Essay on The Role of Peter in the Ministry of Jesus

The Role of Peter in the Ministry of Jesus Peter is mentioned 39 times in the fourth gospel, which is much more than in either of the other synoptics. The fourth gospel does not have an inner circle so to speak as existed in Mark’s gospel and is not the key figure, again just like in Mark’s gospel, in the fourth gospel the Beloved Disciple is the key figure, but whenever he is mentioned so is Peter. Peter’s first mention in the gospel is when his brother Andrew says that the Messiah has been found and he wants to retrieve his brother, who was then called Simon. Jesus renamed him Peter, ‘He [Andrew] bought Simon to Jesus, who looked at him and said, ‘You are Simon son of John. You are to be†¦show more content†¦washing someone else’s feet. When Jesus got around to Peter, he didn’t understand why Jesus, the Messiah, wanted to wash his feet he didn’t think he was worthy of Jesus washing his feet. But once Jesus explained Peter got over excited and said, ‘Lord, not my feet only but also my hands and my head!’ This shows that Peter really wanted to be apart of Jesus’ ministry. At the beginning of the gospel, however, Peter doesn’t choose to become a disciple of Jesus he is brought by his brother Andrew and doesn’t express faith until later in the gospel. During chapter 6, Jesus asks the twelve disciples a question, ‘Do you wish to go away?’, but Peter answers for all of the disciples, ‘Lord, to whom can we go? You have the words of eternal life. We have come to believe and know that you are the Holy One of God.’ This shows how Peter learns to believe in Jesus. Peter matures in faith and becomes closer to the person Jesus wants him to be. After Jesus is crucified, and is discovered to have disappeared from his tomb by Mary Magdalene, Peter and the Beloved Disciple race to the tomb, this race symbolises the two types of Christianity, Peter being the Jewish Christians and the Beloved Disciple being the Gentile Christians. The Beloved Disciple arrives to the tombShow MoreRelatedThe Leader as Mentor: Jesus Christ Essay1366 Words   |  6 Pageslater, after watching and listening to the Master, Jesus gave a final charge, â€Å"Go and make disciples.† (Commonly known as the Great Commission, it is the call to all followers of Christ as well.) Jesus chose to implement the fulfilling of the New Covenant through 12 men who He called, appointed, and commissioned (Willson, 1990). His methods were unconventional and revolutionary for that time. Training was extensively and exclusively provided by Jesus while living with Him for three years prior to HisRead MoreJesus As A Situational Servant And Transformational Leader1 180 Words   |  5 PagesJesus as a Situational Servant and Transformational Leader Situational leadership focuses on adapting your leadership style or approach based on the situation and the amount of direction and support that is needed by followers. As Jesus trained and equipped his disciples from simple fishermen to fishers of men, who carried on his ministry after he ascended to heaven, he integrated different styles and theories of leadership that best served and supported his followers (Blanchard Hodges, 2003).Read MoreThe Importance Of Luke s Unique Material For His Representation Of The Mission And Ministry Of Jesus Essay1349 Words   |  6 Pagesof pericope from Lukan text. In this essay, the importance of Luke’s unique material for his representation of the mission and ministry of Jesus shall be discussed in further detail. Luke tries to the character of Jesus in this pericope. This is made remarkable by Peter’s utterance: â€Å"master (Lk 5:5)† and â€Å"Lord (Lk 5:8)†. Before and in the beginning of this pericope, Jesus is showed as one who teaches theâ€Å"good news of the kingdom of God.† (Lk 4:43) In that sense, it is natural to call him â€Å"master†Read MoreBackground . The Book Of Acts Or The Acts Of The Apostles1523 Words   |  7 Pagesthe Holy Spirit as the life line of the Church. It is important to remember that, in the previous gospel books, Jesus had lived, Jesus had died, and he had risen and ascended to heaven. At the time of his ascension, Jesus promised to send the helper; the Holy Spirit. The disciples of Jesus continued to preach the gospel assisted by the Holy Spirit. Therefore, after the ascension of Jesus, Acts tell us what happened with the Holy Spirit. Acts gives an account of how the Holy Spirit came upon the churchRead MoreThe 3 Levels of D iscipleship Taught by Jesus Christ1536 Words   |  7 PagesIntroduction When Jesus called His disciples, His invitation was simple. He invited them to follow Him. The same is true today. In Matthew 28, Jesus gave His last charge to His disciples, and the charge was simple. He called his followers to go and make disciples. Much effort has been placed by Christians to fulfill this charge, commonly referred to as the Great Commission. Jesus chose to fulfill the implementation of the New Covenant through 12 men who He called, appointed, and commissioned, andRead Morepeter and paul1272 Words   |  6 PagesLarmond Paul and Peter Background information about Paul Paul whose name was Saul was an early Christian missionary and theologian, known as the Apostle to the Gentiles was born a Jew in Tarsus, Rome. As a minor, he was trained as a rabbi but earned his living as a tentmaker. A zealous Pharisee, he persecuted the first Christians until a vision of Jesus, experienced while on the road to Damascus, converted him to Christianity. Three years later he met St. Peter and Jesus brother James andRead MoreChristian Leadership Paper1278 Words   |  6 Pagesjob in the world. I am working as the chairman of a youth ministry, and walking on the path to be a church leader. When God called me to work for the ministry I was happy that God had chosen me. On the other hand, I was afraid to be a Church leader because I always thought that a Christian leader should have many years of working experience in a church or ministry. Moreover, as I grew up spiritually and started working in the youth ministry, I was really frustrated. And, this led me to thin k thatRead MoreThe Spread of Christianity1241 Words   |  5 Pagesimmense to say the least. This Abrahamic religion originates from the life, teachings, and death of Jesus of Nazareth, also known as the Christ, in the 1st century AD. His stories and history can be found in the Holy Bible and more specifically the gospel via the New Testament of the Holy Bible. Christianity as a whole acknowledges that humanity is flawed and needs a savior. According to Christians, Jesus Christ is that savior. It is written in the Holy Bible, in the book of John, Chapter 3, verses 16–18:Read MoreThe Catholic And Christian Church1328 Words   |  6 Pagesthe belief of Jesus Christ being the son of God, being the savior of all sins, and following his teachings that are stated in the Bible. Christianity is a simple religion that requires you to have faith in the Lord, Jesus Christ, in order to be saved, (Acts 16:31-33). Catholicism has a Christian foundation, which classifies them as Christia ns, but there are many differences. First came Christianity, when Jesus walked the earth, then man modified Christianity to form Catholicism. Jesus, a real manRead MoreAnalysis Of Jude s The Bible 1171 Words   |  5 Pagesthemselves in the love of Christ, and remembering the teaching they had heard from the apostles. â€Å"Jude, a servant of Jesus Christ and brother of James,† from this statement a conclusion can be made that Jude is the author of this letter, but not all make this conclusion. Jude, in Greek, can be translated into Judas or Judah. Judas, also called Barsabbas, Judas, a brother of Jesus, Judas the son of James, are all three the author of this letter. Jude gives more insight, than just his name, to who

Self Regulation Theory In Relation To Motivation Education Essay Free Essays

Learning and geting a 2nd or foreign linguistic communication can be hard for some people and at the same clip easy for others. Factors act uponing this observation may be explained in footings of single differences in Second Language Acquisition ( SLA ) . These person ‘s differences may include personality, intelligence, linguistic communication acquisition schemes, attitude, emotion and motive. We will write a custom essay sample on Self Regulation Theory In Relation To Motivation Education Essay or any similar topic only for you Order Now Some research workers believe that motive may impact scholars ‘ whole procedure of larning a 2nd linguistic communication ( L2 ) ( Gardner A ; Lambert, 1972 ) . One theory which has long been recognised in the field is called self-government theory ( e.g. Brown 1981, 1990 ) , and it examines intrinsic/extrinsic motive in L2 acquisition. However, there has besides been a development of a more process-oriented theoretical attack viz. the procedure theoretical account of L2 motive by Dornyei A ; Otto ( 1998 ) . They have highlighted the importance of developing self-regulatory schemes to pull off, reinforce or prolong one ‘s motive during the class of larning. Consequently, L2 self-regulation theory was subsequently proposed by Dornyei ( 2005 ) , and the theory represents a major reformation of old motivational thought. This essay, hence, will discourse the extent in which motive plays a cardinal function in 2nd linguistic communication acquisition. The focal point of this essay is specifically on the linkage between self-regulation theory and 2nd linguistic communication acquisition, utilizing the writer ‘s personal experience in Iranian linguistic communication acquisition as a instance survey. Research Objective The purpose of this essay is to analyze the writer ‘s experience in Iranian linguistic communication acquisition and analyse, based on self-regulation theory, to what extent motive contributes to the acquisition of a 2nd linguistic communication. Methodology The essay employs a qualitative analysis based on theories and the writer ‘s personal experience in Iranian linguistic communication acquisition. First, definitions of the term ‘motivation ‘ will be briefly demonstrated, and the most appropriate definition for this essay will be chosen. Second, theories and concepts of motive in relation to self-regulation will be explored. Third, the function of motive in the writer ‘s Iranian Learning Experience will be evaluated based on self-regulation theory. Finally, a decision will be presented with a farther treatment on future recommendations. Chapter TWO DEFINITIONS OF MOTIVATION Motivation is a wide construct, and definitions of motive vary harmonizing to research and findings. The purpose of this subdivision is to research several definitions of the term ‘motivation ‘ and conclude on the most appropriate definition in 2nd linguistic communication ( L2 ) larning which will lend to this essay. To get down with, motive comes from the Latin verb ‘movere ‘ which means to travel. It can be described as the driver bring oning a individual to take a certain action, do a determination, or invest attempts toward transporting out certain behaviors ( Dornyei A ; Ushioda, 2011: 3 ) . In a psychological position, motive is frequently defined as the psychological quality that leads people to accomplish a end. For linguistic communication scholars, command of a linguistic communication may be a end. For others, communicative competency or even basic communicating accomplishments could be a end. In a socio-educational model, motive to larn the 2nd linguistic communication is viewed as necessitating three elements: attempt, desire, and enjoyment. First, the motivated single must use an attempt to larn the linguistic communication. There must be a relentless and consistent strive to accomplish success in larning such as by making prep, practising the linguistic communication whenever there is an chance, etc. Second, the person must show the desire to accomplish the end. Such single will make all that is necessary to accomplish the end. Third, the motivated person will bask the undertaking of larning the linguistic communication. Such an person will state that it is fun, a challenge, and gratifying, even though at times enthusiasm may be less than at other times. All three elements-effort, desire, and enjoyment-are necessary in order to distinguish persons who are more motivated and those who are less motivated. However, each component, by itself, is seen as deficient to reflec t motive. Some pupils may expose attempt, even though they have no strong desire to win, and may non happen the experience peculiarly gratifying. Others may desire to larn the linguistic communication, but may hold other things that detract from their attempt, etc. Motivation in Second Language Acquisition In the field of Second Language Acquisition research, motive has been identified as one of the key factors which determines L2 accomplishment and attainment. Motivation ab initio serves as an drift to bring forth acquisition and subsequently as a prolonging force to guarantee that the scholar remains on-track with geting the mark linguistic communication ( Cheng A ; Dornyei, 2007 ) . Harmonizing to Gardner ( 1985: 50 ) , he posits that motive in acquisition is based on four features: â€Å" a end, effortful behavior, a desire to achieve the end and favorable attitudes toward the activity in inquiry. † Dornyei and Otto ‘s definition of L2 motive ( 1998: 65 ) has a broader sense ; they defined motive as â€Å" the dynamically altering cumulative rousing in a individual that initiates, directs, co-ordinates, amplifies, terminates, and evaluates the cognitive and motor procedures whereby initial wants and desires are selected, prioritised, operationalised and ( successfull y or unsuccessfully ) acted out. † Harmonizing to Dornyei and Ushioda ( 2011: 4 ) , the by far definition that most SLA research, including this essay, would hold on concerns the ‘direction ‘ and ‘magnitude ‘ of human behavior, that is, motive histories for: why people decide to make something ( pick ) , how long they are willing to prolong the activity ( continuity ) , and how difficult they are traveling to prosecute it ( attempt ) . It is of import to observe that although pick, continuity, attempt are the three key issues leting scholars to modulate their ain motive, Ushioda ( 2003: 99-100 ) further demonstrates that in order for motive to turn in a positive manner, it can non be seen as a progressive efforts to modulate behavior from outside. There needs to be supportive interpersonal procedures which foster the development of liberty and the growing and ordinance of motive from interior. Thus, with this in head, this essay will see the issue of motive in relation to self-regulation in the undermentioned chapter. Chapter THREE REVIEW OF SELF-REGULATION THEORY IN RELATION TO MOTIVATION IN SLA It has been widely accepted that motive plays an of import function non merely in general academic acquisition, but besides in the procedure of accomplishing the end in a 2nd linguistic communication acquisition. Harmonizing to Dornyei ( 2002 ) , L2 motive has been seen as a dynamic concept that directs and enhances larning behaviors. There are many theories that devoted to motive in relation to autonomy and scheme usage, and two most-cited theories are self-determination theory and self-regulation theory. The self-government theory, which was developed from the instruction psychological science attack, examines about intrinsic and extrinsic motive in relation to the scholar ‘s behaviors and ordinance. It denotes a sense of pick, personal duty, and self-initiation of behaviors. While the self-regulation theory, a more recent development within the field of SLA research, refers to spontaneous ideas, feelings, and actions that are planned and cyclically adapted to the attainment of personal ends. Other well-known related theories are Language Learning Strategies ( LLS ) and L2 Motivational Self System. LLS is another attack which relates to strategic behaviors and keys property of good linguistic communication scholars. This theory has been seeking to set up a nexus between strategic behavior and existent acquisition additions, to show that schemes are non culturally biased, and to explicate why hapless schemes user differs from good scheme users merely in how they use schemes in context but non in the sorts or frequence of scheme they use ( Ortega, 2009:214 ) . Though self-regulation is a more recent alternate survey that replacing the traditional accent on sheer frequence of scheme usage. Its accent on the creativeness of attempts employed to command one ‘s acquisition processes is the chief issue I would wish to indicate out in this essay. L2 Motivational Self Systemis another of import recent theory of L2 motive proposed by Dornyei ( 2005 ) . It concerns motive particularly in footings of the theory of possible egos and the self-discrepancy theory ( Dornyei A ; Ushioda, 2011 ) . Pulling on theoretical paradigms from both motivational psychological science and L2 motivational research, Dornyei ( 2005 ) ‘s L2 Motivational Self System theoretical account has three chief dimentions: the Ideal L2 ego, the Ought-to L2 ego, and the L2 Learning Experience. Rationale of this Essay: Self-regulation Theory in Relation to Motivation Despite the fact that there are many theories on motive in the context of SLA, self-regulation theory seems to outdo tantrum this essay. The self-regulatory attack allows for the combined survey of motive and strategic behavior, and of knowledge and affect, under a individual theoretical model. As supported by Ortege ( 2009: 211 ) who demonstrates a clear relevancy of self-regulation theory to SLA and single differences when â€Å" larning another linguistic communication poses a high-anxiety and complex challenge that demands cognitive every bit good as affectional self-regulation, and persons differ in their capacity to self-regulate. † There have been concerns about the clear-cut of LLS, as harmonizing to Dornyei ( 2005: 162 ) , there is a alteration of position that the LLS are â€Å" vastly equivocal phenomena and nil is distinct about them. † Furthermore, Dornyei ( 2005: 190 ) stated that research workers started to accept that analyzing the LLS was non of import every bit much as the fact that the ‘good ‘ scholars choose to set originative attempt in their ain acquisition and that they have the capacity to make so. Therefore, because of larning schemes examine the result of these forces, I decided to pull self-regulation theory which is looking at the initial drive forces. The L2 Motivational Self System besides does non suit in my context of depicting a short linguistic communication experience. It concerns more in footings of primary beginnings of the motive to larn another linguistic communication which are the Ideal L2 Self, Ought-to L2 Self, and L2 larning Experience. Review of Self-regulation Theory in Second Language Acquisition The get downing point of self-regulation theory is that human enterprises are ever purposive, knowing, effortful and voluntary ( Boekaerts et al. , 2006 ) . In the face of multiple ends and resulting environmental challenges, worlds are capable of accomplishing the terminals they choose to prosecute because they are able to self-regulate their behavior ( Ortega, 2009: 211 ) . In the context of SLA, L2 self-regulation is a procedure by which persons direct their attempts, ideas, and feelings toward the attainment of their personal ends, and self-regulation is neither a distinct mental ability nor an academic accomplishment ( Zimmerman, 2000 ) . In other words, self-regulation involves procedures, responses, and schemes that pupils initiate and regulate ( Zimmerman, 1986 ) to trip and prolong both their behavioural behavior and their cognitive and affectional operation ( Boekaerts, Pintrich, A ; Zeidner, 2000 ; Zimmerman, 2001 ) . Self-regulation theory became the recent developments in the field of L2 single differences as there has been a demand to reconceptualize the ‘strategic behavior ‘ into a theory over the past decennaries. The two chief advocates for this impulse are Dornyei and Skehan ( 2003 ) who have pointed out that the L2 larning strategic behaviour should non be limited to O’Malley and Chamot ( 1990 ) ‘s taxonomy of ascertained heuristic and reported mental procedure or Oxford ( 1990 ) ‘s stock list of self-reported frequences of scheme usage. Then, in 2005, Dornyei pushed frontward the solution to speculating larning schemes and claimed self-regulation theory as a model for SLA research about strategic behavior during L2 acquisition. Self-regulation Schemes Dornyei has created a theoretical account of motivational schemes based on the psycholinguistic construct of selfaˆ?regulation which is intended to reaˆ?theorize linguistic communication larning schemes by analyzing strategic acquisition in the paradigm of selfaˆ?regulation ( see Dornyei, 2005 ; Tseng et al. , 2006 ) . This taxonomy of strategic acquisition is based in the model of motive control schemes ( Dornyei, 2001 ) and consists of five classs. Dornyei ( 2006 ) notes that his system was based on Kuhl ‘s ( 1987 ) and Corno and Kanfer ‘s ( 1993 ) taxonomy of action control schemes. The classs are defined below: 1. Commitment control schemes Commitment control schemes examine the pupils ‘ ability to put and make ends in their acquisition. It helps to continue or increase the learners’original end committedness. For illustration, pupils may maintain in head favorable outlooks or positive inducements and wagess, or pupils may concentrate on what would go on if the original purpose failed. 2. Metacognitive control schemes Metacognitive control schemes involve the monitoring and controlling of concentration, and the curtailing of any unneeded cunctation e.g. placing repeating distractions and developing defensive modus operandis, and concentrating on the first stairss to take when acquiring down to an activity. 3. Satiation control schemes Satiation control refers to pupils ‘ capacity to command ennui and dissatisfaction in a acquisition undertaking, and the ability to get by with these negative feelings ( Dornyei, 2005 ) . For illustration, pupils may add a turn to the undertaking or utilizing one ‘s phantasy to invigorate up the undertaking. These schemes can assist to extinguish ennui and add excess attractive force or involvement to the undertaking. 4. Emotion control schemes Emotional control schemes examine how scholars cope with emotionally charged feeling such as emphasis, depression and letdown that may impede their linguistic communication development. For illustration, pupils may utilize self-encouragement or utilizing relaxation and speculation techniques. 5. Environment control schemes Environmental control schemes refer to how a pupil controls their acquisition environment in order to ease survey. Learners with good environmental control are more cognizant of how their environment affects their acquisition and hold schemes to control these negative effects. For illustration, pupils may seek to extinguish distractions or inquiring friends to assist. Such activities will assist in extinguishing negative environmental influences and working positive environmental influences by doing the environment an ally in the chase of a hard end. Chapter FOUR PERSIAN LANGUAGE LEARNING EXPERIENCE Learning Context Iranian Language Experience is portion of the Second Language Teaching and Learning faculty. The purpose of this linguistic communication experience is non chiefly for future usage but to represent, and do more existent, some of the issues connected with the linguistic communication instruction and acquisition with which the faculties trade. The teacher gives the grounds for taking this linguistic communication as follows: It is improbable that any of the faculty pupils has learned it before. It is an Indo-Europeaen linguistic communication, and so its grammatical classs, and some of its vocabulary, will be comparatively familiar to pupils. The class runs eight hebdomads, covering the first six lessons of the text edition. The pupils will larn in romanised written text non the Arabic book version as the intent is to larn a limited sum of colloquial Persian ( Farsi ) , with associated grammar and vocabulary. There will be a reappraisal session at the terminal of each two-lesson subdivision. ( See Appendix 1 for more inside informations ) The category consists of about 30 pupils from assorted nationalities, assorted with females and males, aged about from 20 to 25, and all the lessons are taught in English. The teacher is the native talker of the mark linguistic communication. I am a complete beginner-level scholar as I have no old cognition in Iranian linguistic communication or civilization. Though, I still show a great involvement in larning a new linguistic communication. I see this as a challenging undertaking, and I am extremely motivated by the idea of utilizing the linguistic communication as a mean of researching Iranian civilization and people. Iranian Language Learning Experience in Relation to Self-regulation Theory Personally, I aware that larning a 2nd linguistic communication is considered as a challenging undertaking which requires clip and attempt. As I am extremely motivated to utilize the linguistic communication non merely merely for the intent of the faculty, I developed my ain end to larn the linguistic communication every bit much as I could within the clip bound. In order to accomplish the end, maintaining my acquisition on path is really of import and the undermentioned schemes are how I regulate my Iranian linguistic communication acquisition in conformity to self-regulation theory: Commitment control schemes During the first two hebdomads, I was really interested to larn the linguistic communication when the teacher began to present the lesson with an easy to retrieve greeting phrase. I became more motivated to larn Iranian when the teacher presented about the tourer topographic points and the civilization. Hence, I made up my head that I have to take this as an chance to larn the linguistic communication every bit much as I could in order to go to the country in the hereafter. With this in my head, I committed myself to purchasing a Iranian text edition, so I would hold to to the full use the book and survey exhaustively throughout the class. Metacognitive control schemes After the consequence of the first quiz, I became cognizant that keeping my motive through civilization geographic expedition was deficient, and I needed to reexamine more grammar and vocabularies sporadically. In other words, I needed to construction my Iranian acquisition by puting frequent ends. To exemplify clearly, I set mini-goals for myself to finish one or two exercisings in the text edition per twenty-four hours. I besides had a specific end for each hebdomad that I must complete analyzing one chapter in the text edition before every Monday category. In the instance that there were other deadlines from other classs and I could non complete one chapter by weekend, I told myself to give a Sunday eventide to finish the chapter. These mini ends provided me an chance to reflect and supervise my ain advancement each hebdomad and helped supplying the motive to concentrate on my undertakings. Satiation control schemes During the class, I was ever looking for a new inspiration or a new motive in larning the linguistic communication. I enhanced my involvement by seeking about tourer topographic points or Iranian civilization online. I besides recorded my ain voice to get the better of ennui while larning new vocabularies or practising pronunciation. Emotion control schemes It was obvious that I experienced negative feelings such as anxiousness, defeat, and disheartenment after the consequence of the quiz. I avoided interacting with the teacher in the undermentioned lesson. However, I understood that I could non maintain avoiding the interactions, and it would be better if I had prepared for the lesson in front. I tried to acquire rid of negative feelings and cheered myself up by reminding myself about the existent purpose of the class, which is to indicate out some issues in the instruction and acquisition of a 2nd linguistic communication, and that the quiz grade was merely a manner to reflect on my L2 acquisition advancement. Environment control schemes As the Persian lesson runs merely one hr per hebdomad, larning in category would be deficient to accomplish my personnal end. to finish the book. Therefore, I tried to hold excess lessons and/or sought out extra beginnings of input and interactions. I look for a good environment that have easy entree to clip and topographic point to avoid cunctation such as the cyberspace ; I pattern Iranian pronunciation through YouTube pictures and analyze more about Iranian grammar and vocabulary through free lessons online. Self-evaluation Due to the fact that I needed to reflect on my day-to-day advancement in order to integrate received feedback on the prospective assignment, it helped me to supervise my advancement and detect my schemes whether the manner I self-regulate has been bettering my acquisition or non. In footings of committedness control schemes, I had a high sum of motive in the beginning that I wanted to larn every bit much as I could. I had a really high outlook of myself and even bought the text edition in hope to analyze farther the demand. Although, this might non be strong plenty to maintain myself commit to my end, in fact it kept me engaged in the undertakings for a short period. Part of this failure was due to the fact that I did non hold a definite agenda of my Iranian acquisition and that I was distracted by other topics. Another portion might due to high intrinsic motive, I was excessively ambitious to larn and did non analyze my ability exhaustively. However, even though my motive was dropped after the quiz, when I subsequently set up the mini ends for each hebdomad, my procedure of learn became more construction and prolong my motive throughout the hebdomad. In other words, these schemes help me minimising cunctation or distraction and maximising concentration and maintaining ends in focal point. This can be said that metacognitive control schemes are indispensable to develop a scholar liberty. As Wenden ( 2001: 62 ) demonstrates that â€Å" a acknowledgment of the map of metacognitive cognition in the self-regulation of larning should lend to a clearer apprehension of scholar liberty, particularly how it can be developed and enhanced. † Wenden ‘s findings on the function of metacognitive cognition in self-regulatory procedure besides corroborate Chamot and O’Malley ‘s ( 1994: 382 ) observation that â€Å" expressed metacognitive cognition about undertaking features and appropriate schemes for undertak ing solution is a major clincher of linguistic communication larning effectivity † . In add-on to my repletion control schemes, the manner that I ever look for inspiration from different beginnings for my ain acquisition can maintain my larning on procedure. In my sentiment, this scheme should be a manner to increase my motive when I feel procrastinated or bored. However, I found myself passing excessively much clip shoping on the cyberspace about Iranian civilization and had less clip to reexamine the undertaking. I should be careful that it would non take up excessively much clip of my day-to-day Persian acquisition otherwise it would non be effectual. So, it seems that this scheme might non be helpful to me sometimes because I can utilize it as an alibi to stall. My emotion control schemes, peculiarly to my positive self-talk is besides mentioned in a survey by Bown ( 2009 ) that this technique helped scholars maintain position on their linguistic communication acquisition. It alleviated feelings of defeat or anxiousness. Bown divided that scholars used self-talk for two primary intents: ( a ) to remind themselves of their ain motive for larning the linguistic communication and ( B ) to promote themselves when they felt that they were non doing adequate advancement. The usage of this self-talk besides served to assist scholars maintain their outlooks of themselves realistic, as informed by their beliefs about linguistic communication acquisition. Learners would state themselves that errors are portion of acquisition or that it takes longer to larn Russian than other linguistic communications they may hold studied antecedently ( Bown, 2009 ) . Though it is true that the usage of this scheme became effectual when I had a low quiz grade, in my i nstance it must be combined with other schemes ( such as metacognitive control schemes ) at the same clip in order to wholly encouraging myself. I must hold a definite program ( the mini ends ) to back up my positive self-talk. For my environment control schemes, Wolters ( 1998 ) , mentioning research from Corno ( 1989, 1993 ) , Corno and Kanfer ( 1993 ) , and Kuhl ( 1984, 1992 ) , pinpoints a self-regulation technique I employed: ( 1 ) environmental control, for illustration â€Å" a pupil who†¦ decides to travel to a quiet topographic point conducive to analyzing ( 225 ) . † In my sentiment, the manner that I ever try to turn my environing environment into a learning environment for me makes me sometimes bask larning by myself instead than analyzing in the schoolroom. It helps me finish the mini end I set for myself in each twenty-four hours. In add-on, this can be supported by the survey from Bown ( 2009 ) . The findings suggested that effectual self-regulation depended on the scholars ‘ sense of themselves as agents in the acquisition procedure. Learners who recognized their function as writers of their ain acquisition transformed the acquisition environment to run into their single de mands ( Bown, 2009 ) . Chapter FIVE CONCLUSION AND DISCUSSION It is believed that motive is indispensable in larning a 2nd linguistic communication as it can be a goaded force for the scholars to get down their 2nd linguistic communication acquistion and it can be a force that sustain the acquisition throughout the acquisition. However, motive, harmonizing to Dornyei and Ushioda ( 2011 ) , is a dynamic and complicate factor which concerns about the pick, continuity, and attempt of the scholars in modulating thier ain motive. From this, motive can be seen as a factor that correlative to the scholar behavior which can lend to the scholar liberty. There are many theories which were developed to analyze about motive in relation to L2 learner behavior and scheme usage. Self-government theory ( SDT ) is one of the theories that has a wide model for the survey of human motive and personality. It is concerned chiefly with intrinsic motive and the manner to which the person is self-motivated and self-determined.Language Learning Strategies ( LLS ) is another attack which examines the schemes that the good linguistic communication scholar employ. The L2 Motivational Self System is another recent attack in relation to L2 motive and the ego model. It concerns three ‘self ‘ dimensions: Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience. Self-regulation refers to the grade to which persons are active participants in their ain acquisition. It is a more dynamic construct than larning scheme, foregrounding the scholars ‘ ain strategic attempts to pull off their ain accomplishment through specific beliefs and procedures ( Dornyei, 2005 ) . In the context in this essay, it is found that motive became a critical factors on how the scholar will take the schemes to modulate his/herself and maintain the acquisition procedure traveling in order to accomplish end of larning a 2nd linguistic communication. In other words, it can be argued that self-regulation of L2 acquisition is multidimensional, including cognitive, metacognitive, motivational, and behavioural procedures that scholars can use to heighten accomplishment. The deliberative, adaptative procedure of self-regulation enables scholars to manage undertakings efficaciously and prepares them to take duty for their acquisition ( Wenden, 2001 ) . In chapter 4, based on the Self-regulation theory, my Iranian Learning Experience has been evaluated in relation to motive. Harmonizing to the four self-regulation schemes I employed, it is found that I depend much or less on motive to modulate or command the four schemes. For case, motive became a important factor on how I use the metacognitive control schemes to alter the manner I learn the linguistic communication. While motive has been seldom concerned on how I chose the topographic point to analyze as in the environment control schemes. Nevertheless, I could non hold more that both motive and the four self-regulation schemes are the two indispensable factors that can non be overlooked in scholar liberty and the development in the procedure to heighten single acquisition in order to accomplish the end. Though the purpose of the Iranian Language Learning category was simply to see the issues that can be raised in L2 acquisition and instruction, the fact that the category is conducted merely one hr per hebdomad might non be plenty to actuate some scholars to prosecute during the lesson. In order to hold a more effectual category, the teacher could raise an consciousness of utilizing self-regulation schemes which I believe will be fruitful for the pupils themselves to hold an chance to supervise their acquisition advancement and develop their larning liberty in L2 acquisition. As Hurd ( 2008 ) emphasises, awareness-raising of self-regulation in L2 acquisition is every bit if non more of import in independent larning scene ( e.g. on-line environments and distance acquisition ) , where pupils lack the sort of social-affective support provided by regular interactions with other scholars and the instructor, and typically may be prosecuting in linguistic communication acquisition on top of full-time survey and personal committednesss. How to cite Self Regulation Theory In Relation To Motivation Education Essay, Essay examples

Treatment Process Of Clinical Depression †MyAssignmenthelp.com

Question: Discuss about theTreatment Process Of Clinical Depression. Answer: According to the report of the World Health Centre, depression is one of the biggest causes of burden for the global society that has caused disability within individuals (Penn and Tracy 2012). With the introduction of anti-depressant, it is possible to bring about revolution within the treatment process of clinical depression. The introduction of the idea of placebo effects is also associated with the popularizing the ideas with that of the placebo effects. According to Ferguson, (2001), the anti-depressant can have both long-terms and short-term effects depending upon the levels of clinical depression. The serotonin is believed to play a major role in controlling the level of human emotions. The deficiency of the same is believed to have major effects into the cause of occurring depression. Nevertheless, the anti-depressant drugs that are used cannot be entirely used to deal with the symptoms related with that of the depression. With most of the important matters related with that of the chemical imbalance that occurs within an individual is believed to be the main cause of mental diseases. The placebo effect is believed to be one of the prime forms of treatment that are used to deal with the chemical imbalance. This new forms of treatment are also believed to have major impact into the psycho-social dysfunctions. It is also possible to deal with the negative side-effects that are associated with the use of psychological and anti-depressant drugs. The social factors that are associated with mental disorders can also be dealt with the placebo effects. References Ferguson, J.M., 2001. SSRI antidepressant medications: adverse effects and tolerability. Primary care companion to the Journal of clinical psychiatry, 3(1), p.22. Penn, E. and Tracy, D.K., 2012. The drugs dont work? Antidepressants and the current and future pharmacological management of depression. Therapeutic advances in psychopharmacology, 2(5), pp.179-188.

Rivers in the Wasteland by NEEDTOBREATHE free essay sample

Needtobreathe is an American alternative rock band from Seneca, South Carolina. The band is composed of Bear Rinehart with lead vocals, guitar, and piano, Bo Rinehart with backing vocals and guitar, and Seth Bolt with backing vocals and bass. Their most recent album is called â€Å"Rivers in the Wasteland† and was released this year. It is easily recognizable by their more organic and acoustic-driven sound, attributed to the recent resignation of their former drummer Joe Stillwell. This new album is more mature, featuring beautiful lyrics describing their never-ending faith, loyalty to each other, and relationship with God. The opening song, â€Å"Wasteland† is the story of realizing what matters most to us in the end. Sometimes in all of our lives we feel as if we are living in a wasteland, constantly being bombarded with the negativity of society, and this song tells us to have hope and look for the â€Å"river in the wasteland†. We will write a custom essay sample on Rivers in the Wasteland by NEEDTOBREATHE or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This song perfectly sets up the album, by explaining the title of the album and revealing the trials and tribulations of the band right at the starting gate. â€Å"Brother† is a song essentially about the relationship of the band. Their brotherhood was put to the test with the resignation of Joe Stillwell, and they passed with flying colors. Not only did they come back even stronger than before, but it also reflected in their music. Lines like â€Å"brother let me be your shelter†, and â€Å"I can be the one you call when you’re low† show just how much they care for each other as a band. Bo Rinehart says in an interview â€Å"The band had to go through a pretty tough time to realize how much we needed each other, but we came out the other side with an appreciation that only brothers can have.† â€Å"Difference Maker† is probably the most meaningful and thought-provoking songs in the album. At first it comes off as beautiful and inspirational, but after really listening to the lyrics, you realize it might be just the opposite. It is more of a sad satire, about an arrogant man who looks back at the crowd and says that he is the difference maker; he is the only one who speaks to God. What Bear wanted us to realize is, â€Å"How valuable are we, really?†. It shows us how foolish our pride really is. The last song, â€Å"More Heart, Less Attack† pinpoints the theme of the band as a whole, to be more loving and less hateful or negative. It is the perfect ending to a fantastic album, leaving us inspired and wanting more. In an interview, Bear says that the album to him is autobiographical. He says, â€Å"That’s what the wasteland is all about. There’s a crack in the door filled with light, and that’s all we have to start. Our ambition got in the way and our priorities got in the wrong place, and being on the road, and not knowing where we are. At the end of the album, the truth is there, and we’ve realigned our priorities. That really is the story of what happened to the band over that year. God had a plan for this album.† Rivers in the Wasteland teaches us about love, faith, and brotherhood with inspiring lyrics and beautiful melodies. It is an eye-opening album that I will continue to listen to for many years to come.

Molly Ivins, Sharp-Tongued Political Commentator

Molly Ivins, Sharp-Tongued Political Commentator Molly Ivins (Aug. 30, 1944–Jan. 31, 2007) was a political commentator with a sharp wit- a take-no-prisoners critic of what she considered silly, outrageous, or unfair. Ivins was based in Texas, and both loved and made fun of her state and its culture and politicians. President George W. Bush, a frequent target of Ivins writings, nevertheless praised her after she died, saying he â€Å"respected her convictions, her passionate belief in the power of words, and her ability to turn a phrase.† Bush added: â€Å"Her quick wit and commitment to her beliefs will be missed.† Fast Facts: Molly Ivins Known For: Political commentator with biting witAlso Known As: Mary Tyler IvinsBorn: Aug. 30, 1944 in Monterey, CaliforniaParents: James Elbert Ivins and Margaret Milne IvinsDied: Jan. 31, 2007 in Austin, TexasEducation: Smith College (BA in History, 1966), Columbia School of Journalism (MA, 1967)Published Works: Molly Ivins: She Cant Say That Can She? (1992), Bushwhacked: Life in George W. Bushs America (2003), Who Let the Dogs In? Incredible Political Animals I Have Known (2004)Awards and Honors: Three-time Pulitzer Prize finalist, 2005 Lifetime Achievement Award from the International Womens Media FoundationSpouse: NoneChildren: NoneNotable Quote: There are two kinds of humor. One kind that makes us chuckle about our foibles and our shared humanity- like what Garrison Keillor does. The other kind holds people up to public contempt and ridicule- thats what I do. Satire is traditionally the weapon of the powerless against the powerful. I only aim at the powerful. When satire is aime d at the powerless, it is not only cruel- its vulgar. Early Life Ivins was born in Monterey, California.  Most of her childhood was in Houston, Texas, where her father was a business executive in the oil and gas industry. She went north for her education, getting her bachelors degree from Smith College, after a brief time at Scripps College, and then earned her masters degree from Columbia Universitys Graduate School of Journalism. While at Smith, she interned at the  Houston Chronicle. Career Ivins first job was with the Minneapolis Tribune, where she covered the police beat, the first woman to do so. In the 1970s, she worked for the Texas Observer.  She often published op-eds in The New York Times and The Washington Post.  The  New York Times, wanting a livelier columnist, hired her away from Texas in 1976.  She served as the bureau chief for the Rocky Mountain states.  Her style was, however, apparently was more lively than the Times  expected, and she rebelled against what she saw as authoritarian control.   She returned to Texas in the 1980s to write for the Dallas Times Herald,  given freedom to write a column as she wished. She sparked controversy when she said of a local congressman, â€Å"If his I.Q. slips any lower, we’ll have to water him twice a day.† Many readers expressed outrage and said they were appalled, and several advertisers boycotted the paper. Nevertheless, the paper rose to her defense and rented billboards that read: â€Å"Molly Ivins Can’t Say That, Can She?† The slogan became the title of the first of her six books. Ivins was also a three-time finalist for the Pulitzer Prize and briefly served on the board of the Pulitzer committee.  When the Dallas Times Herald, closed, Ivins went to work for the  Fort Worth Star-Telegram.  Her twice-weekly column went into syndication and appeared in hundreds of papers. Later Years and Death Ivins was diagnosed with breast cancer in 1999. She underwent a radical mastectomy and several rounds of chemotherapy. The cancer went into remission briefly, but it returned in 2003 and again in 2006. Ivins waged a very public battle against cancer. In 2002, she wrote about the disease:  Ã¢â‚¬Å"Having breast cancer is massive amounts of no fun. First they mutilate you; then they poison you; then they burn you. I have been on blind dates better than that.† Ivins worked nearly up to the time of her death, but she suspended her column a few weeks before she passed away. Ivins died on Jan. 31, 2007, in Austin, Texas. Legacy At its height, Ivins column appeared in about 350 newspapers. Upon her death, The New York Times noted that Ivins cultivated the voice of a folksy populist who derided those who she thought acted too big for their britches. She was rowdy and profane, but she could filet her opponents with droll precision. After her death, Time magazine called Ivins a major figure in Texas journalism. In some respects, Ivins and President George W. Bush came to national prominence at the same time, but while Bush came to embrace his political heritage, Molly veered from her own, Time noted in its obituary, adding: Her family was Republican, but she was caught up in the turmoil of the 60s and became an ardent liberal, or populist as Texas liberals like to call themselves. One of the first newspapers Ivins worked for, the Texas Observer, had a simpler take on her legacy: Molly was a hero. She was a mentor. She was a liberal. She was a patriot. And as recently as April 2018, journalists and writers were still mourning her passing and praising her influence. Columnist and author John Warner  wrote in the Chicago Tribune that Ivins work clarifies that the forces that roil our democracy are nothing new. She just saw things more clearly and sooner than many of us. I wish she were here, but I’m thankful her spirit lives on in her work. Sources Seelye, Katharine Q. â€Å"Molly Ivins, Columnist, Dies at 62.†Ã‚  The New York Times, The New York Times, 1 Feb. 2007.â€Å"About Molly Ivins.†Ã‚  By Carey Kinsolving | Creators Syndicate.Warner, John. â€Å"If Only Molly Ivins Could Say Something Now.†Ã‚  Chicago Tribune, Chicago Tribune, 25 Apr. 2018.Hylton, Hilary. â€Å"Remembering Molly Ivins, 1944-2007.†Ã‚  Time, Time Inc., 31 Jan. 2007,.PBS, Interview: Molly Ivins. Public Broadcasting Service.

Journal Prompts for the Elementary Classroom

Journal Prompts for the Elementary Classroom As you design a   journal writing program for your students, its a good idea to use journal prompts so that your students are working on productive creative writing. A journal writing checklist helps your students assess their own progress each time they write. Journal Prompts for the Classroom Here is a list of teacher-tested journal topics to help you get started in your journal writing routine: What is your favorite season? Describe how you feel during different times of the year.What is your favorite game? Think about indoor games, outdoor games, board games, car games, and more!Write about your favorite subject in school. What is your least favorite subject?What do you want to be when you grow up? Choose and describe at least three jobs that you think you would enjoy.What is your favorite holiday and why? What traditions do you and your family share?What qualities do you look for in a friend? How do you try to be a good friend to others?Have you ever had to apologize for something you did? How did you feel before and after the apology?Describe a typical day in your life. Use sensory detail (sight, sound, touch, smell, taste) to make your daily experience come to life.Describe a fantasy day in your life. If you could design a whole day to do anything and everything you wanted, what would you choose to do?If you could choose one superpower to have for a day, which would you select? Describe in detail your activities as a superhero. Should children have strict bedtimes? What do you think is a fair bedtime for children your age and why?Write about your brothers and sisters. If you dont have any, do you wish you did?What is more important in life: presents or people?What do you think is the perfect age to be? If you could choose one age and stay that age forever, what would you choose?Do you have any nicknames? Describe where the nicknames came from and what they mean to you.Write about what you do on the weekends. How do your weekends differ from your weekdays?What are your favorite foods? What are your least favorite foods? Describe how it feels to eat each of the foods.What is your favorite type of weather? Write about how your activities change with different types of weather.When you are feeling sad, what cheers you up? Describe in detail.Describe your favorite game. What do you like about it? Why are you good at it?Imagine that you are invisible. Write a story about the day you turned invisible.Describe what its like to be you. Write about a day in your life. What is the most interesting thing that you know how to do? What makes it interesting and why do you do it?Imagine that you went to school and there were no teachers! Talk about what you did that day. Edited By: Janelle Cox

D2 Assignment Example | Topics and Well Written Essays - 250 words - 3

D2 - Assignment Example fety, I.5 – The educator shall not intentionally expose the student to embarrassment or disparagement, and I.8 – The educator shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law (National Education Association, 1975). Explore the Issue (state the facts): The student diagnosed with ADHD scares the younger children at times. The student has a medical condition that causes this behavior. The teacher of the younger students wishes to know what the issue is with the diagnosed student to be able to better handle the effects on his or her students. Initial ideas to solve the problem: If the student directly affects the students in the other teacher’s class, disclosure is acceptable. If the student does not directly affect the students in the other teacher’s class, disclosure is not needed. Actions can be taken to work with the student who is diagnosed in attempt to mitigate the issue. 3. Work with the other teachers being affected by the student’s behavior, and the student themselves, as well as the parents of the diagnosed student to create an IEP that serves to meet the needs of the student, as well as all of the needs of other students that may be affected through the assistance of all adults involved. Revisit, Reflect and Finalize Solution: The best solution is to work with the administrators, counselors, parents, and other affected teachers to come up with an IEP (Individualized Education Plan), which will afford all students the best possible learning environment, and at the same time, ensure that the needs of all students are being met to the educator’s and to the school’s best

Assignment week 3 Example | Topics and Well Written Essays - 1750 words

Week 3 - Assignment Example A defendant is overwhelmed by his attorney s references to legal code numbers and statute paragraphs. He does not understand what these terms mean. The communication between these two parties suffers from __________. After reading the articles entitled, â€Å"Read, At Rilers, a Roadblock to Reform† and â€Å"Experience NIC’s Blended Leadership for Captains† as well as watching the video â€Å"Roselinde Torres: What it takes to be a great leader†, what leadership issues do you envision addressing as senior management of a correctional facility? What steps would you endorse and implement to address those chosen issues? Do not forget to provide applicable examples from the articles and video in your response.----- The leadership issue that should be envisioned is that the senior manahgement should be bold in order to avoid compromising their authenticity. They should exercise their full authority in order to obtain the desired goals. During the course of a raid, communication between SWAT team members suffered as excessive static overwhelmed radios. Within the communication process, this static can be viewed as ________ since it interfered with the communication. A correctional officer is upset with the way shifts are scheduled. He decides to air a grievance with the correctional sergeant and provide feedback about the way the sergeant is scheduling work. The officers communication is best considered ________. A training academy instructors trains new recruits on the legal code by communicating to them the relevant laws/statutes that they should be aware of. The training academy instructor, in this example, is the ________ in the communication process. A prison warden regularly consults with her staff regarding key policy decisions, soliciting their input and asking them to vote on major changes. This

Say Yes to Homosexual Marriage Essay Example for Free

Say Yes to Homosexual Marriage Essay Everyone can marry the person they love, the murderers, the corrupt official, the beggar , the thief , the old spinster can get married. Gay, however, cannot. marriage is the last process and expression of love. Traditionally, marriage is an institution and promise about a man and a woman to live forever and form a kinship under the law. Our city – Hong Kong thinks homosexuality is unacceptable. Homosexuality can be classified into two categories: gay and lesbian which a man loves a man and a woman loves a woman respectively. It is a sexual orientation that one can in love with others that share the same sex. Homosexuality marriage is a kind of marriage between two people in same sex or gender. Why homosexual marriage should not be encouraged? A marriage is simply about two people love each other and willing gives a commitment for the relationship. It shouldn’t be banned since gay marriage encourage people to build up a stronger family ties, love is first-rated in terms of marriage and it’s unrelated of gay marriage to trigger other improper forms of marriage .So same-sex couples should have the same legal right of marriage as different-sex couples. The biggest argument for people against same-sex marriage is that it will totally damage and spoil the value of family and affect society in some ways. However, it’s far beyond the truth. As for today, there are lots of sexual problems and sexually transmitted disease in our society such as AIDS. It is the result of improper, unprotected and careless sexual relation. To allow same-sex marriage can help people to build a strong family belief and minimize the problems of the improper sexual lifestyle in society. Marriage is an encouragement asking people to settle down for your partner and is a promise that two in loved people will work to build their own life. Strasser (2006) stated that homosexual marriage sometimes give a helping hand in rebuilding relationship between people. Due to the prohibited of homosexual marriage, thousands of gay people have unsteady relationship. What even worst is they, usually, are having unprotected sex with different partners. This distorts the value of relationship and love. The legalization of same-sex marriage pushes gay couples to build up their family and stop the frivolous life. Eskridge(2011) remarks that marriage can  be classified into private and social institution. For the social institution, marriage is a way to build kinship among two individuals. Thus, it can stabilize and keep society in a harmonic situation as it can group people into ‘us’ as a whole. Absolutely true, the point is that gay marriage would not affect the harmony of the society. More importantly, the prohibition of same-sex marriage have created lots of noise and demonstration in our society, it rather destroy the harmonious rather than stabilizing it. Therefore, why couldn’t approve homosexual marriage to attain a win-win situation? Those who against homosexual marriage stated that it would violate the meaning of marriage and does not respective to what marriage really means. However, do they really know what being married really means? Marriage is all about love. Love is everything its cracked up to be. Thats why people are so cynical about itIt really is worth fighting for, risking everything for. And the trouble is, if you dont risk everything, you risk even more. ( Jong, 2010, P.45) Love should not depends on its gender but feeling. Getting married is the last process of ending the long love journey. It is the one and the only way to show how much a couple loves each other. This is actually what marriage means and the thought behind. Marriage should not just limit to one man and one woman, instead, it should be available for two people no matter what their gender are. â€Å"Over time, people came to view marriage as a relationship between two individuals who were free to organize their partnership and their parenting on the basis of their personal inclinations rather than pre-assigned gender roles.† (cootnz, 2011). Gender, nowadays, become a less essential element of marriage because our feeling matter most. If society only allows different-sex marriage, isn’t it violating the principle of marriage – love and promise? There’s an argument stating that same-sex marriage would lead to the rise of another serious problem towards morality. It could have chain effect that increases the opportunity of other kinds of improper marriage and it distorts the original idea of marriage. The improper marriage includes polygamy: a marriage between a man and two or more wives, Bestiality: a sexual relations between a human and an animal, could be follow. Is same-sex  marriage provide a ‘ slippery slope’ for another forms of marriage? That is not true. The case of having multiple wives and having sexual relation with an animal is too extreme and totally unrelated. Even if there is none case of gay marriage, it couldn’t guarantee the improper marriage like polygamy and bestiality will not happen. Marriage is only about two human beings who are in loved with each other without considering the gender so marriage is just about loves. Wolfson (2003) noted that homosexual marriage sets a precedent for future cases of polygamy and bestiality. This is the weirdest argument because polygamy and bestiality is not just about two human beings. Thus, allowing gay marriage is not a slippery slope of other sort of marriage. Pinello (2006) noted that without true love, marriage cannot be maintained. The ultimate goal of love is getting married. And what’s marriage about is love. Banning homosexual marriage is a cruel way to avoid two loved people to stay with each other. Moreover, it’s not wrong because gay marriage encourage people to build up a stronger family ties, love is first-rated in terms of marriage and it’s unrelated that gay marriage will trigger polygamy and bestiality. Thus same-sex couples should have the same legal right of marriage as different-sex couples. APA referencing: 1) coontz, S.(2011,January 9), from http://www.stephaniecoontz.com/articles/article55.htm/ 2) jong, E (2004). What do women want (3rd ed.) Germany: HarperCollins 3)Eskridge, W.()Case for same sex marriage : from sexual liberty to civilized commitment, New York: free press. 4) strasser, M. (2006) Legally Wed: Same-Sex Marriage and the Constitution, Ithaca: Cornell University Press 5) Wolfson, E. (2003, June 2), E-Journal: For Richer, For Poorer: Same-Sex Couples and the Freedom to Marry as a Civil Right , from http://www.drummajorinstitute.org/library/article.php?ID=5518 6) Pinello, D(2006) Americas Struggle for Same-Sex Marriage ,Cambridge , MA : Cambridge University Press

Political Correctness or Freedom of Speech -- Freedom of Speech

The term political correctness (PC) has infringed on our freedom of speech by assuming that the populace is too ignorant to realize what appropriate speech is. This term is now as common in our society as the term, ‘freedom of speech’. It is incomprehensible how these two words have had such an effect on the manner in which our society communicates. The trend casts a negative view on our society by letting political views determine what is appropriate in our social sector. Political correctness, as applied in today’s society, seeks to control freedom of speech and poses a true danger to a free society. The First Amendment’s focus is the protection of our right to express our thoughts through speech, whether written or verbal. By PC’s intrinsic infringement on these rights, it has become a subtle tool used for dismantling freedom of speech and manipulating the flow of information to the masses. The similarities between political correctness and Marxism are nearly endless. Marxism bred political correctness; therefore, its roots lie in a version of Marxist ideology, derived from the Frankfurt School, which sees culture, rather than the economy, as the site of class struggle. Marxist social theory projects the importance of mass culture and communication in social reproduction and domination. The Marxist theory attacks free speech and the demand for diversity and tolerance over everything except individuals and ideologies deemed ‘intolerant.’ This theory is the beginning of the process of transforming a free nation into a Marxist state. When this theory is presented in a subtle manner, it accomplishes its goal. Although it is often the subject of humor, the political correctness’s of Marxist roots impose societal control and denial... ...rrectness: For and Against. Lanham, Univ Pr of Amer. 1995. Print. Kellner, Douglas Critical Theory, Marxism, and Modernity. Cambridge and Baltimore: Polity and John Hopkins University Press. 1989 Print. Heston, Charlton, Winning the Cultural War Speech delivered 16 February 1999, Austin Hall, Harvard Law School Levine, Lawrence W. The Opening of the American Mind: Canons, Culture, and History Beacon Press; 1st ed. 1997 ---Media Culture. Cultural Studies, Identity, and Politics Between the Modern and the Postmodern. London and New York: Routledge; 1995 Mirkinson, Jack . â€Å"Juan Williams: Muslims On Planes Make Me ‘Nervous’† The Huffington Report on the web 21 Oct. 2010. 07 Dec 2010 http://www.huffingtonpost.com/2010/10/19/juan- williams-muslims-nervous_n_768719.html Wheatland, Thomas. The Frankfurt school in exile. Univ of Minnesota Pr, 2009. Print.

Ordering system Essay

Online Ordering Bookshop system is commonly used by most of the establishment. The group dedicated to convert the manual system into automated system because most of the establishments are now using automated system. In the present generation there are many instant ways on how to buy stuff. Going directly to the store is sometimes a hassle thing to do. You would feel disappointed if the product that you want is already out of stock. In order to lessen the inconvenience, most businesses implement an ordering system through phone, and through innovations of technology, some businesses today are engaging in an online ordering system to help them monitor their products easily and give their customers better service. There are still many businesses today which are not aware of what online technology to apply to their business. 1.2 Problem Statement A purchasing system is an important tool for businesses that can be critical for a healthy business operation. It primarily helps vendors to offer their products online, thus, reaching more possible customers. Considering the advantages of having an online purchasing system for stores, still a lot of businesses are not able to enjoy its benefits mainly because of costs from the development and maintenance of such systems. With this reality, only those big businesses are able to profit from this system, widening the gap of the competition. 1.3 Objectives of the Study 1.3.1 General Objective The goal is to develop an online business platform for book vendors and book enthusiasts. 1.3.2 Specific Objective To comply with the general objective, the study must accomplish the following: 1. To create a system that will register different book vendors and their products that will be available for sale online. 2. To create a system that would allow customers to browse, search and buy offered products. 3 Design a system that could generate reports for reference of parties involved. 2 1.4 Conceptual/Theoretical Framework The concept used is the Input-Process-Output (IPO) by Kenneth E. Kendall and Julie E. Kendall (1997) in their book entitled â€Å"SAD 3rd Edition(1997)† referred to as an overview diagram. InputProcessOutput Figure 1.0 Conceptual Framework Figure 1.0 show the theoretical framework that was followed in the development of the system. The input phase shows where the data and information was gathered. The process phase includes the analysis of the acquired information’s as well as the development, design and testing of the system. The output phase will be the proposed study. 3 1.5 Significance of the Study The proposed system will be beneficial to Book traders that can’t afford the cost of developing and maintaining their own purchasing system and for book shoppers who wanted a one-stop shop for their favorite/needed reading materials. 1.6 Scope and Limitation The scope of the proposed system resides on the ability to cater purchases online and generate reports of registered users/vendors, added products and the transactions occurred. This study mainly focuses on the concept of online purchasing, thus, delimits the actual inventory of the products per see. 4 1.7 Definition of Terms Application – A computer program with a user interface. Develop – To bring from latency to or toward fulfillment Diagram – A plan, sketch, drawing, or outline designed to demonstrate or explain how something works Figure – A written or printed symbol representing something other than a letter, especially a number. Framework – A fundamental structure, as for a written work. Generate – To produce as a result of a chemical or physical process Information – Knowledge derived from study, experience, or instruction. Input – Something put into a system or expended in its operation to achieve output or a result Inventory – A detailed, itemized list, report, or record of things in one’s possession, especially a periodic survey of all goods and materials in stock. Internet – An interconnected system of networks that connects computers around the world via the TCP/IP protocol. Online – Connected to a computer or computer network. Output – The information produced by a program or process from a specific input. Phase – A distinct stage of development Process – A running software program or other computing operation. Scope – The area covered by a given activity or subject. System – An organized and coordinated method; a procedure Transaction – A record of business conducted at a meeting; proceedings. 5

Communication and Professional Relationships with Children, Young People and Adults Essay

1.1 – The importance of effective communication in developing positive relationships with children, young people and adults The importance of developing good relationships with children, young people and adults alike cannot be stressed enough. It is vitally important that we demonstrate and model effective communication skills with positive interactions as children are more likely to respond favourably to this. We must know and understand the boundaries of passing on information whilst observing school policies and confidentiality. We must continually check and process our information in moments of stress or excitement so that the children understand our expectations. In a way we should ‘practice what we preach’ or children will find it hard to understand acceptable boundaries. The element of trust must be gained, for without this it is difficult to envisage any real positivity or respect to be formed. In all cases good listening skills are equally important. Particularly with children it is not good practice to simply tell children what to do. Allowing children to talk and responding on their own language level will help them feel their views are valued and will improve their own self-esteem. If a child is perturbed or upset, it is not always easy to find an instant or easy solution, so the more we let them talk and choose our replies carefully (and this may be very little dialogue from us) the more we will gain their trust. I have personally found it good practice to physically be on their level whether teaching or dealing with any problems they may be experiencing. It is particularly important that older children and teenagers are allowed to be heard and express themselves. We may not entirely agree with what that have to say but our attention is vital if they are distressed in any way. Again, it may be good practice to go away and reflect on their views rather that go in ‘gung ho’ and say something we wished we hadn’t, thus damaging their trust in us. If we relate well to others the message we send out will be positive, otherwise communications can break down and it can lead to bad feeling. Developing a good working relationship with adults within the school environment relies on adopting a professional approach. It is important to be thoughtful and choose words carefully, particularly when there are cultural differences. It’s important to listen and be empathetic to parents and guardians. This will help us understand concerns and reassure them wherever possible. A positive approachable attitude will encourage positive relationships, whilst we must always remain professional and follow school policies and procedures. We can provide information on the social welfare and any physical needs of their children. As a mediator we can pass relevant information to the class teacher or line managers. Although we may occasionally liaise formally with parents, it is more often less so. 1.2 – The Principles of relationship building with children, young people and adults The key principles are: †¢ Effective Communication. The main area for developing positive relationships, this covers many different forms of communication †¢ Showing respect. We have to listen and be respectful to other people, be courteous by remembering names and how we address them. It is important to respect and acknowledge different cultures and people with different beliefs. †¢ Being considerate. We need to think about why a person may be acting out of character as they may be under pressure before we respond to them. Consider their feelings and the position they may be in. †¢ Remembering issues that are personal to them. It’s good to remember personal information about colleagues or parents and use them in a positive and not intrusive way. We can ask about their siblings, or other family members. Remembering birthdays and possibly asking parents how their older children are enjoying high school. †¢ Taking time to listen to others. If people confide in us we must take time to listen and show that we are interested, particularly if they require advice or help. We need to then respond in appropriate manner. †¢ Being clear on key points. We must be clear when giving information or instructions in conversations. It is good practice to ask the other person to repeat back our requirements so that they have understood us correctly. †¢ Maintaining a sense of humour. Throughout our important school work and life it is important to inject humour at appropriate times too. It can be a good icebreaker or way of relieving stress and relaxing a situation. 1.3 – How different social, professional and cultural contexts may affect relationships and the way people communicate We can adapt the way we communicate in different professional and cultural situations. I would use more considered and formal language automatically. If it was a meeting or discussion I would consider both my approach and responses, use positive body language and be attentive at all times. I would dress accordingly depending on the formality of the meeting or course. I try to respond promptly to telephone and email messages. I tend to keep communication with those of a different culture as formal as possible until invited to be less so or a good rapport is attained.

Write a Book That Hollywood Will Love (in 5 Steps)

Write a Book That Hollywood Will Love (in 5 Steps) What It Takes to Write a Book that Becomes a Movie Brooke Maddaford, Reedsy editor and former editor at a Big 5 publishing house, shares her tips on what your book needs to be made into a movie, based on her experience editing A Futile and Stupid Gesture: How Doug Kenney and â€Å"National Lampoon† Changed Comedy Forever, which was recently adapted into a Netflix Original Movie.The concept of art being derivative is not new. Hollywood loves making movies based on best-selling books because the audience is built in and the story already works. The film is almost guaranteed to have loyal fans who read the book and are excited to see the adaption, so producers don’t have to agonize about ticket sales.Four of the top five highest-grossing film franchises have literary origins. Forty-seven of the eighty-nine films that have won the Oscar for Best Picture were based on a book, novella, or short story. That’s over fifty percent!But not every good book is adapted into a film. Why is that?Josh Karp was wise to write a bio graphy about National Lampoon because his story spotlights a comedic empire built by famous eccentrics; pretty stellar biographical material already. But it wasn’t the just the brilliant personalities or counterculture backdrop that attracted Netflix. It was how the author swirled together his plot, characters, and setting - and his well-crafted writing - that produced a book with the qualities that Hollywood seeks. (This is a great resource that talks more about â€Å"Show, Don’t Tell.†)Step 5: Don’t Write a Screenplay Masquerading as a BookMy greatest recommendation is this: if you want to write a book, write a book, and if you want to see your story told through film, write a screenplay. Don’t write a screenplay masquerading as a book.   Ã‚  Although both authors and screenwriters are storytellers, a book is a fundamentally different medium than a movie.If you’re uncertain about if you should write a screenplay or a book, ask yourself these questions:Can my story be told in two hours or less? (If so, a screenplay may be best.)Does my story involve a lot of narration or internal dialogue? (If so, write a book.)Do I want my writing to be followed by another robust creative process to translate it to film? (If so, go with a screenplay.)When I think of my story, do I see people reading it or watching it?What does my story want to be? How does it want to be tol d?There are no right or wrong answers to these questions - it’s important to follow your intuition.My advice? Write what you know. And enjoy the process!If you have any thoughts or questions on writing a film-worthy book, drop a message in the comments below.

IPv6 transition Case Study Example | Topics and Well Written Essays - 1250 words

IPv6 transition - Case Study Example Having been appointed as the regional IPv6 transition manager of the Environmental Protection Agency for Berkeley branch, California, this paper discusses by transition plan including the proposed timetable for compliance with the IPv6 Mandate, guidelines, solutions as well as the required technologies for IPv6 transition compliance throughout Berkeley Environmental Protection Agency branch. Fig 1: Dwindling availability of IPv4 addresses Summary of the applicable government IPv6 mandate In order to facilitate the planned transition from IPv4 to IPv6 protocols, the U.S government recently introduced an IPv6 compliance mandate consisting of various regulations and requirements designed not only to accelerate the process but also to help various agencies prepare for the eventual migration into the new protocol. The IPv6 mandate that is scheduled to come into effect on May 30th next year requires all federal agencies to transfer their public facing email services, DNS, websites and othe r related services to the new IPv6 platform. ... Networking Facility at the Branch The networking facility at the Environmental Protection Agency Berkeley branch consists of a single LAN together with a number of Servers, switches and routers. Generally, the networking facility at our small branch at Berkeley is primarily designed to allow all the members of the agency to share information as well as other necessary peripherals such as office laser printers. Internet connection is achieved by means of a local TCP/IP network set up and an ISP account allows all the members of branch to access internet and emails over LAN. On the other hand, the EPA branch has relies on a backbone network for the agency that channels data to the other branches across the country with a local area networks established in each branch. A number of switches have been used to connect various devices such as computers, servers and printers on the same network within the branch. Additionally, routers have been used to tie our multiple networks together ther eby enabling our computers to share a single internet connection. Lastly, the other important services provided by the networking facility of the agency branch include database services, email, disk space and backups. All these systems are however integrated by high speed networks that are currently being managed by our highly skilled technical staff. Summary of the main IPv6-related RFCs that pertain to the IPv6 support There are a number of Request for Comments (RFCs) published by the Internet Engineering Task Force (IETF) that pertains to the current IPv6 support. Since, the early 1990s, the Internet Engineering Task Force(IETF) has always tried to create and define its major standards related to the transition from IPv4 to IPv6 through its working groups that are tasked with

Answer these questions Essay Example | Topics and Well Written Essays - 750 words

Answer these questions - Essay Example In the campaigning groups, for instance, Protestants who are morally upright will discourage rivalry. This creates political sanity in the country, enabling smooth flow of the political realm. It also develops convenient answers to complicated questions, therefore cubing fears while guaranteeing reassurance for the future. According to Islamic religion, the Muslims need to, not only do good to the public, but also influence and impact the public to do good. This is stated in the holy quran 12:55-56. The Muslims join the politics in order to influence the governments to do good. They believe they may not be heard while they are outside the political arena. In an example, Prophet Yusuf, living in a non Muslim country, was asked to be appointed to head the national treasury, he said â€Å"Set me over the store-houses of the land; I will indeed guard them with full knowledge† This is according to the Qur’an. Muslims also believe that they are known to revenge on any any offence against them. The implication of this is that they will always cause chaos wherever they go. To change this perspective in the minds of people, they have to be elected to the national dockets so as to reach the public and change the negative image they have in the public. Practices associated with religion, for example, Literature, arts, music, and traditions are obvious for they have brought many people together enhancing unity among people of different interests. They develop a specific culture, in which the common people have shared practices. The stories within the Bible, like the story of King David and how he became a leader of Israel, have teachings that can be drawn by the modern leaders to shape their moral behavior. An example is when King David became remorseful when he killed Uriah and lay with his wife. From this context, men can always reconcile with people they have wronged while they are in

None Research Paper Example | Topics and Well Written Essays - 2500 words - 1

None - Research Paper Example Interest in the coffee developed, with neighborhood restaurants and hotels asking to be supplied too. While the first bistro is no more possessed by Green Mountain Coffee, the organization now keeps up its base camp in Waterbury, Vermont, where it has a 93,000 square foot 8,500 m2 broiling and dissemination office. Green Mountain Coffee Roasters opened up to the world in September 1993 and is recorded on the NASDAQ Global Select Market under the stock image GMCR. In October 2002, Green Mountain consented to an arrangement to offer reasonable exchange coffee under the Newmans Own Organics mark. In 2005, the organization procured Keurig, incorporated, a producer of single container fermenting frameworks (Gasparro. 2015, p. 5). The organization was positioned number one in The Best Corporate Citizens in 2006 and 2007. On November 13, 2009, Green Mountain declared the procurement of the wholesale division of Canadian coffee supplier Timothy World Coffees for $160 million US. On September 14, 2010, Green Mountain Coffee purchased a second Canadian wholesaler, Quebec based coffee administrations organization Van Houtte, for $920 million. Green Mountain Coffee Roasters then sold the Filter new US coffee administration parcel of Van Houttes business to Aramark on August, 29th 2011 for $140 million. On September 28, 2010, the organizations stock rose to an untouched high, yet the organization uncovered after the businesses shut that the Securities an d Exchange Commission has asked for archives and information from Green Mountain Coffee Roasters identified with an investigation into how it represents an income. The organization reported that U.S. controllers had asked into some of Green Mountains bookkeeping works for, including income distinguished, and the vast stock with a solitary merchant, M. Square. Most scholars accept that the organization practices are

Poloypharmacy in the elderly Essay Example | Topics and Well Written Essays - 1000 words

Poloypharmacy in the elderly - Essay Example Polypharmacy means "many drugs" or the use of more medication than is clinically indicated or warranted (Fulton 2005). It is a problem with significant concern because; it leads to more adverse drug reactions and decreased adherence to drug regimens. The patient may have poor quality of life, high rate of symptomatology and unwarranted drug expenses. Polypharmacy is more of a concern in the elderly because, illness is more common in the elderly and hence the number of prescribed drugs also is more. Although elderly people (>65 years of age) form only about 12 % of population, they represent about 33% of prescription drug and 40% of over-the-counter drug consumers (â€Å"Polypharmacy in the elderly†). Also, the pharmacokinetics of the aged is so different that the effects of the drugs are more. The important age-related changes that affect the pharmacokinetics of the aged are, decrease in lean body mass and total body weight, increased percentage of body fat, decreased protein binding of drugs, increase in volume of distribution for lipophilic drugs that penetrate the central nervous system, decline in the metabolic capacity of the liver, decreased liver mass and hepatic blood flow, decreased renal blood flow and glomerular filtration rate. There may also be changes in the receptor numbers, affinity, and post receptor cellular effects (Laird, â€Å"Polypharmacy in the elderly†). Along with these, the changes in the homeostatic mechanisms can increase or decrease drug sensitivity. The main concern of polypharmacy in the elderly is adverse drug reactions. The adverse drug events not only are the cause for falls, fractures, cognitive dysfunction, postural hypotension, electrolyte disorders and cardiac failure, but also account for about 23% of hospital admissions in the elderly (Brazeau 2001). Drug interactions are responsible for 15-20% of these adverse reactions (Brazeau 2001). Studies have shown that the incidence of adverse drug interactions increases

Solar Radio Emissions: Investigating Reactivated Prominences

Solar Radio Emissions: Investigating Reactivated Prominences Madeleine Eve Andrew Johnston Solar Radio Emissions in Investigating Reactivated Prominences Literature Review Abstract Astronomical objects that have a changing magnetic field can produce radio waves, which are the longest waves in the electromagnetic spectrum. By studying the radio waves emitted by the Sun, astronomers can acquire information about its composition, structure and motion. This aim of the present project is to use solar radio emissions produced during the re-activation of prominences in order to investigate possible energy sources for the activation. The purpose of this literature review is to analyse relevant papers on the subject matter that will be covered in this project, and give a summary of the literature in the field, whilst covering the history and importance of the topic, along with what types of instruments can be used to measure radio waves, and how radio waves are useful in studying prominences and their reactivation. 1 Introduction Radio waves are a type of electromagnetic radiation, which is a form of energy produced whenever charged particles are accelerated. They have frequencies from 3kHz to 300GHz, with corresponding wavelengths ranging from just 1mm to 100km. The understanding of solar radio emissions began in 1942, when an English physicist and radio astronomer, James Hey, was tasked to work on radar anti-jamming methods for the military. He had several reports of severe noise jamming of radars signals in the 4-8 meter wavelength range, and after examination, he realised that the direction of maximum interference was coming from the Sun, and concluded that the Sun radiates radio waves (M. Pick, 2008). The observation of solar radio emissions has proved to be a useful tool in our efforts to understand solar physics., In particular solar radio emissions can be used to study local plasma density and magnetic reconnection, which relates to the release, over periods of a few minutes, of magnetic energy stored in the corona and which accompany solar eruption events like prominences which this project will be focusing on. In addition, radio wave emissions from solar flares offer several unique diagnostic tools which can be used to investigate energy release (A. O. Benz; 2005), plasma heating, particle acceleration, and particle transport in magnetized plasmas. A Solar flare is an observed sudden flash of brightness over the Sun’s surface or the solar limb, powered by magnetic reconnection. Scientists study the Sun through radio emissions and other electromagnetic emissions and this has an additional advantage in that it provides a better understanding other stars, and the important processes they have to offer, such as nuclear fusion, which is a potential alternative energy source scientists have been trying to recreate on Earth for decades. The study of prominences and other eruptive events is important for providing an insight into the mechanics of the interior of the Sun, and also to assist us in the prediction of ‘space weather,’ which can effect satellites, and the Earth’s atmosphere and magnetic field. A solar prominence is a large, bright, gaseous feature that is anchored to the surface of the Sun in the photosphere, and extends outwards into the Sun’s corona in a loop shape. Solar prominences are made from plasma that is roughly 100 times cooler and denser than the plasma in the corona and so, when viewed with the sun as a backdrop, they appear dark, and are referred to as ‘filaments.’ They can last for several months, and are held in place above the Suns surface by strong magnetic fields. The exact composition of prominences is currently unknown, but it has been proposed that they are made up of roughly 10% helium and 90% hydrogen. Solar prominences, like other erupting projectiles, are useful to observe as they are good indicators of the magnetic field pattern of the sun, since they lie above the magnetic neutral lines. There are two basic types of prominences: quiescent and active-region prominences. Quiescent prominences are typically larger than active-region prominences, and also extend further into the corona, often reaching up to and over 30 000 kilometres above the Sun’s corona (T. E. Berger, 2012). In addition, quiescent prominences have a magnetic field of roughly 0.5-1mT, allowing them to extend further from the surface of the Sun than active-region prominences, which are much smaller, have much larger magnetic fields of around 2 – 20mT, and mostly do not travel over 30 000km. This project will largely be focusing on Quiescent prominences, as, extending further away from the Sun, they are easier to study using radio waves. Prominences are always projected from filament channels, which are along polarity inversion lines; where the magnetic field is highly non-potential (J. Chaf, 2005). These channels are the source of all major solar eruptions, such as coronal mass ejections and flares. The temperature of a prominence that hasn’t erupted, is typically , and these often appear as a long horizontal sheet of plasma. Several different models have been proposed in order to explain how cool, dense objects like prominences can be supported and thermally isolated from the surrounding hot coronal plasma. It is generally accepted that these models can generally be placed into one of two main categories: dip models, and flux rope models (for example: D. H. Mackay, 2010, D. J. Schmit, 2013, P. F. Chen; 2008). The main similarity between dip models and flux rope models is the suggested existence of concave-upward directed magnetic fields to support the prominence plasma against the downward gravitational force. Following this mechanism, it can be assumed that the plasma in a prominence is frozen to the magnetic field lines. Prominence plasma, however, is actually only partially ionised, and so it is not entirely clear how the non-ionized portion of plasma is supported, and how rapidly the neutral material might drain across the magnetic field lines. Scientists are still researching how and why prominences are formed, and the cause for their reactivation. The models proposing how prominences are supported are vital in understanding their formation and reactivation. 2 Radio Emissions with Prominences Measurable coherent radio emissions occur during flares, and are intermittent and in bursts, driven by the magnetic reconnection process, giving them the term ‘radio burst.’ Previous experiments (J. P. Raulin; 2005, J. P. wild; 1956, R. F. Wilson; 1989, G. Swarup; 1959) in measuring radio emissions produced from prominences have found that Type I bursts are predominantly emitted, Type I being characterised by their long lifespan lasting from hours to days, having a frequency of 80-200mHz with corresponding wavelengths of roughly 2m, and being produced by electrons with a charge of several keV within coronal loops. Moving Type IV radio bursts are also associated with prominence eruptions, these last from half an hour to 2 hours, with a frequency of 20-400MHz, and a corresponding wavelength range of 1 to several meters. As mentioned in the introduction, scientists can use radio waves to gain an insight into how plasmas behave during the prominence eruption process. This can be done through magnetohydrodynamics (MHD), which is the study of the dynamics of electrically conducting fluids. Scientists have previously used MHD equations in investigations to understand the formation and reactivation of prominences (J. A. Linker; 2001, D.J. Schmit;2013, G. P. Zhou;2006, A. K. Srivastava; 2013). An investigation using SDO/AIA (T. E. Berger; 2012) on the formation of prominences produced a series of images that showed the reactivation of a prominence. The sequence showed that after a prominence has completed its eruptive cycle, it slowly disappears due to drainage and the lateral transport of plasma, and a bright emission cloud forms in the upper regions of the coronal cavity. The cloud descends towards the lower region of the cavity while successively becoming brighter, and a new prominence then forms, rapidly growing in both the vertical and horizontal dimensions. The new prominence is the reactivated old prominence. The coronal cavity core in the image then grows darker as the reactivated prominence continues to grow. The reactivated prominence reaches its maximum size after a number of hours, and the emission cloud in the cavity reduces correspondingly. Using the time sequence of images from this T. E. Bergers paper, an idea of what to search for in data to find reactivat ed prominences can be formed. Work has been performed (by C. Chifor; 2006; D. H. Mackay; 2010, D. J. Schmit, 2013) which also investigates how prominences are formed, concluding that reconnection events trigger different phases in prominence eruption. The flux rope model discussed earlier has been found to be a good model in several investigations (S. E. Gibson; 2006, P. F. Chen; 2008, G. P. Zhou, 2006). Helical field lines provide a support for the mass of the prominence, and are capable of storing the magnetic energy needed to propel the prominence. A coronal flux rope can be interpreted as a magnetic structure which consists of field lines that intricately twist around each other a number of times between the two ends that are anchored to the photosphere. Studies mentioned earlier involving MHD have been found to support the flux rope model, making the model a good investigation point for the project. Further research has been carried out into the cause of reactivated prominences (R. F. Wilson; 1989), producing evidence that suggests that as the initial prominence dissipates, a ‘feed-back’ mechanism occurs, during which interactions of the large scale loops trigger burst activity in lower lying loops. 3 Instruments There are two main types of instruments that can be used to observe objects in the radio wave portion of the electromagnetic spectrum, the type selected for use depending on the strength of the signal and the amount of detail needed. The first type of instrument comprises radio telescopes, which are a form of directional radio antenna. As the range of frequencies in the radio wave portion of the electromagnetic spectrum is very large, there are a variety of different antennae that are used in radio telescopes, differing in their size, design and configuration. When measuring wavelengths of 30-3 meters, the radio telescopes use either directional antenna arrays, or large stationary reflectors with moveable focal points. At shorter wavelengths dish style radio telescopes are more largely used. The second type of instrument comprises radio interferometers, which are made up of arrays of telescopes or mirror segments. The main benefit of using a radio interferometer is that the angular resolution is similar to that of a radio telescope with a large aperture, however, radio interferometers do not collect as many photons as radio telescopes, and they cannot detect objects that are too weak. However, an array of telescopes will provide very good resolution as a result of aperture synthesis. Aperture synthesis is an imaging process that mixes signals from the array of telescopes to produce images with an angular resolution equivalent to that of a single instrument with a diameter equal to the overall size of the array of telescopes. This makes it easy to obtain high resolution images of the Sun. SDO/AIA EUV Several different types of data that can be used to review the radio emissions of the Sun in order to extract information on prominences have been researched. The first is SDO/AIA EUV data; SDO being the Solar Dynamics Observatory, which is a NASA mission that has been observing the Sun since 2010. The goal of the SDO is to understand the influence of the sun on the Earth and close space by studying the solar atmosphere over time and space in many wavelengths at the same time. Currently, investigations are focused on how the Suns magnetic field is generated and structured, and how the stored magnetic energy is converted and released into the heliosphere and geospace in the form of solar wind, energetic particles, and variations in solar radiance, which is the measure of the power per unit area on the Earth’s surface. The SDO uses the Atmosphere Imaging Assembley (AIA), an instrument which provides continuous full-observations of the solar chromosphere and corona in seven extreme ultraviolet channels. The AIA is comprised of four telescopes providing individual light feeds to the instrument. The Extreme Ultraviolet Experiment (EUV) is the instrument that measures the Sun’s extreme ultraviolet irradiance, and incorporates physics based models in order to further understand the relationship between EUV variations and magnetic variation changes in the Sun (N. Labrosse, 2011). Fig 1. This image is an example of SDO/AIA data, taken from (T. E. Berger; 2012) from a time sequence which investigates the radio emissions from the Sun leading up to the reactivation of a prominence event. Using the data produced by the two, an image can be created of the Sun that combines physical processes such as prominences, with information on the magnetic field at the time. An example is shown in ‘Fig 1’ above, which shows a reactivated prominence eruption and its corresponding radio emission in the form of a cross-sectional image of the surface of the Sun. Data collected from the AIA has been made public through online databases, providing a ready set of images and films that can be analysed in order to observe prominences and their reactivation for this project. NoRH The second type of data that will be focused on in order to infer radio emissions from the Sun is Nobeyama Radioheliograph data. The Nobeyama Radioheliograph is an array of 84 antennas dedicated for solar observation at the Nobeyama Radio Observatory, located in the Japanese Alps, and was constructed with the purpose of observing the Sun, using non-thermal emissions in particular. The Nobeyama Radioheliograph is a radio interferometer, and the original data comprises sets of correlation values of all the combination of antennas. The antennas correspond to the spatial Fourier components of the brightness distribution of the solar disk. The Nobeyama Radioheliograph is particularly useful in studying prominences (M. Shimojo, 2005), as due to its large daily observation window, combined with the low time resolution of 1 second, and a spatial resolution of roughly 13†, it can produce highly dynamic images. Even though the NoRH is ground based, the consequences of the surrounding weather conditions are minimal compared to that of other ground based observations, and observations can take place even in turbulent unclear weather. NoRH has also developed an automatic detection method, the most important factor in using the instrument to detect prominences, as data will be recorded automatically when there is an eruptive projectile. However, due to the limited time resolution and the field of view, NoRH cannot detect vary fast or very slow eruptive events, simultaneous events, and events where the structure has a weak brightness. Fig 2 This is an image taken by the NoRH (M. Shimojo) which is an example of a prominence eruption, recorded by the automatic limb detection method. The panels are negative images, so the dark region indicates the high temperature. NoRH uses the radio interferometer to create images of the Sun such as in ‘Fig 2,’ which is an example of use of the automatic limb detection method to record images of prominence eruption. Data recorded from the NoRH automatic limb detector has also been made public through online databases, giving a further set of images that can be analysed in order to extract information on prominences and their reactivation. 4 Conclusion The topics covered in the papers that were researched lead to an adequate proposal of how to investigate the reactivation of prominences. Using NoRH and AIA data from SDO, the radio bursts emitted during the collapse and reformation of a prominence, an idea of what causes the reformation can be found. The investigation will centre on the different models, primarily the magnetic flux rope model, and the magnetohydrodynamics behind them that have been proposed for the formation of prominences, and how these models could support the ‘feed-back’ theory. 5 References J. P. Wild, H. Zirin. On the Association of Solar Radio Emission and Solar Prominences (1956) 320, 322, 323 G. Swarup, P. H. Stone, A. Maxwell. The Association of Solar Radio Bursts With Flares and Prominences. Radio Astronomy Station of Harvard College Observatory (1959) 725,726 R. F. Wilson, K. R. Lang. Impulsive Microwave Burst amd Solar Noise Storm Emission Resolved with the VLA. Department of Physics and Astronomy (1989) 856, 864, 866 J. A. Linker, R. Lionello, Z. Mikic. Magnetohydrodynamic Modeling of Prominence Formation with a Helmet Streamer. Science Applications International, California (2001) A. O. Benz, H. Perret, P. Saint-Hilaire, P. Zlobec. Extended Decimeter Radio Emission After Large Solar Flares. Institute of Astronomy, Switzerland (2005) 954, 955 J. Chaf, Y. Moon, Y. Park. The Magnetic Structure of Filament Barbs. (2005) 574-578 J. P. Raulin, A. A. Pacini. Solar Radio Emissions. Universidade Presbiteria Mackenzie (2005) 741-745 M. Shimoji, T. Yokoyama, A.Asai, H. Nakajima, K. Shibasaki. One Solar-Cycle Observations of Prominence Activities Using the Nobeyama Radioheliograph 1992-2004. University of Tokyo, School of Science (2005) 85, 86 S. E. Gibson, Y. Fan. Coronal Prominence Structure and Dynamics: A Magnetic Flux Rope Interpretation (2006) 1-5 G. P. Zhou, J. X. Wang, J. Zhang. Two Successive Coronal Mass Ejections Drivin by the Kink and Drainage Instabilities of an Eruptive Prominence (2006) 1244 C. Chifor, H. E. Mason, D. Tripathi, H. Isobe, A. Asai. The Early Phases of a Solar Prominence Eruption and Associated Flare: a Multi-Wavelength Analysis. Department of Applied Mathematics and Theoretical Physics, Centre for Mathematical Sciences (2006) 966-968 P. F. Chen, D. E. Innes, S. K. Solanki, SOHO/SUMER Observations of Prominence Oscillations Before Eruption. Department of Astronomy, Nanjing University (2008) 4,5 M. Pick, N. Vilmer. Sixty-five years of Solar Radioastronomy: Flares, Coronal Mass Ejections and Sun-Earth Connection. Astron Astrophys Rev (2008) 6,7 D.H. Mackay, J.T. Karpen, J.L. Ballester, B. Schmieder, G. Aulanier. Physics of Solar Prominences: II – Magnetic Structure and Dynamics. Springer Science and Business Media (2010) 335-338 N. Labrosse, K. McGlinchey. Plasma Diagnostics in Eruptive Prominences from SDO/AIA Observations at 304 A. University of Glasgow (2011) 2-4 T. E. Berger, W. Liu, B. C. Low, SDO/AIA Detection of Solar Prominence Formation Within a Coronal Cavity. National Solar Observatory (2012) 1-4 D. J. Schmit, S. Gibson, M. Luna, J. Karpen, D. Innes. Prominence Mass Supply and the Cavity. Max Planck Institute for Solar System Research (2013) 1-5 A. K. Srivastava, B. N. Dwivedi, M. Kumar. Observations of Intensity Oscillaations in a Prominence-Like Cool Loop System as Observed by SDO/AIA: Evidence of Multiple Harmonics of Fast Magnetoacousic Waves (2013) 31