Historical architecture building find one and compare to morden design Essay

Authentic engineering building discover one and contrast with morden structure - Essay Example Arranged in Santiago de Compostela in Galicia, Spain the Cathedral and the Prague moving house have certain calculated connections that make their examination one of a kind and intriguing. The house of prayer is the presumed internment spot of Saint James. Development started in 1075 under the rule of Alfonso VI of Castile (1040-1109) and the support of diocesan Diego Pelez. It was manufactured for the most part in rock. A mind boggling, misrepresented, and a practically whimsical style of surface design known as the Churrigueresque created. Among the features of the style, insides offer the absolute most noteworthy mixes of space and light in twelfth century Europe. Incorporating model and engineering considerably more profoundly, draftsmen Bernard the senior, and his aide Rotbertus, and, later perhaps, Esteban was accountable for the structure. The Western Faade of the house of prayer has been adorned and extended between the sixteenth and the eighteenth century in Late Baroque style (the churriguetesque style) by Fernando Casas y Nvoa somewhere in the range of 1738 and 1750 and is flanked by two medieval towers. He additionally developed and accomplished striking ch iaroscuro impacts in his straightforward compelling designs.3 Perhaps the main excellence of the house of God, be that as it may, is the twelfth century Portico da Gloria, behind the western veneer. This Portico da Gloria in the narthex of the west entrance is an embodiment of the Romanesque time frame, which joins brick work, curve, docks and the expansion of unadulterated geometrical structures. Along these lines the Church joins improvement of the Baroque style in it's numerous odd and even stages. The Churriguera promoted the mix of strict segments and composite request, the Churrigueresque segment, looking like upset cone or pillar, built up as a focal component of elaborate adornment and safeguarding of the Romanesque in its structures that were less wound in development or over the top ornamentation and influenced a neoclassical equalization and collectedness. The entire impact is one of extensive continuation and convoluted, unending in ornamentation and experimentation. The Great Curvature of dividers, especially in urban settings, is likely the most acclaimed of every Baroque innovation for communicating limitless space in the cutting edge structures of Frank Gehry4. Probably the most punctual case of this methodology, the outside divider takes on a curved structure, which communicates, and turns into a continuation of the inside space is set by the Church. Straight to the point Gehry's Dancing House also has this impact look like Baroque in their obsession with development and spatial illusions.5 Frank Gehry reflects enthusiasm for dynamic spatial and material structures. His own home in Santa Monica is an early case of the manner by which he shows basic structures to recommend insecurity, nature and development. This utilization of basic displaying makes the impact of Baroque, both in their geometric, unending surface subtleties, just as in their scholarly and expressionistic impacts. His objectives are sheer Baroque; they bestow development and through perspectival play, set up spatial deceptions, undermining the jargon of regular structures while pretty much going out mirrors a lady and man (Ginger Rogers and Fred Astair) moving together. Development is from 99 solid boards every one of various shape

Natural Selection and Darwin essays

Characteristic Selection and Darwin articles In Darwins time most researchers accepted that every life form and every adjustment was crafted by the maker., however speculations started to create by various antiquarians expressing that developmental changes were an impact to changes in nature. There were numerous purposes behind this, for example, geographical examinations were delighting that the earth was a lot more established than expressed in scriptural creation. Another explanation was the similitudes between various creatures. At the point when Darwin headed out to the Galapagos Islands he saw slight varieties that made tortoises from various islands particular. He additionally saw from island to island the huge number of finches had slight contrasts. Darwin likewise saw that they all appeared to look like the principle finch on the terrain of Equador. This perception had incredible impact of Darwins thinking and he started to plan his Theory. Darwins hypothesis of Evolution comprises of four fundamental parts. The first was that creatures have changed after some time and the ones living today are distinctive structure those of the past likewise numerous life forms have gotten wiped out over the long run. The subsequent part was that all creatures are determined by regular predecessors by the expanding procedure. Populaces split into various species yet they all have one normal predecessor. This piece of the hypothesis gave a clarification with respect to why comparable species would in general be in the equivalent geological territory. The third part expressed that change is continuous and moderate, occurring over an extensive stretch of time. This clarifies the way that no researcher has watched an abrupt appearance of another species. The fourth piece of this is the instrument of transformative change was characteristic determination. Normal Selection is a procedure that happens over progressive ages. Darwins had an inside and out thinking for how it functions. It begins with the explanation that if all the posterity that life forms can deliver were to endure and imitate they would before long invade the earth. To pre... <!

MIA Class President Greetings COLUMBIA UNIVERSITY - SIPA Admissions Blog

MIA Class President Greetings COLUMBIA UNIVERSITY - SIPA Admissions Blog The following is a greeting to recently admitted applicants from the MIA Class President, Brian Greer. First, congratulations on being admitted to SIPA.   I am honored that I have the opportunity to share with you some of the experiences I have had at one of the premier international relations/policy schools in the world.   Since January of 2011, I have served as president of the MIA class and co-president of the SIPA Student Association. During your research on International Affairs graduate programs, you probably have read a lot about the great academicians in residence at SIPA and the array of resources available to students at Columbia University. On our Web site and on the admissions blog you probably have heard a lot about New York City and the innumerable opportunities available to SIPA students. But since all that information is easy to find, I would like to tell you about my personal experiences that led to my decision to attend SIPA. Before I came to SIPA, I was undecided on which school to choose. But soon after admitted student’s day in April, my decision was made. A school with the word “International” in its name should be defined as such through the diversity of the student body and faculty. SIPA possesses both characteristics. I was astonished at the wide range of international students who were currently enrolled and that had applied. This was very important in my choice of a graduate program as my classmates are the one of the best parts of my program. I wanted to draw on different cultures and experiences that molded individuals from all across the world. After commencing with my studies, I could not have been more correct about the diversity of this program. My time at SIPA so far as allowed me to meet a vast array of people from different places and differing backgrounds. Specifically, students have worked in the banking sector, foreign governments, microcredit programs, development programs and conflict zones. The knowledge I have gained from my peers, in addition to an engaging classroom experience has created a perfect student experience. Furthermore, as a student at SIPA you have the opportunity to learn about new cultures in one of the greatest cities in world, as New York City continues to have countless things for you to do. The admissions office makes a point of bringing students to SIPA that are different, but who complement each other and this is what makes the SIPA experience distinct from what might be offered in other programs. Additionally, I have found that the administration is always open to suggestions about how to improve the school.   Although in many school settings it may seem like the decisions are made in the Office of the Dean and passed down to the students, at SIPA, the students are regularly asked for feedback about their classes, their career search, and their social life. As a representative of the school, the Deans are always open to listening to the concerns of the student body and do their best to tackle any potential issues. This constant interaction and communication only serves to improve life at SIPA for the student body. It’s difficult to know what to expect before you start going to a school. For this reason, I encourage you to use the tools the admissions office provides you with to have your questions answered.   One of these tools for admitted students is a message board that is made available after admission decisions go out.   Another is the Admitted Student Day in April. Interacting with students on the message board and at Admitted Student Day will allow you to talk with people who were in your shoes a year or two before and they can tell you why they made the choice to attend SIPA. I wish you all the best and hope to see you at SIPA next year! Warm Regards, Brian Greer

Essay on Affirmative Action and Racial Equality - 1467 Words

Affirmative Action and Racial Equality (1) Issue Identification Many individuals do not know the meaning of the term â€Å"affirmative action.† In order to clearly understand the issue, one must first know the necessary terms associated with it. Affirmative action is a term given to an action or policy favoring those who tend to suffer from discrimination (i.e. African Americans, Asians, etc.). For example, certain scholarships for African Americans can be regarded as affirmative action opportunities. Another example of affirmative action could be an institutional program designed for African Americans. So why is it important? Affirmative action policies and programs are designed to insure that qualified individuals of minority groups†¦show more content†¦No matter what skin color people have, people share similar dreams. With affirmative action, we have come a long way. However, we still see a strong need for it as discrimination still exists everywhere. (2) Evolution of the Controversy Furthermore, the root of affirmative action in the quest to promote equality can date back all the ways to 1961. In 1961, racism and discrimination were evident all throughout the United States. However in 1961, President John F. Kennedy first introduced the concept of affirmative action in executive order 10925. Later, it was enforced by President Lyndon Johnson in 1965 as he issued executive order 11246 which gave the Secretary of Labor responsibility for administration and enforcement of the order mandating that contractors not discriminate against any employees or qualified applicants because of race, color, religion, sex or national origin. Later, in 1967, he even amended it to include gender! President Johnson clearly saw the issue of discrimination in the work place and in the education system as he stated â€Å"this is the next and more preferred stage for the battle of civil rights† (Affirmative Action). Many would not make the argument discrimination did not exist in the time of President Johnson. However, many overlook the fact that it still exists today and how we still need affirmative action. Wouldn’t you find it extremely upsettingShow Mo reRelatedAffirmative Action : Racial Equality938 Words   |  4 PagesStephany Rodriguez Jeannie Daugherty College English January 21, 2015 Affirmative Action: Racial Equality As a senior in high school, college becomes more of a reality to me- meaning the hunt for the perfect university is approaching...fast. But, the real question is, what do I look for when it comes to my dream college? To my surprise, it’s not the typical campus size issue, but rather it was racial diversity. The bottom line is, I do not want to be placed in a class where I am surrounded byRead MoreArgumentative Essay - Affirmative Action1148 Words   |  5 Pagessocial policy known as affirmative action, the answer becomes unclear. Affirmative action is a product of the civil rights era, that time from the late 1950s through the 1960s when African Americans fought to live as equal citizens in the country of their birth (Maltz, Leora, 2005). After the United States Congress passed the Civil Rights Act in 1964, it became apparent that certain business traditions, such as seniority status and aptitude tests, prevented total equality in employment. PresidentRead MoreEssay on We Still Need Affirmative Action512 Words   |  3 Pagesmovement shifted from the traditional aim of equality of opportunity through nondiscrimination alone to affirmative action to establish ‘goals and timetables’ to achieve absolute equality between blacks and whites† (Dye 253). These goals and timetables were cemented with Executive Order No. 11246, issued by President Lyndon B. Johnson in 1965. This order is commonly referred to as the foundation for modern-day affirmative action programs. Today, affirmative action is a very controversial subject, withRead MoreThe Debate over Affirmative Action1307 Words   |  5 Pagesdebate over affirmative action. Although the United States has made great strides in improving race relations over the past forty years, affirmative action continues to be one of the most controversial policies in America. It has rattle the halls of higher education. It has appeared on the steps of the Supreme Court. And it has divided not o nly different racial groups, but even members of a single racial group. In fact, I’ve heard some of the most heated conversation over affirmative action between twoRead MoreAfrican Americans And The Civil War1309 Words   |  6 Pageseffects of racism dating back even before the Civil War. One of the fruition of these attempts is Affirmative Action, which was initially enforced â€Å"to ensure equality in hiring† among minorities. Later, Affirmative Action was amended to include education under its protection. Throughout its duration, however, it has alleviated the racial tension unsubstantially. Affirmative Action’s attempt to halt the racial disparities in higher education that has burdened the African Americans constitutes an inconsequentialRead MoreRacial Discrimination : The Worst Form Of Inequality1388 Words   |  6 Pagesis to try to make unequal things equal.† Racial discrimination occurs everyday to many different people. In America,the individuals who are usually discriminated against are the minorities like African Americans and Hispanics. Affirmative action is a policy that was created and has been claimed to be positive discrimination. The policy was created to give equal opportunity to groups of people who are usually discriminated against. Although Affirmative action has been named to be positive and supportRead MoreWe Do NOT Need Affirmative Action Essay549 Words   |  3 Pages    Affirmative Action is steps that are taken to ensure that the opportunities are equal between minorities and others. There have been many heated debates over this issue, and maybe the worst is yet to come. Some might feel it is necessary because they feel opportunities are not equal for minorities. Many people believe that gaps need to be closed between minorities and others, but there is a difference in the method. I feel the current method is not constitutional, lawful, and not provenRead MoreAffirmative Action : How It Impacted The American Society Essay1628 Words   |  7 PagesAbstract There are many supporters and opponents of Affirmative Action. The focus of Affirmative action is meant to be an attempt at equality throughout society. Every sector in America would be equal and unprejudiced. On the other hand, adopting affirmative action would force many employers to replace hard-working employees with those possibly less qualified simply due to their gender or ethnicity. Throughout history, people have been categorized into different groups. These groupings were basedRead MoreAffirmative Action: Equality for All? Essay1741 Words   |  7 PagesAffirmative Action: Equality for All? Affirmative action in the United States has become a misused and misguided practice in modern times. In the current form of affirmative action, it is impossible to create a truly equal society. It was originally used as an equal opportunity measure to allow qualified minorities into positions they were denied because of race. However, affirmative action has become a system of racial quotas that lowers standards for minority applicants in order to give them

Case Study of PG (Marketing Issues) - 913 Words

| Case 5: Pamp;G | | ------------------------------------------------- Company Background Porter and Gamble (Pamp;G), founded in 1837, is one of the biggest consumer goods company over the world. Pamp;G sells shampoos, baby care products, medicine and food etc. It not only diversified the product range but also the product width. Therefore, Pamp;G has several brands under one single category but aimed with different customer segments. Pamp;G is also famous for its innovative and customer-oriented approaches. For example, it designed one kind of shampoo which is suitable for Japanese. With the competitive advantages above, Pamp;G was developing with an appealing growth rate and became one of the top 500 companies†¦show more content†¦In my opinion, as the purchasing power of the bottom of pyramid was low, what they need was purely the basic functions of the products. Therefore, the company must learn the new target customers very well. The company hired many local employees who definitely understand the environment and living styles. Moreover, such strategies could make its promotion going deeper in the markets. Thought the number of audiences of every road show is limited, those who actual attended would get free samples. Then, they would tell their friends or relativities about how useful the products are. The effect of word-of-mouth would occur. ------------------------------------------------- Problems of the marketing strategies Everything has its down side. The marketing strategies Pamp;G used were largely required time and resources. Such high investment was at risk. On the other hand, since Pamp;G had a well-known image of premium class targeted, entering the low-end markets may lead confusion to its existing customers. In other words, there may lead some losses on original area of business. ------------------------------------------------- Recommendations Although in the rural area, residents earned just around $2 a day. Pamp;G should not continue on the same strategy to them. The economy of China is growing with a high rate. Therefore, people living in countryside are expected to earn much more than current situation. The purchasing powerShow MoreRelatedP G Korea - Detergent Division Essay1158 Words   |  5 PagesPG Korea Case Study The main issue of the PG Korea case is centered around the question of market share. PG and Unilever are the two major market shareholders in the Korean detergent industry holding 80-85% of the total market share. The remaining 15-20% of the market is held by low-priced local Korean brands. There are no new markets either company can tap for further market share since most Korean households already use laundry detergent, making the market saturated. Other than peripheralRead MoreSwot Analysis Of Procter Gamble856 Words   |  4 PagesCase Study Analysis Procter Gamble (P G) Proctor and Gamble is an American corporation dealing in consumer products. The company markets its range of goods to different global regions having expanded to new markets over time. Among the consumer products offered by Procter and Gamble include cleaning products, pharmaceuticals, and personal care supplies among other products (Proctor Gamble Company Case Study Analysis, 2016). The corporation prides itself on innovations and collaborations asRead MorePg Japan1454 Words   |  6 Pagesintroduced by Durk Jager, Pamp;G’s new CEO, Paolo de Cesare is transferred to Japan, where he takes over the recently turned-around beauty care business. Within the familiar Max Factor portfolio he inherits is SK-II, a fast-growing, highly profitable skin care product developed in Japan. Priced at over $100 a bottle, this is not a typical Pamp;G product, but its successful introduction in Taiwan and Hong Kong has de Cesare thinking the brand has global potential. As the case closes, he is questioningRead MoreCase Study PG Sk-Ii Product in Japan and East Asia1527 Words   |  7 PagesPamp;G Japan SK-II Case Study Up to 1984, Pamp;G’s Japanese operation was a failure due to the following reasons: 1. Pamp;G did not take the time to determine the local needs based on the culture and common practices amongst the Japanese people. The product development was based on Western markets and it was assumed that it would streamline itself to other areas of the world. An example cited in this case study was the use of tap water for laundry washes without implementing aRead MoreTambrands Overcoming1063 Words   |  5 Pagesabout a buyout and announced a $1.85 billion deal. This deal has put PG back on the market for selling tampons since 1980. This was a positive step because not only does PG get to market this product with feminine hygiene products already being sold, they are a company that has grown drastically with the production of other incontinence products such as diapers. â€Å"Becoming part of PG—a world-class company with global marketing and distribution capabilities—will accelerate the global growth of TampaxRead MoreEssay about PG Case Study916 Words   |  4 PagesIn this case of Procter and Gamble (Pamp;G) and Wal-Mart’s partnership, the main issue seemed to be caused by a third-part company’s collaboration with Wal-Mart which interfered the healthy partnership between Pamp;G and Wal-Mart, also threatened Pamp;G’s leading position in the diaper market. Pamp;G’s diaper brand – Pampers has been the industrial leader in the relevant segment for years. Pamp;G has been developing a long-established partnership with Wal-Mart based on a just-in-time orderingRead MoreCulture Mistakes by Pizza Hut1311 Words   |  6 Pages  Effective Supply Chain Management (Movahedi et al., 2009, defining supply chain management, evolution of supply chain studies Lambert, 2008) mentioned by Cooper et. al., 1997 Enclyclopedia of e-commerce (2009), definition of supply chain management 2007 – Springer; J Oleskow, M Fertsch, P Golinska, data mining as the efficient tool for the effective supply chain integration LIU.,F; study and explore the supply chain base on CRM, 10 Mar 2011   Tseng, D. S., Cox, E., Plane, M. B. and Hla, K. M. (2001)Read MoreFashion Industry Imc Campaign Lisa Brown1114 Words   |  5 PagesINTEGRATED MARKETING COMMUNICATIONS CAMPAIGN PROPOSAL     Integrated Marketing Communications Campaign Overview for Lisa Brown    1   |   P a g e                 Overview As   a   small   boutique   designer   label,   Lisa   Brown   has   limited   resources   to   implement   a   detailed    marketing   plan.   However,   in   such   a   competitive   environment,   it   is   increasingly   importantRead MoreGlobal Market Research Case Study Analysis: Sperry/MacLennan1354 Words   |  6 PagesMarket Research Case Study Analysis: Sperry/MacLennan The Business Dictionary defines opportunity as an â€Å"exploitable set of circumstances with uncertain outcome, requiring commitment of resources and involving exposure to risk† (Opportunity, 2012, para. 1). To grow and prosper, an organization needs to seek continually opportunities to do so; thus the subject of the case study â€Å"Sperry/MacLennan Architects and Planners† (Aaker, Kumar, Day, 2007, pp. 72-75). In this case study, Sperry/MacLennanRead MoreUnit 1 Case Study1731 Words   |  7 PagesHit for Marketing Research? Unit 1 – Case Study – American Idol: A Big Hit for Marketing Research? Comprehensive Critical Thinking Kinjal Mistry California Intercontinental University Dated: 10th July15 Author Note Kinjal R Mistry, California Intercontinental University Correspondence concerning this article should be addressed to Kinjal R Mistry, 1913 Key St, Maumee OH-43537 Contact Email – kinjalm17@gmail.com Contact Phone – 631-394-7810 Page |2 American Idol: A Big Hit for Marketing Research

Catholic Sacraments Free Essays

string(181) " the Catholic Church mentions in the following orders different names of the sacrament, calling it the sacrament of conversion, Penance, confession, forgiveness and Reconciliation\." The Sacraments of the Catholic Church are, the Church teaches, efficacious signs of grace, instituted by Christ and entrusted to the Church, by which divine life is dispensed to us. The visible rites by which the sacraments are celebrated signify and make present the graces proper to each sacrament. They bear fruit in those who receive them with the required dispositions. We will write a custom essay sample on Catholic Sacraments or any similar topic only for you Order Now † Though not every individual has to receive every sacrament[-0], the Church affirms that, for believers as a whole, the sacraments are necessary for salvation, as the modes of grace divinely instituted by Christ[-1] Himself. Through each of them Christ bestows that sacrament’s particular grace, such as incorporation into Christ and the Church, forgiveness of sins, or consecration for a particular service. The Church teaches that the effect of a sacrament comes by the very fact of being administered, regardless of the personal holiness of the minister administering it. However, a recipient’s own lack of proper disposition to receive the grace conveyed can block the effectiveness of the sacrament in that person. The sacraments presuppose faith and through their words and ritual elements, nourish, strengthen and give expression to faith. The Catechism of the Catholic Church[-2] lists the sacraments as follows: â€Å"The whole liturgical life of the Church revolves around the Eucharistic sacrifice and the sacraments. There are seven sacraments in the Church: Baptism[-3], Confirmation[-4], Eucharist[-5], Penance[-6], Anointing of the Sick[-7], Holy Orders[-8], and Matrimony[-9]. † Baptism[-10] is the first and basic sacrament of Christian initiation. Baptism is usually conferred today by pouring water three times on the recipient’s head, while reciting the baptismal formula: â€Å"I baptize you in the name of the Father and of the Son and of the Holy Spirit[-11]. † The ordinary minister of the sacrament is a bishop or priest, or a deacon. In case of necessity[-12], anyone intending to do what the Church does, even if that person is not a Christian, can baptize. The sacrament frees from original sin[-13] and all personal sins, and from the punishment ue to them. Baptism makes the person share in the Trinitarian life of God through â€Å"sanctifying grace[-;14]†, the grace of justification that incorporates the person into the body of Christ and his Church, also making the person a sharer in the priesthood of Christ. It imparts the theological virtues[-15]: faith[-16], hope[-17], and charity[-18] and the gifts of the Holy Spirit, and marks the baptized person with a spiritual seal or character that indicates pe rmanent belonging to Christ. Baptism is the foundation of communion between all Christians. The many symbols of baptism include a white garment, symbolizing innocence and purity, a candle, symbolizing the Light of Christ, the Oil of Chrism, which is used to anoint the baby or candidate being baptized, and the water, which symbolizes cleansing and the washing away of sin. Confirmation is the second sacrament of Christian initiation. It is called Confirmation because it confirms and strengthens baptismal grace. It is conferred by â€Å"the anointing[-;19] with Sacred Chrism[-;20], which is oil mixed with balsam and consecrated by the bishop, which is done by the laying on of the hand of the minister who pronounces the sacramental words proper to the rite. These words refer to a gift of the Holy Spirit[-;21] that marks the recipient as with a seal. Through the sacrament the grace given in baptism is strengthened and deepened. Like baptism, confirmation may be received only once, and the recipient must be in a state of grace meaning free from any known unconfessed mortal sin[-;22] in order to receive its effects. The originating minister of the sacrament is a validly consecrated bishop[-;23]; if a priest confers the sacrament and in special cases, the link with the higher order is indicated by the use of oil blessed[-;24] by the bishop on Holy Thursday[-;25] itself or on a day close to it. In the East, which retains the ancient practice, the sacrament is administered by the parish priest immediately after baptism. In the West, where administration is normally reserved for those who can understand its significance, it came to be postponed until the recipient’s early adulthood; but in view of the earlier age at which children are now admitted to reception of the Eucharist, it is more and more restored to the traditional order and administered before giving the third sacrament of Christian initiation. The Eucharist is the sacrament, the third of Christian initiation, completes Christian initiation by which Catholics partake of the Body and Blood of Jesus[-26] Christ and participate in his one sacrifice. The first of these two aspects of the sacrament is also called Holy Communion. The bread which must be wheaten and wine which must be from grapes used in the Eucharistic rite are, in Catholic faith, transformed in all but appearance into the Body and Blood of Christ, a change that is called transubstantiation[-27]. That is, Catholics believe they are sacramentally, though not physically, eating and drinking the human flesh and blood of Jesus Christ. Only a bishop[-28] or priest[-29] is enabled to be a minister of the Eucharist, acting in the person of Christ himself. Deacons[-30] as well as priests are ordinary ministers of Holy Communion, and lay people may be authorized in limited circumstances to act as extraordinary ministers of Holy Communion. The Eucharist is seen as â€Å"the source and summit† of Christian living, the high point of God’s sanctifying action on the faithful and of their worship of God, the point of contact between them and the liturgy of heaven. So important is it that participation in the Eucharistic celebration is seen as obligatory on every Sunday and holy day of obligation[-;31] and is recommended on other days. Also recommended for those who participate in the Mass is reception, with the proper dispositions, of Holy Communion. This is seen as obligatory at least once a year, during Eastertide. The Sacrament of Penance is the first of two sacraments of healing. The Catechism of the Catholic Church mentions in the following orders different names of the sacrament, calling it the sacrament of conversion, Penance, confession, forgiveness and Reconciliation. You read "Catholic Sacraments" in category "Papers" It is the sacrament of spiritual healing for a baptized person from the distancing from God resulting from sins committed. If a man sins after baptism, he cannot have baptism as a remedy; Baptism, which is a spiritual regeneration, cannot be given a second time. Reconciliation involves four elements: Contrition the Penitent’s sincere remorse for wrongdoing or sin, repentance, without which the rite has no effect; Confession to a Priest with the faculty to hear confessions while it may be spiritually helpful to confess to another, only a Priest has the power to administer the sacrament, Absolution by the Priest, and, Satisfaction or Penance. Many sins wrong our neighbor. One must do what is possible in order to repair the harm. Simple justice requires as much. But sin also injures and weakens the sinner himself, as well as his relationships with God and neighbor. Absolution takes away sin, but it does not remedy all the disorders sin has caused. Raised up from sin, the sinner must still recover his full spiritual health by doing something more to make amends for the sin: he must make satisfaction for or expiate his sins. This satisfaction is also called penance. In early Christian centuries, this element of satisfaction was quite onerous and generally preceded absolution, but now it usually involves a simple task for the penitent to perform, to make some reparation and as a medicinal means of strengthening against further temptation. The priest is bound by the seal of confession[-32], which is inviolable. Accordingly, it is absolutely wrong for a confessor in any way to betray the penitent, for any reason whatsoever, whether by word or in any other fashion. A confessor who directly violates the sacramental seal incurs an automatic excommunication whose lifting is reserved to the Holy See[-33]. In some dioceses, certain sins are reserved which means only certain confessors can absolve them. Some sins, such as violation of the sacramental seal, consecration of bishops without authorization by the Holy See, direct physical attacks on the Pope[-34], and intentional desecration of the Eucharist are reserved to the Holy See. A special case-by-case faculty from the Sacred Penitentiary[-35] is normally required to absolve these sins. Anointing of the Sick[-36] is the second sacrament of healing. In this sacrament a priest anoints the sick with oil blessed specifically for that purpose. The anointing of the sick can be administered to any member of the faithful who, having reached the use of reason, begins to be in danger by reason of illness or old age. A new illness or a worsening of health enables a person to receive the sacrament a further time. When, in the Western Church, the sacrament was conferred only on those in immediate danger of death, it came to be known as Extreme Unction[-37], Final Anointing, administered as one of the Last Rites. The other Last Rites are Confession if the dying person is physically unable to confess, at least absolution, conditional on the existence of contrition, is given, and the Eucharist, which when administered to the dying is known as Viaticum[-38], a word whose original meaning in Latin[-39] was provision for a journey. Holy Orders[-40] is the sacrament by which a man is made a bishop[-41], a priest[-42], or a deacon[-43], and thus dedicated to be an image of Christ[-44]. A bishop is the minister of this sacrament. Ordination as a bishop confers the fullness of the sacrament, making the bishop a member of the body of successors of the Apostles, and giving him the mission to teach, sanctify, and govern, along with the care of all the Churches. Ordination as a priest configures the priest to Christ the Head of the Church and the one essential High Priest, and conferring on him the power, as the bishops’ assistant, to celebrate the sacraments and other liturgical acts, especially the Eucharist. Ordination as a deacon configures the deacon to Christ the Servant of All, placing him at the service of the bishop, especially in the Church’s exercising of Christian charity towards the poor and preaching of the word of God. Aspirants to the priesthood are required by canon law[-45] to go through a seminary[-46] program that includes, as well as graduate level philosophical and theological studies, a formation program that includes spiritual direction[-47], retreats[-48], apostolate experience, etc. The course of studies in preparation for ordination as a permanent deacon is decided by the Episcopal conference[-49] concerned. Matrimony[-50], or Marriage, like Holy Orders, is a sacrament that consecrates for a particular mission in building up the Church, and that provides grace for accomplishing that mission. This sacrament, seen as a sign of the love uniting Christ and the Church, establishes between the spouses a permanent and exclusive bond, sealed by God. Accordingly, a marriage between baptized[-51] people, validly entered into and consummated, cannot be dissolved. The sacrament confers on them the grace they need for attaining holiness in their married life and for responsible acceptance and upbringing of their children. As a condition for validity, the sacrament is celebrated in the presence of the local Ordinary[-52] or Parish Priest[-53] or of a cleric delegated by them or in certain limited circumstances a lay person delegated by the diocesan Bishop with the approval of the Episcopal Conference[-54] and the permission of the Holy See[-55] and at least two other witnesses, though in the theological tradition of the Latin Church the ministers of the sacrament are the couple themselves. For a valid marriage, a man and a woman must express their conscious and free consent to a definitive self-giving to the other, excluding none of the essential properties and aims of marriage. If one of the two is a non-Catholic Christian, their marriage is licit only if the permission of the competent authority of the Catholic Church is obtained. If one of the two is not a Christian, the competent authority’s dispensation is necessary for validity. How to cite Catholic Sacraments, Papers

Business Capstone Project Process Perspective

Question: Discuss about the Business Capstone Project Process Perspective. Answer: Introduction: The current literature consists of developing a comprehensive literature review regarding the topic What factors influence the purchase of organic food ways Rosebery residents in Sydney NSW? In the present literature, the three different hypothesises have been framed by the researcher to evaluate the topic critically. At the same time, the strengths and weakness have been mentioned by the scholar as well. Altogether three problems have been framed to cover the current literature review. The three different phrases used in the current research are as follows: The organic food consumption pattern of the Rosebery Residents in Sydney NSW Organic foods purchase pattern of Rosebery Residents in Sydney NSW The factors influencing the purchase of organic food by the Rosebery Residents in Sydney NSW The current thesis statement of the study is The demographic and social factors are the primary drivers behind the increased organic food purchase intention of the Rosebery Residents in Sydney NSW. Literature Review: The current organic food consumption pattern of the Rosebery Residents in Sydney NSW: Hypothesis: The organic food consumption pattern in Rosebery Residents is increasing The organic food consumers in Australia are increasing drastically. Smithand Paladino (2010) stated that the segmentation had been based upon the demographic factors such as food oriented lifestyles, attitudes towards organic food and the frequency of the purchasing the organic food. The socioeconomic profile of the organic food consumer indicates that the customers reach the age 30s and have no children intends to purchase organic food for the betterment of the health (Kriwy and Mecking, 2011). Also, more than 44.1% of women respondents prefer to consume certified organic food compared to the 33.8% of the men (Lyons, 2006). On the other hand, the Australian food news also indicates that the Australian certified retail market is expected to continue growth in the organic food production (Lobo et al. 2013). The website also states that 69% of the primary shoppers prefer to bring at least one certified organic products in the past one year (ausfoodnews.com.au, 2016). It has also been estimated that the Australian organic market is now estimated to be worth $200 million. The Australian food news also indicates that Australia has one of the largest natural lands in the world, which is more than 22 million hectares (ausfoodnews.com.au, 2016). Between the FY 2011-2014, there had been a 53% increase in certified organic land area. The food department of Australia also states that the consumption pattern in the organic food is framing a record growth across all regions of Australia (Zepeda and Deal, 2009). On the other hand, the past literature also indicates that around 60% of the customers purchase organic products (ausfoodnews.com.au, 2016). However, the overall sales volume of the organic product is less than 1%. In this regards Agnieszka Hłobił (2010) stated that the consumption of organic food products varies from one region to another due to the changes in the preferences of the consumers. Maye et al. (2007) also stated that the consumption pattern is fluctuating in nature. The article also provides a comparative study regarding the trend of conventional and organic farming to improve the health sustainability of the community. This study indirectly links the impact of producing a greater degree of biological products on the consumption pattern of the city (Wood et al. 2006). It has been identified that the production of the organic products is prioritised to reduce the environmental impacts that occur from the manufacture of the conventional products (Grnhj, 2006). Thus, the availability of more organic product will automatically redirect the customers to shift into the purchase of natural products. The current organic food purchase pattern of the Rosebery Residents in Sydney NSW: Hypothesis: The organic food purchase pattern in Rosebery Residents is increasing: The current journal indicates that people from the 50-69 years age group prefer to buy organic foods. On the other hand, it has been identified that most 10.3% of the overall Australian population purchases organic foods from the retailers (Thoegersen, 2006). However, Pearson Et al. (2010) stated that survey report published in FY 2016 indicates that almost 57.7% of the customers rarely purchase the organic food, due to the cost involvement and taste factors. Mainly taste and health protection have been identified as the prime motivators for a definite purchase intention of the organic food. Also, the current journal also indicates that more than 70% of the total population somewhat interested in buying organic foods, while 10.4% consumers are not at all interested to buy the organic food. Therefore, the strength of the current literature is its descriptive analysis regarding the consumer purchase pattern for the organic foods. Overall methodological aspects have also been mentioned explicitly. On the other hand, the report published by the Age innovators also indicates that the organic grain production has been increased by 20%, and the sales value has improved by 67% (ww.aginnovators.org.au, 2016). Thus, it is evident that the consumer purchase pattern is growing towards the organic food products (Paul and Rana, 2012). The Australian Organics Market Report 2014 draws on six years of comparative consumer data gathered by the Mobium Group indicates that Australian customers are aware regarding the fruitfulness of the organic products and improved the purchase intention as well. Therefore, it can be considered as a major strength of the source. The data gathered from the organic food production report also indicates that the certified organic operators in NSW have been increased from 688 to 1068 within a span of 10 years starting from the FY 2002-FY2011 (austorganic.com, 2016).The value of the organic market sector is also 25% in the NSW, which is the second largest in the overall country (Karlse et al. 2013). The consumer purchase intention is found greatest in the Queensland region, followed by the NSW (www.aginnovators.org.au, 2016). Finally, natural news states that the Australian organic food market gets 15% increment each year due to the changing purchase pattern of the consumers (www.naturalnews.com, 2016). The certified organic products are preferred by the majority of the customers. The factors influencing the purchase of organic food by the Rosebery Residents in Sydney NSW: Hypothesis: The demographic, food quality and health issues are the primary drivers for consuming natural food products The analysis of the past literature indicates that the perceived food quality and the demographic factors significantly influence the purchase intention towards the natural food product. In this context, Monier et al. (2013) stated that the intrinsic quality cues depict the freshness of the outputs, which attracts the customer towards the product. On the other hand, Paladino and Baggiere (2008) stated that the ageing population is also an important factor for influencing the customer purchase intention towards the organic products. However, the environmental concerns and the animal right issues are also impacting to a large extent on the natural food shopping behaviour. The literature regarding the Transtheoretical model of changing behaviour also indicates that positive buying behaviour of a region influences other community to opt for the similar health products (www.aihw.gov.au, 2016). The purchase conduct of the Queensland community has affected the inhabitants of NSW, due to whi ch the purchase intention has been increased from the previous scenario. Also, the majority of mid age customers prefers to consume organic food products to resolve the health issues. The overall purchase intention has become 35%, which was lesser in the FY 2012-2014 (www.aihw.gov.au, 2016). Therefore, the demographic, social and health related issues significantly influence the organic product purchase behaviour of the community of NSW. Conclusion: The current study indicates that every hypothesis has been justified by utilising a set of past literature and the online sources. Different sources have been used as secondary data to cover the current literature. Considering the first hypothesis, the journals and articles used have been fund potential enough to address the hypothesis. No such major weakness has been found in the current article as the present appetite for the organic food has been demonstrated concerning facts and past data. However, the data source mentioning the competitive study among the production of biological and conventional food fails to satisfy the hypothesis. This is the weakness of the data. However, the current literature significantly discussed the organic food consumption pattern of the developed countries including Australia. Thus, the availability of the facts can be considered a major strength of the secondary sources. While addressing the second hypothesis, it has been identified that every source potentially discusses regarding the purchase pattern of the consumers of NSW towards the organic food products. Therefore, it could be considered as the primary strength of the journals. On the other hand, no such weakness has been observed from the secondary sources that have been used to satisfy the second hypothesis. Finally, the address of hypothesis three has been made in a potential way. The majority of the sources also provides a longitudinal study related to the demographic and social factors influencing the overall purchase behaviour towards the organic products. Also, these resources also adequately address the behavioural insights of the inhabitants of NSW towards buying the organic food products. The overall methodological perspectives and the data analysis have been made in a potential way to address the current thesis statement. Therefore, the overall hypothesis analysis indicates that the current thesis statement has been addressed in the current study. References: (No Date) Available at: https://www.aihw.gov.au /WorkArea/DownloadAsset.aspx?id=10737422837 (Accessed: 31 August 2016). (No Date) Available at: https://www.naturalnews.com/048100_organic_food_GMOs_Australia.html (Accessed: 31 August 2016). Agnieszka Hłobił, K. (2010), Ecological education for sustainable development theory and practice, Problems of Sustainable Development, 5(2), pp. 87-94 Biological Farmers of Australia Ltd (2012) Australian organic market report 2012 1. Available at: https://austorganic.com/wp-content/uploads/2013/09/Organic-market-report-2012-web.pdf (Accessed: 31 August 2016). Design (2016) Australias appetite for organic foods at record levels. Available at: https://ausfoodnews.com.au/2014/12/10/australias-appetite-for-organic-foods-at-record-levels.html (Accessed: 31 August 2016). Grnhj, A. (2006), Communication about consumption: a family process perspective on green consumer practices, Journal of Consumer Behaviour, 5(6), pp. 491-503 Karlsen, K.M., Dreyer, B., Olsen, P. and Elvevoll, E.O. (2013) Literature review: Does a common theoretical framework to implement food traceability exist?, Food Control, 32(2), pp. 409417. Kriwy, P. and Mecking, R. (2011). Health and environmental consciousness, costs of behaviour and the purchase of organic food.International Journal of Consumer Studies, 36(1), pp.30-37. Lobo, A., Mascitelli, B. and Chen, J. (2013). Opportunities for small and medium enterprises in the innovation and marketing of organic food: investigating consumers purchase behaviour of organic food products in Victoria, Australia.AI Soc, 29(3), pp.311-322. Lyons, K. (2006) Environmental values and food choices: Views from Australian organic food consumers, Journal of Australian Studies, 30(87), pp. 155166. Maye, D., Holloway, L. and Kneafsey, M. (2007). Alternative food geographies. Amsterdam: Elsevier. Monier, S., Hassan, D., Nichle, V. and Simioni, M. (2013) Organic food consumption patterns: Journal of agricultural food industrial organization, Journal of Agricultural Food Industrial Organization, 7(2), pp. 1228. Paladino, A. and Baggiere, J. (2008), Are we green? An empirical investigation of renewable electricity consumption, European Advances in Consumer Research, 8, pp. 340 Paul, J. and Rana, J. (2012) Consumer behavior and purchase intention for organic food, Journal of Consumer Marketing, 29(6), pp. 412422. Pearson, L.J., Park, S., Harman, B. and Heyenga, S. (2010) Sustainable land use scenario framework: Framework and outcomes from peri-urban south-east Queensland, Australia, Landscape and Urban Planning, 96(2), pp. 8897. Smith, S. and Paladino, A. (2010) Eating clean and green? Investigating consumer motivations towards the purchase of organic food, Australasian Marketing Journal (AMJ), 18(2), pp. 93104. Thoegersen, J. (2006), Media attention and the market for green consumer products, Business Strategy and the Environment, V15(3), pp. 20-50 White, M. (no date) 6 booming Australian organics sectors $1.7 Billion reasons to get in the market. Available at: https://www.aginnovators.org.au/news/6-booming-aussie-organics-sectors-%E2%80%93-and-why-cleaner-greener-farmers-are-raking-it (Accessed: 31 August 2016). Wood, R., Lenzen, M., Dey, C. and Lundie, S. (2006) A comparative study of some environmental impacts of conventional and organic farming in Australia, Agricultural Systems, 89(2-3), pp. 324348. Zepeda, L. and Deal, D. (2009). Organic and local food consumer behaviour: Alphabet Theory.International Journal of Consumer Studies, 33(6), pp.697-705.

Crime And Punishment Essays (955 words) - Criminology, Penology

Crime and Punishment Our topic for this paper is Crime and Punishment. There are several different issues on this subject. We chose three main points to talk about: The Crimes, the People who solved them, and the different types of punishments. These are the topics we chose for our report. Crime in the nineteeth century was rapid though out London. But because of all of the poverty and sickness in the streets, crime was the only way to survive. Most of the crimes that took place in London were crimes that involved stealing. Pickpocket gangs and street gamblers were a regular sight when walking down a major London street. Prostitution was also a big money maker on the streets, done by both girls and boys. But crimes though out the middle class and rich were mostly property crimes and disputes which made up 90% of all crimes committed by the upper-class. In Victorian England and like today there a two categories which crimes fall under. "Indictable" which is the same as our felony crimes that make up all of the major crimes. These crimes consist of: Murder, armed robbery, burglary, larceny, rape, and assaults on the police. The next called category is called " Summery " crimes which is equal to our misdemeanor crimes. Summery crimes were all minor crimes such as: Property crimes, Vagrancy, Drunkenness, Prostitution, Minor Larceny , and all other minor offenses. Probably the most famous criminal in the Victorian period was " Jack the Ripper ". Jack the Ripper was " the first modern sexual serial killer" ( Sugden, pg.2) Jack's trademark was the killing of female prostitutes. But not only did he kill them, he would surgically remove organs and intrails and place them near the dead body. "Jack the Ripper" wasn't his only nickname, he was also called " the Whitechaple murder " because the body's were found near the Whitechapel Road, and " The Leather Apron" because of a man that would come by and beat up the prostitutes for no reason. Jack the Ripper is credited for 9 killings, but police think that he might be responsible for more. All of the killing accrued with in one square mile. Jack is described as carrying a long knife in which he would cut open his victims, and a black Gladstone bag, the contents of which is unknown. ( Sugden, pg.1) Jack the Ripper's identity is unknown which is probably why this case is so famous. It is rumored that Jack the Ripper was a member of the royal family, and that people knew of his identity but wanted to keep it a secret. The London Metropolitan Police system was created in 1829, after the public need for security has been told to the government. The Police Department consisted of 3000 policemen. The Policeman then were poorly paid. A constable's usual pay was 19 shillings, a week. An inspector got around 2 pounds, and some of that money was taken off for the cost of there uniform. There uniform was a blue tail coat with there number and letter of their division on the collar and hat. There only weapon was a short wooden baton. The government had a hard time finding recruits. Most of there men were old soldiers, and many of them were dismissed from the force for drunkenness. Later on the force started to become a real Police force, and the people of London appreciated it. The officers also were given many nicknames such as: Blue devils, peeler, and bobby. In 10 years the London Metropolitan Police Force cut the number of crimes in London by half. The crimes in Victorian England did not go without it's punishments. In early Victorian England Public hanging's were watched by many people, and the stocks were placed in the center of town where people would look at you and even beat you and humiliated you. But in 1838 the ending of all public tortures and executions gave way and became out lawed. These things lead to the building of prisons. In 1730 the prisons were at there worst and were not made for long term offenders. These prisons were so bad because they were privately owned and the Crime And Punishment Essays (955 words) - Criminology, Penology Crime And Punishment Our topic for this paper is Crime and Punishment. There are several different issues on this subject. We chose three main points to talk about: The Crimes, the People who solved them, and the different types of punishments. These are the topics we chose for our report. Crime in the nineteeth century was rapid though out London. But because of all of the poverty and sickness in the streets, crime was the only way to survive. Most of the crimes that took place in London were crimes that involved stealing. Pickpocket gangs and street gamblers were a regular sight when walking down a major London street. Prostitution was also a big money maker on the streets, done by both girls and boys. But crimes though out the middle class and rich were mostly property crimes and disputes which made up 90% of all crimes committed by the upper-class. In Victorian England and like today there a two categories which crimes fall under. Indictable which is the same as our felony crimes that make up all of the major crimes. These crimes consist of: Murder, armed robbery, burglary, larceny, rape, and assaults on the police. The next called category is called Summery crimes which is equal to our misdemeanor crimes. Summery crimes were all minor crimes such as: Property crimes, Vagrancy, Drunkenness, Prostitution, Minor Larceny , and all other minor offenses. Probably the most famous criminal in the Victorian period was Jack the Ripper . Jack the Ripper was the first modern sexual serial killer ( Sugden, pg.2) Jack's trademark was the killing of female prostitutes. But not only did he kill them, he would surgically remove organs and intrails and place them near the dead body. Jack the Ripper wasn't his only nickname, he was also called the Whitechaple murder because the body's were found near the Whitechapel Road, and The Leather Apron because of a man that would come by and beat up the prostitutes for no reason. Jack the Ripper is credited for 9 killings, but police think that he might be responsible for more. All of the killing accrued with in one square mile. Jack is described as carrying a long knife in which he would cut open his victims, and a black Gladstone bag, the contents of which is unknown. ( Sugden, pg.1) Jack the Ripper's identity is unknown which is probably why this case is so famous. It is rumored that Jack the Ripper was a member of the royal family, and that people knew of his identity but wanted to keep it a secret. The London Metropolitan Police system was created in 1829, after the public need for security has been told to the government. The Police Department consisted of 3000 policemen. The Policeman then were poorly paid. A constable's usual pay was 19 shillings, a week. An inspector got around 2 pounds, and some of that money was taken off for the cost of there uniform. There uniform was a blue tail coat with there number and letter of their division on the collar and hat. There only weapon was a short wooden baton. The government had a hard time finding recruits. Most of there men were old soldiers, and many of them were dismissed from the force for drunkenness. Later on the force started to become a real Police force, and the people of London appreciated it. The officers also were given many nicknames such as: Blue devils, peeler, and bobby. In 10 years the London Metropolitan Police Force cut the number of crimes in London by half. The crimes in Victorian England did not go without it's punishments. In early Victorian England Public hanging's were watched by many people, and the stocks were placed in the center of town where people would look at you and even beat you and humiliated you. But in 1838 the ending of all public tortures and executions gave way and became out lawed. These things lead to the building of prisons. In 1730 the prisons were at there worst and were not made for long term offenders. These prisons were so bad because they were privately owned and the owners used the inmates for working purposes.

Bio 202 Endocrine System Labpaq Exp Essays

Bio 202 Endocrine System Labpaq Exp Essays Bio 202 Endocrine System Labpaq Exp Essay Bio 202 Endocrine System Labpaq Exp Essay Section: Bio 202 labpaq rep 01 lab report: ENDOCRINE SYSTEM You must get all parts of the question correct to get credit for the question Step 1 (Can be observed on the following slides, either from your lab kit or from the Labpaq web site ( labpaq. com/ex-1-endocrine-system)). List the following:  ·Location in the body of the following structures  ·Slide #/location observed  ·One hormone secreted by each Please pay special attention to properties like shapes, sizes, colors, textures, relationships among structures, plus any interesting or identifiable features. You may want to make drawings of slides so that you would be able to identify this tissue in the future. Pituitary gland: it’s a pea sized gland located at the base of the brain (center of skull) near the optic nerves. It secretes various hormones one example is the GH – growth hormone. Observed at labpaq web site (pituitary Anterior lobe) Basophils, Acidophils and Chromophobes where observed. Thyroid gland: is a butterfly shaped gland, located in front of the trachea , secreting hormones T3 triiodothyronine and T4 thyroxine. Observed at the labpaq website and noted in the slide the thyroid follicles, colloid, and simple cuboidal epithelium and C cells. Parathyroid gland: is located behind the thyroid. It secretes parathyroid hormones PTH that regulates calcium and phosphate. Observed at labpaq website Chief cells and oxyphil cells were noted. Thymus gland: it lies under the sternum and above the trachea in the mediastinum it secretes also thymosin. Labpaq website. Noted the medulla, cortex, and Hassall’s corpuscles from infant thymus. Adrenal gland: Located on the top of the kidneys, it secretes epinephrine slides viewed at labpaq website it was noted connective in the capsule and next to it the adrenal cortex, adrenal medulla and cells and blood vessels. Step 2: Abbreviations-  ·Give the full name of these hormone abbreviations  ·Name the gland that secretes it. 1. ADH Antidiuretic hormone / vasopressin if too little of that hormone it causes diabetis insipidus secreted by the Pituitary. 2. FSH Follicle stimulating hormone, produce sperm for males and ovulation in females secreted by the pituitary gland. . LH Luteinizing Hormone , regulates testosterone and estrogen levels , secreted by the pituitary. 4. NE norepinephrine function as both hormone and neurotransmitter secreted by the adrenal medulla in the adrenal gland . 5. TSH Thyroid stimulanting hormone, stimulates thyroid gland , secreted by the pituitary gland. Step 3: Answer the following questions (1 point each): Figure 1. 1. The pancreatic structures highlighted in blue in Figure 1 secrete all of the following EXCEPT: C a. Insulin b. Glycogen c. Pancreatic Polypeptide X d. Glucagon 2. Name the 3 cell types numbered in Figure 2 and name the major function of each. Figure 2. 3-In your own words, describe the clinical differences between hypothyroidism and hyperthyroidism. Hypothyroidism basically means that is not enough thyroid hormones in the body while hyperthyroidism means that is too much of thyroid hormones in the body. In both cases it causes an unbalance of hormones for proper homeostasis. 4. List three physiological effects of calcitonin. Stimulates bone deposition in kids while suppress bone resorption by inhibiting osteoclasts. Controls release of calcium and phosphorus in the bloodstream Also opposes effects of the PTH on Ca2 levels 5. What role does parathyroid hormone play if there are low calcium levels? It will raise the Calcium level in the blood by stimulating bone resorption while inhibiting bone deposition. 6. Is the thymus more efficient in younger or older populations? What is the implication of this? The thymus gland plays a hole in 3 systems: endocrine, lymphatic and immune, it grows on us until when we are about 6 years old and then it starts shrinking. So yes, it is more efficient in younger people than in old people, the implication of this is that as we age and it shrinks it also becomes more fatty and less granular losing most of its power, it also contains lymphocytes and thymosin hormones, when the thymus shrink and lose its ability to aid the immune system we get sick, lymphocytes are diminished, so our response against antigens is very weak. 7. How is the adrenal medulla tied into the â€Å"fight or flight† response? Because it also plays a role as a ganglion in the sympathetic nervous system, which is the fight to flight system, the SNS releases NE / adrenaline that kicks in when we are in dangerous or very stressful situations 8. In your own words, what are functional differences between glucocorticoids and mineralocorticoids? They are both corticosteroids , but the mineralocorticoids is responsible for regulanting the electrolytes balance in the body while the glucocorticoids regulates the metabolism of glucose and carbs , lipids etc†¦ 9. What are the differences between the endocrine and exocrine functions of the pancreas? Exo â€Å"outside† end â€Å"within† basically means that the exocrine will secrete digestive enzymes into the intestines while the endocrine part will release insulin into the bloodstream 10. What are the physiological effects of testosterone, estrogen, and progesterone? Sex steroids, the adrenal glands produce testosterone, progesterone and estrogens in both men and woman. Testosterone it has anabolic and androgenic effects, it increases the growth of muscle and bones, and the maturation of sex organs ( especially in men) maintains the sexual desire in both , men and woman; however women have a little less than men. Progesterone aids in woman ovulation and it lessen when in menopause, it also promotes well being sensation such as aiding in sleep has a calming effect and aids in fat metabolism, stimulate new bone formation, restore O2 level in cells, restore libido for both men and woman. Estrogen: there are 3 different hormones in this class: estrone, estradiol and estriol. They affect the mood on both men and woman by increasing serotonin. It also increases body fat, creates progesterone receptors, increase blood clothing, reduce the libido, and reduce O2 levels in cell etc†¦

Gandhi Essay Example | Topics and Well Written Essays - 1500 words

Gandhi - Essay Example Ahimsa, being rooted deeply in the Indian culture than in other cultures believes that non-violence is the best way of solving all other forms of conflicts. This is a practice that the Indian culture had been living up to even at present. Gandhi exemplifies best of this practice such that he remained to eat nothing of any meat but of vegetables alone. There were even times when he deprived himself from taking in any kinds of foods to be able to live up to this Indian cultural practice. Racism and social injustice have been dominant in South African culture. Unaware of such change in the society, Gandhi, after finishing his studies in England travels on a first class train ticket. While the excitement coming back to his homeland plays in his thoughts, a rude guard threw poor Gandhi off the train for his being black at the very next station. Shocked beyond words by such injustice, Gandhi realized there is nothing left for him to do but to protest against the law and the government of such injustice and racism. This had become a turning point of Gandhi life as he has realized the need for the poor Indian natives to lift themselves up from the discrimination of the British men. (http://www.film.u-net.com/Movies/Reviews/Gandhi.html, para 1) Gandhi at the same time observed that the most of the Indian minorities lack unity making it easier for the British to take away their self-respect and implement an injustice system in their government. This was the first issue that Gandhi attempted to provide a solution such that they will regain their significant roles in the society that they belong. However, because Gandhi believes in a non-violent act of protests, he begins to form contacts with the Indian worker minority through mingling with them at the same time attempting to kindle within them a sense of injustice. Regardless of their religion, he organized meetings with them to let each one of them know their significance in the society that they belong, know their rights to fair treatment among the British. (http://www.film.u-net.com/Movies/Reviews/Gandhi.html, para 2) Unused to public speaking, Gandhi resorts to direct action wherein he burned his identity card in front of the police which led him to his assaults. (http://www.film.u-net.com/Movies/Reviews/ Gandhi.html, para 2) We hear no talk from Gandhi of war sometimes being a "necessary evil," but only him announcing--and more than once-"An eye for an eye makes the whole world blind." In a scene very near the end of the movie, we hear Gandhi say, as if after deep reflection: "Tyrants and murderers can seem invincible at the time, but in the end they always fall. Think of it. Always." (http://history.eserver.org/ghandi-nobody-knows.txt, para 23) The Hind Swaraj In 1909, Gandhi wrote the "Hind Swaraj" where he condemned the British rule as well as modernization in general. However, the book does not reject the liberal contribution of modernization. Gandhi, however, attempts to integrate its positive elements with a liberating re-interpretation of tradition. (http://www.swaraj.org/interpreting.htm, para 1) He had criticized

American Disability Act Essay Example | Topics and Well Written Essays - 750 words

American Disability Act - Essay Example ADA has received many criticisms that are mainly classified into two categories. The first category concerns employment of people with disabilities. Under this category of criticisms, critics have pointed out that ADA reduces the employment of persons with disabilities. In addition, critics have pointed to the concern that ADA increases the cost of conducting business for business owners. The criticism based on reduction of employment opportunities for persons with disabilities has been supported by the fact that just after its enactment, the period covering between 1991 and 1995, the employment of people with disabilities reduced by 7.8% and this reduction affected people of disabilities regardless of their age, their levels of education, or even type of disability afflicting an individual. The most affected with that drop in the employment rate due to the enactment of ADA were young people, those with lower levels of education and men that were mentally disabled. Nevertheless, there has not been any concerted focus on investigating the causal link between the Act and the decline in employment for disabled people for that decade since its enactment. The second category of criticisms relates increase in private plaintiffs. The argument is that since the Act was enacted, it became an integral part of the employment law yet the Act only permits private plaintiffs to get injunctive relief. Injunctive relief is the court order making it mandatory for public accommodation to remedy contraventions of the accessibility laws. Besides injunctive relief, ADA only demands that private plaintiffs receive attorneys fees. However, it fails to provide monetary compensations to private claimants who take legal action against non-compliant businesses. Thus, for persons with disabilities to receive the remedies left out by ADA, it is upon the specific state to

Teaching The Electrocardiography Procedure

Teaching The Electrocardiography Procedure The teaching session commenced with identification of the goals and expectations for clinical learning and continued through assessing students, planning electrocardiography procedure activities, guiding students, and evaluating ECG procedure learning and performance. The goals and expectations provided areas of assessment, teaching guidelines, and the basis of evaluating learning. They were often expressed in the form of clinical objectives established for the entire teaching session for specific teaching activities. The ECG procedure teaching objectives specified knowledge acquisition, nurturing of values, and performance of psychomotor and technological skills (Braunwald, 1997). The use of constructivist model as an essential approach in the teaching actively interacted students with the material system and concepts in electrocardiography procedure domain. Through effective supervision, students were able to discuss their developing understanding and competences in carrying out electrocardiography procedure (Gaberson, 1999). This paper is based on: teaching session conducted with peers in week seven. It reflects on my effectiveness as a teacher; the creativity and efforts applied to engage and teach learners; and broadly linking all these to the teaching philosophy, learning theories, and teaching strategies. The paper also analyzes the literature related to teaching electrocardiography procedure; teaching strategies used and details recommendations on how to improve future teaching sessions in the clinical environment (Tanner, 2009). Relevant Literature Review Including Pedagogies used in Clinical Education Learning involves the process through which knowledge, is achieved and provided meaning; and comes from experience, reading, and living life. The result of learning is growth, that is, transformation in thinking, feeling or behaving. Many studies that endeavor to explain how learning occurs have been done through the years; and they been done through the lenses of disciplines such as psychology, physiology, and sociology (Vandeveer, 2005). Findings of these studies have led in the evolution of theories that try to explain how individuals learn. A theory is developed from fact analysis in relation to one another and is then applied to explain a phenomenon. The knowledge achieved from such studies has contributed to the theoretical underpinnings for entire theoretical structures or frameworks for education (Roberta, 2003). Behavioral Theories of Learning Education has been influenced more by behaviorism than any other single theory. Currently, behavioral principles continue to be used appropriately and successfully whereas others have been rejected. Behaviorism foundational principles were developed by psychologists Pavlov, Thorndike, and Skinner; these principles were derived from observations of learning in animals (Braungart, 2003). There were also other behavioral theorists who presented a variety of principles. However, all shared a common element that all behavior is learned, and that learning is influenced through environmental manipulation in which it happens and the rewards given to encourage it (Vandeveer, 2005). Behaviorism was carried into a classroom where learning experiences were structured in a manner that would assist educators attain goals through the development of objectives. Tyler (1979) stated that the most useful form for stating objectives is to express them in terms which identify both the kind of behavior to be developed in the student and the content or area of life in which this behavior is to operate; and this was the foundation of behavioral objectives. Bloom et al (1956) continued to make a classification of educational objectives that addressed the cognitive domain, the recall or recognition of knowledge or development of intellectual abilities and skills through the application of observable actions. Krathwohl (1956) led efforts in the affective domain of knowledge with a behavioral inclination. The objectives here were mainly emphasizing on an emotion, a feeling tone or a degree of acceptance or rejection; also attitudes, values, appreciations, and emotional sets or pr ejudices (Krathwohl, 1956). Achievement of the objectives continued to be through highly structured, clearly delineated, and visible behaviors. Behavioral theories enabled teachers and students alike to learn to construct behavioral objectives to guide teaching and identify measurable outcomes as the basis for evaluating learning. Behavioral theoretical learning aspects are common and continue to be applied in clinical educational settings, particularly in gaining of technical skills. Commonly, at the start of clinical nursing education, what is important to known, experienced and demonstrated is determined by the faculty. Even today, faculty still retains primary influence and authority despite increase in students involvement in their own learning. Knowledge grows, that is, prior knowledge forms a reference point for both the assimilation of new knowledge and the application transfer of knowledge from one learning experience to another. Understanding prior knowledge available allows the teacher to help students connect new knowledge to old and hence, improve overall understanding. Classically, technical skills are learnt as procedures, following a designed approach. The behavioral objectives, designed keenly to identify the expected learning outcomes, prescribes both exposure of students to learning experien ces and for their evaluation. The sequential procedural format of the nursing process, and the resulting nursing care plans are a direct outgrowth of behaviorism. Any activity learners participate in that follows this procedure, for instance, development of teaching plans, reflects behavioral learning theories. Written and verbal positive reinforcement provides a strong extrinsic learning reward; and rewarding the achievement of intended outcomes is a key behavioral aspect. Cognitive Theories of Learning Behavioral theorists emphasize that which is external to the learner. On the other hand, cognitive theories emphasize on what occurs within the learner. According to cognitive theorists, mental processes involved in acquiring, processing, and structuring information are important aspects of learning (Braungart, 2003). They particularly identified six classes of cognitive learning; presented from simple to complex. These classes were; knowledge, comprehension, application, analysis, synthesis, and evaluation. Each class was broken down further into varying numbers of components. For instance, knowledge class may be broken into knowledge of specifics, then of ways and means to deal with those specifics, and the knowledge of the universals and abstractions associated with a given field of study. Each level is associated with specific learning behavior, also verbs descriptive of those behaviors, which are to be used when writing objectives (Bloom et al., 1956). Faculty formulates the app ropriate objectives based on whether learning is new or constructed depending on prior learning, and the desired end point level of cognitive learning. Used verbs also give guidance for how the learning will be evaluated (Roberta, 2003). Models of Clinical Nursing Education Knowledge and understanding of models available in clinical practice empowers clinical education to work in a manner that suits teachers, students, and patients. Models have been defined as tools for generating ideas, guiding conceptualization, and generating explanations (Young, 2002). Clinical teachers can apply models in teaching to the procedure being experienced. Two approaches were used during the teaching session; traditional and constructivism models. Traditional Model Teaching electrocardiography procedure requires careful design of an environment in which students get opportunities to build mutual respect and support for each other while they are achieving identified learning outcomes, that is, recording electrocardiography procedures. Teachers in clinical teaching form a crucial bridge to successful experience for students (Braunwald, 1997). Research in nursing education shows that effective medical teachers are clinically competent; are able to teach; have collegial relationships with learners and agency staff; and are friendly, supportive, and patient (Halstead, 1996). Its essential for the teacher to be knowledgeable and able to share the knowledge with students in clinical setting. Such knowledge includes an understanding of the theories and concepts related to the practice of nursing, such as; recording electrocardiography procedure. Karuhije (1997) contends that attention to three teaching domains; instructional, evaluative and interpretat ional, facilitates achievement of teaching skills required to enhance success in clinical settings. Instructional infers those approaches or strategies adopted to facilitate knowledge transfer from didactic to practicum (Norton, 1998). Evaluative approach relates to making determinatives about performance and achievements as goals. Interpersonal approaches relate to relationships and interactions (Knox, 1985). Competence in clinical practice of nursing has been documented as being necessary for effective clinical teaching. Gaberson (1999) revealed that best clinical teachers exhibit expert clinical skills and judgment. Expert skills have particularly been described by students to be important. They tend to describe effective clinical teaching as those who demonstrate nursing competence in a real situation (Horst, 1988). Knowing how to teach is also a prerequisite for effective clinical teaching. Wong (1988) adds that effective clinical teachers are expected to have expertise in the art of teaching. Equally important are teacher behaviors that facilitate learning and support students in their acquisition of nursing skills (McCarbe, 1985). Brophy (1998) reveals that empirical evidence exists that correlates specific teaching methods with enhanced student learning; examples of such methods are use of objectives, effective questioning, and responding to questions. A study conducted by Pugh (19 88) revealed that preparation and the ability to explain concepts clearly and stimulate learning are also important. Other effective behaviors include being fair in evaluation, communicating expectations clearly, and providing positively timed and specific feedback (Nehring, 1990). Constructivism Model Adoption of constructivism approach to teaching in nursing gives nurse teachers with a new vision of teaching. It also parallels a paradigm shift in nursing practice from nurse centered to patient centered nursing practice (Bevis, 1989). In constructivist teaching, the teacher commences with the experience of the student and together they develop knowledge, skills and competencies for professional practice (Bergum, 2003). Teachers who embrace constructivist teaching not only prepare student nurses with the substantive knowledge necessary for competent practice, but also create an environment in students learn to think critically, practice reflectively, work effectively in groups, and access and use new information to support their practice, while modeling respect for meanings of lived experiences, learning and collaborative processes (Bevis, 2001). Bergum (2003) envisions nursing as a dynamic, interpersonal, generative and caring practice. To be consistent with this view of nursing, teaching nursing should be a relational, generative practice that occurs formally and informally; between the student and the teacher; the student and the patient; the student and colleagues; the student and peers; and the student and professionals from other courses (Young, 2002). Such learning needs to occur in diverse settings including the classroom, lab, and clinical areas; hospitals as well as community sites. Teaching nursing requires facilitating a thoughtful engagement between the learners and learning materials to ensure that students gain skills and knowledge for rotational (Bergum, 2003). Constructivism is a philosophy that applies well in clinical teaching. It bodes well in clinical teaching and learning since its central focus is the idea that students construct knowledge for themselves (Young, 2002). Students construct meaning individual as they learn. They attain this by reflecting on experiences. Under constructivist theory, students make their own rules and mental models which they apply to make sense of their experiences. Miranda (2005) provides guiding principles of constructivism, which includes: learning as an active process, searching for meaning. Therefore, it must commence with issues around which learners are trying to construct meaning actively; learning as a social activity associated with link to other people, such as, the teachers and peers; constructivist learning that concentrates on primary concepts, not isolated facts; understanding mental models in order to teach well (Wong, 1987). Learners use mental models to perceive the world and the assumpt ions they make to support those models; the learning purpose for individuals to construct their own meaning. Assessment requires being part of the learning process and gives learners information on the quality of their learning; time taken to learn. Students need to revisit ideas, think over them, try them out, and use them for significant learning to occur; and finally motivation as an essential tool for learning (Miranda, 2005). Models, Theories and Principles of Teaching and Learning In teaching ECG procedure, five steps followed in clinical teaching process; identifying the goals and learning outcomes of ECG procedure, assessing the learning needs of students, planning ECG learning activities, guiding learners, and evaluating ECG learning and performance. However, this process was not linear; instead each of these steps influenced the others. For instance, ECG procedure evaluation revealed data on further learning needs of the learners, which suggested fresh learning activities. Similarly, working with students, resulted to observations on performance that altered assessment, thus, suggesting different learning activities. First, the session commenced by identifying the goals and outcomes of the ECG clinical experience. Teaching at this stage was formed by behavioral theories which contemplated learning as influenced through environmental manipulation. This theory was carried into classroom in a way that assisted in making learners understand: the different aspects of ECG; reasons of using ECG; emergencies which require ECG for diagnosis; how ECG is conducted in an emergency: and ECG recordings generally considered as normal and abnormal. These learning goals and outcomes provided clearly areas of assessment, teaching guidelines, and the basis for evaluating learning. They were often expressed the form of clinical objectives and established for the entire teaching session, and specific clinical activities. Gaberson (1997) stated that learning objectives may specify knowledge acquisition, development of values, and performance of psychomotor and technological skills. ECG teaching objectives addressed eight key areas of learning; knowledge, concepts, and theories applicable to perform an ECG procedure; assessment, diagnoses, planning, and evaluation; psychomotor and technological skills; values related to patient care, families and communities; communication skills, ability to build interpersonal relationships, and skill in collaboration with others; leadership abilities, role behavior, and management care; accountability and responsibility on the part of the student; and finally, self development and continued learning. Guided by the traditional approach in clinical teaching, a learning environment was designed in a way that provided students with opportunities to build mutual respect and support one another while they achieved competence in performing ECG procedure (Braunwauld, 1997). The teaching strategy specified learning outcomes in terms of students competencies in demonstrating ECG procedure in full. They were able to have basic knowledge on carrying electrocardiography procedure in an emergency situation. As postulated by Lippincott (2008), electrocardiography is one of the essential and commonly used procedures to evaluate a cardiac arrest patient in an emergency circumstance (Braunwald, 1997). Through electrocardiography, the hearts electrical functions as a wave form can be displayed. Electrocardiogram is able to monitor impulses moving through the conduction system of the heart producing electric currents that can be monitored on the bodys surface. Normally, the electrodes attached to the skin can sense these electric currents and send them to an electrocardiogram; an instrument that produces a record of cardiac activity (Lippincott, 2008). Braunwald (2008) states that electrocardiography can be used effectively in diagnosing several conditions of the heart. Nurses who encounter patients in emergency wards must have knowledge on the importance of electrocardiography procedure in a life saving situation. The responsibility of caring patients with cardiovascular disorders cuts across every area of nursing practice. As a result, cardiovascular care is a rapidly growing area in nursing. Lippincott (2003) mentions cardiovascular care to be a dynamic field, with continued inventions of new diagnostic tests, new drugs and other treatments, and sophisticated monitoring equipment. Consequently, nurses need to keep up with these changing developments through relevant clinical education (Lippincott, 2008). The students were able to demonstrate their specific abilities; and often reflected their proficiencies required to perform specific tasks on ECG procedure that assigned to them. Performance criteria were established to determine the level of learner achievement of competency in carrying out necessary ECG procedure. For instance, gauging performance criteria for competency of; understanding the value of ECG in an emergency situation, assessing potential cases that require ECG attention, interpreting the electrical activity of the heart and its recordings by using skin electrodes (Lippincott, 2008). Constructivism model provided a new vision of teaching. Students were allowed to participate in the clinical objectives and competences established for carrying out ECG procedure from simple to complex. This approach made it possible for learners to be prepared with substantive knowledge necessary for performing ECG procedure. It also created an environment where students were able to think critically, practice ECG procedure reflectively, collaborate in groups, and others. Some of the outcomes were achieved by learners and had to add others to meet individual learning needs and goals. Student objectives were made flexible to the extent that they met essential ECG procedure objectives. Learning activities were directed by asking questions that provoked thought without interrogating them. Asking open ended questions about their thoughts and the rationale they applied for reaching at clinical decisions, enhanced their growth of their critical thinking skills. Queries were asked to asses s students grasp of relevant concepts and theories and how they were used in clinical practice (Bergum, 2003). The key principles of constructivism were applied to create sessions which assisted students to graduate with their own ideas. For instance, they were assisted in openly sharing their ideas through discussion strategy during and after each learning session. They were free to vary their concepts whenever possible. This enabled them remember the key concepts of electrocardiography. Frequent assessments on the students enabled to evaluate their strengths and weaknesses. conveniently asked and valued their interpretations of what they learnt. Teaching plans were also varied effectively at some points to cope with the intelligence and cognitive abilities of students. What students provided as feedback, was not considered in a prejudiced manner; neither were judgmental comments (Brooks, 1993). Secondly, an assessment was conducted on the learning needs of students. The assessment was guided by cognitive theory which assisted in formulation of appropriate objectives on what the students had learnt. Teaching started at the level of the student. Therefore, assessed was done on; the present level of knowledge and skill of the students, and other factors that may had influenced their achievement of objectives. Data was collected to determine whether the students had necessary knowledge and skills to carry out ECG procedure and complete the learning activities. The teachers assessment was important as it engaged learners in learning activities that developed on their current knowledge and skills in ECG procedure competencies (Young, 2002). Third, instruction planned and delivered following the assessment of students learning needs. The plan for learning activities catered for clinical objectives and individual learner needs. Selected ECG learning activities met objectives of carrying out ECG procedure effectively. The learning activities included patient assignments where learners engaged in practical setting. Miranda (2005) contends that constructivism advocates for a curriculum that is related to learners prior knowledge and puts more emphasis on problem solving. Therefore, concentration focused on connecting between facts and fostering new understanding among learners. They heavily depended on questions that are open-ended and were encouraged dialogue among them. Constructivist model had direct application in ECG procedural setting, based on these facts. It centered in providing an overall approach that involved other theories and approaches, such as; experiential learning, reflection and problem based learning. It enabled teacher and faculty to direct educational experiences to suit their clinical setting and provide learners opportunity to integrate their learning (Bradshaw, 2006). More so, it accorded learners responsibility to make sense of what goes on in ECG clinical setting and motivates them grow and nurture a deeper understanding of ECG procedure (Cobb, 1999). Fourth, they were guided in achieving essential knowledge, skills and values for ECG practice through problem solving strategy. Facilitation and support of the process enabled students to achieve the intended outcomes; guiding them with their learning activities. Demonstrations were made to learners and they were questioned to enhance their levels of understanding ECG procedure. As a skilled person in this practice, the teacher was able to: observe learners clinical performance, make sound judgment about their performance, and planned for extra learning activities in instances necessary; and questioned students without interrogation. Observing learners as they performed the ECG learning activities enabled teacher to identify continued areas of learning and establish when help was needed (Gaberman, 1999). The third session was conducted in a training class in the ECG room where learners were taught on how ECG procedure is taken. They were provided enough opportunities to perform electrocardiography procedure themselves. In collaboration with the technician on duty, learners were guided throughout the clinical practice. At the end of the session, the students were able to: examine the patient in the emergency room and understand the significance of ECG procedure in a life-saving scenario; perform an ECG as an initial step with patients who arrive with cardiovascular complications, chest pains or after an accident; interpret the electrical activity of the heart and externally by using skin electrodes; and perform non invasive procedure in patients (Lippincott, 2008). Fifth, effective evaluation of clinical learning and performance was done on learners. The evaluation served two important purposes; formative and summative. Learners progress was monitored towards achieving clinical objectives through formative evaluation; through written examination. Demonstration strategy was also used to ascertain their competency in clinical practice. Through formative evaluation strategy, diagnoses for extra learning requirements of students and where additional clinical instruction was required for further instruction was realized. Recommendations for Improving Teaching Strategies Based on Feedback from Peer and Analysis of Literature Based on the feedback received from peers and analysis of the literature, the following recommendations to improve future teaching sessions in the clinical environment were suggested; one, identification of challenges learners are faced with. Commends made by peers indicated that teaching did not take into account the challenges the students faced. It was noted that initiation process of probing to understand students well was lacking. For instance, they may have been overburdened with family issues, language problems, fee problems, and many others. These factors impede effective clinical teaching as it heightens the fear of nurses to make mistakes that could injure patients or even fail a program (OConnor, 2001). Two, recommend extension of the possibilities of evaluation showing learners performance in relation to teaching and learning objectives. Ghazi (1988) noted that motivation for learners was sustained through strategies such as individualized learning, formative evaluations, and others. Teaching did not quite offer feedback on the areas of strengths and potential areas of development for students. Students were not given opportunities to evaluate their learning (OConnor, 2001). Three, recommend further research on effective characteristics of clinical teachers. The analysis of related literature reveals that students judged effective teachers as those having characteristics such as being clinically competent, knowledgeable, good interpersonal relationship, and enthusiastic (Gaberman, 1999). Laurent (2001) contends that teachers, who learners viewed as helpful, modeled competent behavior consistently and demonstrated a positive attitude and humanistic orientation. This will enhance responsiveness to the needs of students. Four, recommend collaborative planning of learning activities. It was felt that the teaching lacked a bit of this element. Learners are usually receptive to selecting among a variety of learning activities and contribute suggestions. Five, recommend different methods of assessing clinical performance. Teaching strategies were limited to only a few methods of assessing clinical performance, such as, discussions, lecture, question and answer, and rounds. Other important approaches involve role plays, case studies, group activities, and many others. More emphasis must have been made on case management also. Conclusion In sum, minimum requirements for an effective teaching and learning; these included the environment, dialogue and the closure. Provision was accorded for sufficient lighting, ample sitting arrangements and adequate audio-visual aids that enhanced an environment that was conducive for teaching and learning. Dialogue in a formal, clear, and logical way; therefore, students did not miss any part of it. At the end of the teaching session, sufficient time for discussion and clarifying doubts was allocated. Teaching summery was submitted at the end of the session. McTaggart (1997) contends that teaching must end by educators being in a position to submit a summery. Young (2002) also insisted that a teacher must be able to use proper teaching and learning principles in the three domains of cognitive, affective, and psychomotor. References List Bergum, V. (2003). Relational Pedagogy. Nursing Philosophy, 4, 121-128. Bloom, B., Engelhart, M., Furst, E., Hill, W., Krathwohl, R. (1956). Taxonomy of Educational Objectives. New York: David McKay Company. Bradshaw, M., Lowenstein, A. (2006). 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