Caring for patients with PEG feeding

Caring for patients with PEG feeding According to Boud et al. (1985),Reflection is a form of response of the learner to experience. Reflection helps to recall about an experience, makes us think about it and finally helps us to evaluate it. I feel reflecting back on our experience can broaden our knowledge and skills by making us conscious of our strengths and shortcomings and thus in the long run help us to excel in that particular task. Since nursing concepts and practices are changing day by day, reflection is of much importance to provide effective and competent care in nursing. Among the various models of reflection I have chosen Gibbs model of reflection (1988) to reflect my experience in achieving the learning outcome, care of patients with PEG feeding. This model of reflection consists of six stages as seen in diagram. http://www.qmu.ac.uk/futurefocus/images/writing_clip.gif PEG feeding is the most common form of enteral feeding in people requiring artificial nutritional support for longer than 4-6 weeks. According to a study among stroke patients conducted by Cummins C, Marshall T, Burls A (2002) to ascertain whether endoscopic feeding is more effective than nasogastric tube feeding (NGT), concluded that PEG feeding was more efficient than NGT feeding, and also when compared with NGT feeding, PEG feeding of dysphagic stroke patients was associated with small increases in patient well-being. Since I am working in an acute stroke ward, we get many clients with enteral feeding. Dysphagia secondary to acute stroke is an appropriate referral for PEG-feeding rather than nasogastric feeding (Norton et al, 1996 as cited by Chapman, W. and Ditchburn, L., 2005). Even though I have cared for patients with nasogastric tube during my previous working experiences, I have never got a chance to care for a patient with PEG feeding. So I selected this learning objective to get acquainted with it to provide effective care for those clients. I read books and journals to acquire knowledge and also browsed the internet to gather related information. I also observed meticulously senior colleagues caring for patients with PEG feeding and administering the feed. I also read the active hospital policy to comply with it. Then, I undertook care of patients under supervision, my mentor and other colleagues gave me feedback on my performance and I was able to make corrections based on it. Initially I was anxious and tense in undertaking care of a client with PEG feeding. Undertaking care under supervision helped me to clarify doubts regarding the procedure and build my confidence. As the patients are nil by mouth, oral care was provided which is an inevitable component while caring for a client with PEG as well as cleaning the site of tube insertion after healing with mild soap and water daily and drying thoroughly (Arrowsmith, 1996 as cited by Chapman, W. and Ditchburn, L., 2005). Also, I made a point to flush the tube with sterile water before and after feeds or administering medications (NICE, 2003) and to rotate gastrostomy tube to prevent blockage (Stroud, H., Duncan, H., and Nightingale, J., 2003) Refreshing my knowledge and working under supervision enabled me to build my confidence. Guidance and feedback given to me by my mentor and colleagues helped me to perform better each time. My mentor has assessed me competent in caring for a client with PEG. I feel by selecting this learning outcome I was able to achieve an important skill essential for my placement area. By reading journals and active hospital policy I was able to understand the rationale behind each of my action. This has helped me build my confidence immensely as well as to expand my knowledge on the same. I also ensured documentation in enteral checklist was completed regarding the time the feed started, volume, rate per hour recorded in a consistent, concise manner, which fulfils the principles of record-keeping as laid down by the NMC, 2008. I believe that by taking this learning objective I was able to gain knowledge and skills for safe and effective practice when working without direct supervision (NMC, 2008). Working along with my mentor and colleagues gave me opportunity to clarify doubts and achieve this skill which expanded my skills and knowledge and made me familiar with another method of maintaining nutritional status. Learning new skills and keeping knowledge up to date helps one to develop professionally. By accomplishing the learning objective I am able to care for patients with PEG feeding and this will benefit me to provide efficient care. In order to provide proficient care in forthcoming days, I should keep myself aware of the policies and procedures followed in the trust and must keep my knowledge and skills up to date (NMC, 2008) to function better. Also, I must consult and take advice from colleagues when appropriate (NMC, 2008).

Show Choir

Show Choir Learning Design Information Project Title: Show Choir Developer(s): Amy Hanson Development Date: 06/15/1998 Revised By: Amy Hanson Revision Date: 10/19/1998 Organization: Shawano-Gresham School District Department: music Instructional Area: Music & Arts Instructional Level: 6-8 Total Credits: 0 Target Population 6th-8th grade students Course Description Show Choir is an elective class that integrates choreography into the choral experience. A varied repertoire of 2 and 3 part music is memorized, choreographed and then performed in a concert setting.Vocal technique, developing the ensemble and dance are the main emphasis of this class. Various public performances are presented by this group. Target Exit Learning Outcomes Core Abilities 1 Make informed choices based on global connections due to the interdependence of the world o learner recognizes cultural differences in order to promote understanding for a cooperative work and social environment o learner demonstrates aware ness of current world events o learner describes political, economic and social systems different from one's own o learner demonstrates geographical literacy learner recognizes difference in world measurements 2 Utilize informational resources for life-long learning o learner augments and values learning o learner is open to new ideas o learner has avocational interests o learner understands the need for ongoing education o learner searches for knowledge to satisfy curiosity o learner sets goals and makes plans to achieve them o learner takes risks 3 Communicate effectively through speaking and writing in all areas o learner applies the English language correctly (spelling, grammar, structure) o learner writes so others can understand learner speaks so others can understand o learner gives instructions o learner expresses empathy o learner checks for accuracy o learner writes legibly o learner applies effective listening o learner uses acceptable language o learner provides necessar y detail o learner describes problems accurately o learner understands the impact of nonverbal communication 4 Use problem solving skills in real world situations o learner identifies the problem learner clarifies purposes and goals o learner identifies solutions to a problem and their impact o learner employs reasoning skills o learner evaluates options o learner sets priorities o learner selects and implements a solution to a problem o learner evaluates results of implemented option o learner organizes workloads 5 Practice citizenship skills based on democratic principles o learner accepts responsibility of membership in society o learner knows the ole and impact of social and organizational systems and operates effectively with them o learner performs community service o learner assumes leadership or supporting roles as appropriate o learner practices behaviors that promote the basic values of our democracy o learner is informed about current issues o learner respects the rights of others o learner understands political and economic global interdependence o learner practices environmental stewardship o learner participates in the political process Appreciate past and present cultures and the impact of those groups on individuals and society o learner describes the importance and influence of cultural diversity and equity on educational planning and transition from school to work o learner validates the importance of cultural diversity and equity by behaviorally demonstrating respect for diversity and equity in school, work, and community environments o learner analyzes the historic effect of cultures, including inequities and biases Performance Expectations Goals 1.Sing alone and with others a varied repertoire of 2 and 3 part music 2. Develop individual vocal technique, ensemble skills and dance 3. Demonstrate creativity in music 4. Demonstrate music literacy 5. Create a knowledge of musical theatre 6. Cultivate relationships between music and other discip lines 7. Promote community involvement through performance 8. Investigate musical careers and life applications 1. Develop a repertoire of 2 and 3 part vocal music Properties Domain: Cognitive Level: Synthesis Difficulty: Low Importance: Essential Linked Core AbilitiesMake informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Criteria – Criteria – Performance will be satisfactory when: o learner sings a variety of 2 and 3 part songs Conditions for Assessment – Competence will be demonstrated: o teacher observation o concert performances Learning Objectives a. Distinguish between 2 and 3 parts Procedure b. Sing both melody and harmony parts Procedure c.Sing music representing diverse cultures and genres of music Process 2. Enhance individual vocal development Properties Domain: Cognitive Level: Synthesis Difficult y: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner practices proper posture and breath support o learner displays ability to match pitch learner produces full, open and supported sound Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique o solo & ensemble competition Learning Objectives a. Develop ability to sing and dance alone and in a group Procedure b. Sing accurately and with proper breath control Procedure c. Match pitch accurately Procedure d. Demonstrate correct singing posture Process e. Perform music expressively Concept f. Participate in solo and ensemble alone or in a small group Procedure 3. Sing with technical accuracy PropertiesDomain: Psychomotor Level: Pr actice Difficulty: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner sings correctly alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Match pitches accurately Procedure b. Sing accurately and with proper breath controlProcedure c. Read rhythms and pitches correctly Procedure d. Practice proper vowel production Procedure 4. Exhibit ensemble skills Properties Domain: Affective Level: Internalizing Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking a nd writing in all areas Use problem solving skills in real world situations Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner can sing part alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Differentiate between melody and harmony parts Procedure b. Be aware of the individual's roles within their section Principle c. Sing and dance expressively as a section and as part of an ensemble Concept d. Perform music from memory Procedure e. Evaluate musical performances of other groups Principle 5. Develop expressive qualities of musical elements PropertiesDomain: Cognitive Level: Synthesis Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effect ively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner performs a piece with the correct interpretation and style of selected piece o learner displays understanding of standard musical symbols of pitch, rhythm, dynamics and articulationConditions for Assessment – Competence will be demonstrated: o student critique o teacher observation Learning Objectives a. Differentiate between different styles and genres of music Process b. Demonstrate correct dynamics, phrasing and style Procedure c. Evaluate performances Principle 6. Prepare public music performances Properties Domain: Cognitive Level: Application Difficulty: Medium Importance: Essential Linked Core Abilities Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner performs in a winter concert & spring concer t Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique of performance Learning Objectives a. Perform music in a public concert Procedure b. Practice music and concert ettiquette Process c. Perform memorized music Procedure d. Evaluate performances by other groups Principle 7. Investigate other areas of the arts including musical theatre, dance and visual arts Properties Domain: Cognitive Level: ApplicationDifficulty: Low Importance: Useful Linked Core Abilities Appreciate past and present cultures and the impact of those groups on individuals and society Criteria – Criteria – Performance will be satisfactory when: o learner participates in group discussions o observes various examples of the fine arts Conditions for Assessment – Competence will be demonstrated: o written exam o teacher observation Learning Objectives a. Discuss the importance of music in the arts Concept b. Study musical theatre, dance and visual arts Procedure c. Investigate careers in musicConcept d. Compare musical works by era, composer and style Process Show Choir R&S Standards NATIONAL STANDARDS OF EXCELLENCE FOR SHOW CHOIRS Original authors:   Diana R. Spradling and National R&S Jazz & Show Choir Committee Revision authors: Ken Thomas and National R&S Show Choir Committee (2006) Purpose The purpose of these standards is to provide choral directors and choral educators (choreographers, arrangers, set designers, costumers, etc. ) with a foundation upon which to build their show choirs as a viable and contributing part of a total choral program.For the beginning show choir, these standards should serve as starting points upon which to build. For the developing show choir, these standards should serve as goals to strive to attain. For the experienced show choir, these standards should serve as a measure of evaluation for the effectiveness and viability of their ensemble. Premise Recognizing the complexity of the world in which we live and particularly that of the educational system in today’s society where much of the body of choral literature is taught and performed, we create these standards believing in certain fundamental premises.Foremost, the show choir is not a replacement for a traditional choral program but an enhancement of the existing program. The show choir experience is designed to build upon the experiences of a traditional choral program, to provide opportunities for the exploration of additional literature, to expose more people to experiences in choral singing and to attract more listeners to the beauty and joy of choral music. Furthermore, it must be the essential mission of ach choral director and choral educator to maintain a level of excellence and a dedication to integrity in the stylistic performance of choral music of all types, idioms, historical periods and styles. Standards I. Singing Performing alone and with others, the members of the show choir should d emonstrate the ability to sing a varied repertoire of music from the popular culture and musical theatre genres with appropriate and healthy vocal technique, musical accuracy, technical accuracy, expression, ensemble skills and stylistic integrity. II. Movement/DancePerforming alone and with others, the members of the show choir should demonstrate the ability to add movement to their performance that compliments the music through technical accuracy, appropriate ensemble technique, expression and appropriately varied styles of dance. III. Instrumental Accompaniment When performing with instrumental accompaniment, the members of the show choir should demonstrate the ability to create a total ensemble performance integrating the skills of all the performers into a stylistic, entertaining and educational package for both audience and participants.The use of live accompaniment is strongly encouraged. Directors of the show choir should work toward this achievement. IV. Integrating Art For ms While experiencing the rigors and complex demands required in combining the individual disciplines of music, dance and theatre into a single performance medium, the members of the show choir should demonstrate the skills of the complete artistic performer. V. Interpreting Music ElementsIn reading and notating well-crafted music, the members of the show choir should demonstrate the ability to read a vocal score of varying parts appropriate to the ability level of their ensemble, describe the elements of music being used and expressively interpret the markings within the score. VI. Stylistic Awareness After listening to analyzing and rehearsing the music, the members of the show choir should demonstrate stylistic awareness in the music they perform through appropriate vocabulary, the performance of appropriate articulations and phrasing and critical evaluation.VII. Performance Practices and Evaluation By evaluating performances, the members of the show choir should demonstrate the ability to objectively review both their performances and the performances of others utilizing the accepted standards of excellence incorporated by the disciplines of music, dance and theatre along with the ensemble approach to the combination of these disciplines.The members of the show choir should recognize that performance practices in this genre do allow for more individualized interpretation than that of traditional choral literature. VIII. Creativity of the Individual As a means of encouraging the development of a variety of individual competencies, the members of the show choir should be given the opportunity to demonstrate their individual talents and abilities as solo performers, as composers and arrangers of repertoire for the ensemble, as choreographers and designers and as production leadership team members.IX. Entertainment as Art Recognizing the relationship between the three disciplines of music, dance and theatre in the performing arts, the members of the show choir should demonstrate their concept of entertainment as an art form through the elements of performance, appropriate rehearsal etiquette, continuous practice with attention to detail and respect for the contributions of others. X. History and Pop CultureUnderstanding the genre of popular music and theatrical music in relationship to history and culture, the members of the show choir should demonstrate the ability to classify repertoire or performance by style, type or historical period and explain the reasoning behind their classification as well as identify the role that this music and its performers have played in the historical and cultural development of society. DYNAMICS 1. The competition is open to  all SFC members. 2. There should only be  one (1) entry per BIG SECTOR.All big sectors should confirm their entry with the lyrics of the songs on or before  June 18, 2011. (The official list should be signed by the  SFC Cluster and Sector Couple Coordinators  to ensure tha t they are certified SFC members). Changes will be entertained until  July 2, 2011. 3. A  Show Choir  is defined as a group of people who combine choral singing with dance movements, sometimes within the context of a specific idea or story. 4. Each BIG SECTOR has an assigned genre from which they can choose their song/s for the performance. a. NORTH – Motown . WEST – Latin American c. CENTRAL –  Ã‚  Boy Band/Girl Band d. EAST – Movie Sountrack e. SOUTH – Broadway 5. Each group must be composed of at least 30 members. They can be a combination of singers, dancers and instrumentalists. Three (3) points  will be deducted for every person in deficiency of the provision. 6. Entries must also be composed of MIXED performers – brothers and sisters (there should be more than 10 brothers or sisters in the group). 7. The members of the show choir  should demonstrate the ability to sing  their chosen music. . The members of the show choir   should demonstrate the ability to add movement or choreography to their performance  that complements the music. 9. The members of the band/instrumentalists in the show choir  should demonstrate the ability to arrange, mix and play their musical score. 10. Use of props is highly encouraged to develop the visual aspect of the performance. 11. The group is  responsible for bringing their own musical instruments. 12. Lyrics should be wholesome and not sexually suggestive or vulgar.The song can be in the form of fast-paced or slow-paced pieces. 13. The song rendition or medley should not exceed five (5) minutes. There will be a one-minute grace period for entrance and another minute for the exit. 14. Costumes are highly encouraged to add up to the total performance however, it must be decent and proper for the performance. The COMPETITIONS COMMITTEE deserves the right not to allow the performance of a group due to costume technicalities. I. CRITERIA FOR JUDGING MUSICAL RENDITI ON †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% Voice Quality  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% Choreography  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% Blend and Balance  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% SHOWMANSHIP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30% Stage Presence  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% Synchronization and Movements  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% Costume/Props  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% MESSAGE AND CONTENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% TOTAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100% Theme Assignments NORTH MANILA (Motown) WEST MANILA (Latin America) CENTRAL MANILA (Boy Band and Girl Band) EAST MANILA (Movie Soundtracks) SOUTH MANILA (Broadway) Color Scheme: NORTH:   Ã‚  Ã‚  Ã‚   YELLOW WEST:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   RED CENTRAL:   GREEN EAST:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   BLUE SOUTH:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ORANGE

Find Out Who is Concerned About Eco Friendly Essay Topics and Why You Should be Listening to Them

Find Out Who is Concerned About Eco Friendly Essay Topics and Why You Should be Listening to Them Eco Friendly Essay Topics Options Living green isn't as daunting as it might seem. Being eco friendly becomes increasingly more significant. Control for a notion is a good idea. Plans are offered at the Science Shareware site. Advantages of Eco-Friendly Products Many benefits can result from the purchase and application of eco-friendly products. Next, you must consider the method on how you wish to relay it to your readers. The most recent and hottest topics usually do an intriguing trick. Items in a series ought to have a comma after every product. Thus an exemplary persuasive speech demands an excellent topic, ideal wording, structure, and some presentation abilities. One of the most difficult things about writing a paper is locating a fantastic topic to write about. The very first thing you ought to learn about a persuasive essay is the simple fact that you're ready to pick your own sort of structure. An expository essay is the kind of essay which uses facts, statistics and noted data from reliable sources as the approach to giving information, in place of personal opinion on the subject. If You Read Nothing Else Today, Read This Report on Eco Friendly Essay Topics EROSION It can occur for a number of reasons and results in a lot of damage to the earth atmosphere. The impact we've impaled on our earths environment can't be ignored. There are times that you feel as if you wish to go over some problems and issues that are now happening in our society, but don't exactly understand what you'd like to discuss. Now, waste g eneration is just one of the most visible impacts on the surroundings. For instance, an informative paper about family will list types of families and offer some data on what sort of families is widespread or what's not (and maybe why it's so). The advantage of the program is to put back into the planet what's getting taken out. Environmentally friendly goods and respect for the environment today have come to be a method of life of several consumers. The app makes it possible to conserve money and the planet with customized actions about how you can enhance the carbon footprint of each region of your life. The Ultimate Eco Friendly Essay Topics Trick The principal idea is to just sum up all the facts that you've used previously. It's possible you have some killer ideas about how to modify their minds or show them with the topic from new points of view. You have to make sure you're very interested in the topic before it's possible to persuade others about it. In an issue of speaking, picking out persuasive essay topics is similar to telling yourself what you wish to convey to the rest of the planet. New Questions About Eco Friendly Essay Topics Energy-efficient appliances reduce the usage of organic resources while lowering electricity and utility bills. It's possible to discover ratings for food, personal care, and household goods, and scan the barcodes of merchandise in-store to retrieve info about them while you go shopping. Typically, green cleaning products are produced from renewable all-natural resources. Most standard-quality products nowadays contain the usage of harmful substances to a specific level, which might potentially lead to cancer or other serious health issues. The Truth About Eco Friendly Essay Topics Nowadays you get a very good understanding what aspects to take into account when choosing a topic for your research paper so that it's time to locate a good one. In addition, it would likewise be far better choose one where you have some experience in. You could struggle to get the research which aids your argument, and you may also be second-guessing your own understanding. Without writing the results there's no sense to work on the entire research paper. Essay writing is definitely thought to be part of academic life and essay writing demands certain abilities or the portion of the writer. There are many different ways of writing an essay but the fundamental structure stays the same. Essay plans can be useful in reminding you of important points that may be used to cover in your essay. To find the absolute most from the education essay topics, explore the many different resources about the problem you're writing about. Probably you don't always feel prepared for a critical text or you are just tired and have zero urge to write about something complicated. Relaying ideas of course is step one for leaders since they will need to enforce the new techniques too. Be clear in your thoughts about the point you wish to make. You want to supply sample scenarios, along with other details to drive your point home. Choosing appropriate procedures for investigation is critical because unreliable methods will result in unreliable outcomes . Therefore, the new approaches concerning green industries ought to be welcomed. The reason is going to be analyzed to evaluate the way that it will impact the building of houses. You should consider problems in your unique area of knowledge you want to discover solutions.

Descriptive Essay - Original Writing - 1519 Words

â€Å"Mother† shouted the wispy young girl, swinging her long blonde braids in the bright sunlight as she shot out of the little stone house with its big windows, â€Å"as the sky is so blue today and the water so tempting, please may I go down to the beach whilst you are at work?† â€Å"Oh, I don’t know, Proserpina, you have never been there alone before.† I replied, gazing around at my sprawling, tranquil, countryside village with its narrow streets and crumbling walls. Behind me hung the hauntingly, dark, dense, hilly forest, but I contemplated the sparkling, crystal clear blue ocean on the horizon in front of me, beyond the village’s patchwork of lush fields full of vegetation. â€Å"I know the way and I will be safe, I promise not to go too far into the water.† My daughter pleaded. Dressed for work, I stared down at my mud covered boots, stuffing my well-worn hands in my jean pockets, making it impossible for my daughter to work out what I was thinking below the wide brimmed garden hat perched on my head. I was in a quandary. Was it safe to let my daughter venture down to the ocean alone? I recognize that I trust my daughter to do as I request, nevertheless what dangers lay looming out there. Sure the beach was safe enough plus the sea maidens would look out for her, except what about the dangers that lurked in the dark forest and would they stay there? After what I realized must have seemed an age for Proserpina, I picked up my head and looked lovingly at her. â€Å"Yes,† you may visitShow MoreRelatedDescriptive Essay - Original Writing1110 Words   |  5 PagesI don’t know how I got to where I am, but I’m here now, and I have to win if I want to live. I am in a game, and in order to live, I have to escape. That’s the thing, though: I don’t know how to escape. I was running for my life around this old house that looked like it came straight out of a horror movie. I doubled over and held my head in pain as I saw the static, which meant it was coming. I was being chased by what looked like a person but in no way acted like one. Just as it was about to appearRead MoreDescriptive Essay - Original Writing1102 Words   |  5 PagesIt is on days like this when we stop to think about our life. Small drops of rain begin to dapple the cobblestone pavement as people whip out their umbrellas for cover. I co ntinue sauntering down the busy street, relishing the feeling of a light shower. Moving with the mass of pedestrians, I stop at a crosswalk where I wait for the stoplight to turn green. A flower shop employee across the street scurries to bring in the numerous bouquets and close the doors as rain starts rolling down the displayRead MoreDescriptive Essay - Original Writing914 Words   |  4 PagesDreamy I thought. Standing on the corner is a young guy with a smile. I see him here almost every day, so I linger for a while. He tells me his name, and I tell him mine. I m Ester, what s your name? I enquired. My names David .,He replied. We end up talking for a while and I asked him if he had ever left this city. He tells me of all these stories of the places where he s been, the distant lakes and mountains, and in valleys oh so green. I can see it in his eyes, he really has beenRead MoreDescriptive Essay - Original Writing974 Words   |  4 Pages I was used to moving round, having a mother who liked to travel more than making roots was something I had gotten used to. Still, I had never gotten used to the loneliness of an empty house when she was out exploring, or the feeling of leaving behind someone who could have meant something to me. Our most recent move was Oregon. It was pretty, and I didn’t mind it, but it was much different than Florida. Not only was it opposite sides of the country, it felt as if it were opposite worlds. InRead MoreDescriptive Essay - Original Writing1012 Words   |  5 Pageshave plenty of time in the next month to think about my feeling in regards to Kendrick. I needed to finish up the article and get it off to my editor. I should be able to get it done by tonight and send an email in the morning. I was thinking of writing my next article about the sea life around the Scottish coast. Since our salmon dinner last evening I thought I would do a piece about the commercial salmon farming that began in Scotland in 1969. In 2002 over 145,000 metric tons of farmed AtlanticRead MoreDescriptive Essay - Original Writing1561 Words   |  7 PagesThere’s something I need to say and what follows may not be something that you’d expect, it won’t be heartening or uplifting. If you remember today, I told you about going somewhere I wanted to go to†¦ I’m not sure if you believed and accepted what I now confess as untrue; it is partly. I needed to pull away emo tionally†¦ from you. You must have had fathomed that some degree of formality had seeped between us. Born of habit, formulaic greetings had become a routine. You presume that I’m a close friendRead MoreDescriptive Essay - Original Writing1387 Words   |  6 PagesI was wearing a beautiful blue dress with sapphire gems all around the chest area as I entered the ball with Ciel and Sebastian. I took a good look around here, the hallway was lined with gold. There was a servant ready to escort us to the ball room. Hello, come this way. He said, walking forward. Wow, this place is so fancy! I exclaimed, looking around. It s fake gold. Ciel bluntly replied, bringing my hopes down. I sighed. Ciel sounded like he wasn t in a very good mood. Ciel, lightenRead MoreDescriptive Essay - Original Writing1287 Words   |  6 Pages In the morning, Caireann woke me up. She stood above my bed, shaking my shoulder. I opened my eyes, looking at her. Then I looked across the room to her empty bed. Andy s empty bed sat in the corner. I swallowed, climbing out of bed. Sleep well? Caireann asked me, starting out the door. Yeah, I said, going over to our small dresser. I had the bottom two drawers. Andy had the middle two, and Caireann had the top. I pulled open the drawers, pulling on a colorful tank top and a grayRead MoreDescriptive Essay - Original Writing1345 Words   |  6 PagesLater that night, I was behind the wheel of my G-Wagon with Melissa in the passenger seat. She didn’t feel like driving since she was on the road all day and I understood so I didn’t mind when she asked me to. I had been tight-lipped. She kept eyeballing me as if she detected that something was bothering me but I just kept singing to my India Arie as if I was carefree. â€Å"So are you going to tell me what’s going on or no† Melissa said disrupting my own personal concert. I stopped singing and tookRead MoreDescriptive Essay - Original Writing1085 Words   |  5 PagesI WAS SITTING IN a taxi, wondering if I had overdressed for the evening, when I looked out the window and saw Mom rooting through a Dumpster. It was just after dark. A blustery March wind whipped the steam coming out of the manholes, and people hurried along the sidewalks with their collars turned up. I was stuck in traffic two blocks from the party where I was heading. Mom stood fifteen feet away. She had tied rags around her shoulders to keep out the spring chill and was picking through the trash

Example Company Background - 1371 Words

1.0 Company’s background Borneo Poultry Sdn. Bhd is a company that focusing on production of chicken’s meat which will soon to be one of the companies responsible in supplying poultry products in Sabah, specifically in Kota Kinabalu district. Borneo Poultry farm is located in sub-urban industrialised area in Jalan Tuaran, Inanam. The company have three business partners and aided with three experienced workers. Chicken’s farming is a lucrative business since chicken’s meat are consumed by universal consumer and it is cheap compared to other livestock meat thus lower and medium income family could afford buying it. With developing modern equipments and advanced technology, chicken’s farming is a booming sector. Chicken’s farming can be†¦show more content†¦These established farm are large scale producers and have known reputation. Diseases outbreak can tampered with the farm production by increasing the mortality rate. Disease such as New Castle Disease could cause economic loss to the farm by leading to more than 50% mortality rates. 5.0 Marketing strategy 5.1 Product The product will be whole chicken and chicken’sShow MoreRelatedWorkforce Diversity1590 Words   |  7 PagesI. Introduction As we enter the 21st century, workforce diversity has become an essential business concern. In the so-called information age, the greatest assets of most companies are now on two feet (or a set of wheels). Undeniably, there is a talent war raging. No company can afford to unnecessarily restrict its ability to attract and retain the very best employees available. Generally speaking, the term â€Å"Workforce Diversity† refers to policies and practices that seek to include people withinRead MoreEssay on Pre-Employment Screening Industry Report1529 Words   |  7 Pagesdominated by a handful of large companies accounting for almost 25% of the industrys total revenue. 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This includes acts that were both known and unknown by the employer. Vicarious liability and respondeat superior are two large factors in businesses being liable for their employees, and it is vital to understand what does and doesn’t fall under these doctrines. Businesses have a duty of care to hire, train, supervise, and retainRead MoreYouVe Got Questions1527 Words   |  7 Pagesmany new things about company ethics and responsibility. In this case we were introduced in a true story of RadioShack Corporate Company. The story is about company’s CEO David Edmondson and his fall as a chairman of it. He lied about his educational background that helped him to take the CEO-seat from Len Roberts. One of the first signs was marked from the newspaper â€Å"The Fort Worth Star Telegram† who reported a huge article for him. After his hiring as a new CEO the company lost its positions andRead MoreEthical Issues Of Human Resource Management1339 Words   |  6 Pagesat the fees. Every organization has a culture and that culture influences how executives, managers, and employees make organizational decisions. This is a key issue in why HR managers need to adhere to ethics in their respected organizations. An example of an organization’s culture is Google’s strive to maintain an open culture. Their culture is to have all employees be hands-on contributors, feeling comfortable sharing ideas and opinions. For 2. The responsibilities of a human resource managerRead MoreThe Road to Hell1742 Words   |  7 PagesCase Summary The case â€Å"Road to Hell† by Gareth Evans is a story that involved two characters with different backgrounds, personalities and points of view. John Baker, an English expatriate, is a successful western chief engineer in the Caribbean Bauxite Company of Barracania. Baker thinks he has an edge in working in a foreign country because he was experience in understanding a regional staff’s psychology and knowing exactly how to get along with locals. Bakers has been working hard to prepare

Freud’s View on Religion Free Essays

string(24) " we can at least react\." Freud maintained interests in the subjects of God and religion throughout his long career. Freud considered the practice of religion and religious rites to be some sort of neurological obsession. Taking the concept from Feuerbach, he also saw religious ideology as a projection of infantile wishes. We will write a custom essay sample on Freud’s View on Religion or any similar topic only for you Order Now If religion was a kind of neurosis, it is marked by an unhealthy dissociation between oneself and reality. If religion was a continuation of the childish tendency to project one’s imagination unto reality, it is marked by an abnormal association between one’s fantasies and the objective world. Either way, religion is a sickness that needs to be cured. Freud gave the clearest expression of his views on religion in his book The Future of an Illusion. In order to explore Freud’s conception of religion, we must first clarify certain points. When Freud speaks of religion, he is usually talking about the traditional, fear-based, authoritarian, organized religion. There are other kinds of religion too. For instance, when William James talks about religion in his Varieties of Religious Experience and when Freud talks about religion in his The Future of an Illusion they are referring to wholly different approaches to God. James is talking about mystical experiences, while Freud is indeed talking about infantile beliefs. Unlike James’ profound investigations into sublime spiritual matters, Freud’s observations are more or less commonsensical. Freud’s theories of origins of religion are sometimes criticized for being unscientific speculations, but really there is not much of a need for scientific corroboration of Freud’s views because they are just commonsensical. When one looks objectively at the various religions and religious beliefs in our world, one is bound to reach to conclusions somewhat similar to those of Freud. Freud may have couched his observations in a more scholarly language, but essentially what he is saying is very simple and easily relatable. When he says religious rites are manifestations of obsessive neurosis, he simply means religions are mostly ridiculously lunatic affairs. And when Freud says religions are infantile projections, he means they are simply childish nonsense. It is difficult to come to any other conclusion when we look at the whole phenomenon of organized religion from a rational perspective. Freud mostly has Judeo-Christian tradition in mind when he condemns religion. Though Freud’s observations could be broadly applicable to many other world religions of the past and the present, they would make most direct sense when we keep the Jewish and Christian religions in mind. Freud’s main proposition is that religion is a projection of human longings and desires. But desires and longings for what? — for security of course. The Future of an Illusion and its sequel Civilization and its Discontents are Freud’s reflections on the origins and nature of civilization. Freud talks about religion in the context of civilization. Before the advent of civilization, man lived in wilderness. In our modern times, surrounded by the innumerable comforts of science and technology, i. e. , civilization, we may not be able to properly appreciate the fact, but situations of life posed constant threat and continual hardship for wandering groups of early humans, and this was how we lived for literally hundreds of thousands of years. Civilization is relatively a very recent manifestation. Religion in its rudimentary forms most likely predates civilization by tens of thousands of years. Freud constantly ties up religion with civilization since they essentially serve the same function – provide security against fearsome, elemental forces of nature. â€Å"The principal task of civilization, its actual raison d’etre, is to defend us against nature,† says Freud, and nobody would dispute this assertion. Now, the principal task of religion too is the same, though it approaches this issue of security from a different angle. And while civilization provides real security, religion provides only imaginary one, nothing more than an illusory feeling. Outside the setting of civilization, the basic question before an individual human being as he tried to live his life and cope with his surroundings was: how to survive, how to â€Å"defend himself against the superior powers of nature, of Fate†¦? The first step toward security is what Freud calls, humanization of nature: A great deal is already gained with the first step: the humanization of nature. Impersonal forces and destinies cannot be approached; they remain eternally remote. But if the elements have passions that rage as they do in our own souls, if death itself is not something spontaneous but the violent act of an evil Will, if everywhere in nature there are Beings around us of a kind that we know in our own society, then we ca n breathe freely, can feel at home in the uncanny†¦ This was how the first very primitive religions began, long before the advent of civilization. Say, if civilization began roughly 5 – 6000 years ago, and agriculture began some 10 – 12000 years ago, there is evidence for religious rites to have taken place as far back as 80,000 years or in fact much earlier, going back to the dim beginnings of the species Homo sapiens. Religion was therefore the first effort of man to establish a rapport with nature. The intention was wholly a noble one — to connect with the greater existence — but human minds were understandably extremely primitive so long ago in time, their lifestyle was totally brutish, there was no language either, and so instead of a poetic or philosophical reverence for Nature, men could only develop a routine of arbitrary, superstitious rituals in an effort to appease nature. Knowledge of our evolutionary beginnings was not well-developed in Freud’s time, nevertheless his speculations were based on the intrinsic logic of things and so some of them were neatly corroborated by scientific discoveries that were made much later. Superstitious religious beliefs did not really make man secure, but they at least provided an illusory sense of confidence: We are still defenceless, perhaps, but we are no longer helplessly paralysed; we can at least react. You read "Freud’s View on Religion" in category "Papers" Perhaps, indeed, we are not even defenceless. We can apply the same methods against these violent supermen outside that we employ in our own society; we can try to adjure them, to appease them, to bribe them, and, by so influencing them, we may rob them of a part of their power. Freud says, â€Å"life and the universe must be robbed of their terrors. This was the big project man was on. However, there was no way man could achieve this at a time when he could not even build a primitive shelter for himself and had to live inside the caves. Even in the modern times, with such fantastic advances in science, we are still far from achieving this. The primitive man could only project beings with whom he co uld relate unto the abstract Nature, and achieve some kind of consolation through such an effort. This was not an altogether futile effort; besides consolation, it could also have led to other practical benefits. A replacement like this of natural science by psychology not only provides immediate relief, but also points the way to a further mastering of the situation. † From these very primitive beginnings, religions too went on evolving along with man’s growing awareness of his world. Freud continues with his logically derived conception of the evolution of religion. Freud has nothing against the way primitive religions evolved, because obviously human kind was in its childhood for all that time. Therefore it was only natural. What Freud is against are the present-day monotheistic religions of the world. Monotheism first evolved after a few thousands of years of civilization. Freud’s birth religion, Judaism, was one of the pioneers of monotheism. Although the monotheistic religion was a tremendous leap of abstraction over the primitive pantheistic religions, it was still an evolution of the primitive religions. Religion in whatever form, including the deeper spiritual and mystic modes, is a search for security, as is civilization. Whereas civilization has a valid basis, religion continued to be a purely imaginary enterprise. Civilization is a reflection of intelligence, maturity and capability of man, whereas religion is its exact opposite, although civilization and religion have been going together for so long. With monotheism, religion attained a kind of maturity, but unfortunately all the deep childishness still remained with it, being only thinly concealed. Freud remarks the following about the evolution of religion: And thus a store of ideas is created, born from man’s need to make his helplessness tolerable and built up from the material of memories of the helplessness of his own childhood and the childhood of the human race. This store of childish ideas continued to serve as a basis for the supposedly monotheistic religions too. Religion turned out to be an essentially childish pursuit. The parallels between religious tendencies and child psychology run deep. A very young child lives in a space where reality and dream/imagination constantly merge. In other words, he is not capable of clearly distinguishing between reality and imagination. For him, fairies in the stories he read could be as real as his friends at school. Freudian psychoanalysis traces all the mental complexes of an adult person to his childhood. This is the essential modality of psychoanalysis. The tendency of people to believe in religious doctrines is thus traced back by Freud to the tendency of children to confuse between reality and imagination. One needs this tendency or faculty first to indulge in any kind of mythmaking which is at the core of all religions, whether monotheistic or pantheistic — this capacity to take one’s own and collective mental projections for reality. Once this is in place, a person can go on projecting whatever suits him. A human child is so utterly helpless if he had to live on his own in this enormously complex world, unlike juvenile animals which come more or less ‘prepackaged’. The child’s overwhelming need is security. This security is provided by his parents. The child realizes his total dependence on the parents; consequently, the attachment to the father-figure or the mother-figure has gone very deep in the collective psyche of humanity. Security is very deeply associated with the father figure, especially in Western cultures and the ancient civilizations they evolved from. And although the child grows up into a man, and becomes much more capable and stronger in fending for himself, he still remains weak and helpless in face of many situations of life. The search for security continues, and the need for greater security is ever present. A benevolent and compassionate God watching over human affairs from his heaven – if he existed – would have been the ultimate protection for humans. But even if he does not exist, and no one has ever seen him, it need not present much of a problem because humans possess the faculty of confusing reality with imagination, and can easily make their own gods as well their own God. This faculty was particularly pronounced in people who lived in the early stages of civilization – which corresponded to the intermediate stages of evolution of religion. These men belonging to the ancient cultures of the world created thousands of gods and elaborate mythological stories featuring them — all of them being nothing more than products of their fertile but childish imagination. In the subsequent ages, men became more mature, their rational faculties developed, and they sought to make meaning of their world in a more focused manner, instead of just seeking security and comfort. This development was helped by the fact that enough of security and comfort were present already, therefore a higher need to make sense of his world developed in man. Religious cults continued to emerge and evolve; they were not simply arbitrary mythological stories anymore but contained more coherent narratives that answered philosophical questions and provided a framework of meaning to human existence. These latter day religions were apparently much more sophisticated than most of the primitive religions, nevertheless they were still highly childish and nonsensical. Science is a legitimate way of seeking comfort and security, and philosophy is a legitimate way of seeking meaning of human existence, but religion is a pseudo way of seeking all these three. Religion is like a drug that can provide a false sense of happiness and elation without in any way actually leading to greater happiness and joy. That was way why Freud was so much opposed to the existence of religions, they essentially belonged to a childish, outmoded phase of human evolution, even the apparently more sophisticated ones. Religions are nothing but an illusion. They provide comfort, solace, security, meaning and significance to human life — but they only seem to do so, in reality they only provide fake substitutes for all these. An illusion means an appearance without substance, and it is a very apt word to describe religions. There is nothing wrong in seeking greater meaning and security in our lives, in fact this search is what makes us human, this is a healthy need of human existence. But there is a much more prevalent neurotic version of this need which is easily satisfied by mere appearances and falsities, and which is easily catered for by the religions of the world. Religions are an outcome of neurosis, they are a disease of the human mind, and Freud genuinely hoped that religions could be cured by the spread of psychoanalysis some day in the future. How to cite Freud’s View on Religion, Papers

Another Cinderella Story by From the Motion Picture Another Cinderella Story free essay sample

Selena Gomez and Drew Seeley bring something different than the other various movies based on the Cinderella Story. Yes, this is Another Cinderella Story. Its something about this movie. The way Selena and Drew bring new music, or maybe there acting. Another Cinderella Story soundtrack will have you standing on your toes and moving your hips to the beat. And of course, to many teen girls, hearing Drew Seeleys wonderful voice is the best ever. Combine Selena and Drew and you have one big magical suprise. This album brings a mix of hip hop and pop. The soundtrack includes somgs from Selena Gomez, Drew Seeley, Tiffany Giardina, and much more. It also includes an instrumental that will make you want to tango with your true love. Personally, my favorites on this album is Just that Girl and 1st Class Girl. Yeah, this album may be a little old but it still wont stop young teens, and maybe even adults, from listening to the best soundtrack from the Cinderella movies. We will write a custom essay sample on Another Cinderella Story by From the Motion Picture: Another Cinderella Story or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page