Health Care Demand Scenario Essay Example | Topics and Well Written Essays - 1000 words

Health Care Demand Scenario - Essay Example It will specifically cater for the people who have attained that age and have bodily disabilities that are permanent. Their offering of these facilities will help them in improving the health standards even for the people who live below the poverty line. Medi-Insurance will cover for almost 80% of the total costs incurred in getting medical attention. The adjunct plan will be established by a private indemnity health company. This health scheme is designed to be used by only people who are over sixty five years and have been citizens of the nation for a period of more than ten years. The beneficiaries of this scheme must have been paying taxes for a period of not less than ten years. They must also be recipients of disability gains from the boards dealing with retirement or the community security boards. These benefits are delivered to patients experiencing terminal diseases that affect the kidney and other vital body organs (Colamery, 2003). The people suffering from physical disabi lities will continue receiving the benefits of Medi-Insurance even when they stop receiving benefits from their community boards. The customers of this service will find quality when they are provided with indemnity covers for their stay in hospitals. They will encounter quality medical cover for the medication they receive from these institutions (Matthews and Berman, 2011). The customers will receive services that are worth more than the total amount they have paid the authorities in taxes. The receivers of the service will also find quality in the clearance of their medical bills and their reception of expert medical attention. 2. Define the Demand The customers of this service will be the people who are aged sixty five years and above. They should be citizens of the nation for a period of at least ten years and must have been paying their dues to the relevant authorities. The beneficiaries of this program might also be old people who have disabilities in their physical condition s (Matthews and Berman, 2011). The beneficiaries must also be able to pay the minimum monthly premiums for the services they receive in future. The people who benefit from the scheme will be found in hospitals and the homes for the aged. This is because the scheme has a limitation on the minimum age of their beneficiaries. The plan will differ in terms of the medications they offer and the costs they charge. The plan will cover for the homeless people living on the streets even if they do not pay the premiums (Colamery, 2003). These costs will be catered for by well wishers and other sponsors. There are several consumer traits that will influence the demand for the service. The service will only be dispensed to people who have attained the minimum required age of sixty five years. It will only cover the citizens who have been paying their taxes for the last ten years they have been in the country (Moon, 2006). Citizens who are below this age will not be legible for enrolment in the program and will not receive its benefits. The people who cannot afford to pay the required monthly premiums will also enjoy the benefits of the scheme. Their consumers will not be highly sensitive to the prices they are charged for the services. This is because the scheme will be offering diverse benefits to different groups of people. The benefit’s one receives will correspond to the amount of his contributions towards the

A personality profile of an individual whom you think is worthy of Essay

A personality profile of an individual whom you think is worthy of capturing - Essay Example It was two years since she’d retired at the early age of forty-nine years old, but these two habits she had kept hold of. It was something she worried about, the only two cracks in her otherwise perfect life. There were many other people at her church, of course, who smoked and drank coffee, but few did so as much as she did, and, while Wanda did not judge them she felt her own shortcomings were making her less of a Christian than she should be. She wanted to devote her retirement years to her community and her Lord, not cigarette companies and the jitters of caffeine addiction. And lately she had been tired so often, even with the coffee. So she had resolved to quit—the cigarettes, at least. It was the worst habit, and though it had given her the deep, husky voice that made her stand out so much in the choir, the one she worried about the most. What if it killed her? She was not worried for herself so much as her family. She had made her peace with this world long ago, and if the Lord called her up, she was ready to go. But she wanted to make things good for others, and wondered what her brother and sisters would do without her when she was gone. â€Å"Oh Lord,† she half-sang as the coffee brewed in the pale light of her morning kitchen, â€Å"Oh Lord, be kind to this old sinner!† Before driving to her doctor to get a prescription for a patch, she listened to the voice messages on her phone. One was from Donna, who was biologically her niece but whose mother had passed away when they were young, and whom Wanda had always treated as a true sister. The younger woman thanked her for the loan she had given her years ago, saying she had just gotten the money to pay it back, and that she hoped Wanda could come for dinner later in the week to celebrate. Wanda didn’t mind about the money, but it would be nice to see Donna again after so long. In the car she lit another cigarette and had smoked half of it before she realized what she was doing. Her fingers fidgeted with the cigarette but she couldn’t bring herself to put it down. Quitting was going to be hard. The doctor gave her a prescription for the patch, and ran some blood tests to see what was fatiguing her. She spent the next few days trying to cut down, but it was hard. The only time she was really free was at the piano, when her fingers could fly across the black-and-white keys and she could close her eyes and be both apart from and inside herself. She would listen to a piece on the radio—she had never had a teacher, and had taught herself by listening, in the breaks from her thankless job, and endless practice—and then sit still, breathe, and let her fingers go where they would. In these times she felt truly happy, and as if the peace would soon envelop her entire being. A month after she had gotten the patch, which had only been partially successful at curing her habit, she got a piece of mail from the doctor which contained the r esults of her test. She tried to focus on the charts and analyses, but in the end only one thing got through to her: the diagnosis which said: LUNG CANCER, TERMINAL. Alone at her kitchen table, with the coffee still brewing, Wanda Jones cried. She quit smoking right then, though it was useless. As the weeks stretched into months, her body faded, the ridged lip lines that were the sign of her long habit sinking in and becoming flat and smooth as the fat left her. Her ex-husband, who she hadn’t seen for years, and who had beat her on occasion, came

Features Of Grices Cooperative Principle

Features Of Grices Cooperative Principle It was in 1975 when Herbert Paul Grice announced one of his most famous and influential papers Logic and Conversation including the Cooperative Principle with its Conversational Maxims. This paper targets at introducing the Cooperative Principle as well as alternative principles which have been developed as a response to Grices efforts. Even if the founders of these alternative principles take Grices Principle as a basis they have been criticizing it in order to refine his notions and ideas of how human communication works (Herbst 2010: 268). Taking the Cooperative Principle as the initial point of this paper there will be an introduction of Grices principle at first. In a further step the paper will provide an outline of the alternative principles in a chronological order as they were published. The final chapter is concerned with a conclusion based on current research as well there will follow an evaluation by taking into account how the views on Grices Cooperative principle change d over time. 2. Main features of Grices Cooperative Principle According to Grice human talk exchanges are rational because while speaking we connect our remarks and if we would not do so they would not be rational (cf. Grice 1975: 45). Consequently talk exchanges are not usually just a collection of context-free and separate sentences (cf. Grice 1975: 45). Grice describes them further as cooperative efforts in which each participant can recognize to some extent a common purpose or a set of purposes or rather a mutually accepted direction (Grice 1975: 45). Furthermore he mentions that this purpose or direction may be fixed from the start, or it may evolve during the exchange (Grice 1975: 45). Here it is not necessary if the direction of the talk exchange is established from the beginning on or if it is developing during the conversation because at each stage of the conversation there will be some possible conversational moves which would be excluded as conversationally unsuitable (Grice 1975:45). Due to these conversationally unsuitable moves Gr ice (1975: 45) was the first who tried to delineate in a general principle the mechanisms by which people interpret conversational implicature (Thomas 1995: 61). This general principle is called the Cooperative Principle and it is expected to be observed by all participants of a talk exchange (cf. Grice 1975: 45). The Cooperative Principle according to Grice (1975: 45) is defined in the following way: Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged. The Cooperative Principle is followed by four Conversational Maxims which are divided into the categories: Quantity, Quality, Relation and Manner (Grice 1975: 45).  [1]  These Conversational Maxims roughly put the guidelines in words on which we orientate our communicative behavior or rather as Levinson rephrases them in his work Pragmatics as the maxims specify what participants have to do in order to conver se in a maximally efficient, rational, co-operative way: they should speak sincerely, relevantly and clearly, while providing sufficient information (Levinson 1983: 102). In Logic and Conversation Grice (cf. 1975: 45-f.) lists the maxims in the following way: The Maxim of Quantity- relates to the quantity of information to be provided, and under it fall the following maxims: 1. Make your contribution as informative as required (for the current purposes of the exchange). 2. Do not make your contribution more informative than is required. The Maxim of Quality- under the category of Quality fall a supermaxim -Try to make your contribution one that is true- and two more specific maxims:1. Do not say what you believe to be false. 2. Do not say that for which you lack adequate evidence. The Maxim of Relation under the category of Relation Grice places a single maxim, namely: Be relevant. The Maxim of Manner under the category of Manner Grice understands them as relating not (like the previous categories) to what is said but rather, to HOW what is said to be said. The Maxim of Manner includes the supermaxim Be perspicuous and various maxims such as: 1. Avoid obscurity of expression. 2. Avoid ambiguity. 3. Be brief (avoid unnecessary prolixity). 4. Be orderly. As Grice indicates further in his paper a participant in a talk exchange may fail to fulfill a maxim (Grice 1975: 49). Thus, there are situations in which a participant is not able to stick to the maxims listed above. The four possible ways of non-observing the maxims mentioned by Grice (cf. Grice 1975: 49) will be listed in the following and after that there will follow one example for each type of non-observance in order to examine the failure: (1) A participant in a talk exchange may quietly and unostentatiously VIOLATE a maxim; if so, in some cases he will be liable to mislead. (2) A speaker may OPT OUT from the operation both of the maxim and the CP; he may say, indicate, or allow it to become plain that he is unwilling to cooperate in the way the maxims requires. (3) A speaker may be faced by a CLASH: He may be unable, for example, to fulfill the first maxim of Quantity (Be as informative as is required) without violating the second maxim of Quality (Have adequate evidence for what you say). (4) A participant may FLOUT a maxim; that is, he may blatantly fail to fulfill it. On the assumption that the speaker is able to fulfill the maxim and to do so without violating another maxim [à ¢Ã¢â€š ¬Ã‚ ¦], is not opting out, and is not, in view of the blatancy of his performance, trying to mislead [à ¢Ã¢â€š ¬Ã‚ ¦] This situation is one that characteristically gives rise to a conversational implicature; and when a conversational implicature is generated in this way, I shall say that a maxim is being exploited. According to the first type of non-observance (1) it might be useful to add as it is pointed out in Meaning in Interaction that many commentators incorrectly use the term violate for all forms of non-observance of the maxims (Thomas 1995: 72). But nevertheless Grice defines violation very specifically as the unostentatious non-observance of a maxim (Thomas 1995: 72). To clarify the phenomena of violating a maxim the following example as it is mentioned by Thomas might be helpful: An English athlete was pulled out of her race and returned to England. A press officer for the England team said: She has a family bereavement; her grandmother has died. (1995: 73). The following day it was proclaimed that the athlete had to leave because of a positive drug test (cf. Thomas 1995: 73). Nevertheless the statement of the press officer was true, but the implicature which was the reason of the English athletes returning home was not true as it is explained in Thomas (cf. 1995: 73). The second ty pe of non-observing (2) means that a participant of talk exchange opts out of the conversation because he does not behave in the way as it is prescribed by the Conversational Maxims or rather the participant does so to express unwillingness (Thomas 1995: 74). Therefore Thomas elaborates these kinds of non-observing are typically for public figures as they cannot, perhaps for legal or ethical reason, reply in the way expected (Thomas 1995: 74). Relating to this Grice introduces the following example: I cannot say more; my lips are sealed (Grice 1975: 49) or an instance for a public figures response would be: No comment. The third possible type in falling to fulfill the maxims is given when the speaker is faced by a clash (3) due to a conflict of two or rather of more maxims. Consequently in this situation a speaker is not able to observe the maxims. Aiming at illustrating this specific situation of incompatibility the instance given by Grice (cf. 1975: 51-f.) in his work might be hel pful: For their vacation in France A is planning with B a route considering the fact that both of them are aware of that A wants to meet his friend C. Furthermore Grice mentions that the meeting would not entail too great prolongation of their journey (cf. Grice 1975: 51) and additionally to these background information he introduces that A is asking: Where does C live? and B answers: Somewhere in the South of France. (Grice 1975: 51). This clash can be explained by taking into account that B does not provide too much information as A wishes to get (cf. Grice 1975: 51). By providing too little information B is obviously not observing the first maxim of Quantity (cf. Grice 1975: 51) and this explains Grice by supposing that B is aware that to be more informative would be to say something that infringed the maxim of Quality, Dont say what you lack adequate evidence for (Grice 1975: 51-f.). Thus, B acts as if he does not know exactly where C lives (cf. Grice 1975: 52). The fourth type of an infringement of a maxim is expressed by flouting a maxim (4) as stated in Thomas the most important category by far because it generates an implicature (1995: 64). By generating an implicature on purpose the speaker is aware of doing so. Plausible reasons therefore might be that the speaker does not want to provide too little or rather too much information than the situation demands (Thomas 1995: 65). The latter is given in the subsequent example as in Thomas (1995: 66): A is asking B about a mutual friends new boyfriend: A: Is he nice? B: She seems to like him. In the foregoing example B does not observe the maxim of Quantity by providing a less informative response to As question as it is described in Thomas (1995: 66). 3. Alternative Principles to the Cooperative Principle As the introduction of this paper previously indicated the Cooperative Principle has not been set free from critiques and thus it is not surprising that there exist suggestions for improvement or rather that there are alternative principles which will be presented in this chapter. 3.1 The Politeness Principle by Geoffrey Leech According to Geoffrey Leech there is a lack in Grices Cooperative Principle relating to the level of relationship while communicating because as the CP only refers to the content level as it is described in Bublitz (2009: 209). Moreover one could infer that the aspect of politeness is missing. Especially politeness is absolutely obligatory for Leech to answer the question why people are often so indirect in conveying what they mean and in addition he is convinced that the Politeness Principle is not just another principle to be added to the CP, but is a necessary complement, which rescues the CP from serious trouble (Leech 1983: 80). The Politeness Principle is expressed in Principles of Pragmatics as follows: Minimize (other things being equal) the expression of impolite beliefs; Maximzie (other things being equal) the expression of polite beliefs (Leech 1983: 81). To the Politeness Principle are six maxims added which tend to go in pairs (Leech 1983: 132). In the following these si x maxims (cf. Leech 1983: 132-36) will be listed and will be explained briefly below.  [2]   (1) The Tact Maxim: Minimize cost to other; maximize benefit to other. (2) The Generosity Maxim: Minimize benefit to self: Maximize cost to self. (3) The Approbation Maxim: Minimize dispraise of other; maximize praise of other. (4) The Modesty Maxim: Minimize praise of self; maximize dispraise of self. (5) The Agreement Maxim: Minimize disagreement between self and other; maximize agreement between self and other. (6) The Sympathy Maxim: Minimize antipathy between self and other; maximize sympathy between self and other. In accordance with Thomas the Tact Maxim (1) contains three different components (1995: 160-f.). Firstly the size of imposition, secondly the mitigation of the effort of a request by offering optionality and finally the cost/benefit scale (cf. Thomas 1995:160-f.). The size of imposition refers to the way of how a speaker can make use of minimizer in order to diminish the implied cost to the hearer as it is in the example: Ive got a bit of problem (Thomas 1995: 161). By the second component Leech means that the speaker should always give options or at least giving the appearance of allowing options (Thomas 1995: 161). As the last aspect is the cost/benefit scale, it implies the speaker is able to express an utterance politely without employing indirectness if it is to the hearers benefit as shown in the following example: Have a chocolate! (Thomas 1995: 161). Instancing the Generosity Maxim (2) by the sentences You must come and have dinner with us and We must come and have dinner wit h you Leech (1983: 133) states that the first is regarded as polite whereas the latter sentence is more impolite. To the Approbation Maxim (3) Leech predicates that the speaker should avoid saying unpleasant things about others (1983: 135) and thus it would be considered as very impolite to remark: What an awful meal you cooked! whereas What a marvelous meal you cooked would be regarded as very polite manners (Leech 1983: 135). Varying extremely in its application from culture to culture one has to take into account that the Modesty Maxim (4) in Japan is more powerful than it is as a rule in English-speaking societies (Thomas 1995: 163). For instance the reaction to a compliment differs as English would accept it pleasantly whereas Japanese would deny it in a modest way (cf. Leech 1983: 137). Second last the Agreement Maxim (5) implies that it is natural to emphasize agreement directly whereas people tend to diminish disagreement by expressing regret (Leech 1983: 138). With the Symp athy Maxim (6) Leech examines why congratulations and condolences are courteous speech acts, even though condolences express beliefs which are negative (138). As it was mentioned at the beginning of the chapter Leech takes the view that the Politeness Principle is supposed to collaborate with, and even rescue, the Cooperative Principle and its associated maxims (Mey 207:81). If this supposition can vindicate will be shown in the conclusion chapter. 3.2 The Q- and R- Principle by Laurence Horn Horn rethinks Grices Cooperative Principle but nevertheless his model keeps relevance within the general framework of Gricean theory (Mey 2007: 82). Horns Q- and R-Principle consists of two principles. Namely, the Q- Principle (Q for quantity), telling us to say as much as we can; and the R-Principle (R for relation), which says that we should say no more than we must' (Mey 2007: 84). Additionally the Q-Principle is hearer-based and it compromises the first half of the Gricean maxim of Quantity (Mey 2007: 84) whereas the speaker-based R-principle includes the second half of the quantity maxim plus the maxims of manner and relation (Mey 2007: 84). Furthermore the Q- and R- principle is concerned with the problem that there exist two kinds of utterances. On the one hand there are utterances which have a clear and unambiguous meaning (Mey 2007: 83) whereas on the other hand there are utterances which need to be interpreted by the hearer. Taking the following sentence as an example for o bserving the R-principle: I cut a finger yesterday (Mey 2007: 83). Thus one can come to the conclusion that the finger is mine and not a finger of someone else. Contrary to this is the sentence: Wilfred is meeting a woman tonight for dinner (Mey 2007: 83). The previous phrase invoke the Q-Principle in order to establish the fact that it is not his wife or regular girlfriend hes seeing (Mey 2007: 84). Basically as Grundy states Horn argues that Grices maxims can be subsumed within two principles (Grundy 2008: 110) and deductive he tries to simplify Grices maxim by reducing them. 3.3 Relevance Theory by Dan Sperber and Deirdre Wilson The Relevance Theory by Dan Sperber and Deidre Wilson is considered to be a cognitive theory of human communication (Yus 2006: 512) as well as a minimalist theory of communication (Mey 2007: 85). Namely their Relevance Theory is based exclusively on the Principle of Relevance (Mey 2007: 85) which operates as follows (cf. Bublitz 2009: 211): Every act of ostensive communication communicates a presumption of its own optimal relevance. (a) The set of assumptions {I} which the communicator intends to make manifest to the addressee is relevant enough to make it worth the addressees while to process the ostensive stimulus. (b) The ostensive stimulus is the most relevant one the communicator could have used to communicate {I}. Thus in order to communicate successfully relevance is obligatory (Mey 2007: 85). The former term of Relevance is explicated by Sperber and Wilson as assumption is relevant in a context if and only if it has some contextual effect in that context (1995: 122). As Relevance Theory was first published in 1986 there exist many updated versions of it. The following description of Relevance Theory refers to the one given by Bublitz (2009: 211-f.). Contrary to Mey Bublitz depicts Relevance Theory as a new approach than rather as a shortened adaption to Grices Cooperative Principle (cf. Bublitz 2009: 211). Furthermore the Relevance Theory operates on a cost-benefit-principle which implies that human beings are trying to achieve a great increase of knowledge by avoiding too big effort in interpreting their talk exchange partners utterance (cf. Bublitz 2009: 211). Consequently it is important that there is a balance between the given information and act of interpreting it (cf. Bublitz 2009: 21 1). 4. Conclusion based on current research 5. Bibliographical References Bublitz, Wolfram. 2009. Englische Pragmatik: Eine Einfà ¼hrung. 2nd edition. Berlin: Schmidt. Grice, Herbert P. 1975. Logic and Conversation. In Syntax and Semantics 3: Speech Acts, Peter Cole and Jerry L. Morgan (eds), 41-58. New York: Academic Press. Grundy, Peter. 2008. Doing Pragmatics. 3rd edition. London: Hodder Education. Herbst, Thomas. 2010. English Linguistics: A Coursebook for Students of English. Berlin: De Gruyter Mouton. Leech, Geoffrey. 1983. Principles of Pragmatics. London: Longman. Levinson, Stephen C. 1983. Pragmatics. Cambridge: CUP. Lindblom, Kenneth. 2006. Cooperative Principle Encyclopedia of Language Linguistics 2nd edition, 176-183. Amsterdam: Elsevier. Lumsden, David. 2008. Kinds of Conversational Cooperation. Journal of Pragmatics 40: 1896-1908. (Seiten stimmen nicht, authors manuscript, da nicht verfà ¼gbar!) Mey, Jacbob L. 2007. Pragmatics: An Introduction. 2nd edition. Oxford: Blackwell. Pfister, Jonas. 2010. Is there a need for a maxim of politeness? Journal of Pragmatics 42 (Issue 5): 1266-1282. Sperber, Dan; Deidre Wilson. 1995. Relevance: Communication and Cognition. 2nd edition. Oxford: Blackwell. Tannen, Deborah. 2011. Thats not what I meant: How Conversational Style Makes or Breaks Relationships. New York: Harper. Thomas, Jenny. 1995. Meaning in Interaction: An Introduction to Pragmatics. London: Longman. Yus, F. 2006. Relevance Theory. In Encyclopedia of Language Linguistics 2nd edition, 512-523. Amsterdam: Elsevier.

Free Descriptive Essays - Carnival Rides :: Descriptive Essay, Descriptive Writing

Carnival Rides I have always been fascinated by carnival rides. It amazes me that average, ordinary people eagerly trade in the serenity of the ground for the chance to be tossed through the air like vegetables in a food processor. It amazes me that at some time in history someone thought that people would enjoy this, and that person invented what must have been the first of these terrifying machines. For me, it is precisely the thrill and excitement of having survived the ride that keeps me coming back for more. My first experience with a carnival ride was a Ferris wheel at a local fair. Looking at that looming monstrosity spinning the life out of its sardine-caged occupants, I was dumbstruck. It was huge, smoky, noisy and not a little intimidating. Ever since that initial impression became fossilized in my imagination many years ago, these rides have reminded me of mythical beasts, amazing dinosaurs carrying off their screaming passengers like sacrificial virgins. Even the droning sound of their engines brings to mind the great roar of a fire-breathing dragon with smoke spewing from its exhaust-pipe nostrils. The first ride on one of these fantastic beasts gave me an instant rush of adrenaline. As the death-defying ride started, a lump in my throat pulsed like a dislodged heart ready to walk the plank. As the ride gained speed, the resistance to gravity built up against my body until I was unable to move. An almost imperceptible pause as the wheel reached the top of its climb allowed my body to relax in a brief state of normalcy. Then there was an assault of stomach-turning weightlessness as the machine continued its rotation and I descended back toward the earth. A cymbal-like crash vibrated through the air as the wheel reached bottom, and much to my surprise I began to rise again. Each new rotation gave me more confidence in the churning machine. Every ascent left me elated that I had survived the previous death-defying fall. When another nerve-wracking climb failed to follow the last exhilarating descent and the ride was over, I knew I was hooked.

Three Possible Learning Theories Integrated By AIU Online Within The Course

I. IntroductionAmerican intercontinental University has adopted various learning theories to cater for the needs of everyone in the world. These theories include: Gagne’s conditions of learning, the importance of structuring and sequencing of instruction, the socially mediated aspects of learning, individual construction of knowledge through experience and external constraints, experiential knowledge resident within and among adult learners and fostering deep learning.II. Background on LearningLearning is a gradual change in behavior due to practice or experience.  Some proponents who have studied this are Gagne, Reigeluth and Piaget.III. Theories.A. Conditions of learning by Gagne who was an American Psychologist. In his findings and research realized that there is a great connection between learning objectives and appropriate instructional designs. In 1965 he published the book that categorized learning into five taxonomies; 1. Category is verbal information: this is very important in learning process since it will provide the learner with an opportunity to take in the information, analyze it into a meaningful context and encode it to his/her own understanding.2. There are intellectual skills which are required in any learning. To define, classify or apply a concept to solve any problem. 3. Taxonomy is cognitive strategies which the learner employs his or her ways in learning, thinking and doing things. 4. Taxonomy is attitudes; this will enable the learner to use personalized actions to solve normal daily problems. 5. The use of motor skills, one must use what he/she has learnt to perform certain actions using muscles. B. Elaboration theory which shows importance of selecting, structuring and sequencing information.Reigeluth (1979) gave the principles for planning and organizing instruction. Whereby, the instruction must be organized in order of complexity for optimal learning. The learner should develop meaningful concepts to base subsequent ideas and skills. C. Theory fostering deep thinking by Piaget. Piaget said that, there is need to foster deep learning. This enables the students to capitalize in emerging opportunities and be able to meet the ever changing demands of employees.IV. Active Learning Strategies and Exploratory Learning StrategiesThe types of active and exploratory learning strategy include: investigating a system using personal initiative to a real or artificial task, studying a controlled setting with special attention to newly acquired systems, using diaries and structured interviews that focus on learning events, field study, task-oriented explorations, using support from manuals/users/system support personnel and designing a system, and training.V. Electronic Learning Support Technologies There are different learning supports available like; Electronic based facilities, resources and services that are always available.These may be mobile learning, e-learning, web based, interactive television, cable tele vision, video conferencing and use of emails. VI. Conclusion The entire process is highly connected to the theories of learning for instance; Gagne’s theory of conditions of learning is highly implemented because of verbal communication. Materials are structured and sequenced this is in tandem with Reigeluth elaborative theory. The need to foster deep learning is evidenced in use various electronic learning support.

Proof That God Exists…

I will focus on the intention of proving that God exists. Some people believe that God is real and that He was the one who â€Å"created† the world and who put Christianity together. I personally believe that people who aren’t religious or do not believe in Jesus Christ or God aren’t really up to standards with how the world was created and who the Miracle Worker of it all is truly. I will express my own opinion of how God and Jesus exist and how the Big Bang theory is just made up by scientists. I will prove this in my conclusion. Main Part of My Essay Some people feel that there is definite proof for God’s existence due to: Personal Experience: For me, my personal experience is that, and this is true what I’m about to tell you, my dear mother passed on and that God and her are watching me and I feel like crying because I know that she is in my soul forever. This is personally directing towards my own life. Personal Miracles: For me, my personal miracle, I find quite funny. When I was little, when my mother was alive, I couldn’t zip up my coat. So I asked my mum if she could help me. She tried and she failed. I asked her, † Mummy, pray to God, he will help me zip up this coat,† and she said†OK. Please God; help Alice to zip up her little coat. † My mum tried again and it worked. My zip worked. I don’t know if it was the power of God that did it for me or that my mum is a really strong person. But this is my personal miracle and I believed it was God. Religious Miracles: A miracle is an event that appears to be unexplainable by the laws of nature. So it is held to be as a supernatural or ghostly feeling as an act of God. There are several views on religious miracles: 1. Many religious people see miracles as signs of Jesus Christ or God and those who experience miracles to be divine and are a favour of God. . Others believe that there’s a supernatural world and miracles happen through that. 3. Many others believe that a supernatural world and religious miracles are impossible and can’t be physically done through and think that miracles are just lies through the Big Bang Theory. Religious views on Conscience: Religious views of conscience usually see it as links to a moral in all humans, to divinity. The diverse features of religion may not necessarily be with experiential, emotive, spiritual or considerations about the origin and operation of the conscience and its religious views about it.

A Lantern in her Hand essays

A Lantern in her Hand essays Abby and Will Deal and their son Mack moved from their long-time home in Blackhawk County to their new prarie home in Platsmouth, Nebraska. At their new home the prairies rolled on for as far as the eye could see. Whip-like grass, that was waist high, waved across the prairie like a rolling ocean. The sounds of coyotes and wolves rang all arround you like music. The dirt was as black and rich as oil, quite ideal for farming. The little soddie (a house made from sod) was a nice temporary home for the family. It was made from strips of sod that Will cut from the ground himself, and then was covered by a thick layer of mud. The furniture in side the house was also made of sod, and then covered with quilts. There was a little, shallow river that ran by their home. That is where Abby got the water from until Will could get the well dug. It sounds On conflict that happens early in the book is when Abbys mother loses her mansion. Well let me begin form the beginning of the conflict. Abbys dad came from a very welthy family, and her mom came from a phesent family. Her mom was a beautiful Irish peasant. They fell in love and his family had to learn to accept that peasant which their son had fell in love with. His family never accepted the idea that their son had fallen in love with and peasant. when his parents died they left the mansion to abbeys father. a short while before Abby was born her dad took a pleasure trip to New York, and signed a paper for a man and lost everything back in Scotland. Abbys mother tried to get their horses but had to bid on everything that they got out of the house. so therefore her poor mother and grandmother had to come up with money they didnt have, so that Abbys mother could get some memmories of their past life. The message that the author is trying to get across to the reader is th ...

Comparison of Egyptian, Mesopotamian and modern monumental architecture

Comparison of Egyptian, Mesopotamian and modern monumental architecture Free Online Research Papers The three types of architecture to be compared are: Egyptian, Mesopotamian and modern architecture. The three common things of the three types was that they wanted to draw attention to the importance of people in their world. Each one helped form the world as they knew it. The Mesopotamian architecture was a period of new buildings. The empire of Assurbanipal spanned the Fertile Crescent from the Persian Gulf to the Mediterranean Sea. In Mesopotamia the kings were considered to be representatives of the gods. In ancient Egypt, the pharaohs were gods. They believed that even after their deaths that they continued to rule. Pharoahs were expected to rule forever, and their tombs were more important than their palace. Home after death was a place called a pyramid. Nineveh on the Tigris River was the largest city of its day. The world’s largest library was housed there. The Egyptian architecture was greatly influenced by Ramses. Ramses was one of the last great Pharahos which were considered Gods in Egypt. The pharaohs bore responsibility for the kingdoms well being. All the good things in life came from the Pharoah. The people were very self absorbed. In ancient Egypt, the pharaohs were gods. They believed that even after their deaths that they continued to rule. Pharoahs were expected to rule forever, and their tombs were more important than their palace. Showiness and the ability to make everyone look at you was the intention of the day. The Pharoahs wanted to build an empire. Home after death was a place called a pyramid. Nineveh on the Tigris River was the largest city of its day. The world’s largest library was housed in that city. The Egyptians created temples and replicas of themselves. Ramses adorned the temples with statues of himself. He also stocked his burial chamber with luxuries, gold and jewelry so that it could be known his achievements. Tombs were even more important than palaces to them. The Modern Architecture was more geared to farmland. Farming was the major source of income. They wanted to create a lifestyle and architecture that helped create their vision of a comfortable life. As architecture has continued to evolve, it is not based upon kings and gods, and it is built upon beauty and being able to be viewed and enjoyed centuries later. In conclusion, all three types of architecture, Mesopotamian, Egyptian, and Modern Architecture had grand types of architecture. Each were trying to make a statement that their reign was the most important. Each civilization wanted to be remembered for the great one they were and did not want to be written off. They each felt that their civilizations had weight and merit. Research Papers on Comparison of Egyptian, Mesopotamian and modern monumental architectureBringing Democracy to AfricaOpen Architechture a white paperQuebec and Canada19 Century Society: A Deeply Divided EraMarketing of Lifeboy Soap A Unilever ProductAssess the importance of Nationalism 1815-1850 EuropeEffects of Television Violence on ChildrenThe Relationship Between Delinquency and Drug UseResearch Process Part OneThe Project Managment Office System

ESL Lesson Plan on Countable and Uncountable Nouns

ESL Lesson Plan on Countable and Uncountable Nouns The following lesson focuses on helping intermediate to upper-intermediate students solidify their knowledge of countable and uncountable nouns and their quantifiers. It also includes a number of overlooked or idiomatic expressions to help higher level students expand their knowledge of various quantifying terms used by mother tongue speakers. Noun Quantifiers Lesson   Aim: Review and solidification of countable and uncountable noun and noun quantifiers Activity: Review discussion followed by multiple choice dialogue fill-in exercise Level: Intermediate to upper-intermediate Outline: Begin review by asking students to identify the worksheet list of objects as countable or uncountable.Activate quantifier vocabulary by asking which quantifiers can be used to modify countable and uncountable nouns. At this point, it is a good idea to write the two categories on the board for students to copy.Discuss some of the more problematic quantifiers such as the difference between a few and few, a little and little. Discuss which quantifiers can be used in the question, positive and negative forms.Have students complete the multiple choice fill in dialogue in pairs or small groups.Correct worksheet as a class.As a follow-up activity asks students to write a description of their room at home listing the various items that can be found in that room. Ask students to not use exact numbers, rather to use quantifiers. Countable and Uncountable - Noun Quantifiers Identify the following objects as countable or uncountable information, rules, sheep, money, learning, rice, bottles of wine, equipment, traffic, stone, stones, talent, web sites, clothes, music, deserts, land, nations, peoples, fish, pollution, understanding, RAM, artworks, orders, food Choose the correct answers in the following dialogue CHRIS: Hi! What are you up to?PETE: Oh, Im just looking for ( A) many ( B) some ( C) any antiques at this sale.CHRIS: Have you found ( A) something ( B) anything ( C) nothing yet?PETE: Well, there seems to be ( A) a few ( B) few ( C) little things of interest. It really is a shame.CHRIS: I cant believe that. Im sure you can find ( A) a thing ( B) something ( C) anything interesting if you look in ( A) all ( B) each ( C) some stall.PETE: Youre probably right. Its just that there are ( A) a few ( B) a lot ( C) a lot of collectors and they ( A) every ( B) each ( C) all seem to be set on finding ( A) a thing ( B) anything ( C) much of value. Its so stressful competing with them!CHRIS: How ( A) many ( B) much ( C) few antique types of furniture do you think there is?PETE: Oh, Id say there must be ( A) many ( B) several ( C) much pieces. However, only ( A) a few ( B) few ( C) little are really worth ( A) the high ( B) a high ( C) high prices they are asking.CHRIS: Why dont you take a break ? Would you like to have ( A) any ( B) some ( C) little coffee? PETE: Sure, Id love to have ( A) any ( B) little ( C) one. I could use ( A) some ( B) a few ( C) a little minutes of downtime.CHRIS: Great, Lets go over there. There are ( A) a few ( B) some ( C) little seats left. Answer Key Identify the following objects as countable or uncountable information UNCOUNTABLE, rules COUNTABLE, sheep COUNTABLE, money UNCOUNTABLE, learning UNCOUNTABLE, rice UNCOUNTABLE, bottles of wine COUNTABLE, equipment UNCOUNTABLE, traffic UNCOUNTABLE, stone UNCOUNTABLE, stones COUNTABLE, talent UNCOUNTABLE,  web sites  COUNTABLE, clothes UNCOUNTABLE, music UNCOUNTABLE, deserts COUNTABLE, land UNCOUNTABLE, nations COUNTABLE, peoples COUNTABLE, fish COUNTABLE, pollution UNCOUNTABLE, understanding UNCOUNTABLE, RAM COUNTABLE,  artworks  COUNTABLE, orders COUNTABLE, food UNCOUNTABLE Choose the correct answers in the following dialogue CHRIS: Hi! What are you up to?PETE: Oh, Im just looking for  some  antiques at this sale.CHRIS: Have you found  anything  yet?PETE: Well, there  seems to be  few  things of interest. It really is a shame.CHRIS: I cant believe that. Im sure you can find  something  interesting if you look in  each  stall.PETE: Youre probably right. Its just that there are  a lot of  collectors and they  all  seem to be set on finding  anything  of value. Its so stressful competing with them!CHRIS: How  much  antique furniture do you think there is?PETE: Oh, Id say there must be  several  pieces. However, only  a few  are really worth  the high  prices they are asking.CHRIS: Why dont you take a break? Would you like to have  some  coffee?PETE: Sure, Id love to have  one. I could use  a few  minutes  of downtime.CHRIS: Great, Lets go over there. There are  a few little  seats left.

The Summary of Krugman Article Essay Example | Topics and Well Written Essays - 750 words

The Summary of Krugman Article - Essay Example The firms where served by the slaves working in these firms. Unlike the 17th century, America of today is more urbanized and is characterized by metropolitan environment with no small towns. The urbanization of America has led to mass rural-urban migration with people leaving villages for the urban environment in search of modern and industrial jobs (New York Times, July 5, 2013). In addition, the author compares the ethnicity and religion evolution of the 17th century and 21st century. During the 17th century majority of the Americans were WASP with only a few Protestants, today majority of Americans have European and Britain ethnicity. Krugman (72) concludes by comparing the history of American democracy of today to that of the 17th century. Unlike the 17th century, America remains the best country in terms of democracy, freedom, and protection of human rights (New York Times, July 2, 2013). Summary of Holcberg In the article, â€Å"Human Organ for Sale† Holcberg describes t he need for well-wishers and good Samaritans to take part in rescuing over 80,000 suffering individual who need some body organs. The calls out for public response purposely to donate their body organs to other Americans who cannot afford to buy given the high costs of these body organs. According to Holcberg (51), this legal trade on the human body organs is founded on personal beliefs and choices that must be made by the patient. The patient has the choice to evaluate the degree of the risks that are associated with organ transplant, including surgery and financial costs. This would guide the patient’s choices before accepting organ transplant. Secondly, Holcberg (52) argues that personal and constitutional freedom must be exercise. Therefore, everyone has a right to donate or not donate his or her organs to the needy people. The law should not only recognize the right to organ donation but also the freedom to sale these organs (Holcberg 54). He further emphasizes on the ne ed to educate the poor people so as to enable them make informed and rational choice in life. By educating the low income members of the society, their ability to participate in informed decision-making process are enhances. Education s the poor with the knowledge and social skills including the right to sell or donate their body organs at will. He concluded by asserting that the solution to lack of organ related suffering among the Americans would be realized through legalization of organ trade in American (Holcberg 32). In his view, saving human lives starts with giving freedom and rights to people to trade in organs at will with the constitutional protection behind them. Sale of Human Organ in Support of Life Many people lose their lives yearly because of organ related conditions that would have been avoided had organ sales been legalized. Deplorable health conditions and poverty cause many thousands to die yet these deaths are avoidable and can be saved. The concept of organ don ation has dominated a number of legal debates with respect to its legalization. According to Holcberg, legalization of organ trade and donation would be a fundamental life saving step. Legalization of this trade will play a role in improving the quality of life for the donor and the recipient. For instance, a family member with the right to organ donation may opt to sale one of his organs (kidney or liver) to finance better treatment for one of his or her family member (Holcberg 53). Under such circumstance, legalized organ sale would prove beneficial in financially empowering the family at large. Any restriction on organ sale is likely to leave the family in deplorable financial condition with no hope for tomorrow yet a sale of one organ would generate financial

Financial Crisis Assignment Case Study Example | Topics and Well Written Essays - 1250 words

Financial Crisis Assignment - Case Study Example Its effects were far reached and almost everyone on the globe was impacted by it on some level. Those who were closer to financial markets and deeply involved in the investment business faced greater impacts and are still incurring huge losses. This crisis raised questions that pointed fingers on the functioning of the global financial markets. The liquidity crisis was triggered by a bunch of policies that were implemented by the United States banking system to promote massive investment and growth in the economy. Nevertheless, what started as an attempt to increase consumer spending and encourage investor confidence soon turned out to be the underlying weakness in the financial system. The imbalance in the global economy became too massive for any individual government to control and with the passage of time it only worsened. A critical part was played by the developed economies whose excessively loose monetary policies during the early part of this decade contributed in widening th e gap between the West and the East. It is very interesting to know that the budget deficit of the United States was at an all time high during 2006-2007, while on the other hand huge surpluses were being recorded in Asia, particularly China and other oil exporting countries of Middle East. If we look at figures they reveal a clearer picture, the current account balance as a percent of GDP for US was -4.7%, while for China, Saudi Arabia, Russia and UAE was 10%, 28.9%, 6.1% and 15.8% respectively. Analyzing the figures it clarifies that even after the West was generating billions of dollars in revenue, the global net flow was concentrated towards the Eastern giants as they were becoming powerful by the day. This can be strongly attributed to the fact that the gap between the saving-investment function was extensive and this gap was only widening with time since developing countries started relying more heavily on developed economies to provide for their development expenditures. Ther e were some direct impacts of these huge cross-border financial flows on the financial intermediation process. (Mohan) One of the major causes of the crisis is attributed to the sub-prime lending in the housing industry in America. In order to increase the share several banks gave loans to individuals who were doubtful of paying back their installments in the future. Nevertheless, since in the short run it would show an artificial boast in the economy along with a positive growth of the company many bankers and financial institutions to fulfill their personal interest gave top notch credit ratings to doubtful individuals. This resulted in a massive spending in the housing sector even though it was clear this was only short-lived. Banks gave loans on negligible interest rates at times even below 1%, showing the extent of how eager they were to raise their customer base. The financial sector was involved in a personal struggle to widen its customer base. Derivates were used to inject huge sums of money from the investors in the market, but these derivatives were passed on to other investors and so on. The original derivative holder had no idea who was in possession of his derivative as it was a long chain that no one was aware of. The derivative market surpassed the whole US GDP number and according to estimates in 2010 the US GDP stood at $14 trillion dollars compared to the $300 trillion derivative market. It is apparent that the market was financially diluted and

Microsoft, Tesco, Google.com Market Segments Essay - 13

Microsoft, Tesco, Google.com Market Segments - Essay Example According to the study market segments in terms of promotion ergo become imperative. Market segmentation basically refers to specialising and specifically focusing on one kinds of consumers. Segments can be based on a variety of factors some of which include gender, geography, industry, age groups; or they can be a little bit more specific e.g. democrats in the USA or soccer fans etc. As the paper outlines by concentrating on one particular part of the market the producers are not just able to market their product better, they can even improvise and enhance their goods in a way which makes them the most appealing for their customers. Geoffery Yeo further defines market segments as, â€Å"Market segmentation is a technique widely used in he market research industry. It can be defined as ‘the process of splitting customers into different groups, or segments; within which customers with similar characteristics have similar needs†. How does one segment the market for food? E veryone needs food, however, if that was the only thing that crossed a producers mind then he would end up with a burden of a segment which consists of not just people from the UK, but the whole world. Focusing on what kind of food one is selling is extremely important, in our case we will be focusing on fast-food. Segments for this market will be created based on a number of factors: they can either be demographic or psychographic. Demographic factors take into account the age, sex, gender, income etc of the consumers, where as the psychographic factors look into what attracts and appeals to consumers the most. For a fast-food organisation to function properly in the UK it would have to focus primarily on psychographic factors.  

U.S. Space Program vs. Japan Space Program Essay

U.S. Space Program vs. Japan Space Program - Essay Example Subsequently, both countries grew stronger in space exploration and became unchallenged pre-eminence in space activities and technologies. However, in recent years, the international interest and activities in space exploration has grown tremendously and many countries have started taking part in the same. This change of heart by most countries towards space exploration has been brought about by many factors including maturation of industries, markets for communications satellites and transferable space technologies. In addition, space development and assured access to space have become vital factors for high technology growth and national security. With these benefits in mind, many countries have fostered space programs which are promising and successful. A good example of such a country is Japan whose space program grew in less than 20 years from the launch of its first satellite in 1970 to participation in the international space station freedom project. In comparison to US space program, Japan’s space program has used US technical capabilities as a benchmark for its own capabilities thus causing a conflict in program philosophy between them and the United States. Therefore, since operational philosophies and styles of the two countries’ space programs are distinct, their comparison is important as can give insight into their relative strengths and weaknesses as well as their long term objectives and strategies. United States The United States space program began in 1958 with the launch of its scientific satellite explorer. Towards the end of that year, National Aeronautics and Space Administration (NASA) whose purpose was to direct the nation’s civilian activities in space was formed. For almost a decade, US space program concentrated on developing satellite and launching vehicle technologies, supporting solar system research and developing manned spaceflight capabilities. The launch technology efforts led to creation of the early model s of the Titan, Atlas and Delta launch vehicles. The program also carried out unmanned research missions throughout the solar system such as probes to the sun, Venus, Moon and Mars. During 1970s, the United States carried out further manned missions to the moon and launched the Skylab station program. In 1980s, the program began developing the international space station freedom. In the US, the space activities are managed by the National Aeronautics and Space Administration (NASA) and Department of Defense (DOD) which have different roles, styles and responsibilities. NASA emphasize on peaceful exploration and development of space whereas DOD is concerned with national defense and security. It is important to note that although the two organizations have different responsibilities, they at times work together. For instance during the National Aerospace Plane (NASP) project they worked together. The US space programs are also funded by the government through the two organizations wh ich are the administrators and project managers of space exploration (Wells and Hastings 15). The space programs of the United States usually revolve around increasing human exploration of the space, supporting national security, rejuvenating space science and research, developing higher capacity and cultivating the involvement of private sector into the space programs. Generally, the United States’ space program is more concerned in maintaining its status as the leading world power in space exploration and development (Wells and Hastings 22). The United States’ entrance into space exploration was influenced or driven with the need to be a super power and establish superior military space systems, and the race to reach the moon first before Soviet Union

Is a happy worker necessarily a productive worker Essay

Is a happy worker necessarily a productive worker - Essay Example One such theory or belief that has been around for a long time is that a happy worker is a more productive worker. In this essay I have addressed the issue of â€Å"Is a happy worker necessarily a productive worker?† I believe that a happy worker can be more productive than an unhappy worker but it can not be said with complete conviction that a happy worker has to be more productive. I will draw on theories of motivation, attitudes and job satisfaction in order to prove the above. Before going on to see if a happy worker is a productive worker, I will first try to put forward the concept of happiness. Happiness can not be well defined in a systematic way. It involves a number of variables. Happiness at workplace is a combined effect of numerous factors such as quality of life at work, job satisfaction, employee attitude, overall life satisfaction, negative effects, positive effects, socialization, etc (Zelenski et al., 2008). Two main aspects that contribute to happiness at a work place are employee attitude and job satisfaction. Employees have their own views on various aspects of their work, their personal career and on the organization as a whole. These viewpoints are affected by various factors and make up the attitudes of the employees at the workplace. Job satisfaction on the other hand is also an attitude but is the most focal of all the attitudes (Saari & Judge, 2004). Job Satisfaction is best described by Locke (1976; p1304) as â€Å"a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences.† But most important aspect here is that job satisfaction is not completely responsible for happiness as it is not just related to the events at the workplace. Life satisfaction which involves the employee’s personal life also contributes to happiness and in fact plays a bigger role than job satisfaction. Now, returning to the purpose of this essay. Different employees have different needs and each one of them measure happiness using different parameters. In the following paragraphs I will introduce numerous theories and studies put forward by experts in the field that have contributed towards proving that happy workers might not necessarily be a more productive. Maslow’s Theory of hierarchy of needs According to Maslow’s theory of hierarchy of needs human behavior is determined by the progression of individual internal needs. He categorized the need hierarchicall y as physiological, safety and security, social, esteem and self actualization. According to him, an individual will first try to fulfill his basic needs as food, shelter, etc and then move on the higher level needs. According to this theory there is no connection between human behavior and happiness until the lower level needs are fulfilled. If a stage is not fulfilled then the individual is motivated to fulfill this stage before going to the next one (Nelson & Quick, 2007). Same can be applied to an organization. An employee in an organization is motivated by his manager to fulfill uncompleted stages. The manager can motivate the employee by offering rewards or other benefits such as promotions. Each employee will be motivated by different means and this necessarily is to fulfill their needs rather than attaining happiness.

History of ISIS Essay Example | Topics and Well Written Essays - 500 words - 1

History of ISIS - Essay Example The group’s origin dates back in 1999-2003 during the Iraq war, and a time when Sadam was under scrutiny by the US Government. The group was formed to promote the existing war in Iraq between Sunnis and Shiites, where Shiites were supposed to die because it was heretic. In addition, the group wanted to expand its control over Iraq and Syria. It emerged from Al-Qaeda in Iraq (AQI), which was a major character in Sunni insurgency. The group was then under the leadership of Musab al-Zarqawi then. However, after his death, the group merged with other extremist groups to form the Islamic State of Iraq (ISI). However, in 2007, things lost balance in the group after many Iraq Sunni groups differed with ISI because of boundary disagreements. In 2011, the group emerged after foreign troops withdrew from Iraq and when Abu bakr al-Baghdadi was appointed the group’s new leader, who chose former Ba’athist military and intelligence officials as his personal assistants. However, in 2012, it adopted a new Moniker and branded itself the Islamic State of Iraq and al-Sham (ISIS). The group has 7,000 members, 3,000 of whom are foreigners mainly from Britain and Belgium. According to reports published on CBS News website, ISIL (S) uses social media to recruit most of its members, especially from the west. In addition, it has a multilingual media group called Al Hayat, which specializes in printing and distributing glossy magazines and videos that aim at influencing people into being part of the group. Its main sources of finance are smuggling, extortion, and outlawed crimes. It is estimated that the group can make up to $8 million per month. The group’s organizational structure is composed of a supreme leader, wh o currently is Al-Baghdadi, who has two deputies, one in charge of Syria, and the other in charge of Iraq.  

Is a happy worker necessarily a productive worker Essay

Is a happy worker necessarily a productive worker - Essay Example One such theory or belief that has been around for a long time is that a happy worker is a more productive worker. In this essay I have addressed the issue of â€Å"Is a happy worker necessarily a productive worker?† I believe that a happy worker can be more productive than an unhappy worker but it can not be said with complete conviction that a happy worker has to be more productive. I will draw on theories of motivation, attitudes and job satisfaction in order to prove the above. Before going on to see if a happy worker is a productive worker, I will first try to put forward the concept of happiness. Happiness can not be well defined in a systematic way. It involves a number of variables. Happiness at workplace is a combined effect of numerous factors such as quality of life at work, job satisfaction, employee attitude, overall life satisfaction, negative effects, positive effects, socialization, etc (Zelenski et al., 2008). Two main aspects that contribute to happiness at a work place are employee attitude and job satisfaction. Employees have their own views on various aspects of their work, their personal career and on the organization as a whole. These viewpoints are affected by various factors and make up the attitudes of the employees at the workplace. Job satisfaction on the other hand is also an attitude but is the most focal of all the attitudes (Saari & Judge, 2004). Job Satisfaction is best described by Locke (1976; p1304) as â€Å"a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences.† But most important aspect here is that job satisfaction is not completely responsible for happiness as it is not just related to the events at the workplace. Life satisfaction which involves the employee’s personal life also contributes to happiness and in fact plays a bigger role than job satisfaction. Now, returning to the purpose of this essay. Different employees have different needs and each one of them measure happiness using different parameters. In the following paragraphs I will introduce numerous theories and studies put forward by experts in the field that have contributed towards proving that happy workers might not necessarily be a more productive. Maslow’s Theory of hierarchy of needs According to Maslow’s theory of hierarchy of needs human behavior is determined by the progression of individual internal needs. He categorized the need hierarchicall y as physiological, safety and security, social, esteem and self actualization. According to him, an individual will first try to fulfill his basic needs as food, shelter, etc and then move on the higher level needs. According to this theory there is no connection between human behavior and happiness until the lower level needs are fulfilled. If a stage is not fulfilled then the individual is motivated to fulfill this stage before going to the next one (Nelson & Quick, 2007). Same can be applied to an organization. An employee in an organization is motivated by his manager to fulfill uncompleted stages. The manager can motivate the employee by offering rewards or other benefits such as promotions. Each employee will be motivated by different means and this necessarily is to fulfill their needs rather than attaining happiness.

Grade school book report Essay Example for Free

Grade school book report Essay Tom Sawyer The young protagonist of the novel. Living with his aunt St. Petersburg, Missouri, Tom has a penchant for adventure and showing off. Constantly getting into mischief, he plays hooky from school and would rather go swimming than tend to his Sunday school lessons. Blessed with an active imagination, Tom dreams to be a noble robber such as Robin Hood or a pirate. Hungry for attention, Tom is obsessed with appearing noble and obtaining the envy of his peers. However, Tom is extremely clever and possesses an incredible insight on human nature. Throughout the novel, Tom must learn to listen to his conscience and become accountable for his actions. Huckleberry Finn The towns social pariah. Son of an abusive and drunkard father who left town, Huck has failed to have been raised with any parental guidance or authority figures. Because he can smoke a pipe and never has to attend church or school, he is the envy of every schoolboy and the nightmare of every mother in town. Huck and Tom often have adventures and both believe in various superstitions. Although disregarded by the sociables, Huck possesses a kind spirit and consideration for others. Aunt Polly Toms somewhat elderly aunt and guardian. Religious, simple-mannered, and kind-hearted, Aunt Polly is respected among the citizens of St. Petersburg. Responsible for Toms discipline and upbringing, Aunt Polly is constantly torn between expressing her exasperation and showing her lover for Tom. Every time he causes trouble, another hair on her head turns gray; she often wishes Tom would behave properly like his brother, Sid. Sid Sawyer Toms younger half-brother. Always trying to tattle on Tom, Sid keeps a close on eye his brothers wrongdoings. A goody-two-shoes, he is a punctual and studious pupil. Mary Toms older cousin who resides with Aunt Polly. Mary is depicted as a sweet and good-hearted young lady who sees the good qualities in Toms character. Religious and pious, Mary was an exceptional student  ¬ the opposite of Tom. Becky Thatcher The daughter of Judge Thatcher. Becky is Toms age and has recently moved into town. Prim and proper, Becky is the opposite of Tom: she has never been in trouble and is used to obeying her mothers words. With blonde hair and dressy frocks, she quickly wins Toms affection and attention. Injun Joe The antagonist of the novel. Guilty of several murders, Injun Joe possess a violent temperament is set on seeking revenge on those who have treated him harshly in the past. He attempts to frame Muff Potter for one of his own crimes and is pursued by the village authorities. Muff Potter The town drunk who is framed for the murder of Dr. Robinson. Although his kind nature and drunken state make him harmless, Potter is persecuted by the entire town that believes that he is a murderer. Mr. Jones/Old Welshman The old Welshman who lives with his two strong sons in the vicinity of Widow Douglass house. With Hucks help, the Welshman is able to come to the widows aide. Widow Douglas A rich, upper-class widow. With a kind spirit and a devotion to the Christian faith, the widow Douglas is known for her open hospitality and good nature. She also appears as a major character in Twains The Adventures of Huckleberry Finn. Dr. Robinson The young doctor, guilty of grave robbing, whose murder instigates the chaotic happenings in St. Petersburg. Joe Harper Toms bosom friend. One of Toms gang of pirates, Joe accompanies Tom on some of his adventures. Mrs. Harper Joes mother Amy Lawrence Tom Sawyers former girlfriend, whom he occasionally flirts with and was previously engaged to. Minor Characters: Judge Thatcher Beckys father. A proud and well-respected man of justice, whose family has recently moved into town. Mrs. Thatcher Beckys mother, wife of the Judge. Alfred Temple A well-dressed boy whom Tom thinks is snobby. Alfred also vies for Becky Thatchers attention. Mr. Dobbins The schoolmaster. Hated by all the children, Mr. Dobbins is depicted as a stern and pathetic man who uses lashings as a method of discipline. Mr. Walter The Sunday School Superintendent who issues Bibles to the top students. Mr. Sprague The long-winded minister. Ben Rogers A young boy who is Toms friend. Setting The Adventures of Tom Sawyer is set in the town of St. Petersburg, Missouri, some time around the middle of the nineteenth century Biography of the Author Born on November 30, 1835, in Florida, Missouri, Samuel L. Clemens wrote under the pen name Mark Twain and went on to pen several novels, including two major classics of American literature, The Adventures of Tom Sawyer and Adventures of Huckleberry Finn. He was also a riverboat pilot, journalist, lecturer, entrepreneur and inventor. Twain died in Redding, Connecticut on April 21, 1910, having survived his children Langdon, Susan and Jean as well as his wife, Olivia. In his lifetime, he became a distinguished member of the literati, and was honored by Yale, the University of Missouri, and Oxford with literary degrees. Conflict Man vs. man Tom and Huck perceive their biggest struggle to be between themselves and Injun Joe, whose gold they want and whom they believe is out to kill them. Conflict also exists between Tom and his imaginative world and the expectations and rules of adult society. Moral of the Story Moral and Social Maturity When the novel opens, Tom is engaged in and often the organizer of childhood pranks and make-believe games. As the novel progresses, these initially consequence-free childish games take on more and more gravity. Tom leads himself, Joe Harper, Huck, and, in the cave, Becky Thatcher into increasingly dangerous situations. He also finds himself in tight spots in which he must put his concern for others above his concern for himself, such as when he takes Becky’s punishment and when he testifies at Injun Joe’s trial. As Tom begins to take initiative to help others instead of himself, he shows his increasing maturity, competence, and moral integrity. Tom’s adventures to Jackson’s Island and McDougal’s Cave take him away from society. These symbolic removals help to prepare him to return to the village with a new, more adult outlook on his relationship to the community. Though early on Tom looks up to Huck as much older and wiser, by the end of the novel, Tom’s maturity has surpassed Huck’s. Tom’s personal growth is evident in his insistence, in the face of Huck’s desire to flee all social constraints, that Huck stay with the Widow Douglas and become civilized. Point of View Third Person (Omniscient) the narrator does not participate in the action of the story as one of the characters, but lets us know exactly how the characters feel. As a narrator, Twain cannot only see what his characters are seeing and thinking, but he is able to channel their personalities.

Educating Special Needs Students and the Exceptional Learner

Educating Special Needs Students and the Exceptional Learner The following essay will define intellectual disability, autism, severe disabilities, and multiple disabilities, their causes, and the impact of the disabilities on the education of the student with intellectual disability. Also, identifying areas of curriculum necessary for students with severe disabilities and explain why. The essay will discuss the areas of curriculum and the policies, procedures, and programs for the education of students with intellectual disability, autism, severe and multiple disabilities. Today, students are diagnosed with different types of disabilities. Some of these disabilities are: intellectual disability, autism, severe disabilities and multiple disabilities. An intellectual disability is a disability that affects an individual limitations in several areas of cognitive function that interferes with the individual everyday life. Also, the individual has problems with four types of intellectual processes: abstraction, sequencing, understanding social contexts, and be able to read the emotional states of others. Intellectual disability can affect an individuals memory, learning and problem solving. Individuals who have an intellectual disability have a mild intellectual disability. An intellectual functioning level IQ is below 70- 75. An intellectual disability is seen before the student turns 18. The cause of intellectual disability can be caused by head injury, stroke, meningitis, brain abnormality and disease. The intellectual disability can happen before the child is born or it can happen during childhood. For some children, the cause of the intellectual disability is not known. There are some known causes of intellectual disabilities they are: Down syndrome and fetal alcohol syndrome. These known causes happen before the childs birth. There are other causes that happen before a child a genetic condition called Prader-Willi syndrome. There are still other causes of intellectual disabilities that do not happen until the child become older. The definition of Autism is a developmental disorder that shows within the first three years of life of an individual. Autism shows before the child is three years old. The way that autism works it affects the brains normal development of social and communication skills. The cause of Autism is a physical condition that is linked to abnormal biology and chemistry in the brain. The exact of the abnormal biology and chemistry in the brain is not known. But, there are some factors that can lead to autism they are: genetic and environmental factors. Autism seems to have a number of genes involved. Some of the genes make a child more prone to having autism. Some health problems are caused by both genetic and environmental factors. These factors may also cause autism. Severe disabilities are defined as an individual with extreme disabilities that functioning and achievement is unusually difficult for the person. The causes of severe disabilities are: genetic, biological and environmental factors. Multiple disabilities are defined as an individual who has impairments like: mental retardation, physical mobility, learning, speech, visual and hearing. The causes of multiple disabilities are from one of the impairments. The impact of the disabilities on the education of the student with intellectual disability is that the student can do well but, the student will need an individual education plan. The determination of how much help is need depends of the intellectual disability. The areas of curriculum necessary for students with severe disabilities are: including students with intellectual disability into general education curriculum. The students with disabilities should use the same curriculum used by their peers who do not have disabilities. The reason general education curriculum is necessary is because it can give students access to learn the same curriculum as their peers. The general education curriculum can increase students social skills and preparation for their adult life. Another area of curriculum is adaptive skills. Adaptive skills are necessary for students with severe disabilities because there are skills individuals need to live, work, and being able to function in society. There are other areas of curriculum that needs to be included: language and communication and motor skills. These skills are necessary skills to help students to function. Transition planning should be included with individuals with disabilities. The reason is because a plan is needed to prepare students for life. The Mobile County School has district policies, procedures and programs for the education of students with intellectual disability, autism, and severe and multiple disabilities. The Alabama Student Assessment Program this program requires that all students to participate in the Alabama Student Assessment Program. The assessment program requires all students must be included in all assessments. Also, students must have their results included in the state accountability system. The assessments are done in English. All students, including students with limited English, must take state assessments as written in English. An Individualized Education Program Team looks at the referral, documentation on intervention strategies and determine if the student will be evaluated for special education services. The Individualized Education Program Team determines should a child be evaluated for special education services, a written notice, that meets the notice requirements. The rules must be given to the parents and the child must be referred to the Building Based Student Support Team (BBSST). The IEP Team determines that the student should be evaluated for special education services, the agency must have the parents written consent for the evaluation. The public agency must develop and implement procedures to identify and evaluate children suspected of having a disability that affects their educational performance and who may need special education, designed instruction and related services. Hearing and Vision screenings must be first evaluations conducted for all children suspected of having a disability. A child who is identified having a developmental delay, has to be reevaluated prior to their ninth birthday. Students for special education services, at age nine, can no longer be eligible in the area of developmental delay. Students can continue special education services, the child must also be eligible in another area of disability. Conclusion Today, there are many types of disabilities and there is information defining the disability, their causes and their impact of the disabilities on the education of the student with intellectual disability. There are areas of areas of curriculum necessary for students with severe disabilities. There are policies, procedures and programs for the education of students with intellectual disability, autism, and severe and multiple disabilities.

To Kill a Mockingbird: Jem Grows Up :: To Kill a Mockingbird Essays

  Ã‚  Ã‚  Ã‚  Ã‚  To Kill A Mockingbird, by Harper Lee, has won many prestigious awards and is still a very classic and appreciated book in our society today. Jem, a character in the book, grows up and realizes that you have to step in someone else’s shoes to understand why they make the decisions that they make. Once Jem saw that the knot-hole in the tree was filled with cement he started crying because he stepped into Boo Radley’s shoes. Also, When Jem learned that Mrs. Dubose had died, he stepped into her shoes and then felt sorry for her.   Ã‚  Ã‚  Ã‚  Ã‚  One way that shows that Jem grows up and realizes that he has to step in someone else’s shoes to understand why they make the decisions that they make is when he discovers that Nathan Radley filled the knot-hole in the tree with cement. He told Jem that he filled the tree with cement due to the fact that the tree was dying, when it was obviously not. Boo was communicating with them by placing gifts in the knot-hole. Jem steps into Boo’s shoes at that point and figures out that all Boo was trying to do was communicate with the children, and putting gifts in the knot-hole was the only way he knew how to without getting a lot of attention from the public. Jem knows that if he were locked up in his own house for that long, he would try to communicate and have a little fun with children that he sees playing around in the neighborhood. That is why he cries; he knows that Boo is just trying to be nice and communicate with them, and he just doesn’t un derstand why Nathan Radley would cut that communication between his brother and the children   Ã‚  Ã‚  Ã‚  Ã‚  Another way that shows that Jem grows up and realizes that he has to step in someone else’s shoes to understand why they make the decisions that they make is when he learned that Mrs. Dubose had died. When he was reading to Mrs. Dubose, he hated it, and he hated her for making him do it for so long. Once he learned that Mrs. Dubose was a morphine addict, and that her fits were from it, he ate all of his bad comments about her. He stepped into her shoes and saw everything from her perspective. He knew that if he were in her position, he would have probably done the same thing.

Daniel Quinn’s Ishmael - Paradigms of Yesterday Essay -- Quinn Ishmae

Ishmael:  Ã‚   Paradigms of Yesterday  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Come with me if you want to live," was all that Arnold Schwarzenegger said in his movie Terminator 2: Judgement Day, and after reading Daniel Quinn's masterpiece Ishmael, one might well receive the impression Quinn echoes such sentiments. Few books have as much relevancy in this technological, ever-changing world as Ishmael. In the beginning, according to Ishmael, God created Man to live peacefully on Earth, sustained by the fruitful bounties of Earth and subject to God's control. That is, until Man ate of the Tree of Good and Evil in the Garden Of Eden, and conveniently forgot all the rules God had so graciously placed in front of him. From that point on, the Caucasian race, full of vanity and pride for having seen so clearly what was good on the Earth and what was not, decided to subjugate the Earth to its will. During this turn of events, totalitarian agriculture was born. And God just shook his head. Fortunately, there are creatures on the Earth still willing to teach Man about his roots, and at the same time save Man from his selfdestructive impulses. Enter Ishmael, a gorilla with a conscience. Yes, a gorilla. Caged and controlled by man, Ishmael developed a self-awareness of his situation and of man's. Realizing that his destiny is intertwined with man's, he decides to save man from himself. Placing an ad in the papers, Ishmael finds a willing if disillusioned student, and presents a course of education guaranteed to save the world. Makes one wonder if the sign in Ishmael's office reads true, "With gorilla gone, will man survive?" The pupil finds that all he has learned about history is a lie, created by power hungry men two thousand years ago intent on ruling the w... ...If one does, one ends up fragmenting the entire food chain. Ecologically speaking, the Taker way of life was doomed from the beginning. However, the reader experiences a sense of pleasure as Quinn points out that many of the primitive societies have a great deal of wisdom they can teach the world on how to live in a self-sustaining society. Of course, new ideas will mean that the paradigms of yesterday will have to be discarded. However, if innovative solutions to today's ecological problems can be found, and the wisdom of ages is preserved, man has a shot at not committing cultural suicide. In trying to control all other life on the planet man has overstepped his bounds. In the end, man must realize that he is interconnected to all other life on Earth. Just consider, for a moment, the reverse side of Ishmael's office sign. "With man gone, will gorilla survive?"

Information Technology; How It Affects Our Lives

Along with the advancements of mankind, although some might disagree it is not technology, the telegraph became he telephone; the telephone became the cell-phone and; wired services became wireless (pallbearer, university of Phoenix, 2012). It Is a fascinating concept that a person can go to the far reaches of not just earth, but into space as well, and still we can share information with those aboard the International Space Station, or relay information to the Hubble Space Telescope, to look for certain objects in space.Personally I find it fascinating; the ability to communicate with friends and family around the world, the first words of a child, seen or heard through the use of audio r video devices. Technology, with all it has to offer, Is a key element to our future and the future of our children. It Is now possible through both audio and visual help, and the introduction of computers, students are learning at a somewhat more equal pace. Children at home, providing the home has one, using a computer or even a handheld device, are learning the alphabet and numbers at an earlier age.Albeit to say that even many video games the children play using this technology, helps to develop eye-hand coordination. Information shared between professionals In the deiced Industry, both current and previous physicians Is great as It can determine how a patient may recover from an illness, or colleagues can look over the same information and diagnose a patient. Technology and all its advancements are beneficial in the fields of medicine and science and help to save lives.Through personal observations and research material it is quite clear that many people have become or are becoming more dependent on the internet and information technology. We have a need to have contact every waking moment with our 964 friends online. We have the need to sit home with our children and explore the internet instead of the outside world. While Information Technology is a key element to our f uture, excessive time wasted can result in physical and mental health risks; as well harming us socially and economically.With the introduction of Information Technology, many people are finding themselves without Jobs to go to tomorrow. Economically speaking several major corporations are closing their doors, as there are many places one can access on the internet to purchase goods such as e-books; digital downloads of movies, music and television; one can even make use of purchasing their weekly groceries and having them all delivered to the doorstep. Information Technology, although useful in the field of education, has also had some major drawbacks.Students have gained a vast amount of knowledge from the internet, which if searched properly can help in the student's education. However what has happened is that ‘Plagiarism' has shown an increase over time as well. Instead of utilizing time wisely, many students are known to have done nothing on their essays but copy and pas te information someone else may have worked so hard to obtain to get a fair grade themselves(What is Plagiarism? , 2012)..Plagiarism is by far not the only form of theft that takes place in information technology either. Piracy involving illegal downloading of books, audio and video files has also increased over time. Many retailers have lost revenue due to little or no sales in the market for CDC, DVD's, and book sales. But here, some of that lost revenue stems from websites that offer downloads for a lesser cost, than it would be to drive to a local retailer. The worst part in theft of information in the technological aspect is the theft of personal information.Everything from a single credit card or bank account number to complete identities are stolen and sold on the black market and in vast quantities every day. People's lives are ruined. There is no trust in each other anymore. Worse yet, some of this stolen information might take place on a major scale. Without the proper up to date security software, TX Max had information stolen concerning numerous customer accounts. This not only created headaches for the consumer, but think how much it cost TX Max over time.They had to spend millions of dollars to first compensate the losses; design and implement a better security program; spend money in marketing, not only convincing existing consumers, but future customers as well, this breach of security would never happen again (Essentials of Management accomplished from the comfort of your favorite chair, sofa, or lying in bed, with devices such as a laptop, wireless keyboard (using your flat-screen TV as a monitor) or your cell phone.With the introduction of social websites, a hug is now a poke; pictures are sent via, again from the cell phone for the entire world to see and share. Writing letters and sending them to friends and relatives, also is impacting us negatively. Over-dependence on Information Technology, because of people's inactivity, can result in physical and mental health risks. Sitting at a computer desk an lead to serious health issues early in life with obesity listed as number one.Based upon 52 independent studies, there seems to be statistically, a relationship between body fatness and TV viewing among children and adolescents, due to the increase of sedentary leisure activities. With the increased usage of information and communication technologies, so has obesity in both adolescents and children, reached a new high over recent years. â€Å"This study confirms that the global epidemic of overweight and the use of new technologies may be related phenomena: weight tutus is associated with computer and possibly cell phone use (Lacunae, H. Seeks- Reawaken, A. , Plinking, L. , Rose, R. J. , Risen, A. , & Capri, J, 2007). † Other risks might include diabetes, high blood pressure, pinched nerves, and even atrophy of the muscles for lack of exercise. Spending too much time on the internet can result in too little sleep in both adults and teens. Mental health can deteriorate, even though we think we are learning something and gaining ground. By staying awake all hours into the night and depriving ourselves of needed sleep, it makes it virtually impossible to fully function the next day.Mentally, we can be affected also because most of the answers we search for, are given to us; again all with little to no effort, physically or mentally. â€Å"Using electronic devices before bedtime was common, with 60% on average overall watching TV, 39% using cell phones, 36% laptops or other computers, 21% phone, 8% video games, and 29% music devices. Devices meant to make life easier and more entertaining often make us sleepier, according to the latest poll by the National Sleep Foundation (Kathleen Doyen, 2011). † Having 964 friends on some social web site can only mean one thing.We are spending so much time trying to catch up on their updates, while researching that school paper; downloading the latest music; watching our favorite TV show; all the while depriving ourselves from a real hug and kiss; nodding off at the keyboard; and perhaps sooner than later; winding up in the hospital with a blood clot in the right leg before we have reached the age of 25. Although the Information Technology has many legitimate uses, many have become inactive due to excessive time wasted in front of the computer, on the phone, or sending texts via a mobile phone; therefore we should omit the time we spend in doing these things.Time periods should be assigned for all members of the household to eliminate health problems or mental distress. Take time off as a family and spend one or two days at the park or walking along the beach front if that is possible. If a Job's requirements are to sit all day in front of the computer screen, go outdoors during a lunch break or coffee break. Fresh air will do you good. It is nice to have opportunities to shop online, but by going out, you get fresh air; and wha tever it is you wish to purchase, by being up close and personal oh get to feel, see, and possibly hear it before you buy it.

Deception Point Page 25

Sexton hung up, looking pleased with himself. â€Å"New Sexton fan?† Gabrielle asked. â€Å"They're multiplying,† he said. â€Å"This guy's a heavy hitter.† â€Å"Must be. Meeting him in your apartment?† Sexton usually defended the sanctified privacy of his apartment like a lion protecting its only remaining hiding place. Sexton shrugged. â€Å"Yeah. Thought I'd give him the personal touch. This guy might have some pull in the home stretch. Got to keep making those personal connections, you know. It's all about trust.† Gabrielle nodded, pulling out Sexton's daily planner. â€Å"You want me to put him in your calendar?† â€Å"No need. I'd planned to take a night at home anyway.† Gabrielle found tonight's page and noticed it was already shaded out in Sexton's handwriting with the bold letters â€Å"P.E.†-Sexton shorthand for either personal event, private evening, or piss-off everyone; nobody was quite sure which. From time to time, the senator scheduled himself a â€Å"P.E.† night so he could hole up in his apartment, take his phones off the hook, and do what he enjoyed most-sip brandy with old cronies and pretend he'd forgotten about politics for the evening. Gabrielle gave him a surprised look. â€Å"So you're actually letting business intrude on prescheduled P.E. time? I'm impressed.† â€Å"This guy happened to catch me on a night when I've got some time. I'll talk to him for a little while. See what he has to say.† Gabrielle wanted to ask who this mystery caller was, but Sexton clearly was being intentionally vague. Gabrielle had learned when not to pry. As they turned off the beltway and headed back toward Sexton's office building, Gabrielle glanced down again at the P.E. time blocked out in Sexton's planner and had the strange sensation Sexton knew this call was coming. 27 The ice at the center of the NASA habisphere was dominated by an eighteen-foot tripod structure of composite scaffolding, which looked like a cross between an oil rig and an awkward model of the Eiffel Tower. Rachel studied the device, unable to fathom how it could be used to extract the enormous meteorite. Beneath the tower, several winches had been screwed into steel plates affixed to the ice with heavy bolts. Threaded through the winches, iron cables banked upward over a series of pulleys atop the tower. From there, the cables plunged vertically downward into narrow bore holes drilled in the ice. Several large NASA men took turns tightening the winches. With each new tightening, the cables slithered a few inches upward through the bore holes, as if the men were raising an anchor. I'm clearly missing something, Rachel thought, as she and the others moved closer to the extraction site. The men seemed to be hoisting the meteorite directly through the ice. â€Å"EVEN TENSION! DAMN IT!† a woman's voice screamed nearby, with all the grace of a chain saw. Rachel looked over to see a small woman in a bright yellow snowsuit smeared with grease. She had her back to Rachel, but even so, Rachel had no trouble guessing that she was in charge of this operation. Making notations on a clipboard, the woman stalked back and forth like a disgusted drillmaster. â€Å"Don't tell me you ladies are tired!† Corky called out, â€Å"Hey, Norah, quit bossing those poor NASA boys and come flirt with me.† The woman did not even turn around. â€Å"Is that you, Marlinson? I'd know that weenie little voice anywhere. Come back when you reach puberty.† Corky turned to Rachel. â€Å"Norah keeps us warm with her charm.† â€Å"I heard that, space boy,† Dr. Mangor fired back, still making notes. â€Å"And if you're checking out my ass, these snow pants add thirty pounds.† â€Å"No worries,† Corky called. â€Å"It's not your woolly-mammoth butt that drives me wild, it's your winning personality.† â€Å"Bite me.† Corky laughed again. â€Å"I have great news, Norah. Looks like you're not the only woman the President recruited.† â€Å"No shit. He recruited you.† Tolland took over. â€Å"Norah? Have you got a minute to meet someone?† At the sound of Tolland's voice, Norah immediately stopped what she was doing and turned around. Her hardened demeanor dissolved instantly. â€Å"Mike!† She rushed over, beaming. â€Å"Haven't seen you in a few hours.† â€Å"I've been editing the documentary.† â€Å"How's my segment?† â€Å"You look brilliant and lovely.† â€Å"He used special effects,† Corky said. Norah ignored the remark, glancing now at Rachel with a polite but standoffish smile. She looked back at Tolland. â€Å"I hope you're not cheating on me, Mike.† Tolland's rugged face flushed slightly as he made introductions. â€Å"Norah, I'd like you to meet Rachel Sexton. Ms. Sexton works in the intelligence community and is here at the request of the President. Her father is Senator Sedgewick Sexton.† The introduction brought a confused look to Norah's face. â€Å"I won't even pretend to understand that one.† Norah did not remove her gloves as she gave Rachel's hand a half-hearted shake. â€Å"Welcome to the top of the world.† Rachel smiled. â€Å"Thanks.† She was surprised to see that Norah Mangor, despite the toughness of her voice, had a pleasant and impish countenance. Her pixie haircut was brown with streaks of gray, and her eyes were keen and sharp-two ice crystals. There was a steely confidence about her that Rachel liked. â€Å"Norah,† Tolland said. â€Å"Have you got a minute to share what you're doing with Rachel?† Norah arched her eyebrows. â€Å"You two on a first-name basis already? My, my.† Corky groaned. â€Å"I told you, Mike.† Norah Mangor showed Rachel around the base of the tower while Tolland and the others trailed behind, talking among themselves. â€Å"See those boreholes in the ice under the tripod?† Norah asked, pointing, her initial put-out tone softening now to one of rapt fervor for her work. Rachel nodded, gazing down at the holes in the ice. Each was about a foot in diameter and had a steel cable inserted into it. â€Å"Those holes are left over from when we drilled core samples and took X rays of the meteorite. Now we're using them as entry points to lower heavy-duty screw eyes down the empty shafts and screw them into the meteorite. After that, we dropped a couple hundred feet of braided cable down each hole, snagged the screw eyes with industrial hooks, and now we're simply winching it up. It's taking these ladies several hours to get it to the surface, but it's coming.† â€Å"I'm not sure I follow,† Rachel said. â€Å"The meteorite is under thousands of tons of ice. How are you lifting it?† Norah pointed to the top of the scaffolding where a narrow beam of pristine red light shone vertically downward toward the ice beneath the tripod. Rachel had seen it earlier and assumed it was simply some sort of visual indicator-a pointer demarking the spot where the object was buried. â€Å"That's a gallium arsenide semiconductor laser,† Norah said. Rachel looked more closely at the beam of light and now saw that it had actually melted a tiny hole in the ice and shone down into the depths. â€Å"Very hot beam,† Norah said. â€Å"We're heating the meteorite as we lift.† When Rachel grasped the simple brilliance of the woman's plan, she was impressed. Norah had simply aimed the laser beam downward, melting through the ice until the beam hit the meteorite. The stone, being too dense to be melted by a laser, began absorbing the laser's heat, eventually getting warm enough to melt the ice around it. As the NASA men hoisted the hot meteorite, the heated rock, combined with the upward pressure, melted the surrounding ice, clearing a pathway to raise it to the surface. The melt water accumulating over the meteorite simply seeped back down around the edges of the stone to refill the shaft.