Pharmacy School Personal Statement Essay Example for Free

Pharmacy School Personal Statement Essay As one of the aspiring pharmacists in the country, my personal and career goal is to be in line with the top-rated practitioners in pharmacy. Hence, it has always been my dream to serve the public, most specially those who are sick and in need of appropriate pharmaceutical assistance. I am aware of the fact that this career demands more of my time because serving these people matters the most. As such, I can say that the work environment in this occupation would never be easy. Moreover, as a postulant in this line of work, I hold on to my oath by rendering quality services for those people who require pharmaceutical aid. As one of the aspiring professionals in pharmacy, I am well guided by my mission and desire to render my quality service for the patients and for this profession. Likewise, assisting people with their pharmaceutical requirements in the most effectual way is one of the most efficient sources of motivation in performance of my duties and responsibilities as medical personnel. Certainly, witnessing people and patients receive the ample service they deserve serves as my primary source of inspiration to move forward and feel optimistic in this field. Ever since I was young, my dream of being a pharmacist in the future is clearly evident as I usually envision of this dream every time my mother gave me medicine to take when I am sick and eventually I would feel a lot better after being administered with the correct type and dosage. Since then, the question of how such specific medicine could work in the human body to cure diseases and other health problems had guided me to find out more about pharmacy. In addition to this, I just attended a program in University of Texas at Arlington and received quality training that would definitely be helpful for me. Apart from this, my enthusiasm in pharmacy is already evident during my younger days as I have broad interest in science. As such, I have been through different formal courses about science in order to improve my medical capabilities and broaden my knowledge, skills, and abilities, which could definitely help me in the achievement of my goal in the field of pharmacy. Particularly, I would state that I am ready to undergo the rigorous training under the doctoral degree program in pharmacy in consideration of my work ethics and actual hours of rendering pharmaceutical services. Thus, I acquired useful and relevant experiences in pharmacy through my former training where I worked as a pharmacy technician. Thus, through these experiences I learned how to work closely with my colleague in achieving a unified goal in pharmacy. Nonetheless, this actual work had taught me how to get along with the patients that I consider a key factor to achieve success in the work place. As I undergo a series of actual pharmaceutical practices, it is perceived that these practical experiences have taught me meaningful insights for this specific line of work. Apart from being well-equipped with formal academic knowledge in pharmacy, being into various actual pharmaceutical practices has helped me well in improving and developing my sense of responsibility and enthusiasm as a pharmacist. Hence, this opportunity to work as a pharmacy technician had given me the chance to experienced valuable actual practices that would be advantageous for me when the time comes that I apply for doctoral degree program in pharmacy. In addition to this, getting involved in various civic activities that has the goal of helping other people enables me to combine work, passion, and volunteerism. Nonetheless, I am given the sense of pride and worth through these activities. In the end, in able to achieve this specific goal of mine, I accept the fact that I have to undergone formal doctoral pharmacy degree. Certainly, I truly believe that through this higher level of learning, I would be able to acquire necessary knowledge that could help me in improving and developing positive characteristics in order to become an outstanding and well-rounded pharmacist. Nonetheless, I hereby submit myself to receive the needed degree in pharmacy in aid of my pursuance to my career and personal goal.

Request for Sponsorship Essay Example for Free

Request for Sponsorship Essay Alcaraz Group Sales Manager-Area 1 Splash Direct Sales Division Splash Corporation Highest Fraternal Greetings! As a part of our fervent campaign in bringing forth excellence from every individual and celebrating the freedom of thought and self-expression of every people, we, the Kappa Sigma Kappa Delta Sigma Confraternity, a duly recognized confraternity in the University of the Philippines, will be holding our annual HIMIGSIKAN on 26th of February 2013, 7pm, at Meanwhile Bar, Balibago Angeles City. HIMIGSIKAN, our confraternity’s major event, is the much-awaited student-oriented musical affair not only for UP students but for the youth and all music lovers as well that highlights a coveted acoustic performance competition from different student organizations in our university. This year’s theme shall be Sarap at Pait ng Pagsasama, Ilalahad sa Awit ng Barkada In line with this, we are cordially asking for your assistance for the success of our event’s endeavor. Rest assured all solicitations will only be used to enhance and to further improve our plans for the event. We are looking forward to you for being a part in this fervent cause. We are hoping to hear from you soon. May God’s richest blessings be unto you! Sincerely Yours, Teddy Calilung Grand Lord Sigman Kenn Carlov Twano Sigman Master Scribe [pic] [pic] University of the Philippines Extension program in Pampanga Claro M. RectoHighway, CSEZ,Pampanga Co. reg. no. CN200618309 Co. TIN 006-532-105 www. kappasigmafraternity. net [emailprotected] com KAPPA SIGMA-KAPPA DELTA SIGMA CONFRATERNITY VDFGCOSFGCONFRATERNITYCONFRATERNITY Council of Masters and Lady Sigmans A. Y 2012-2013 Grand Lord Sigman: Teddy Calilung Deputy Grand Lady Sigman: Jessa Claire Pangilinan Sigman Master of Initiation: Michael John Aguas Sigman Lady of Rites: Ila Bernice Malenab Sigman Master Scribe: Kenn CarlovTwano Sigman Lady Master of Scroll: Monica Del Puerto Sigman Lady Master Bursars: Jhoane Capili Janne Kazel Punzalan Sigman Lady Master Herald: Analyn Pineda Prof. Penelope Nalo Faculty Adviser

Corruption in the Canturbury Tales by Gefforey Chaucer Essay -- greed,

The Canterbury Tales, penned by Geoffrey Chaucer gives its audiences insight on the corruption that exists to this day in humanity. As you read through the chapters Chaucer reveals the dark sides to supposedly respectable people such as the Summoner, along with people he favors like the Knight, the Wife of Bath, and women in general. His comical descriptions and stories that coincide with each character express his thoughts on real people in his society. My perception of the Summoner’s tale moral is that greed is the root of all evil. The Summoners tale introduces us to a greedy Friar who only begs at the homes of the rich. Instead of praying for the people he meets the Friar erases their names from his tablet after taking advantage of their accommodations and stealing their money. When the greedy Friar makes a stop at Thomas’ home he is greeted by his troubled wife who had recently lost her child, the Friar sees the wife’s vulnerability as an opportunity to make more money and tells her he had a vision of her son in heaven. This leads to Thomas’s wife reaching out to the Friar about her dieing husband being in a nasty mood. Thomas sees the Friars transparency so he questions him about his health â€Å"God knows† said Thomas, I feel no benefit therefrom. So help me, Christ, in the few years I have spent many a pound on all sorts of Friars, yet I never get better. Truly, I have almost used up my mon ey. Farewell by gold it is all gone!† (Page 192-193)The Friar then turns the tables on Thomas and blames his illness on him giving money to other friars â€Å"Why does a man who has a perfect physician need to seek other doctors in the town? Your infidelity has ruined you. Do you think that it insufficient that I, or rather our group, should pra... ...d fair, And take your chance on those who will repair To your house now and then because of me (Or to some other place, it may well be). Choose for yourself the one you'd rather try." (Pages 1119-1125) The Knight seems to have learned his lesson for he leaves the decision up to the old woman, the story ends with the Knight living happily ever after with is beautiful and faithful wife. This story reflects on how strongly Chaucer believed in women’s rights because it reveals women’s desires and opinions. In conclusion, The Canterbury Tales reflects Geoffrey Chaucer’s view on medieval society. From his writings we are able to visualize and learn about different social classes’ from an honest point of view. The Knight, the Wife of Bath, and women character we greatly favored throughout the tales while others were highly unlikeable. Works Cited the cantubury tales

Zen and the Art of Motorcycle Maintenance Essay -- Philosophy Religion

Told by the blurb that we have here "one of the most unique and exciting books in the history of American letters," one bridles both at the grammar of the claim and at its routine excess. The grammar stays irreparable. But I have a hunch that the assertion itself is valid. Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values, by Robert M. Pirsig (Morrow), is as willfully awkward as its title. It is densely put together. It lurches, with a deliberate shift of its grave ballast, between fiction and philosophic discourse, between a private memoir and the formulaic impersonality of an engineering or trade journal. As it stands, it is a very long book, but report has it, and fault lines indicate, that a much longer text lies behind it. One hears of an eight- hundred-thousand-word draft and feels perversely deprived of it by the mere sanity and worldliness of the publisher. Zen and the Art is awkward both to live with and to write about. It lodges in the mind as few recent nov els have, deepening its grip, compelling the landscape into unexpected planes of order and menace. The narrative thread is deceptively trite. Father and son are on a motorcycle holiday, traveling from Minneapolis toward the Dakotas, then across the mountains, turning south to Santa Rosa and the Bay. Asphalt, motels, hairpins in the knife-cold of the Rockies, fog and desert, the waters dividing, then the vineyards and the tawny flanks of the sea. Mr. Pirsig is not the first ever to burst: Kerouac has been here before him, and Humbert Humbert, a clutch of novels, films, stories, television serials of loners on the move, lapping the silent miles, toasted or drenched under the big skies, motelling from one neon oasis to the next, and glidin... ... exception. The cracker-barrel voice grinds on, sententious and flat. But the book is inspired, original enough to impel us across gray patches. And as the mountains gentle toward the sea with father and child locked in a ghostly grip-the narrative tact, the perfect economy of effect, defy criticism. A detailed technical treatise on the tools, on the routines, on the metaphysics of a specialized skill; the legend of a great hunt after identity, after the salvation of mind and soul out of obsession, the hunter being hunted; a fiction repeatedly interrupted by, and meshed with, a lengthy meditation on the ironic and tragic singularities of American man- the analogies with Moby Dick are patent. Robert Pirsig invites the prodigious comparison. It is at many points, including, even, the almost complete absence of women, suitable. What more can one say?

Chem 30 Lab

Hess Law Lab DESIGN Aspect 1:Problem: What is the molar enthalpy of formation of magnesium oxide? Variables: Manipulated: None Responding: None Controlled: Isolation of calorimeter, concentrations of substances involved. Aspect 2:Background Information: Assumptions: Specific heat capacity of water, we assume that the acid has the same qualities as water including heat capacity, and we assume the enthalpy of formation for magnesium oxide from the data booklet for theoretical value. Hess’s Law: Hess' law states that the energy change for any chemical or physical process is independent of the pathway or number of steps required to complete the process provided that the final and initial reaction conditions are the same. In other words, an energy change is path independent, only the initial and final states being of importance. Waste disposal and safety: Corrosive substance which causes severe but delayed burns. DO NOT INGEST. Avoid Inhalation. Dispose as instructed by the lab technician or the teacher. Aspect 3:Apparatus Diagram: Figure from Inquiry into chemistry textbook pg 352 Materials: †¢1. 00 mol/L HCl(aq) †¢MgO(s) powder †¢Magnesium ribbon †¢Simple calorimeter †¢100 mL graduated cylinder †¢Scoopula †¢Electric balance †¢Thermometer †¢Sand paper Procedure: 1. Mg(s)+ O2(g) MgO(s) 2. MgO(s)+2HCl(aq) MgCl2(aq)+H2O(l) 3. Mg(s)+2HCl(aq) MgCl2(aq)+H2(g) 4. H2(g)+ O2(g) H2O(l) + 285. 8kJ Part 1: Determining ? H of Reaction (2) 1. Set up the simple calorimeter refer to figure 9. 16 above. Using a graduated cylinder, add 100 mL of 1. 00mol/L HCl(aq) to the calorimeter. 2. Record the initial temperature of the HCl(aq) to the nearest tenth of a degree. 3. Find the mass of no more than 0. 80 grams of MgO(s) powder. Record exact mass. 4. Add the MgO(s) powder to the calorimeter containing the HCl(aq) swirl the solution gently, recording the highest temperature reached. 5. Dispose as directed by teacher. Part 2: Determining ? H of reaction (3) 1. Using a graduated cylinder, add 100mL of 1. 00mol/L HCl to the calorimeter. 2. Record initial temp. of hydrochloric acid to the nearest tenth of a degree. 3. If you are using magnesium ribbon, sand ribbon to desired mass. Determine mass no more than 0. 50 grams of magnesium. Record the exact mass. 4. Add the Mg(s) to the calorimeter containing the HCl(aq). Swirl the solution gently, recording the highest temperature, tf , reached. 5. Dispose as directed. DATA COLLECTION & PROCESSING (DCP) Aspect 1:Recording Raw Data: Temperature of hydrochloric acid and mass of Magnesium oxide Mass of Magnesium oxide (g)Initial Temperature ( °C)Final Temperature ( °C) 0. 7523. 5029. 50 Temperature of hydrochloric acid and mass of magnesium Mass of magnesium (g)Initial Temperature ( °C)Final Temperature ( °C) 0. 4824. 0045. 00 Aspect 2:Processing Raw Data: Enthalpy change of Magnesium oxide MgO(s)+2HCl(aq) MgCl2(aq)+H2O(l) Q=mc? t ? t= 29. 50 °C-23. 50 °C? t = 6  °C Q= (0. 00075kg) x x 6 °C Q= 0. 018855kJ/mol MgO Enthalpy change of magnesium reaction Mg(s) +2HCl(aq) MgCl2(aq)+H2(g) Q=mc? t ? t=45. 00 °C-24. 00 °C? t= 21 °C Q= (0. 00048kg) x x 21 °C Q= 0. 0422352kJ/mol Mg ?HH2O = -285. 8 kJ/mol (given in data booklet) ?Hrxn = 0. 018855kJ/mol MgO + 0. 0422352kJ/mol Mg + 285. 8kJ/mol H2O ?Hrxn = – [285. 86109] kJ/mol MgO ? H system = -? H surroundings %error= x 100% %error= %error= -52. 48%

Identifying Emerging Issues in Mobile Learning Essay

The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This exploration focused on identifying emerging issues for the sector arising from the increasingly likely large scale use of Smartphones, PDAs and camera phones by learners in HE and FE, both on campus and in the workplace. This was carried out through scenario generation using three different futures prediction tools in three workshops. The following issues were identified as being the most likely to appear in the future of mobile learning five years from now: the increasing use of ‘just in time’ and ‘as and when necessary’ training. the need for always on affordable connectivity and power. increased support for an approach to teaching and learning that is more collaborative than didactic. concerns over scalability; learning communities are divided over whether there is a role for mobile devices in formal teaching, especially in large groups and lectures. oncerns over the merging of personal and vocational information and practice. The strong match between affordances of mobile devices and learning opportunities in work based and experiential learning across the board. increased peer to peer networking and collaboration. the need for design specifications for a secure online all-purpose data repository accessible by different browsers according to device at hand. Other emerging issues for mobile learning in HE and FE include both ethical and practical implications. These include cultural barriers and resistance to change amongst lecturers and associated teaching professionals. Examples are: fears for the erosion of lecturers’ personal time; concerns over security related to the increasing amount of information and number of images to be stored and privacy issues related to the ease with information can be captured in a range of locations. There is also the opportunity to reconsider assessment practices, recording the process of developing an assignment rather than simply marking the product. One last issue, one that is in need of urgent attention, is the need for the development by students and staff of agreed practice, establishing how mobile devices are to be used responsibly in institutions before inconsiderate use or ignorance of their potential to enhance learning results in banning a valuable learning tool. Acknowledgements The authors wish to gratefully acknowledge the contributions made by members of the Adding a Mobile Dimension to Teaching and Learning network who played a major part both in the scenario development activities at the workshops on which this paper is based and to the review of the scenarios generated. We are also grateful for the financial support from JISC via the Emerge community for this project. 1 Introduction This report details the scenarios developed in a series of discussion workshops exploring visions of how mobile technologies and devices will influence the practice of users in Higher Education (HE) and Further Education (FE) in the future five years hence. The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This current exploration focuses on identifying emerging issues for the sector arising with the increasingly likely large scale use of Smartphones and mobile phones with the capability to record both video and audio by learners both on campus and in the workplace in HE and FE. These devices have become well established throughout the student community, a survey of 177 students at the University of Southampton found that 94% were regular users and owners of mobile phones (Davidson and Lutman 2007). This dovetails with data from Ofcom (2008) which shows that mobile phone ownership in the 15-24 age group of the UK population is stabilising at around 95% and students to come will be even more experienced in their use. For example, older students in schools that ostensibly ban mobile phones are now regularly being allowed to use the cameras on their ‘phones to record special events or experiments in lessons to help them revise. What is mobile learning? The field of mobile learning has been developing fast as a research topic over the past eight years and accordingly ideas of what exactly mobile learning is have also developed. Winters (2006) noted how various groups researching mobile learning have used definitions that fall into four categories: one – mobile learning as technocentric, where learning is seen as something that makes use of mobile devices, personal digital assistants (PDAs) and mobile phones; two – defined by its relationship to e-learning, where mobile learning is seen as an extension of elearning; three – as augmenting formal education and four – as learner centred, enabling the possibility of lifelong learning. These does not address the unique selling point of mobile learning which is closely linked to the capability of the mobile learner moving between traditionally separate contexts such as the work place and the teaching base supported by handheld technology that they can work with interactively to capture, access and store quantities of information in different multimedia formats. Thus mobile learning can be best described as â€Å"the processes (both personal and public) of coming to know through exploration and conversation across multiple contexts amongst people and interactive technologies† (Sharples, Arnedillo Sanchez, Milrad & Vavoula 2007). Mobile learning in post-compulsory education in the UK A presentation from Traxler & Sugden (2007) places the current state of mobile learning in the UK as consisting of considerable numbers of small scale trials and pilots taking place over fixed periods of time. Confirmation that the practice of using mobile technology to support learning in post-compulsory education is not yet embedded in current practice within institutions was demonstrated during the search for previous research for this paper, where no ongoing large scale uses were found. From currently available sources there is little or no indication as to the extent to which mobile devices are being used in Higher and Further Education. Findings from interviews conducted by Bird and Stubbs (2008) with mobile learning innovators in ten Higher Education Institutions (HEIs) were surprisingly consistent with most respondents reporting that they experienced or expect to experience the same kind of issues. These were mostly in the form of barriers to establishing and sustaining an m-learning innovation in a university 2 environment. Issues which dominated were: skills gaps (in IT support and especially academic staff and somewhat unexpectedly students who despite being heavy users ), lack of technical support (IT services provision), procurement and accounting policies based around PC usage, inclusion issues due to cost of devices and/or data, ethical and legal issues, quality assurance especially with respect to data ownership, sustainability (all projects were based on external funding), device limitations, standards churn, privacy and security, and lack of a ‘killer application’ for the context. Interviews with users trialling PDAs at the Open University (Pettit and Kukulska-Hulme, 2008) indicated that the wireless infrastructure was widely regarded as a critical factor in influencing adoption of the device. Most papers reviewed for the current investigation referred to theoretical speculation about future potential, others discussed projects outside of the UK in Europe or East Asia, however, in the remaining 20%, an impressive range of pilots with different handheld devices was described. These indicate that there is considerable potential for engaging and supporting learners via mobile technologies. These pilots point to greater use of context relevant information especially images and video in learning and to greater collaboration enabled by easily portable, handheld devices connected to the internet via wi-fi or broadband. The following examples indicate the range of activities tested and are included by sector. Higher education Lecturers have evaluated a range of devices from multi-function PDAs and Smartphones to simple texti messaging (SMS). In one of the first examples of the use of PDA’s in an undergraduate setting Ramsden (2005) successfully tested giving undergraduate Economics students at the University of Bristol access to VLE’s and course materials via internet-enabled PDAs. As well as enabling access to course resources any time, anywhere, having the PDA allowed the students to hold question and answer sessions via the online discussion board during lectures which they found this particularly helpful. The University of Birmingham has evaluated the use of PocketPC handheld computers to offer multiple mobile applications to university students in the form of a ‘mobile learning organiser’. The main uses were for issues of time and course management and access to course materials. Other functions included the ability to communicate via email and instant messaging and to organise notes. The participating students made good use of the calendar and timetable facilities as well as communication tools and were keen for more content to be delivered in this manner. (Corlett et al, 2005) At London Metropolitan University the Reusable Learning Objects (RLO) Centre for Excellence in Teaching and Learning (CETL) works on the design, development and use of learning objects many of which run on mobile phones. Smith et al (2007) discuss the motivation they have seen in students (sports science in this case) to learn via subject specific learning objects (programs) such as Flash animations of muscle groupings and movements that run on their own or loaned mobile phones. Other animated tutorials, language learning for example, include multiple choice quizzes (Tschirhart et al, 2008). In another study Cook, Pachler and Bradley (2008) found that loaning postgraduate students Nokia N91 phones to make notes and take images for upload to web based media board such as Lifeblog and tribal’s Mediaboard led to blurring the boundaries between study, work, and personal time and between formal and informal practice. In the Spatial Literacy in Teaching (SPLINT) CETL at the Universities of Nottingham and Leicester applications aimed at Geography students are being developed for PDAs and tablet PCs where the PDA screen is held up towards the real scene to offer additional information about that scene, ‘augmenting’ reality for the user (Priestnall and Polmear, 2007). For example, trials of a PDA application designed to teach the geomorphology of the Lake District, NW England showed that students the students learned to appreciate the power of geocontextualised visualisation to support their understanding of landscape processes (Jarvis et al, 2008). The University of Nottingham has used mobile phones and similar software to enable group blogging as a tool to support Chinese students in the process of enculturation as they get used to a new society and to enter the local community. The â€Å"learners showed a obvious interest in flexibility of time and space that potentially extends ‘antennas’ of the group blog to deeper insight of local culture. † (Shao, Crook & Koleva, 2007). Other examples used simpler devices and text messaging. The Mobiles Enhancing Learning and Support (MELaS) project saw the University of Wolverhampton test using text messaging with first year undergraduates in five departments aiming to enhance the student learning experience. In all 27 staff successfully interacted with 938 different students through at least one of: one way (staff to learner) communication, formative assessment with feedback, and a collaborative learning discursive tool (Brett, 2008). In another study sports education students at the University of Bath reported that SMS messages to their mobile phones from faculty were found welcome in assisting them to learn time management skills and as an extension of the tutor’s voice beyond the traditional lecture environment. This helped to reduce the perceived psychological distance between students, their peers and tutors (Jones, Edwards & Reid, 2008). SMS messaging has been trialled in lecture theatres too. Elliman (2006) reports successfully using a system that allowed students to provide feedback by SMS on their level of comprehension during a lecture. The system displays a histogram showing understanding level which is continually updated during the lecture together with comments and question in a scrolling area of the screen. At Brunel University, first year undergraduate Information and Communications Technology (ICT) students found that revision podcasts, downloaded to their personal digital media players were popular and perceived as more effective than revising from traditional textbooks (Evans 2008). In a review of podcasting to support distance learning in the Open University, UK Minocha and Booth (2008) conclude that audio technologies such as podcasts can not only support mobile learning but also entice, motivate, inform and reinforce. Further Education Mobile technology has been used in a number of colleges as a means to bring new learning opportunities to students who might otherwise not have access to college education. Many of these projects have been funded by the Learning and Skills Council under the MoleNET initiative or by the JISC e-Learning Programme. At Pembrokeshire College, an mlearning trial project was carried out from 2005-7 to support NEET students (NEET – not in education, employment or training) with reentry to education, training or work. Giving students access to PDA’s helped to engage them and improve communication with a difficult to reach group. The use of SMS messaging enabled the teachers to keep in touch with this very transient group of learners and helped identify opportunities for learning as when they occurred. (Pembrokeshire College 2007). Similar projects working with NEET learners have also been carried out at Accrington and Rossendale College, Tower Hamlets College and Weston College (MoLeNET 2008). 4 Having the capability to learn anywhere by means of handheld PDAs allowed Dewsbury College and Bishop Burton College, West Yorkshire to provide learners in outreach centres and workplace learning environments with similar access to learning resources as their peers on the main college campus (JISC 2005a). Mobile phones have also been found useful to help in location based learning. The City of Southampton College has been assisting ESOL (English for speakers of other languages) students to improve their opportunities for meaningful language interactions. Visiting locations within the city to help get to know their locality, students were asked location specific questions answered through SMS messaging and posting images to an interactive website. The project found that such techniques enhanced the students’ literacy and numeracy skills and helped to engage hard to reach learners such as those from the multiethnic Southampton community where many students have English as a second language (JISC 2005b). As in Higher Education bulk text messaging services to support managing learning have proved popular with most students. There are those for whom this sort of service is particularly useful. Derwen College (JISC, 2008a) found that their students who have varying degrees of physical disabilities and learning difficulties responded well to reminders to students for things like surgery and other appointments, dinner times and class notifications. Simple text based interaction was also used at Lakes College West Cumbria (JISC, 2008b) who piloted the use of iPod nanos to provide multiple choice revision quizzes for Construction students, many of whom have learning difficulties and struggle with paper-based revision processes. The iPod quizzes proved popular with every student in the cohort making use of the iPods during the revision period. The use of handheld devices to record or view multimedia to support learning is also proving popular. At Southwark College students are using low-priced, pocket-sized camcorders to overcome some of the technical and organisational barriers to using video in the classroom and for recording evidence of learning (JISC, 2008c). Examples included recording students’ oral presentations in English which were then used by the students for practice and reviewing with each other and Level 2 students in Art and Design recording technique demos and talking about their work to inform Level 1 students hoping to progress. Other projects, such as My Podcast at New College, Swindon (Warren, 2008), involve podcasting with lecturers creating both audio and video podcasts that students can download and play on handheld PDA’s or MP3 players for revision or extra support with a topic wherever they happen to be, in the workplace, at home or in college or moving between the two. Work Based Learning Both HE and FE institutions place students training for professions, whether medicine, building, teaching or hairdressing etc. in the workplace for a significant proportion of their course. Students, often at considerable distance from their teaching bases, need online access to course materials and other context specific information, to communicate with their tutors and to produce records of their progress and assignments for assessment. Mentors in the workplace need to authenticate and support this student learning. A number of pilots have been set up to test how mobile technologies can successfully be used to support students on work placements. For instance, mobile devices have been used to give instant hands on access to information that would be difficult to carry around on the job. At the James Cook University Hospital in 5 Middlesborough, 5th year medical students tested the use of PDA’s providing access to formulae, clinical guidelines, electronic portfolios and other web-based materials. They found portable access to these facilities useful, as was the ability for supervisors to ‘sign-off’ log books using their normal signatures on the PDA. (Cotterill et al, 2008). Reynolds et al (2007) found that a PDA proved to be a convenient and versatile mode of access to online education for dentistry students at King’s College, London. The 12 students were most positive about being able to make notes for individual study, to keep a diary of their commitments to teaching sessions and to having on the spot access to online support materials, particularly videos. Teaching is another profession where students need access to a wealth of information. Wishart et al (2007) found that when student teachers trialled the use of PDA’s in school they deemed the calendar or diary to be articularly supportive. Email was also used, primarily to maintain contact with other students and the university tutor, and the web browser was used to access information both in class and for personal reasons. Some students used spreadsheets to record pupils’ attendance and grades and most, in this pilot involving 14 trainees, used the word processor to make notes from meetings and on lesson observations for essays. However, the prevailing sociocultural climate where mobile phones are often banned and PDA’s a rarity meant that trainees often felt uncomfortable using their device on school premises. In FE mobile technology has been used in the work place for just in time problem solving, such as through the Hairdressing Training programme developed by the University of Manchester’s data centre, Mimas, and now used by 500 students at Stockport College, which offers step-by step guides to hairdressing techniques for styling, colouring and cutting (Smith, 2008) Also PDA’s have been found to be useful in connecting work based learners in FE who may otherwise be isolated from learning opportunities. Such devices have been used to assist apprentices in remote rural locations in Lincolnshire to give flexible learning options and to build achievement and self-esteem (Lambourne, 2008) and to provide learning and social networking opportunities to care workers in schools and nursing establishments in the Bourneville area of Birmingham (Brown, 2008). Finally, one of the largest trials of mobile technology in the workplace, currently ongoing with around a 1000 students in five universities in Yorkshire, is that being run by the Assessment of Learning in Practice Settings (ALPS) CETL1, a Centre for Excellence in Teaching and Learning that focuses on assessment and learning in practice settings and involving nursing and allied health care practitioner trainees. Initial indications (Dearnley et al, 2008) showed that both students and lecturers were positive about a range of benefits having a PDA enables however, introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support. 1 http://www. alps-cetl. ac. uk/ 6 Summary While the above mentioned projects demonstrate the range of learning activities that have been trialled in UK institutions, recent advances in the abilities of the mobile devices themselves offer the chance to deliver new services to learners that have not yet been tested. The 2009 Horizon Report notes how the adoption of novel interfaces (like the iPhone), the new ability of mobile devices to download applications and to be location aware through GPS signals, all offer new opportunities for learning. With the addition of broadband-like data connections, the boundary between what is a mobile phone and a portable computer are being ever more blurred (New Media Consortium 2009). It is in this technology context that the workshop participants came together to imagine future scenarios for the use of mobile technology in learning, drawing on their wide experiences of previous research projects and contemplating how developing mobile technologies could open up new opportunities for connecting learners and teachers. 7 Methods: Developing Future Scenarios In this project three different tools were used to support future predictions. The first used for the workshop focusing on the practice of users in Higher Education (HE) in the future five years from today was the Cognitive Foresight toolkit available from the UK Government Department for Innovation, Universities and Skills (Office of Science and Technology, 2005). It was developed for strategic futures planning and provides guidance on different techniques that can be used in the different stages of developing future scenarios and the ways they can be combined. This first workshop employed driver analysis to build internally consistent future scenarios from an assessment of the way current trends and drivers are influencing the present use of mobile technologies in HE. First the workshop participants ‘brainstorm’ a range of drivers for the currently observable trends. Next scenarios are produced by taking the drivers identified as having the highest importance and highest impact as orthogonal pairs of axes and visualising up to four scenarios that match the chosen combinations. This method is illustrated in the example below. More of †¦ Scenario Decrease in †¦ Increase in †¦ Less of †¦ The second used the Futures Technology Workshop method (Vavoula and Sharples, 2007) to look at future scenarios in work based learning. This is a structured method whereby people, in this case with experience in the specific area of the use of mobile technologies in education, envision and design the interactions between current and future technologies and an activity. Through a series of structured workshop sessions they collaborate to envisage future activities related to technology design, build models of the contexts of use for future technologies, act out scenarios of use for their models, re-conceive their scenarios in relation to present-day technologies, list problems with implementing the scenarios exploring the gap between current and future technology and activity. The workshop method was edited slightly within the time constraints of the day so that the structured sessions comprised: i. i. Imagineering: brainstorm on desired future learning activities. Modelling: in groups, producing models that demonstrate the envisioned activities, complete with related props. 8 iii. iv. Retrofit: developing a role play for another group’s scenario using only current technologies. Futurefit Requirements: listing requirements for the future technologies that have to be in place for the scenario to be realised. The third workshop on future scenarios in Further Education (FE) followed a method devised by FutureLab, an educational thinktank aimed at transforming the way people learn that focuses on the potential offered by digital and other technologies. This method for developing scenarios uses non-specific images of people of different ages in different locations printed on cards as a stimulus to thinking. The workshop used cards such as these shown below from the Building Visions for Learning Spaces sequence of cards. The workshop participants are then asked to envision first a range of learning activities that could be happening within the image and the people involved in them, then the anticipated outcomes and the technological resources that will be needed. One of these activities is then chosen by each of the groups for fuller development into a future scenario. In each of the above three cases the workshop was set up to start with two initial keynote presentations designed to stimulate thought and discussion from recognised experts. These keynotes (found under workshops 8-10) are available from the Adding a Mobile Dimension to Teaching and Learning web site2. These were followed by a series of discussion activities informed by the futures prediction method being used and facilitated by the research team. A discussion workshop is a recognised method of collaborative knowledge construction through discussion and debate amongst peers or experts. The workshops were run as focus groups with the facilitator encouraging discussion and debate and following a qualitative, phenomenological research approach.

11th Commandment - Definition in Politics

The 11th commandment is an informal rule in the Republican Party mistakenly attributed to Presidential Ronald Reagan that discourages attacks on members of the party and encourages candidates to be kind to each other. The 11th commandment states: Thou shalt not speak ill of any Republican. The other thing about the 11th commandment: Nobody pays attention to it anymore. The 11th commandment  is not meant to discourage healthy debate over policy or political philosophy between Republican candidates for office. It is designed to prevent GOP candidates from launching into personal attacks that would damage the eventual nominee in his general-election contest with the Democratic opponent or preclude him from taking office. In modern politics, the 11th commandment has failed to prevent Republicans candidates from attacking each other. A good example is the 2016 Republican presidential primaries, in which eventual nominee and President-elect Donald Trump routinely disparaged his opponents. Trump referred to Republican U.S. Sen. Marco Rubio as little Marco, U.S. Sen. Ted Cruz as Lyin Ted, and former Florida Jeb Bush as a very low energy kind of guy. The 11th commandment is dead, in other words. Origin of 11th Commandment The origin of the 11th commandment is most often credited to former Republican President Ronald Reagan. Though Reagan used the term many times to discourage infighting in the GOP, he did not come up with 11th commandment. The term was first used by Calfornias Republican Party chairman, Gaylord B. Parkinson, before Reagans first campaign for governor of that state in 1966. Parkinson had inherited a party that was deeply divided. While Parkinson is believed to have first issued that commandment Thou shalt not speak ill of any Republican, he added: Henceforth, if any Republican has a grievance against another, that grievance is not to be bared publicly. The term 11th commandment is a reference to the original 10 commandments handed down by God on how humans should behave. Reagan is often mistakenly given credit with coining the 11th commandment because he was a devout believer in it since first running for political office in California. Reagan wrote in the autobiography An American Life: The personal attacks against me during the primary finally became so heavy that the state Republican chairman, Gaylord Parkinson, postulated what he called the Eleventh Commandment: Thou shalt not speak ill of any fellow Republican. Its a rule I followed during that campaign and have ever since. When Reagan challenged President Gerald Ford for the Republican nomination in 1976, he declined to attack his opponent. I will not put aside the 11th commandment for anyone, Reagan said in announcing his candidacy. 11th Commandment Role in Campaigns The 11th commandment itself has become a line of attack during Republican primaries. Republican candidates often accuse their intraparty rivals of violating the 11th commandment by running negative television ads or leveling misleading charges. In the 2012 Republican presidential contest, for example, Newt Gingrich accused a super PAC that was supporting front-runner Mitt Romney of violating the 11th commandment in the run-up to the Iowa Caucuses. The super PAC, Restore Our Future, questioned Gingrichs record as speaker of the U.S. House of Representatives. Gingrich responded on the campaign trail in Iowa by saying, I believe in Reagans 11th commandment. He then went on to criticize Romney, calling the former governor a Massachusetts moderate, among other things. Erosion of 11th Commandment Some conservative thinkers have argued that most Republican candidates have forgotten about or simply choose to ignore the 11th commandment in modern politics. They believe the abandonment of the principle has undermined the Republican Party in elections. In a tribute to Reagan following his death in 2004, U.S. Sen. Byron L. Dorgan said the 11th commandment has been long forgotten, regrettably. I am afraid that todays politics have taken a turn for the worse. President Reagan was agressive in debate but always respectful. I believe he personified the notion that you can disagree without being disagreeable. The 11th commandment was not intended to prohibit Republican candidates from engaging in reasonable debates over policy or pointing out differences between themselves and their rivals. Reagan, for example, was unafraid of challenging his fellow Republicans over their policy decisions and political ideology. Reagans interpretation of the 11th commandment was that the rule was meant to discourage personal attacks between Republican candidates. The line between a spirited conversation over policy and philosophical difference, though, and speaking ill of an opponent is often blurry.

The Importance Of Family Heritage By Alice Walker

Sydney Elliott ENGL 102-52 Dr. Irmer February 25, 2015 The Importance of Family Heritage One of the most inspiring authors in American history is Alice Walker. Walker is the youngest child in a sharecropper family that found her overly ambitious and highly competitive (Walker 609). This gave her a strong fighting attitude, which allowed her to make positive changes in an extremely racist society. Unfortunately, when she was young, Walker was accidentally shot in her right eye with a BB gun while playing â€Å"Cowboys and Indians.† This accident caused Walker to lose her self-esteem and her captivating personality. As a result, she secluded herself from the outside world and began to write. During this time-the 1950’s and 1960’s- Alice Walker’s works channeled the hardship and inferiority that she realized as a black person (Whitted). One of Walker’s fundamental short stories is titled â€Å"Everyday Use.† It is set in the rural south during a time when African Americans were searching for their own identities. One of the characters, Dee, represents the Black Power Movement. She is intelligent, superficial, and assertive with her desires. She is also attempting to escape from the stereotypes that have defined her (White). By the end of this short story, the reader understands the meaning of undeniable heritage. Although there are several symbols in Alice Walker’s short story â€Å"Everyday Use† the four most significant symbols include the quilts, Mama’s hands, the burns on Maggie, andShow MoreRelatedThe Meaning And Maintenance Of Heritage In Alice Walkers Everyday Use974 Words   |  4 PagesThe Meaning and Maintenance of Heritage in Alice Walkers Everyday Use In Alice Walker’s â€Å"Everyday Use,† Walker uses, the symbolic significance of the quilt in this story to represent the heritage of this family as their heritage signifies where they came from and their traditions and cultural values. Walker demonstrates, that the importance of the quilt was to display the family’s history from generation to generation in hopes that each would understand and appreciate their familys background.Read MoreSymbolism in the Short Story Everyday Use Essay578 Words   |  3 Pages Alice Walker is a well-known African- American writer known for published fiction, poetry, and biography. She received a number of awards for many of her publications. One of Walkers best short stories titled Everyday Use, tells the story of a mother and her two daughters conflicting ideas about their heritage. The mother narrates the story of the visit by her daughter, Dee. She is an educated woman who now lives in the city, visiting from college. She sta rts a conflict with the other daughterRead MoreEveryday Use by Alice Walker: A Look at Symbolism and Family Values879 Words   |  4 PagesAlice Walkers â€Å"Everyday Use†, is a story about a family of African Americans that are faced with moral issues involving what true inheritance is and who deserves it. Two sisters and two hand stitched quilts become the center of focus for this short story. Walker paints for us the most vivid representation through a third person perspective of family values and how people from the same environment and upbringing can become different types of people. Like most peoples families there is a dynamicRead MoreEveryday Use by Alice Walker Essay696 Words   |  3 PagesEveryday Use by Alice Walker In Everyday Use, Alice Walker stresses the importance of heritage. She employs various ways to reveal many aspects of heritage that are otherwise hard to be noticed. In the story, she introduces two sisters with almost opposite personalities and different views on heritage: Maggie and Dee. She uses the contrast between the two sisters to show how one should accept and preserve ones heritage. Beyond the contrast between two sisters there exist the judge figureRead MoreConflict of Characters in Alice Walkers Everyday Use722 Words   |  3 Pages In Alice Walkers Everyday Use† she creates a conflict between characters. Walker describes a family as they anxiously await the arrival of, Dee, the older sister of the family. When Dee (Wangero) comes home to visit Mrs. Johnson and Maggie, right away the readers see the differences in the family by how they talk, act, and dress. Dee has changed her name to an African name and is collecting the objects and materials of her past. Dee thinks that since she is in college she knows mores then theRead MoreEveryday Use By Alice Walker1725 Words   |  7 PagesSometimes people forget that heritage has t o do with truly understanding their past. Many often misrepresent it, especially the younger generations who just accept its presence. Alice Walker’s short story, â€Å"Everyday Use,† revolves around an African American family that consists of three women, who are very different from each other. The story begins with Maggie and Mama waiting in the yard for Dee, the main character, to visit from Augusta. Dee is the first person in her family to attend college, whichRead MoreEveryday Use By Alice Walker996 Words   |  4 Pagesstory â€Å"Everyday Use† by Alice Walker, the author describes different ideas about one’s heritage. Culture and heritage is at the main point of the story â€Å"Everyday Use† by Alice Walker as symbolized by the quilt. The bond that Mother and Maggie share is brought by their common talent to make works of art like quilts. Dee does not have similar capacity because she does not appreciate manual labor nor believes in her her itage. The idea of pride in culture, heritage, and family is the main theme of theRead MoreThe Theme of Heritage in Everyday Use Essay559 Words   |  3 Pages Readers of Alice Walkers, Everyday Use, discusses how the narrator realizes that Maggie understands her own heritage. What does the narrator mean when she says, Just like when Im in church and the spirit of God touches me and I get happy and shout? Does the narrator do something amazing that she has not done before? Some readers opine that the narrator knows what it really feels like to have family. Others say that the narrator recognizes the importance of giving. However, both theseRead MoreComparisson of Mother Tounge and Everyday Use1417 Words   |  6 PagesEdgar Hernandez Professor Ali ENC 1102 March 20, 2014 Amy Tans, â€Å"Mother Tongue† and Alice Walkers â€Å"Everyday Use† both share similar traits in their writings of these two short stories. â€Å"Mother Tongue† revolves around the experiences Tan and her mother had due to her mothers English speaking limitations, she also revolves her story around the relationship of a mother and daughter. Alice walker on the other hand writes a story narrated by â€Å"Mama† the mother of two daughters Maggie and Dee andRead MoreSame Theme, Different Development in of Virginia Woolf and Alice Walker’s The Legacy and Everyday Use690 Words   |  3 Pagesand Alice Walker’s The Legacy and Everyday Use, both of them have the common that is the theme of the story carries â€Å"the heritage† issue but the focus of it is different. In The Legacy, the focus of the heritage was a relic diary of Angela for her husband. Implicitly, we can conclude that the heritage was meant to be recognition of Angela to her husband. While the focus in Everyday Use, the focus of the heritage was the quilts, and in the final story we could see the truth meaning of heritage it can