Reflection Essay Example | Topics and Well Written Essays - 250 words - 6

Reflection - Essay Example From this discussion it is clear that  as a health care provider, having spirituality assists in enhancing the confidence of the patients through meditation and prayer, which gives them, hope of healing and quick recovery. The spirituality aspect enhances the patient’s belief that the medication they are undergoing is going to be effective in curing them. It also serves to enable the health care provider, be in a position to offer pastoral counseling to the patients, which boosts their spirit and comforts them amidst their sad and lonely feeling. Being spiritual goes a long way to ensure that patients understand the connection between life and death, affording patients comfort even when they are on the verge of passing on, by making them accept death as a part of transition.  This paper discusses that the difference in dealing with acute and chronic patients spirituality is that while the acute patient’s spirituality is pointed towards accepting the fate of death, t he chronic patient’s spirituality is pointed towards giving them confidence that medication is going to restore their health. The need for spirituality in children and families is to enhance their acceptance of illnesses and find meaning in them, while evoking for their compassion and forgiveness towards each other. The reporter's vision of the role of a spiritual provider in patients spiritual needs have been changed to point to the direction of religious intercession.

Compare and contrast Confucianism, Daoism, and Shinto Essay

Compare and contrast Confucianism, Daoism, and Shinto - Essay Example etween them, namely a specific understanding of human nature and the characteristics of its relationship with the divine law either through the human mind (Confucianism) or by means of mystical knowledge (Daoism and Shinto). Confucians believed that the true essence of people is humanity or â€Å"jen† (Fisher 209). Self-cultivation was understood as the development of a â€Å"humane† beginning and the suppression of wild and evil factors. By the time of the emergence of Daoism, Confucianism was the official doctrine and the basis of the state structure. The ideal of Confucianism was presented by a notion of a â€Å"noble man,† the carrier of Confucian consciousness responsible for the harmony between Heaven and human nature. His virtues were seen in self-control, justice, reverence for elders, and social responsibility. His goal was public service since in Confucian ethics person is subject to the society (210). Confucian culture is elitist, since the main area of its distribution was presented by noble people (mainly officials engaged in the administration of the state). As a result, this led to a desire to govern all possible spheres of human life. These changes were achieved by l imiting the undesirable factors, mainly through the assimilation of norms of behavior and control (first external and then internal). The main virtue of a noble man was considered a permanent control over his/her own mental sphere and preservation of self-control. In this regards, introspection was designed to detect human failings. In turn, Daoism, also condemning human passions, understands the true human nature in its close connection with the cosmic principle that embodies universal laws of nature. The supreme goal of Daoism is the detection and the actualization of the â€Å"true principles† in man and complete submission to them. Man needs should seek to merge with the divine Dao, â€Å"a mystical reality that cannot be grasped by the mind† (195). There was initially no question of

Spoken and Written Language, the Dual Route Model Case Study

Spoken and Written Language, the Dual Route Model - Case Study Example 1197). Thus, Coltheart and Rastle attempt to offer evidence to the utility of dual-route theory in analyzing the reading performance of young normal readers as well as children with reading impairment. Another significant article on the applicability of dual-route theory, Rapcsak, et al. offer establish with evidences that dual-route equation as well as a related multiple regression model can â€Å"accurately predict both reading and spelling performance in adult neurological patients with acquired alexia and agraphia. These findings provide empirical support for dual-route theories of written language processing.† (Rapcsak, Henry, Teague, Carnahan, and Beeson, 2007, p. 2519). Therefore, both the articles deal with the effectiveness of dual-route models to analyze the reading performance of people with reading impairment, although the strategy as well as the focus of these articles differs. It is essential to realize that both the articles deal with scientific studies about th e usefulness of dual-route models and they offer detailed information about the participants of the study, including the age, speech and language abilities, cognitive status of the participants, etc. In short, the articles deal with a common topic, i.e.

The effect of acid rain on building materials Essay Example for Free

The effect of acid rain on building materials Essay Due to dissolved carbon dioxide rainwater is naturally acidic in the form of the weak carbonic acid. However gases such as sulphur dioxide and nitrogen oxides cause acid rain, which is responsible for the corrosion of buildings and damage to the wildlife. The burning of fossil fuels releases these gases into the atmosphere when the small quantities of sulphur react with the oxygen in the air, forming sulphur dioxide. The aim of this investigation is to investigate the way in which one factor alters the rate of erosion of building materials such as stonework and metals. To conduct this experiment I can use marble chips (calcium carbonate) or magnesium ribbon and in place of sulphuric acid dilute hydrochloric acid will be used. This is because sulphuric acid produces an insoluble salt which prevents any further reaction with the acid. The two possible equations for the experiment are: 1) Mg + 2HCl MgCl + H 2) CaCO? + 2HCl CaCl + CO + H O I have decided to conduct my experiment using magnesium ribbon and so equation 1 will be used. Here is a list of the factors which I could investigate: Volume of acid Concentration of acid. Temperature of reaction Mass/length of magnesium ribbon Particle size (no. of strips of magnesium) The factor which I have decided to investigate is the volume of hydrochloric acid. The range of volumes I have opted to use are 10cmi , 20cmi , 30cmi , 40cmi and 50cmi. The concentration of acid will remain at 2M throughout the investigation and the investigation will be conducted at room temperature. Also 1 strip of magnesium ribbon of mass 0. 05g will be used throughout the investigation. For each volume of acid used I will time how long it takes for 50cmiof hydrogen gas to be produced and collected in a gas syringe. Apparatus Conical Flask (with bung) 100cmi gas syringe Scales Measuring cylinder Stopwatch Hypothesis I believe that as the volume of acid increases so will the rate of gas produced. This is because there will be more acid molecules and so there will be more chance of collisions between the magnesium and hydrochloric acid, thus a higher rate of reaction. I believe that the volume of acid will be directly proportional to the rate of reaction and so the following will be true: Therefore, if the volume of acid is doubled then the rate of gas produced should double. Diagram Method First of all the gas syringe was connected to the conical flask. 0. 05g of magnesium ribbon was weighed using the scales and placed inside the conical flask. The first volume of 2M hydrochloric acid, 10cmi , was measured out using a measuring cylinder and then added to the flask. Simultaneously the stopwatch was started and the bung was placed on the conical flask. When 50cmi hydrogen had been collected the stopwatch was stopped. This was repeated 3 times with each of the volumes of hydrochloric acid, 10, 20, 30, 40 and 50cmi. For each volume an average time was calculated and then using that time the rate of reaction was calculated with the following equation: Rate (cmi /s) = Volume of gas produced (cmi ) Time (s) Results Time Taken (s) Volume of HCl (cmi ) Reading 1 Reading 2 Reading 3 Average Reading Rate of Reaction (cmi /s).

Requirements For An Apophantic Sentence :: essays research papers

Logic, as it appears in its everyday form, seems to stand on its own, without any requirements to needed to justify its existence. However, it is commonly overlooked that "logic is the science and means of clear . . . communication." Consequently, many sentences are regarded as logical, which in reality are illogical. It can therefore be found that the language used to communicate this logic must be carefully constructed using a certain format in order to form a logical statement. The requirements in such a sentence include a subject, the verb "to be", a predicate containing information that is relevant to the subject by means of the verb "to be", an adjective, and it must have correct reference numbers. Therefore, logic must consist of sentences of a certain kind, in order to be formatted with the intention of revealing or displaying something. It is because of the former items that a logical sentence cannot exist unless it contains all of the previous ly mentioned grammatical parts. The definition of a subject is: the object in a sentence about which something is said. A logical sentence can, therefore, not exist without a subject, for the simple reason that nothing can be revealed about an object that has not been revealed to the potential obtainer of the logic. Simply stated, if there were no subject, the logical sentence would have nothing to show something about. "Being seems to be presupposed in every apophantic sentence," and it is for this reason that the verb "to be" is required in all sentences of that sort. A verb is that which displays action, existence, or occurrence. Nothing can be displayed concerning the subject of the logical statement unless the subject exists, unless it "is." A predicate must also be present in a logic sentence, and it must be relative to the subject by means of the verb "to be." It is necessary for the subsistence of such a sentence because of the previous definition of the subject. The subject is the item about which something is said, and the predicate is the part of the statement that says something about the subject. In other words, nothing can be revealed about the subject in a logic sentence unless something is said about that subject. However, the predicate must be tied to the subject by the verb "to be", otherwise the result would be that the predicate would be making a statement about a subject that does not exist. Requirements For An Apophantic Sentence :: essays research papers Logic, as it appears in its everyday form, seems to stand on its own, without any requirements to needed to justify its existence. However, it is commonly overlooked that "logic is the science and means of clear . . . communication." Consequently, many sentences are regarded as logical, which in reality are illogical. It can therefore be found that the language used to communicate this logic must be carefully constructed using a certain format in order to form a logical statement. The requirements in such a sentence include a subject, the verb "to be", a predicate containing information that is relevant to the subject by means of the verb "to be", an adjective, and it must have correct reference numbers. Therefore, logic must consist of sentences of a certain kind, in order to be formatted with the intention of revealing or displaying something. It is because of the former items that a logical sentence cannot exist unless it contains all of the previous ly mentioned grammatical parts. The definition of a subject is: the object in a sentence about which something is said. A logical sentence can, therefore, not exist without a subject, for the simple reason that nothing can be revealed about an object that has not been revealed to the potential obtainer of the logic. Simply stated, if there were no subject, the logical sentence would have nothing to show something about. "Being seems to be presupposed in every apophantic sentence," and it is for this reason that the verb "to be" is required in all sentences of that sort. A verb is that which displays action, existence, or occurrence. Nothing can be displayed concerning the subject of the logical statement unless the subject exists, unless it "is." A predicate must also be present in a logic sentence, and it must be relative to the subject by means of the verb "to be." It is necessary for the subsistence of such a sentence because of the previous definition of the subject. The subject is the item about which something is said, and the predicate is the part of the statement that says something about the subject. In other words, nothing can be revealed about the subject in a logic sentence unless something is said about that subject. However, the predicate must be tied to the subject by the verb "to be", otherwise the result would be that the predicate would be making a statement about a subject that does not exist.

The Unrealistic Portrayal of Women in the Media

Media is one of the most influential aspects of modern society. It plays an enormous role in setting societal standards and depicting how people, especially women, should act and appear. In everything from advertising, television programming, newspapers and magazines, to comic books, popular music, film and video games the media sets unrealistic standards for women. These unrealistic depictions of the role that women must play, and the image that women must have in order to be accepted are drastically affecting societies views and the self-worth of women worldwide.In all forms of media, women are grossly misrepresented. Women are most often shown in the home, performing domestic chores; as sex objects who exist primarily to service men; as the romantic interest; as characters who rely greatly on men; as victims who can not protect themselves and are the natural recipients of beatings, harassment, sexual assault and murder. Women rarely play leading roles or roles of significance in m ovies and television shows, and when they do, they are rarely cast as independent or as a hero.Only 16 percent of films feature women protagonists (Richardson, 2011). In 2012, women represented less than one-third of the speaking characters (Eveleth, 2013). For every one female on screen, there were two and a half men. Women are not given enough positive role models. Even in Disney movies, female characters ride off into the sunset at age 16 with a prince they barely know; sending the message that we are reliant on men. Furthermore, almost every single cleaning product advertisement created features a woman cleaning up after her children and husband.Despite the fact that in real life, this concept of patriarchy and women being fragile and weak is largely is outdated, the media continues to portray women in this way. This is sending a entirely inaccurate image of how things should be to society, especially to young girls and women. Women are not only being told to play a certain role in society, but being pressured to look a certain way as well. From young age, women are exposed to the idea that they are supposed to be sexy; tall, have a small waist, be buxom, have perfect skin, etc.All Disney princess movies, however harmless they may seem, show girls sexually. In G-rated children's films, female characters often look just as sexual/revealing as they do in R-rated movies. Many online games for young girls, such as Selena's Date Rush, do a similar thing. The instructions for Selena's Date Rush are simple: â€Å"When Justin comes to pick her up in the morning, she just woke up with no makeup! Please help her complete her makeup before Justin finds out! â€Å"; implying that you are not beautiful enough to be seen until you are in makeup.Additionally, while Barbie is supposed to be a positive role model for children, the proportions of the Barbie doll are humanly unattainable and the outfits that she wears are impractical and revealing. Not only Barbie dolls, b ut other popular dolls such as Monster High dolls and Bratz dolls, promote that same image. These unrealistic role models, that skew the meaning of beauty are present through women's whole lives. There is a constant bombardment of hyper-sexualised, airbrushed images of women as well as messages of needing self-improvement, in all forms of media.Almost all advertisements for cosmetic products and clothing feature digitally modified, underweight models. In fact, the first and only ad campaign featuring average and overweight women is a Dove ad campaign. The Canadian Health Network found that the average female model is not only much taller than the average woman, but weighs nearly 25% less (ojejwow, 1996). Even commercials about obtaining a healthy and physically active, lifestyle feature the presence of very thin actresses with a wide range of body and facial cosmetics. This leads to the assumption, that only thin women can be beautiful and healthy.Also, three-quarters of women's mag azine covers feature articles about overhauling one's physical appearance and studies indicate that nearly three-quarters of all female characters in sitcoms are underweight, and those that are overweight are often the subject of comments or jokes about their bodies made by male characters (â€Å"Portrayal of women,† 2009). Everywhere that young girls and women turn they are faced with the idea that their looks are everything, that pleasing the male gaze is paramount and that hiding their â€Å"imperfections† and making themselves sexy is the sum total of their value.It is only when one looks at all of these things together that one starts to realise the immense impact it might be having on them. The way in which women are portrayed in the media has an overwhelming negative effect on society. Media reinforcing the idea that women are weak and nothing without men continues to create problems with the way that women are treated and viewed by society in the workplace and in many social situations.It also creates problems in the way that women treat and view themselves, especially in relationships. 1 in 3 girls between the ages of 16 and 18 say sex is expected for people their age if they are in a relationship (â€Å"Statistics,† n. d. ). Unfortunately, women are often pressured to conform to societies standards regarding sex and relationships, especially as adolescents. Media constantly creating unrealistic standards for beauty is effecting the physical and mental health of women and girls.In one survey nearly half of nine- to twelve-year-old girls said they wanted to be thinner and had either been on a diet or were aware of the concept of dieting and in another study in one study half of girls ages 16-21 said they would undergo surgery to improve their bodies (â€Å"Body image- girls,† 2012) Anorexia Nervosa & Related Eating Disorders, Inc. (2011) says that one out of every four college-aged women uses un-healthy methods of weight con trol- including fasting, skipping meals, excessive exercise, laxative abuse, and self induced vomiting. Eating disorders have become more and more prominent in young women.Psychological factors that cause these disorders include low self-esteem and feelings of inadequacy or lack of control, which are often caused by the unrealistic standards set by media. Even if eating disorders are not an issue, self-esteem problems frequently are. Dove's Real Truth About Beauty research (2011) revealed that by the age of 14, 55% of Canadian girls feel pressure to be â€Å"beautiful†. By the time they are 29, this number increases to 96%. This industry has gone too far in pushing a dangerously thin, unrealistically â€Å"beautiful†, misguided image that women, and young girls, try to emulate.The harsh reality that low self-esteem, low self- worth, and feelings of inadequacy are evident in almost all women's life in some form is not one to be taken lightly. Media, while providing peop le with information and entertainment, also affects people’s lives by shaping their opinions of and attitudes toward society and themselves. This is particularly relevant pertaining to the image of women in the media. Mass media still uses gender stereotypes and unrealistic definitions of beauty to reach the consumer, and the effects that these tactics have on women are severe.With most women facing oppression regarding gender roles of some form and with only 4% of women being able to call themselves beautiful (â€Å"Surprising Self-Esteem Statistics,† 2011), it is clear that change needs to occur. The media needs to stop using underweight women to sell products to every day women, instilling feelings of inadequacy in women in order to sell products, presenting women in sexual, dependent, or domestic roles and need to begin instilling self-worth in young girls and women of all makes and give them positive role models.Changing the media's projection of woman has been a consistent agenda of the women's movement since the early l960s. However, little has happened and it will take an enormous shift in the mentality of media producers and society itself before a great deal can happen. For now, if people become aware of the stereotypes and teach critical viewing skills and the real meaning of beauty/equality to young girls and one another, perhaps they will be less likely to succumb to the effects of the unrealistic standards that the media has put in place for all women.

Language Learning

IntroductionA foreign language is the language that people from another specific country/nation speak. Why should we learn foreign languages? As Frank Smith (Voxy, 2011) stated: â€Å"One language sets you in a corridor for life. Two languages open every door along the way†. Learning a foreign language is a fundamental way to broaden one's horizon, to find a job, to communicate with people from all over the world, to understand and respect other civilizations, to study or work abroad, to consume knowledge from the foreign media and others. The list of the gains of speaking a foreign language is endless. It is not only about having the skills to speak a language; it also serves personal potential to grow and to improve oneself. In the era of globalization and massive migration, language learning is more needed than ever before. The last decades, millions of people have been moving from one place to another (for various reasons such as political, economical, cultural reasons) in order to ameliorate their lives and get more opportunities to develop themselves. This situation sets the language learning inevitable because without it people could simply not communicate. As education has been always the most shaping mechanism, foreign language teaching is a main purpose in nowadays' schooling. A key note of UNESCO's proposes in the  «Guidelines on Intercultural Education » is that  «the role of language is a basic tool through education to arise understanding among people's cultures » (Cowen, 2009, p. 1019). The primary education level is considered one of the most important periods in a child's life. It is a core-stage that comes after pre-schooling, where children get the basic knowledge in order to evolve themselves and to build later a personal cognitive system where they can add all the following knowledge they are going to face during education (either formal or informal). School curriculums worldwide include teaching students at least one compulsory foreign language as they start primary school. Regularly, those school curricula in each country form the way of language teaching and they are continuously looking for the best methods and policies in order to achieve the greatest cognitive result. Education should prioritize and support the language teaching in favor of students to have access to a very broad information/knowledge area.  English as a foreign language in EuropeHaving a global language makes our lives much simpler and our communication attainable. The selection of English language benefits people from different national contexts to connect and interact in several levels (for example: educational, professional, political, social level). In fact, without having a common language as a means of communication, the struggle of it would be noticeable everywhere in our lives. According to Collins Dictionary for the definition â€Å"English as a foreign language† is: â€Å"the practice and theory of learning and teaching English for use in countries where it is not an official medium† (English as a Foreign Language definition and meaning | Collins English Dictionary†). The heads of European Union in 2002, focused on a two foreign language teaching from a very early age. This process would develop children's tolerance to deal with the different cultures and/or languages. The positive outcomes of this action would also benefit children in cognitive and academic level as they would be more effective in all other areas (Dedrinou, 2013, p.46). Therefore, the urgent need of foreign language acquisition is a vital matter in recent years' schooling and its position becomes stronger and stronger. Reviewing the â€Å"Key data of teaching languages at schools in Europe† the most common foreign language that students learn in primary and secondary school, is English. English is a mandatory foreign language in nearly all education systems that stipulate a particular foreign language that all students must study, that is, in almost half of the European countries studied (Union, 2018, p.13). The percentage of European students learning English during the whole process of education is 97.3%. In Primary schools it is lower (79.4%) due to the non-compulsory character of English teaching at the first years (grades) of Primary education in several countries. The last ten years 18.7% more primary school students were learning English compared to 2005. The reason is that the starting point of English teaching moved in lower grades of schooling (Union, 2018).Aim and significanceThe present exam paper points to reflect the importance of learning the first foreign language from the very early age of Primary school. Moreover, it aims to add knowledge to the existent information in language learning generally and particularly in these two countries, in order to promote international overview understanding of educational methods and policies. The cases of Greece and Sweden are compared as a means to review the similarities and the differences of language teaching practices in each educational system. The Swedes are highly motivated to learn English and their rankings are on the top of the list of non-native English speakers (Number 2 among 80 countries/regions)(â€Å"EF EPI 2017 – Sweden,†). Greek people spent a fortune in additional English teaching outside school and they hardly achieve proficiency in English as they finish their education (Number 23 among 80 countries/regions) (â€Å"EF EPI 2017 – Greece,†). These rankings above inspired the author of the present paper to examine the process of English language teaching in these two specific primary school systems. Featured information within this paper could help to point out and explain each system's weaknesses and also, to highlight good quality methods or/and results. The two –country selection is also, author's high-interest topic. Specifically, Sweden is often used as a â€Å"great example† of educating students with innovative techniques and considerable results. Greece is the author's country of origin. As a result of personal experience as a student and as an English language private teacher in six-year old children, this paper aims to examine the teaching process and efficiency in Greece. It is considerable to examine the whole process of English learning in Greece because it is not only about schooling but also, a matter of external factors. The analysis of Greece is a slightly more extended by the case of the explanation of these external factors mentioned above. Of special concern is to pose some basic questions that are going to be investigated within this paper:Which age is the most suitable to start learning a first foreign language?Who supposes to teach the foreign language?How children that are taught English perform in two different countries?How the teaching process is accomplished in Greece and Sweden?What the current data state about total student assessment in English?Which country's method seems to be more efficient?  MethodFirstly, as far as the comparative part within this paper, it is based on the famous cube by Bray and Thomas. The chosen dimensions/ levels of comparison are the following: age groups (primary school children), countries (Sweden and Greece) and teaching methods (first foreign language teaching) (Bray, Adamson & Mason, 2014, p. 9). This multilevel analysis gives comparative approach to an international issue, the one of teaching the first foreign language. The aspects of comparison are three so this cube is a perfect model of comparative usage because it makes it more comprehensible and accessible. The specific comparison constitutes an indisputable piece of International and Comparative Education and as Marshall reports: â€Å"Comparisons enable us to view education from alternative perspectives, potentially leading to a greater understanding of the world, the people who live in it, and the issues they may face.† (Marshall, 2014, p.61-62). Furthermore, the main material information for the two comparing countries is collected from the Eurydice Report of EU Publications: â€Å"Key data on teaching languages at school in Europe†. This report contains information and statistics in language teaching from 42 countries/regions in Europe. Due to the broad character of the report, the chosen level is primary schools and English language teaching in both Greece and Sweden. However, the report includes data for second language teaching in each country or minority language teaching (Union, 2018). Research in journal articles, academic papers and web pages contributed to indentify the process of learning English as the first foreign language and both the similarities and differences in the countries of question. International and Comparative education's literature is also used to examine paper's topic through the lens of the field.LimitationsAs already mentioned above, the main material within this paper comes from a European Report found on Eurydice, where the phenomenon of language teaching is examined in 42 European countries/regions. It was not possible to compare all these countries/regions, the levels of education or several languages provided during education and come to conclusions, so the selected areas are just two countries (Greece and Sweden), one foreign language (English) and one level ( Primary education). Therefore the language teaching in secondary education and the learning outcomes of both countries are not examined and well-explained in the present paper. As it is expected in every national context, social, historical, economical and lingual reasons shape a different reality in each country. In this paper those reasons are not analyzed due to paper's formation. For instance, Swedish language structure is closer (comparing to Greek) to the English one, so the Swedes are way more familiar with the English alphabet, grammar, vocabulary and sentence structure . Therefore it is expected that the Swedes are more likely able to conquer the target language rather than anyone else whose native language is quite different (Igawa & Yagi, 2011, p. 106). Probably, it is an interesting perspective for future academic research and analysis. Moreover, the following analysis of Greece is going to reveal the situation of additional English classes that Greek students are encouraged to take in order to ameliorate their English status. These classes divide into two categories: Foreign Language Schools (Frontistiria) and private lessons at home (Idietera mathimata). As it comes to the second option (private lessons at home) data is limited owing to the informal character of these lessons.