College Success Essay -- essays research papers

Skills That Are Important For College Success University Of Phoenix Gen 300 Skills For Professional Development   Ã‚  Ã‚  Ã‚  Ã‚  It seems in the society we live in today, having a college degree is a necessity. Years ago it was the norm for people to just go right into a full time job after high school, if they even finished high school; they did this to support their families. In today’s society a person has a difficult time getting a decent job without a college degree. During an adults working life, bachelor degree graduates will earn about $2.1 million and a high school graduate can expect to earn an average of $1.2 million (Day and Newburger, 2002). This is quite a difference and it puts a college education in perspective. With college come the skills needed to be successful. Every student who enters into a college level program needs to bring some very useful skills with them. The first is the maturity to know that college isn’t high school and the discipline level needs to be higher. The classes on a college level are more demanding and require a whole laundry list of skills. To accompany maturity would be critical thinking skills. According to Keys to College Studying a Lifelong Learner chapter 4, â€Å"critical thinking is thinking that goes beyond the basic recall of information†. The college student needs to question why something is the way it is, this is the way we learn. A college student will get more out of a subject if they question it. Why does that reference need to be cited that way? How does that formula work and will it work if I use it in this manner? A high school student takes something a teacher tells them and for the most part doesn’t question it. A college student should apply his or her critical thinking skills and pull the concept apart. When we do this we learn so much more. Time management is a key skill for college students to master. A person who can manage their schedule and personal responsibilities effectively can make the most out of a college student’s most precious resource, time (Study Skills, USF 2005). Time management goes hand in hand with goal setting. In order to effectively manage your time you need to set short term and long term goals and then link those goals to your values (Keys to College Studying, Carter Bishop, and Kravits, 2002). After we set goals we need to prioritize them to make sure ... ...lement this process in my school work. Thinking through situations instead of rushing in to finish quickly is part of my plan. I need to be more methodical at how I approach my school work and I need to be more disciplined. Discipline is probably my biggest culprit when it comes to school work. I love to procrastinate and cut corners if I can; anything to get things done faster. What I need to do is become more disciplined with my time management and if I do that I will have better control of my time. Once I have better control of my time I can start making more time for the readings that I procrastinate on. I value the college education that I am getting and I try not to take for it for granted. With the rising cost of education in this country and the importance that employers are placing on education. I plan to continue honing the skills I have learned and I hope to learn new ones to make my education that much more enjoyable. The best way I can implement my plan is to become more disciplined with the way I do it. In the future I can only hope that my son sees the value in a good education and is disciplined enough to see it through to a degree.   Ã‚  Ã‚  Ã‚  Ã‚  

Examining Exclusivity in Mass Marketing

Explain why Sears or Wal-Mart cannot effectively create a trendy counterculture image. High volume and mass appeal are at the core of one-stop-shop retailers like Sears and Wal-Mart. These stores are the culture others are trying to counter. Wal-Mart relies on mass production of the products they sell to keep manufacturing and shipping costs down. This allows them to maximize profitability. Profitability is not at the core of counterculture; unique style and individualism are. Counterculture is the alternate of culture, even a subculture. For an active member of the counterculture to shop at a store that sells toilet paper a few isles down from their jeans defies the very image they are set to create or maintain. This is the same reason Urban Outfitters cannot sell Craftsman power tools. This would counter the counterculture image Urban Outfitters is built upon. Could the big box stores sell merchandise identical to Urban Outfitters? Explain your answer. Big box stores can sell merchandise identical to niche stores like Urban Outfitters to keep up with trends. Stores like Costco can produce, ship and stock merchandise on a large scale in hopes of increasing profitability. Seemingly exclusive products appeal to the masses that do not normally shop at, or cannot afford to shop at more exclusive retailers like Urban Outfitters. This in itself is a trend because once the product is no longer exclusive, it will eventually no longer sell as it did previously. Also if the once exclusive product sells at all is a gamble in marketing and sales. Matching the appeal of the original product, timing of launch so as to miss out on the value while it exists and availability to the masses can impact how well a trendy product will sell at a big box store. If it does, what is the effect on the exclusivity once offered by Urban Outfitters? Identify at least three reasons why exclusivity is valuable.

Methamphetamine abuse

Methamphetamine abuse is a major problem in the United States, as it increases spreads from Western parts of the country to other parts. With its root in the Hawaii, it has gradually spread to the Southern and Mid-west part of the states; and is increasingly associated with unsafe and frivolous behaviors that predispose to transmission of infectious diseases like hepatitis B and C, and even the dreaded virus, HIV.   Of course, the later condition makes it more worrisome for the government, health care workers and Drug agency. It is associated with brain damage, serious cardiovascular disorder, behavioral changes, psychotic symptoms, depression, and deleterious effects in pregnant women. This is a situation where an individual consumes methamphetamine in quantities that are above a therapeutic abuse, without prescription, and for unsolicited personal gains. It presents with short term gains such as euphoria accompanied by rush, high level of activity and increased attention. Methamphetamine is used as therapeutic drug in attention deficit syndrome, and is used to treat narcolepsy, a sleep disorder. Methamphetamine is a Schedule II stimulant. This implies that it had a high addiction tendency and increased potential for abuse. Although it is only available through a prescription that can not be refilled, it is abused by many within the country. Most of these are man aged 18-25white. Etiology The cause of this abuse can not be divorced fro the use of drug for personal or group work. In most cases of abuses [ if not all], methamphetamine is taken as a   neuroactive stimulant to produce short term effects in the individual. Such effects include: euphoria, rush, increase rate of breathing, Increased attention and concentration, Increased activity and wakefulness, reduced appetite and decreased fatigue. It also increases libido. These short term advantages are associated with a good feeling in the user. Besides, it does not last long enough, and as a compensatory mechanism, methamphetamine drub users and chronic abuser engage in continual use of drug, increased consumption frequency. Sometimes, they take high dose of the drug to increase the effect of the drug on their behavior such as improved sexual performance, better attention and increased tendency to work better and more effectively. Methamphetamine comes in a variety of forms. It can be smoked, snorted, injected, or orally ingested. The method that is adopted by a region depends on the cultural behaviour with respect to other abused drugs and the pattern of choice has changed over time. Of these methods, smoking is commonest because of its faster rate of absorption into the brain to produce the desired effects. One other factor that contributes to Methamphetamine abuse is that it is e readily available at local clandestine laboratories. Although it is manufactured by foreign specialized laboratories, the ingredients for its manufacture are readily available over the counter at affordable prices; as a result, it is produced for local use. This contributes greatly to its widespread use. Pathogenesis Methamphetamine is similar to amphetamine but they do not share essentially the same properties of site of action. It is particularly similar to dopamine structurally. Its primary site of action is the brain.   Although t shares certain similar behavioral and physiological effects with cocaine, it is different from it in its mechanism of action. It has a high retention rate in the body. This implies that is not readily eliminated from the system via excretion or detoxification in the liver. Since its primacy site of action is the brain, its absorption and long stay in there increase its stimulant action. Central to this action is the fact it increases the levels of the brain chemical dopamine. Dopamine is a neurotransmitter that is involved in emotional motivation, pleasure, and motor function.   Methamphetamine blocks dopamine re-uptake, while increasing the release of dopamine, leading to much higher concentrations in the synapse, which can be toxic to nerve terminals. This has an implication in chronic abusers, their increased frequency of consumption or ingestion of higher concentration potentates these effects and makes dopamine readily available for its deleterious effects on neurons. Clinical Features The symptoms of methamphetamine abuse and sign elicited on examination arise from the euphoria of short term effect, and the toxic effects of dopamine by virtue of long term use. The short term effects have been mentioned earlier. The long term effects are usually negative: one of such is addiction. Association with chronic consumption of the methamphetamine is increased tolerance for the substance. This creates a preparatory ground for addiction. Other symptoms seen in chronic abusers of methamphetamine include anxiety, confusion, insomnia, mood disturbances, and violent behavior. They also can display a number of psychotic features, including paranoia, visual and auditory hallucinations, and delusions.   Memory Loss, Aggressive or violent behavior, Mood disturbances, severe dental problems, Weight loss also form part of features seen in this category of people. Treatment The alarming rate of spread of methamphetamine indulgence across the nations is worrisome for health care providers. It is equally a headache for every member of the community interested in safe sexual behavior, peace and progress; those averse towards violence and communal clashes which have been associated with methamphetamine abuse. In the midst of this sad picture emerges the god news that methamphetamine abuse can both be prevented and more interestingly treated. Since the disorder includes brain damage which presents in functional and behavioral disturbances, the treatment options available are targeted at these. Treatment of methamphetamine intoxication is primarily supportive. Treatment of methamphetamine abuse is behavioral; cognitive behavior therapy, contingency management, and the Matrix Model have proven effective. Treatments by use of drugs are under investigation. REFERENCES Winslow BT, Voorhees KI, Pehl KA., Methamphetamine abuse. Swedish Medical Center Family Medicine Residency, Littleton, Colorado 80121, USA. http://www.drugabuse.gov/about/organization/cewg/pubs.html. http://www.nida.nih.gov/ResearchReports/Methamph Injury associated with methamphetamine use: A review of the literature Hawaii Med J. 1997;56:34–6, 44. [PubMed]; Murray JB. Psychophysiological aspects of amphetamine-methamphetamine abuse. J Psychol. 1998;132:227–237. †¦ www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1448174 Psychophysiological aspects of amphetamine-methamphetamine abuse. From: The Journal of Psychology | Date: 3/1/1998 | Author: Murray, John B. †¦ www.encyclopedia.com/doc/1G1-20565391.html Thomas Ernst, PhD, Linda Chang, MD, Maria Leonido–Yee, MD and Oliver Speck, PhD Evidence for long-term neurotoxicity associated with methamphetamine abuse http://www.neurology.org/cgi/content/abstract/54/6/1344 Methamphetamine Abuse During Pregnancy: Outcome and Fetal Effects BERTIS B. LITTLE, MA, PhD, LAURA M. SNELL, MPH and LARRY C. GILSTRAP, III, MD ttp://acogjnl.highwire.org/cgi/content/abstract/72/4/541   

Education authority staff Essay

By you consistently adhering to the writing guidelines By meeting agreed timescales and deadlines Through regular monitoring of output by your team leader. Through joint meetings with other writers to set and maintain the standard Through feedback from the engagement process Finally, sign off for outputs will be agreed by the Program Director following advice from a final validation panel comprising members of all four partner organisations. A checklist for writing outcomes Does the outcome conform to the following criteria? 1. Is it written in clear English, appropriate as far as possible to the level? 2. Does the outcome: Specify what may be: i. learned – knowledge, understanding or skill? ii. Experienced? iii. Indicate or direct the selection of learning activities? iv. Allow evaluation of the outcome: v. By the young person? vi. By the teacher? vii. Does the outcome include an appropriate ‘action verb’? viii. Does the outcome demand more of the young person than consider features of outcomes at the earlier level? Technology in K-12 education [8] Generation Y is an innovative curriculum and resource solution for grades 3-12 that promotes school wide technology infusion. It is a technology program with a twist. Gen Y students develop technological fluency while learning how to share their knowledge with others. Each student is paired with a classroom teacher who needs help integrating technology into their practice. Each student/teacher team decides on a curriculum component or lesson to enhance with technology. Students learn about pedagogy and lesson plan design while developing their communication, planning and project management skills. The partner teacher receives support for their technology projects when and where they need it – in their classroom. The result is authentic project-based learning for the students and sustainable technology professional development for the teachers. This powerful model has been refined and proven in real classrooms around the world. The students are empowered to see themselves as valuable members of the educational community. They take this responsibility very seriously, becoming invaluable resources and helping teachers and their schools throughout their school career. For six years, Generation Y has been delivered in almost any conceivable school setting. From Native American villages in Alaska and Washington to all secondary schools in the Virgin Islands, to remote towns in Wyoming to urban schools in empowerment zones in Philadelphia, Cincinnati, Seattle, Los Angeles and Washington DC. â€Å"Through this technology infusion, participating educators receive individualized support as they strengthen their use and integration of new technologies. Students learn technology, communication, collaboration, and project management skills in an authentic, personally meaningful context, and many go on to further extend their skills through advanced school or community service projects. † Generation Y is one of most researched educational technology programs in the United States. Since the start of the Technology Innovation Challenge Grant (TICG) program, the Northwest Regional Education Laboratory (NWREL) has served as an independent external evaluator. Feedback from every stakeholder group was woven back into the curriculum materials, the online support tools and the assessment design. The resulting program is a strong model that supports a wide variety of uses and classroom profiles. Test for the effectiveness of curriculum towards meeting its aims and objectives [6] Is it possible to anticipate whether or not the curriculum meets its aims? One simple test to apply makes use of the set of guiding principles of good education proposed by the American Association of Higher Education. According to these a good curriculum should: Encourage staff/student contact Encourage co-operation between students Encourage active learning Provide prompt feedback on performance of both teacher and taught Emphasise `time on the task’ Respect the diverse talents and ways of learning brought to the course by the students Evaluate itself Display a clarity of aims and objectives. Make use of the educational literature Conclusion One telling criticism that can continue to be made of any approach is that there is no social vision or program to guide the process of curriculum construction. Designing a curriculum not a simple matter and there is no single ‘best’ answer either in the form of the curriculum or even the methodology adopted for its design. A final question we might ask is whether or not it is possible to determine if the result is any good. One way is by always including a careful student of the course once it has been given. Evaluation of this sort is essential and should always be treated seriously, allowing sufficient time in class for any survey questionnaire to be filled out and with the results carefully summarised. It is good practice to post a notice giving the results of the evaluation and providing an instructor’s commentary. References 1. p 10, Kelly 1983, Kelly 1999 2. v50 n6 p488-496 Mar 2007, Stansberry, Susan L. ; Kymes, Angel D. , Journal of Adolescent & Adult Literacy 3. p 23, Blenkin et al 1992: 23 4. p 11, Grundy 1987, Curriculum: Product or Praxis, Lewes 5.77, Stenhouse 1974. 6. David J. Unwin, (1997). Curriculum Design for GIS, NCGIA Core Curriculum in GIScience, 7. http://www. ncgia. ucsb. edu/giscc/units/u159/u159. html, posted January 08, 1998. 8. http://www. newhorizons. org/strategies/technology/martinez. htm 9. Generation Y Evaluation Studies http://www. genyes. org/products/geny/genyresearch 10. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago 11. Wragg, T. (1997) The Cubic Curriculum, London 12. Aristotle (1976) The Nicomachean Ethics (‘Ethics’), Harmondsworth: Penguin. 13. Barnes, J. (1976) ‘Introduction’ to Aristotle The Nicomachean Ethics (‘Ethics’), Harmondsworth: Penguin. 14. Barrow, R. (1984) Giving Teaching back to Teachers. A critical introduction to curriculum theory, Brighton: Wheatsheaf Books. 15. Blenkin, G. M. et al (1992) Change and the Curricula, London: Paul Chapman. 16. Bobbitt, F. (1918) The Curriculum, Boston: Houghton Mifflin 17. Bobbitt, F. (1928) How to Make a Curriculum, Boston: Houghton Mifflin 18. Carr, W. & Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research, Lewes: Falmer Press 19. Cornbleth, C. (1990) Curriculum in Context, Basingstoke: Falmer Press. 20. Curzon, L. B. (1985) Teaching in Further Education. An outline of principles and practice 3e, London: Cassell. 21. Dewey, J. (1902) The Child and the Curriculum, Chicago: University of Chicago Press. 22. Dewey, J. (1938) Experience and Education, New York: Macmillan. 23. Eisner, E. W. (1985) The Art of Educational Evaluation, Lewes: Falmer Press. 24. Foreman, A. (1990) ‘Personality and curriculum’ in T. Jeffs. & M. Smith (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control? Milton Keynes: Open University Press. Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin. 25. Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press. 26. Jackson, P. W. (1968) Life in Classrooms, New York: Holt, Rinehart & Winston. 27. Jeffs, T. & Smith, M. (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control? Milton Keynes: Open University Press. 28. Jeffs, T. J. and Smith, M. K. (1999) Informal Education. Conversation, democracy and learning, Ticknall: Education Now. 29. Kelly, A. V. (1983; 1999) The Curriculum. Theory and practice 4e, London: Paul Chapman. 30. Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London: Heineman. 31. Newman, E. & G. Ingram (1989) The Youth Work Curriculum, London: Further Education Unit (FEU). 32. Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World. 33. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press. 34. Usher, R. & I. Bryant (1989) Adult Education as Theory, Practice and Research. The captive triangle, London: Routledge.

Health and Sustainability of Food Systems in Toronto City Essay

Health and Sustainability of Food Systems in Toronto City - Essay Example Farm inputs used in food production should not contaminate food products with such potentially harmful contents. In this regard, the World Commission on Environment and Development defined sustainable food production processes as those that meet the present consumers’ needs without compromising the ability to meet the nutritional needs of future generations. In this context, food production processes that use harmful pesticides and fertilizers to alter the soil’s natural composition are neither sustainable nor healthy for food systems. However, production processes that utilize environmentally friendly farm inputs not only foster environmental protection but also improve the nutritional soundness of food products in the market. As identified in class, common vulnerabilities in farm inputs sector including but not limited to: use of chemicals, high energy costs and swift evolution of farm machinery. Food production is a business, and farmers expect to earn profits from t heir farm produces. In food production, profit margins are determined by three distinct factors: the cost of production, amount of yield, and market prices of harvested produces. Occasionally, amount of farm yields increase with increased use of inputs like pesticides, while heavy use of pesticides translates to the increased cost of production. In food production, cost of chemicals like pesticides is of a particular concern to farmers. Farm chemicals are expensive; it requires approximately $50-100 million to develop a new inorganic pesticide.

How Linguistics Helps to Explore the Language of Every Field Assignment

How Linguistics Helps to Explore the Language of Every Field - Assignment Example The information might provide guidance to the students in order to feel comfortable with the field by providing the following information. Linguistics is generally defined as the study of language. It brings every concern about the language into consideration. The language can be oral or written. Oral language in any form can be analyzed scientifically. It can be in the form of conversations, speeches or any formal talk. The major subjects of the field of linguistics are Phonetics, phonology, morphology, and sociolinguistics. The various subjects will help the students analyze the language from different perspectives depending on what aspect the person is interested in exploring. There is a debate about the common features that both linguistics and language studies hold. To make one point clear; linguistics and language study has no such distinction in its nature. They study the same aspects and features. The readings and the writers that will help in order to build the background knowledge of the students should be based on the introduction of the field. The readings will help to build the knowledge of the students. The advantages of the field are numerous. Being the primary source of communication between humans, language plays the vital role of inter-connecting humans which forms the basis of nearly all activities of human beings. The students after learning about linguistics will be master at analyzing the language of written and oral discourse. The students can also incorporate the field of literature into linguistics which will help them in the new field a lot.

Cancer Pain Literature review Example | Topics and Well Written Essays - 2000 words

Cancer Pain - Literature review Example The nurses need to understand how to apply their clinical knowledge in the management of pain by identifying the type of pain patient presents with, along with the right medication or treatment strategy to manage it. MANAGEMENT OF CANCER PAIN Pain is one of the most common features of cancer, but it can present itself at any stage and can be both acute and chronic in type. Around 90% of the patients with cancer are likely to experience certain type of pain. This severity is likely to increase should proper medication is not given at the right time (Cancer Pain Overview, 2011). Defined as a physiological identification of a series of electrical and chemical events, pain can take many shapes and levels of severity. Not only the cancer itself but also other clinical situations may cause pain, which may or may not be related to the disease. These may include surgery, use of certain medications and the effects of radiation therapy (Cancer Pain Overview, 2011). Nurses come across the manag ement of pain very regularly, not only in cancer, but also in other care aspects as well. However, cancer pain management is much more challenging due to the constantly changing dynamics of health of the cancer patients. Many reports reveal that although pain is the most common complaint one presents with, it often is not managed properly, with the result that patients do not find complete relief from their ailment (Pain Management, nd). Nurses therefore, have been working on this area of research and creating ways to identify best practices of controlling and eliminating pain, with ease to both the staff and the patient (Zepettella, 2009). The intensity of pain can be of many types and durations, and based on these two factors, the treatment therapy and approach is determined. Patients may have varying types and intensities of pain within the same day, therefore, it is important to analyze and identify they type of pain they are experiencing. At one moment the pain may be regular p ain that is a feature of the normal body. At the other moment, the pain may be of breakthrough kind (Zepettella, 2009). Still other type of pain may be taking place due to pressure on the surrounding structures. Therefore, the key need by nursing professionals will be to correctly analyze the type, severity, duration and cause of pain. There are many concerns that nurses may have regarding provision of pain medication. Nurses are concerned that providing high doses of medication can lead to substance abuse among patients. They also believe that pain should be treated when it occurs and unnecessary medication before the onset of pain is unnecessary. Nurses believe that pain should be physically expressed in order to receive the medication, and that patients may exaggerate their level of pain, which may lead to overdose. These and other such reasons may make nurses hesitate in providing pain medication or high doses of pain medication to their patients (Pain Management, nd). The pain in cancer can be of many types, and the chief determinant is the location where the tumor is expanding along with the regional structures that may be affected by it. Types of pain in cancer from can include nerve and bone pain, soft tissue pain, phantom pain and referred pain respectively (Zepettella, 2009). Some of the common reasons that can trigger such pain include blocked blood vessels in the tumor region, leading to poor circulation of blood, fracture of bones mostly