101. 2 Observe the fourth teaching practice of Tr? ng -Focus on Function (Invitation) Period 3 Room A4. 103. 3. Get the feedback from instructor and members in Week 8 (Mar. 26-Mar. 31)group, correct the third lesson plan and prepare for the fourth one.  ¦ March 20th. 2012 4. Observe the fourth teaching practice of Kim -Language Focus (Prepositions) Period 2 Room A2. 202. 5. Create a game and small party to say goodbye to students. II. Teaching schedule NO. DATEPLACECONTENTNOTE. 1Tuesday, February 28th, 2012Room A2. 202Unit 7: Changing Lives Part: Focus on function Opinions and suggestions; agreeing and disagreeingGeneral English 3, 51 students, pre-intermediate level. 2Thursday, February 1st, 2012Room E1 . 505Unit 7: Changing Lives Part: Focus on function Opinions and suggestions; agreeing and disagreeingGeneral English 3, 31 students, pre-intermediate level. 3Monday, March 20th, 2012Room A4. 103Unit 10: Will our planet survive? Part: Language focus Future with will; the first conditional; if and whenGeneral English 3, 51 students, pre-intermediate level. 4Tuesday, March 13th. 2012Room A2. 202Unit 10: Will our planet survive? Part: Language focus Future with will; the first conditional; if and whenGeneral English 3, 45 students, pre-intermediate level. III. Teaching materials 1. Lesson plan 2. Textbook 3. Student teaching evaluation form 4. Student teaching observation form C. Conclusion I. Reflection paper Through 8-week observation and teaching practice, I recognised that the teaching practicum give me useful first-hand experience and practical knowledge of teaching and learning English as a Foreign Language. Actually, this course helped me to apply the theory, methods and approaching, ets in real class. Moreover, it is important to know my own strengths and weaknesses. It also provided me a further opportunity to reflect upon my works as professionals. All these things are valuable experience for me to strive for the career in the future. First of all, I made a clear and specific plan for the course. So, I spent 47 periods in observation. Thanks to this, I had a chance to get familier with my students, such as ability, level, gender, interest, number of students, asmostphere and facilities in class. When I observered I noted down who are active and passive, equipments need to bo used. Then, I considered lesson plans with which activities I could apply in the class, which methods are suitable, what strategies were used to support my teaching and students learning. Secondly, I apprehened a lot of things from the intructors and other student teachers, I understood that there are three significant things which teachers should focus when teaching: interaction between teacher and student, professional responsibilties and knowledge and time mangement I found that although the knowledge is good, teaching method is not good. Ultimately, the job is not successful. Thirdly, when I observed I learnt a lot of useful things from the failure and success of my friends. The common mistake is the instructions were ineffective, which made students confused. However, I learnt a nice way from my peer to give intructions such as giving short sentences, using familiar words as well as emphasizing the important words. After the teacher gives intructions for an activity, he or she could make sure sudents have been about what to do in the activities by asking them some questions. Until he or she has check students understanding about it or her instructions, starts the activity. Furthermore, many student teachers did not give any samples or examples when they asked students to make conversation about some topics, so it was hard for students to know how they should do. In time management, most of apprentices lacked of it. Specifically, we could not divide reasonable time. Obviously, teacher talked more than students talked. Thus, my instructor suggested, let students practice more. I really appreciated her advice, it helped me improve a lot after that. The worse thing was we often went into overtime. It was the reason made us lose our self-control. Besides, few student teachers were not confident about their own ability and knowledge. I realized that it could have equally disastrous consequences. Hence, I reminded me look for more information or documents relating to the lesson. The speciality is know thoroughly the grammar points which we teach because if we are not clear what we say, how can we make others understand deeply? The benifits of utilizing multimedia in teaching are countless. Student teachers carefully considered to take full advantage of them. And so did I. Yet, we completely seemed to be bad at blackboard presentation. According to a lecturer, she suggested that the blackboard should be divided into two or three parts at the start of the lesson. For example: Additional example or explanationLesson Unit: Title (different color) (page no. ) I. Language focus grammar structure -use/ meaningAdditional example OrOr Students exercise or feed backexplantion This is a layout with 3 parts. If the board is small, we can divide as follow. Lesson Unit: Title (different color) (page no. ) I. Language focus grammar structure -use/meaning -etcAdditional example or explanation. Even something seems trifling like the way erase the board, gesture, manners and behaviour, etc. I was also instructed by my consultant. Thanks to her consideration, I made my own pedagogic style. Consequently, my instructor praise me tor this. Over two months, I look back what I got and what I did not. I evaluated my strength and weakness. My strong point is confidence. Thus, I could manage class well, designed task effective, engage all students in learning. The weak point was my pronunciation. Though I tried to correct it later classes, I still pronounced wrong. So, I made a plan for practice pronounce more to be better. Additionally, I learnt how to solve the problems that can occur in the classes, predict them problems and anticipate the solutions. That was very important for an effective teaching class. In short, base on knowledge gained through 2-month observation and teaching practice, the help of instructors and peers, I gained confidence in ability to devise and cary out EFL classroom learning activities. I applied the theory in school in real environment. In fact, the invaluable lessons and experience underlie for career in the future, I had a straight judge myself.