Free Essays on A Vintage Thunderbird

Love Is More Than A Heart Love is a very important thing to most people and as the saying goes ‘you can never choose who you love’. This is very true of the love between Nick and Karen, the main characters in Ann Beattie’s A Vintage Thunderbird. This fictional short story is rich in meaning and symbolism. When Nick is mugged, the character Stephanie, and most importantly the vintage Thunderbird all are symbols of Nick and Karen’s love for each other and their relationship. According to the hidden meaning of these events these two are meant to be together forever. Stephanie is a mutual friend of both Nick and Karen. In a time when Karen has run off to Bermuda, Stephanie comes to see Nick in need of being rescued. Stephanie has found herself pregnant and not wanting to be. For two weeks the two of them bond while waiting for Karen to return. Once she came back Karen and Nick were able to get over there argument to help Stephanie. They helped her to make and follow-through with a very difficult decision. This only proves that no matter how upset they are that Nick and Karen really love each other and are able to pull to together in a time of need. Stephanie is the only woman who doesn’t get Nick beaten. Nick has been mugged twice since he first met Karen. Over a year ago, when Nick went to visit an old girlfriend and they squabbled. As Nick was leaving he was assaulted by a teenager, who left him with out a wallet or cigarettes and badly bruised. If Nick had only stayed in the city with Karen this never would have happened. The second time that Nick is battered was while on a date with another woman. He had corresponded with Karen shortly before and she had asked Nick to leave the woman he was seeing to talk to her, Nick refused. While on the date he felt pangs of guilt for treating Karen the way that he had so he called her. She gave him the ultimatum of coming to see her right then or not at all. Nick said good-bye to his d... Free Essays on A Vintage Thunderbird Free Essays on A Vintage Thunderbird Love Is More Than A Heart Love is a very important thing to most people and as the saying goes ‘you can never choose who you love’. This is very true of the love between Nick and Karen, the main characters in Ann Beattie’s A Vintage Thunderbird. This fictional short story is rich in meaning and symbolism. When Nick is mugged, the character Stephanie, and most importantly the vintage Thunderbird all are symbols of Nick and Karen’s love for each other and their relationship. According to the hidden meaning of these events these two are meant to be together forever. Stephanie is a mutual friend of both Nick and Karen. In a time when Karen has run off to Bermuda, Stephanie comes to see Nick in need of being rescued. Stephanie has found herself pregnant and not wanting to be. For two weeks the two of them bond while waiting for Karen to return. Once she came back Karen and Nick were able to get over there argument to help Stephanie. They helped her to make and follow-through with a very difficult decision. This only proves that no matter how upset they are that Nick and Karen really love each other and are able to pull to together in a time of need. Stephanie is the only woman who doesn’t get Nick beaten. Nick has been mugged twice since he first met Karen. Over a year ago, when Nick went to visit an old girlfriend and they squabbled. As Nick was leaving he was assaulted by a teenager, who left him with out a wallet or cigarettes and badly bruised. If Nick had only stayed in the city with Karen this never would have happened. The second time that Nick is battered was while on a date with another woman. He had corresponded with Karen shortly before and she had asked Nick to leave the woman he was seeing to talk to her, Nick refused. While on the date he felt pangs of guilt for treating Karen the way that he had so he called her. She gave him the ultimatum of coming to see her right then or not at all. Nick said good-bye to his d... Free Essays on A Vintage Thunderbird Love Is More Than A Heart Love is a very important thing to most people and as the saying goes ‘you can never choose who you love’. This is very true of the love between Nick and Karen, the main characters in Ann Beattie’s A Vintage Thunderbird. This fictional short story is rich in meaning and symbolism. When Nick is mugged, the character Stephanie, and most importantly the vintage Thunderbird all are symbols of Nick and Karen’s love for each other and their relationship. According to the hidden meaning of these events these two are meant to be together forever. Stephanie is a mutual friend of both Nick and Karen. In a time when Karen has run off to Bermuda, Stephanie comes to see Nick in need of being rescued. Stephanie has found herself pregnant and not wanting to be. For two weeks the two of them bond while waiting for Karen to return. Once she came back Karen and Nick were able to get over there argument to help Stephanie. They helped her to make and follow-through with a very difficult decision. This only proves that no matter how upset they are that Nick and Karen really love each other and are able to pull to together in a time of need. Stephanie is the only woman who doesn’t get Nick beaten. Nick has been mugged twice since he first met Karen. Over a year ago, when Nick went to visit an old girlfriend and they squabbled. As Nick was leaving he was assaulted by a teenager, who left him with out a wallet or cigarettes and badly bruised. If Nick had only stayed in the city with Karen this never would have happened. The second time that Nick is battered was while on a date with another woman. He had corresponded with Karen shortly before and she had asked Nick to leave the woman he was seeing to talk to her, Nick refused. While on the date he felt pangs of guilt for treating Karen the way that he had so he called her. She gave him the ultimatum of coming to see her right then or not at all. Nick said good-bye to his d...

Improve Your Workplace Mood with 10 Basic Tips

Improve Your Workplace Mood with 10 Basic Tips Cheer up isnt feedback most of us typically get in our annual reviews, but studies show bringing a positive attitude into the office with you can improve relationships and productivity and make-up for the less exciting aspects of the daily grind.Try these 10 simple steps from The Undercover Recruiter to boost your mood and help you bring your A game every day!1. Eat HealthierIve never met a vending machine I didnt like, but I know that empty calories and sugary snacks during that 2 p.m. lull are not my friends! I started outsmarting temptation by bringing small baggies of almonds, trail mix, or granola bars to cut down on snacking, and using what I saved in the break room to treat myself to salads or fresh food options at lunchtime.2. Get Some ExerciseSome companies are able to offer discounted gym memberships or other workplace incentives to employees who take the time to workout and enjoy those exercise endorphins. Whether its a walk at lunch, a shift at a standing desk, or an earl y morning spin class, give your mind and body the energy they need by getting whatever exercise you can!3. Get More SleepI have to trick myself into this one by hiding my phone out of reach when I go to bed; otherwise I keep refreshing social media or checking my email despite the fact that literally nothing is going to happen that will need my attention before the morning. Make your bedroom a quiet, welcoming, dark space, and reserve sleeping hours for sleep.4. Give FeedbackIf youre dissatisfied with something at work, the best way to get some changes made is to speak up about it- productively, of course, so youre not just complaining. Talk to your boss or your colleagues if you have suggestions to improve your work environment; you might be surprised what a difference you can make by communicating what you need.5. Show GratitudeWhether youre higher up in the food chain or anchoring the entry-level spot, take a minute each day to express gratitude to someone who makes your job easi er, someone whose contribution you appreciate, or someone who often goes unrecognized. Keeping a journal at home or on your phone can help you document moments that made it all worthwhile, so you have something to look back at on a bad day.6. ReflectAnother task that journal is great for is looking back over the day or week youve just had. Where were you successful? Where do you have room to improve? When you take the time to review your performance thoughtfully, youll move through the workday with more awareness, which can lead to increased satisfaction and better work overall.7. MeditateWhether you take a little time to close your eyes and take a few deep breaths every hour or actually devote 20  minutes of your lunch hour to a more formal practice, meditation is proven to increase calm, focus, and empathy levels. Dont get caught up in a stressful day- step back and recenter yourself.8. Get to Know Your ColleaguesIf youre an introvert like me, this might sound dreadful. At the e nd of a long day, often the last thing I want to do is troop down to happy hour with the people Ive already spent all day with. But whether you strike up a conversation at Patricks birthday party (a.k.a. awkward cake in the conference room hour) or invite your counterpart from another department to eat lunch outside with you, find interpersonal connections at work to help you look forward to each day in the office.9. Help OthersSpending even 10-15 minutes helping someone else out can reliably make you feel better about yourself and your job. Just as beneficial, it may make them more willing to help you out in return someday; youre building social capital and improving your day at the same time.10. Take a Mental Health DayWe live in a work culture that values constant accessibility, putting in extra hours, and pushing ourselves forward incessantly. If youre lucky enough to have paid sick leave, treat yourself to a day where you dont think about work at all. It will all be waiting for you the next morning; after a day away to refresh yourself, youll already be happier on the job.  10 Simple Steps to Being Happy at Work  Read More at theundercoverrecruiter.com

Legal Fictions (Plato, Xenophon and Henry David Thoreau) Essay

Legal Fictions (Plato, Xenophon and Henry David Thoreau) - Essay Example describes Socrates tone as almost ‘arrogant’ and Plato also observes that the philosopher speaks from a ‘high standing’ and uses a ‘lofty manner’ in his address. Secondly both agree that Socrates used the Oracle in his defense. Socrates claimed that the Oracle had declared him the ‘wisest’ and ‘most prudent’ of all people. Furthermore both describe Socrates claim that a divine voice guides him in his mission. Ans.3. Socrates refers to his mission to find the wisest man as a ‘labor of Hercules’ in his speech of defense. He implies that he has wandered far and wide and made a Herculean effort to find a man wiser than himself. (Plato) About to die at the hands of his corrupt worldly judges, Socrates longs for true justice in the after life. He mentions three judges of Hades (the underworld) - Minos, Rhadamanthus and Aeacus.(Plato) Ans.4. According to Thoreau the only place in a slave state in which a free man can abide with honor is prison. Three groups that can find him there are the Mexican prisoner, the fugitive slave and the Indian come to plead his case. No man of honor can live without protesting the injustice done to these three groups by the government, and by law the state imprisons all dissenters. Thus the only abode of the true supporters of these oppressed groups is prison. Ans.5. "Now what are they? Men at all? Or small moveable forts and magazines, at the service of some unscrupulous man in power?† This quote is taken from the essay ‘Civil Disobedience’. Here Thoreau mocks the mentality of the soldiers who follow the law so strictly that they are ready to die and kill for it even when they know that a particular law or order is morally unjust. â€Å"As they live and rule only by their servility, and appealing to the worse, and not the better, nature of man, the people who read them are in the condition of the dog that returns to his vomit†. This quote is taken from the essay ‘Slavery in Massachusetts. Thoreau is

Methane Dry Reforming Research Paper Example | Topics and Well Written Essays - 1250 words

Methane Dry Reforming - Research Paper Example The active use of methane and carbon dioxide is also helpful because these gases are not environmentally friendly and their conversion to feedstock will enable better environmental regulation. During the conversion process, one of the major problems is catalyst deactivation resulting from coke deposition. The deposition of coke produces poor catalyst selectivity, activity and longevity. The aim of this project is to investigate the effects of forced periodic cycling between a carbon-gasifying agent (such as carbon dioxide) and methane dry reforming in order to increase the yield of syngases and to improve catalyst longevity. This study will also bolster innovation by developing the traditional Ni-CO catalyst using cerium oxide as a promoter. This approach has been shown to favour synthesis gas formation along with resistance to coking in various studies on the matter. The achievement of these goals may lead to significant improvements in hydrocarbon reforming in context of catalyst d eactivation and would also lead to an improved catalytic reforming system. These improvements would in turn provide substantial economic and environmental benefits through a positive reduction in greenhouse gases. 1. Literature Review 1.1. Introduction Both large scale and small scale industrial technology has depended on hydrocarbon reforming to produce hydrogen [Seo et al., 2009; Rakib et al., 2010]. One of the largest uses for hydrogen is the production of ammonia (NH3) through a reaction with nitrogen using the Haber process [Li et al., 2007]. Steam reforming is also a preferred method to produce hydrogen at high purity and product yields for small energy technologies like fuel cells [Lora et al.; Heinzel et al., 2002]. Overall, the major processes involved in the conversion of hydrocarbons to synthesis gas include dry reforming, steam reforming and partial oxidation or a combination of partial oxidation and steam reforming better known as oxidative steam reforming [Aasbe rg-Petersen et al., 2001; Sarmiento et al., 2007; Rostrup-Nielsen, 2009]. Each of these processes tend to have their own pros and cons based on criteria such as product composition, availability of reactants (CO2, H2O, O2), purity as well as production scale and cost [Pena et al., 1996]. As far as refining and petrochemical processes are concerned steam reforming is the preferred method [AvcI et al., 2004]. However, the industrial production of synthesis gas using hydrocarbon steam reforming tends to leave behind unwanted coke deposits on the catalyst making it not so favourable. Coke deposition has distinct disadvantages including lowered catalyst activity, longevity, selectivity and reduced reactor performance that requires constant maintenance. Within industrial processes, carbon is removed using an excess carbon to steam ratio (generally greater than 3) in order to decrease the chances of coke deposition on the catalyst. Though this method is effective, it requires greater energy investment as more steam is required than normal steam reforming necessitates. On the other hand, dry reforming is seen as an auspicious technology for synthesis gas production as it offers certain distinct advantages such as: i. Depletion of unwanted greenhouses gases (carbon dioxide and methane); ii. Gas separation is not required thereby reducing cost and allowing

Curriculum Development

Curriculum Development Unit 6 Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum is actually a Latin word for ‘racecourse. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. Most of the time curriculum is based on the organisational needs of learning and objectives, for example, their curriculum. Approval from external agencies, for example, awarding bodies give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. Within the training in-house sector of teaching, it is normally the business and individual needs that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the majority a lot of the courses attained by the learners do not lead to formal qualifications. In all of the above instances the organisation will supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners, this needs to be achieved at the prior to the start of the students learning. As an example of this a schools curriculum comprises both statutory elements (including the National Curriculum, religious education and careers educations) and non statutory elements (priorities defined by the school). An area where there will be a significance of equality and diversity in the design of the curriculum would be children with multi-sensory impairments. One of the fundamental principles of the code of practice is that all children, including those with special educational needs should be offered full access to a broad, balanced and relevant education. This is what the national curriculum was designed to provide. Some children who are multi-sensory-impaired will follow the National Curriculum, usually with additional support. Others will follow a modified form of it. Still others will follow more specialised developmental curricula which will include teaching a child things that non-disabled children already know by the time they start school. Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may relate to: * mobility skills, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs for example, physiotherapy * concepts usually learned incidentally for example, the interpersonal and independence skills used at break or meal times All teachers modify the curriculum in order to meet the range of learning needs in their class. Children who are multi-sensory-impaired are likely to need the curriculum modified on an individual basis, because each childs combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives? 2. Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluated? The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a students life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learners futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learners attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The world of training can be ad-hoc and trainers are not always privy to this information. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity on the part of both learner and teacher. In the 1980s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teachers activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must and ‘should be covered as well as ‘what could be delivered. Stenhouse (1975) quoted the English dictionary when defining curriculum as ‘a course; especially a regular course of study as at school or university. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught. Stenhouse challenged the view that teachers need to be objective in their view of curriculum, realistic even, to ensure that there is a balance between the ‘intentions and realities that the curriculum design will get the best outcomes for their students. He draws comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course? How many pass grades and how many failures. Like making a cake it doesnt always rise the way youd wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment, and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of further development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what. The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the Commission of Social Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, cost analysis plays heavy, is the course a requirement under the recommendations that have been implemented by the governing body? Learners in this social care field are normally trying to achieve and meet performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential; others that are not are open to negotiation. A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be continuity for the learners and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the links between the subjects for example in Social Care it would link the psychology, sociology, biology and prac tice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place. Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you cant tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they dont always follow the curriculum recipe. Therefore, evaluation will be invaluable in ascertaining if effective learning has taken place. This should help identify any problems within the curriculum design, reflection on the needs of the organisation, the syllabus and learners. Evaluation is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while its ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. A teachers skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing professional development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolbs Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolbs four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and therefore assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tylers Basic Principles of Curriculum Instruction (1949). As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tylers model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975). Teachers or trainer have to have a high level of professionalism and competence in their specialist subject area. The content is defined in cognitive terms; the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to making a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but then drops the patient then this would question the realities and intentions of the curriculum. In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. Any curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculums components for, example, instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help t o determine the degree of fidelity between the curriculum and its application in the classroom; and assess the impact of the curriculum on students knowledge, attitudes, and behaviour. As David Ausubel (1969) suggested the learning process should be approached like a mental journey! Geoff Petty quotes ‘ We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors. The quote really say it all as we are purely developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century. Bibliography Gray D, Griffin C and Nasta T (2005) Training to Teach in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd. Armitage, A et al (2007) Teaching and Training in Post-Compulsory Education, Maidenhead, Open University Press Reece, I Walker, S., (2005) Teaching, Training Learning: a practical guide. (5th Edition). Sunderland: Business Education Publishers Walkin, L (1990) Teaching and Learning in Further Education, Cheltenham, Stanley Morris Internet National Curriculum http://curriculum.qca.org.uk/ Accessed on 21st February 2009 Qualifications and Curriculum Authority http://www.qca.org.uk/ Accessed on 25th February 2009

CELTA written Assignment 3: Language Skills Related Task Essay

Section 1: chosen text For this assignment I have a chosen a text which is an interview with celebrity chef Jamie Oliver, called ‘Interview with Jamie Oliver: I’m a big fan of chillies’, by Nandy Priyadarshini, published on DNA India website (http://www.dnaindia.com/lifestyle/report-interview-with-jamie-oliver-im-a-big-fan-of-chillies-1897063). The level of students for which the article and tasks are intended is intermediate. I think students will be interested in reading an interview with Jamie Oliver because food tends to be a universal topic that everyone can relate to. Despite the fact that different nationalities and cultures have different cuisines, overall, people all around the world love food and enjoy talking about it. Jamie Oliver is one of Britain’s celebrity chefs and what makes him stand out is his outspoken, passionate and no-nonsense philosophy about cooking that people find appealing. He is seen on many TV shows and his books have made him a familiar face all over the world, so there is a good chance the students, who have different nationalities, have heard of Jamie Oliver. Additionally, a healthy lifestyle has become a very current topic which is why this article is interesting and relevant material, suitable for reading activities. The text has a good length, around 1 A4. Too long a text will require too much from the students, too short a text and the students aren’t challenged enough. Section 2: Lead-in In order to raise students’ awareness, I would consider showing them some realia in the classroom, for example a frying pan and ask the students WHOSE name comes to mind when they see it. Perhaps they can come up with some names of famous cooks. Then show a book by Jamie Oliver and elicit his name. I would ask the students what they know about him, whether they have ever seen his shows, if they have ever tried his recipes, if they like cooking in general. If so why, or why not. â€Å"If we can get the students engaged in the task there is a much better chance they will read (or listen) with commitment and concentration, whether or not they were interested in the topic to start with† says Jeremy Harmer in ‘The practice of English Language  Teaching, 3rd edition, 2001, page 206. By allowing the students to work in pairs, they get the chance to practise their speaking skills a little bit. Section 3: Initial receptive skills task On a hand-out, students would be given the interview text and my initial receptive skills task would be to ask the students to come up with a different title for the text. The original title is of the text is: ‘I’m a big fan of chillies’. Jamie Oliver does mention chillies in the interview but talks about many other things. In order for the students to find another title, they would have to read the entire interview and to get a general understanding of the article. Purpose of this task is to practise reading for gist. Students will probably not understand all the vocabulary but they will hopefully get a feel for the passion Jamie Oliver feels towards food and cooking, and how he wants to accomplish his mission(s). The article contains quite a bit of vocabulary that the students may be unfamiliar with. Examples are: in fashion, chat, have it rough, merchandise, noble, knowledge, affordable, treat, do justice, prepare, tastier, chopping board, equipment, sink, rubbish, fortune, contributions, inspired, accessible, watchable, consider, transform, bland, excitement, sneak, flavour, versatile. The students, however, are asked to skim the text, as explained by Jeremy Harmer in ‘The practice of English Language Teaching 3rd edition, 2001, page 202: â€Å"the reader has made a choice not to attend to every detail but to use their processing powers to get more of a top-down view of what is going on†. I would refrain from pre-teaching vocabulary at this stage because â€Å"if we want to give students practice in what it is like to tackle authentic reading and listening texts for general understanding, then getting past words they do not understand is one of the skills they need to develop. By giving them some or all of those words, we deny them that chance† stated Jeremy Harmer in ‘The practice of English Language Teaching 3rd edition, 2001, page 203. After the students have invented a new title, I would ask them to discuss their ideas with their partners to give them some speaking practice. In the class room session, some suggestions would then be shared with the entire class and the teacher is able to do some error-correction. Section 4: Second receptive skills task The second task is a more difficult one and requires the students to read the text for specific information. The purpose of this task is read for detail and interpret the opinion of the interviewer as well as the person being interviewed. Because the majority of difficult words are in context, students should be able to understand the meaning of them. I could encourage the students to read fast, as mentioned in ‘Learning Teaching’ by Jim Scrivener, 3rd edition, 2011, page 264: â€Å"A good first strategy could be to help them to read fast; not worrying about understanding every word; not, perhaps, even understanding most words, but still achieving a specific and useful goal†. In this task, the students will be given a number of statements – see Appendix – and they will have to indicate whether they are true or false. After this activity, students get the opportunity to check their answers with their partners which will enable to correct their own mistakes before the answers are discussed in class. In the class room feedback session, the really difficult words that students struggled with, can be addressed. I would use realia, pictures and/ or mime to elicit the meaning of vocabulary. For example, show pictures of a chopping board, sink, rubbish, merchandise. To convey the meaning of for example ‘noble’ or ‘have it rough’, I could revert back to the context in the article and use concept checking questions. Section 5: Productive skills follow-up activity As a follow-on task, it might be good idea for the students to practise speaking language related to food and food culture in groups and have a little debate about it. Students should think about what people like to eat in the country where they are from. If there are foods their countries are famous for. For example Spain: tapas; Netherlands: cheese, France: also cheese, bread etc. What would you recommend a visitor to eat in your country and why? Or why not? The students get some freer oral fluency practice related to different food cultures. Afterwards, one person may present some of the group’s findings to the rest of the class. Another follow-on task might involve some writing practice where students, individually, write a paragraph with ‘all your favourite foods in one day’. To start off with, students should describe their ideal breakfast, followed by lunch and  dinner, including drinks. What would the perfect menu look like? This may include foods from the country that they are from or from another country. For example: in the morning, I want to eat bread with cheese and have cup of tea. I would also like to drink a glass of milk or orange juice for breakfast etc. This would enable to students to have controlled written practice in the context of food. Section 6: References Sources: http://www.dnaindia.com/lifestyle/report-interview-with-jamie-oliver-im-a-big-fan-of-chillies-1897063 Learning Teaching, the essential guide to English Language Teaching, 3rd edition 2011 by Jim Scrivener The Practice of English Language Teaching, 3rd edition 2001 by Jeremy Harmer Appendix True/False Statements 1) Jamie Oliver is like all the other cooks on TV because he is just an entertainer cannot really cook (false) 2) In Food Revolution, he is trying to teach people that tasty food does not have to cost much and it can be healthy (true) 3) He also believes that ‘fast food’ is ok and that people can eat it as much as they want (false) 4) Jamie Oliver thinks that if you want to cook a really good meal, it always takes a lot of time in the kitchen (false) 5) Jamie likes to keep his kitchen as clean as possible when he is cooking (true) 6) What Jamie Oliver really likes is to think of new recipes with other chefs (true) 7) He says that the fish from Marrakesh is the best (false) 8) Jamie Oliver hopes that young people stop eating all junk food (false) 9) His mission is to give people new ideas about food and how to cook it (true) 10) He believes that you have to use garlic, lemons and chillies in every meal if you want your food to taste better (false) Wednesday, 2 October 2013 – 4:30pm IST | Agency: dna / Priyadarshini Nandy Interview with Jamie Oliver: I’m a big fan of chillies Celebrity chef Jamie Oliver is always in fashion. With two of his famous television shows currently on Indian television, we decided to have a little chat with him about them. And what he tells us is to love food — from the heart. Celebrity chefs often have it rough. While most of them are heroes on television, in the real culinary world they are sometimes considered to be simply showmen and not real chefs. British chef Jamie Oliver is a bit different though. Yes, he is cute for sure, but the talented chef and restaurateur, who also has a line of television shows to his credit (a few of them are currently airing on Big CBS Love) as well as a line of irresistible merchandise, can sure put together a decent meal. In an interview with After Hrs, he talks about his food mantra†¦ We’d like to start with Food Revolution†¦ The show has been on for a while and you’re trying to do something extremely noble that the world can learn from. Did you achieve what you set out to do? My goals are really to make sure that children and adults around the world are given the knowledge to be able to feed themselves and their families properly — and by that I mean with fresh ingredients, not expensive ingredients. With a bit of knowledge, you can prepare quick, affordable, delicious and nutritious meals and also understand that there’s nothing wrong with things like fast food but only as a treat, not as everyday food. Referring to your 30 Minute Meals show, don’t you think that meals don’t quite do justice to a dish, unless you’re just throwing something together to avoid staying hungry? Cooking doesn’t have to be a slow process – you can make a delicious meal in five minutes if you know what you’re doing. You can even prepare something at home in the morning that you can eat for lunch and you’ll save money and it will probably be tastier than something you buy from a shop. It also depends on what you are cooking. Some dishes are simple and they only take one pot and a chopping board and a knife to put together. Others use more equipment. I find working into an empty sink or dishwasher, and having a bowl for rubbish near you when you prep, really helps minimise the mess. You’ve had the fortune of travelling across the globe. Can you share one or two of your favourite experiences as far as your culinary expeditions are concerned†¦ I’ll always remember my first night in Marrakesh as well as the freshness of the fish in Greece. But I’ll tell you that every few months, I get to work in the kitchens with my chefs from Jamie’s Italian and also an American chef I’m working with called Adam Perry Lang, and the things we come up with are always exciting. What do you think are your major contributions in the world of food? I would like to think that I’ve inspired people all over the world to try new things, to cook a bit better and to be a bit more adventurous with their cooking. I also hope I’ve inspired children to get excited about fresh food. What makes you different from other colleagues that have their own TV shows? I’ve always tried to make my television series interesting and accessible so whether it’s something like Jamie at Home or Jamie’s School Dinners, they’re always very watchable and there’s something in each one that makes the viewer think about food in a new way. What is that one ingredient you consider basic in any kitchen — the one thing that can transform a bland meal into a banquet? I’m a big fan of chillies and so I’d probably choose those – there’s so much you can do with them. They don’t work in every meal, of course, but they can really add excitement to so many things. I know I’m only supposed to choose one ingredient, but if I can sneak two more in, I’d also say lemons and garlic, both add so much flavour and are incredibly versatile.

Essay about The Use of Performance Enhancing Drugs

â€Å"I started taking anabolic steroids in 1969 and never stopped. It was addicting, mentally addicting. Now Im sick, and Im scared. Ninety percent of the athletes I know are on the stuff. Were not born to be 300 lbs or jump 30ft. But all the time I was taking steroids, I knew they were making me play better.† Lyle Alzado, American footballer. This is just one of many athletes who have took performance enhancing drugs in the past and have lived to regret it. Never before has there been so much help for athletes. Today technology, coaches and equipment has never been better. However, cheating within sport has never been such a problem before. Almost one tenth of all athletes have admitted to taking at least one form of performance enhancing†¦show more content†¦The mortality rate for steroid users is 12.9 percent compared to the mortality rate of tobacco smokers which is roughly six million per year. This shows that tobacco is more dangerous and is the cause of more d eaths yet it is legalised. So, making performance enhancing drugs would make little difference as its mortality rate is so low. Athletes already endanger themselves by adjusting diets and going through intense training programmes. This has resulted in professional athletes having a life expectancy of 77.2 years. This is lower than the average persons life expectancy of 83 years old. This shows that athletes are already taking harmful risks. Many people who want performance enhancing drugs legalised argue that sports is not currently based on natural ability. New technology, dieting, sports drinks and equipment is already pushing athletes past their natural ability. Those who can receive the best will receive the best results. For example, during the 2008 Olympics numerous swimmers wore Speedos LZR Racer swimwear. Swimmers wearing this swimwear received 90% of the medals. 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