Masculine Identity in Sir Gawain and the Green Knight Essay -- Essays

Masculine Identity in Sir Gawain and the Green Knight Vern L. Bullough's article, "On Being a Male in the Middle Ages," addresses how vital it was for a man living in the middle ages to be sexually active in order to maintain a masculine identity by explaining: Quite clearly, male sexual performance was a major key to being male. It was a man's sexual organs that made him different and superior to the woman. But maleness was somewhat fragile, and it was important for a man to keep demonstrating his maleness by action and thought, especially by sexual action. It was part of his duty to keep his female partners happy and satisfied, and unless he did so, he had failed as a man. (41) If we are to use this reference to explain what constitutes maleness in the middle ages, then the question naturally arises as to how Gawain in Sir Gawain and the Green Knight retains his masculine identity while abstaining from sex. I believe the answer to this can be found by looking at the structure of the story, in which we will find that Gawain is surrounded by father figures who create a superego that requires Gawain to repress his sexual desires. At the same time, these parent figures are testing Gawain's ability to abstain from sexual intercourse to see if he is worthy of a courtly masculine title. Therefore, the only way Gawain can achieve and maintain this masculine identity is to abstain from sex. We should begin our observations into the question of how Sir Gawain's masculinity works by focusing on the Green Knight. The Green Knight, the first father figure introduced in the story, tests Gawain's masculinity. Before the Green Knight can test Gawain, though, he must prove that he is in a position to pass judgment. C... ...teilungen. 86 (1985): 482-88. Bullough, Vern L. "On Being a Male in the Middle Ages." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Freud, Sigmund. Character and Culture. 1907. New York: Crowell-Collier P, 1970. Freud, Sigmund. The Origin & Development of Psychoanalysis. 1910. New York: Henry Regnery Company, 1967. Freud, Sigmund. Sexuality and the Psychology of Love. 1905. New York: Crowell-Collier P, 1970. Hedges, Warren. Personal interview. 26 November 1996. Kinney, Clare R. "The (Dis)Embodied Hero and the Signs of Manhood in Sir Gawain and the Green Knight." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Mann, Jill. "Prince and Value in Sir Gawain and the Green Knight." Essays in Criticism. 36 (1986): 294-318. Masculine Identity in Sir Gawain and the Green Knight Essay -- Essays Masculine Identity in Sir Gawain and the Green Knight Vern L. Bullough's article, "On Being a Male in the Middle Ages," addresses how vital it was for a man living in the middle ages to be sexually active in order to maintain a masculine identity by explaining: Quite clearly, male sexual performance was a major key to being male. It was a man's sexual organs that made him different and superior to the woman. But maleness was somewhat fragile, and it was important for a man to keep demonstrating his maleness by action and thought, especially by sexual action. It was part of his duty to keep his female partners happy and satisfied, and unless he did so, he had failed as a man. (41) If we are to use this reference to explain what constitutes maleness in the middle ages, then the question naturally arises as to how Gawain in Sir Gawain and the Green Knight retains his masculine identity while abstaining from sex. I believe the answer to this can be found by looking at the structure of the story, in which we will find that Gawain is surrounded by father figures who create a superego that requires Gawain to repress his sexual desires. At the same time, these parent figures are testing Gawain's ability to abstain from sexual intercourse to see if he is worthy of a courtly masculine title. Therefore, the only way Gawain can achieve and maintain this masculine identity is to abstain from sex. We should begin our observations into the question of how Sir Gawain's masculinity works by focusing on the Green Knight. The Green Knight, the first father figure introduced in the story, tests Gawain's masculinity. Before the Green Knight can test Gawain, though, he must prove that he is in a position to pass judgment. C... ...teilungen. 86 (1985): 482-88. Bullough, Vern L. "On Being a Male in the Middle Ages." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Freud, Sigmund. Character and Culture. 1907. New York: Crowell-Collier P, 1970. Freud, Sigmund. The Origin & Development of Psychoanalysis. 1910. New York: Henry Regnery Company, 1967. Freud, Sigmund. Sexuality and the Psychology of Love. 1905. New York: Crowell-Collier P, 1970. Hedges, Warren. Personal interview. 26 November 1996. Kinney, Clare R. "The (Dis)Embodied Hero and the Signs of Manhood in Sir Gawain and the Green Knight." Medieval Masculinities: Regarding Men in the Middle Ages. Medieval Cultures; 7. Minneapolis: U of Minnesota P, 1994. Mann, Jill. "Prince and Value in Sir Gawain and the Green Knight." Essays in Criticism. 36 (1986): 294-318.

Alcohol drinking

The last reason of alcohol drinking among the youth In Hong Kong is tension reduction and it is the most common excuse among them. From a survey result conducted in 2008 by The Hong Kong Federation of Youth Group, about 30% of students increase their pressure index during the beginning of each new academic year. It was found that the high consumption of alcohol Is related to the high level of pressure Index. And the frequency of drinking depends on how early the students have experienced drinking alcohol. Drinking daily or over consumption of alcohol will lead toa chain of bad impacts.If we drink in a large amount, it will have lifelong negative consequences, including physically and mentally, Drinking can affect thinking capacity and the active attention period will be reduced effecively_ Also fatigue may happen easily although only drinking a small amount of alcohol. As a result, It may affect in studies. As we notice that there are many foreign researches about the motivation of d rinking but there are only llttle researches Investigate the Hong Kong tertiary students. That means the foreign researches cannot completely reflect the Hong Kong situation due to the different cultural norms of east and west.Also. the education of alcohol management and knowledge are not prevalence in Hong Kong. Therefore, we would like to know about the basal motives of alcohol drinking and the influences of drinking among the tertiary students. And the healthcare stream students In IVE will be our target group. As our target group are studying In healthcare stream, we hypothesize that they are more likely to consider their health and a lower drinking frequency and quantity of alcohol will be found. We also assume that their motivation of drinking are due to peer, environment and social. Alcohol Drinking The last reason of alcohol drinking among the youth in Hong Kong is tension reduction and it is the most common excuse among them. From a survey result conducted in 2008 by The Hong Kong Federation of Youth Group, about 30% of students increase their pressure index during the beginning of each new academic year. It was found that the high consumption of alcohol is related to the high level of pressure index. And the frequency of drinking depends on how early the students have experienced drinking alcohol. Drinking daily or over consumption of alcohol will lead to a chain of bad impacts.If we drink in a large amount, it will have lifelong negative consequences, including physically and mentally. Drinking can affect thinking capacity and the active attention period will be reduced effecively. Also fatigue may happen easily although only drinking a small amount of alcohol. As a result, it may affect in studies. As we notice that there are many foreign researches about the motivation of drinking but there are only little researches investigate the Hong Kong tertiary students. That means the foreign researches cannot completely reflect the Hong Kong situation due to the different cultural norms of east and west.Also, the education of alcohol management and knowledge are not prevalence in Hong Kong. Therefore, we would like to know about the basal motives of alcohol drinking and the influences of drinking among the tertiary students. And the healthcare stream students in IVE will be our target group. As our target group are studying in healthcare stream, we hypothesize that they are more likely to consider their health and a lower drinking frequency and quantity of alcohol will be found. We also assume that their motivation of drinking are due to peer, environment and social. Alcohol Drinking Nowadays, it is very amusing that not only the adults are into drinking but surprisingly, teenagers or youngsters are already exposed to it and unfortunately become alcoholic in a very young age.There are about 74% of youngsters who try alcohol drinking more often (see Facts about underage drinking and statistics on teen drinking). Drinking alcohol beverages with moderation is advisable but excessive drinking is not. When you say alcoholism, it is a compulsive habitual excessive use of alcohol drinks.It is not the same as drunkenness, which may be habitual but is not compulsive (Leigh 2002). Alcoholism becomes a chronic condition; it should not be confused with acute alcoholic poisoning, which is the sudden poisoning of the body by alcohol.Underage drinking is one of the major dilemmas which our society is presently facing. Drinking in an early age can possibly make the youngsters become alcoholic in the future and become addicted to drinking.On the other hand, many crimes and accide nts happen because of excessive alcohol drinking. However, not all crimes are the result of alcohol intake but most likely, crimes happened because of excessive drinking of alcohol. True or false? In large amounts, alcohol is a depressant; in small amounts, it is a stimulant.False. Small doses of â€Å"spirits† may indeed, enliven a drinker, but they do so by slowing activity in brain centers that control judgment and inhibitions. Alcohol facilitates urges that the individual might otherwise resist by focusing attention on the immediate situation and away from future consequences (Steele & Josephs 2000).If provoked, people under alcohol’s influence respond more aggressively than usual. If asked to help, people under alcohol’s influence respond more helpfully than usual. In everyday life, alcohol disinhibits both harmful tendencies, as when sexually coercive college men try to disinhibit their dates by getting them to drink (Mosher & Anderson 1999), and helpful t endencies, as when restaurant patrons tip more when tipsy (Lynn1999).Thus, alcohol makes us more aggressive or helpful—or self-disclosing or sexually daring—when such tendencies are present. Whatever urges you feel when sober, you are more likely to act upon if intoxicated.Low doses of alcohol relax the drinker by slowing sympathetic nervous system activity. With larger doses, alcohol can become a staggering problem: Reactions slow, speech slurs, and skilled performance deteriorates. These physical effects, combined with the lowering of inhibitions, contribute to alcohol’s worst consequences—in America, the more than 100, 000 lives claimed annually in alcohol-related car accidents and violent crime (Lord 2001).Thesis Statement: This paper scrutinizes about alcohol drinking and who are involved to it; thus, be aware of the effects of alcohol to our health and into our society.II. DiscussionDrinking alcoholic beverages moderately can stimulate our system ho wever too much and excessive intake might incur deterioration of our memory. Alcohol has an intriguing effect on memory. It impairs neither short-term recall for what just happened nor existing long-term memories. Rather, it disrupts the processing of recent experiences into long-term memories.Thus, the day after being intoxicated, heavy drinkers may not recall whom they met or what they said or did the night before. This memory blackout stems partly from an inability to transfer memories from the intoxicated to the sober state (Eich, 2000). Blackouts after drinking may also result from alcohol’s suppression of REM sleep.Alcohol has another intriguing effect on consciousness: It reduces self-awareness. Compared with people who feel good about themselves, those who want to suppress their awareness of failures or shortcomings are more likely to drink. The Nazi doctors who selected â€Å"unfit† inmates for the gas chambers often did so while drunk, or got drunk afterwards (Lifton 1999).As with other psychoactive drugs, alcohol’s behavioral effects stem not only from its alteration of brain chemistry but also from the user’s expectations. Many studies have found than when people believe that alcohol affects social behavior in certain ways, and believe, rightly or wrongly, that they have been drinking alcohol; they will behave accordingly (Leigh 2002).For example, alcohol per se has some effect on sexual arousal, by decreasing cognitive inhibitions (Crow & George 1999). But people become even more responsive to sexual stimuli if they believe alcohol promotes arousal and believe they have been drinking. From their view of research, Jay Hull and Charles Bond concluded (2001) that for some people alcohol serves â€Å"as an excuse to become sexually aroused.†Consider one such experiment by David Abrams and Terence Wilson. They gave Rutgers University men who volunteered for a study on â€Å"alcohol and sexual stimuli† either an alcoholic or a nonalcoholic drink. (Both drinks had a strong taste that masked any alcohol.) In each group, half the subjects thought they were drinking alcohol and half thought they were not.Regardless of what they drank, after being shown an erotic movie clip, the men who thought they had consumed alcohol were morel likely to report having strong sexual fantasies and feeling guilt-free. Thus, being able to attribute their sexual responses to alcohol released their inhibitions—whether they actually had drunk alcohol or not. This illustrates an important principle: A drug’s psychological effects are powerfully influenced by the user’s psychological state.A. Serves as depressantThe most widely used drug in the depressant class is alcohol. You may be surprised to see alcohol listed as a depressant because you probably have heard someone say that â€Å"a few beers loosen me up and make me have a good time.†Depressants are drugs that have a general sedative effect on the central nervous system, and alcohol clearly has the effect. Initially, alcohol reduces a person’s inhibitions through action on the brain stem. Continued drinking, however, affects higher brain centers in the cortex and leads to reduced alertness. Impaired motor functioning, and slowed reaction times. Higher doses can produce unconsciousness and even death.Alcohol abuse is a major problem for society, costing billions of dollars annually in medical care, insurance costs, job loss, tax loss, and welfare costs, as well as the loss of priceless human life and other human miseries it produces. For example, one half of fatal automobile accidents involve a driver who is intoxicated (World Health Organization 2001).People drink alcohol for a variety of reasons, but principal goals are to achieve another state of consciousness, to relax, to forget one’s worries, to enjoy the high that alcohol initially provides. As tolerance develops, the individual must drink mo re to achieve the same effect. Thus, it is easy to progress from use to abuse. Dependency on the drug is known as alcoholism, a condition that affects an estimated 12 to 15 million Americans.For many years, alcoholism has been viewed in the context of a disease model, emphasizing the effects of the drug on physiological processes. Recently, the pendulum has swung toward psychological theories that emphasize processes such as learning, motivation, and self-awareness to explain how drinking problems are initiated and how they are maintained.Current research also recognizes that there is more than one kind of alcoholic, and studies are under way to differentiate these groups by cause (Conrad 2001). Obviously, such a differentiation would have an important impact on the development of more effective treatment.B. My AnalysisBased on my understanding, experienced, and my personal research, alcoholism is a serious public health problem. It afflicts millions of people, including adults and teenagers from all types of social groups. Why people become alcoholics is not clearly understood; alcoholism can stem from emotional immaturity, insecurity, nervous tension, loneliness, or depression. Physiological causes of alcoholism, if any, have not been determined. Physicians generally consider alcoholism an addiction.Personally, I occasionally take alcoholic beverages and it usually happens when I attend to parties or any special occasions but I drink moderately because I don’t want alcohol rule my life but I want to be the ruler of myself. The way I see it, too much drinking can affect many organs and systems of the body.It irritates the lining of the stomach and pancreas, causing inflammation, tenderness, and ulcerlike lesions. I have read to some articles too that heavy consumption of alcohol inhibits the absorption of proteins, nutrients, and vitamins from the small intestine and this can cause chronic malnutrition. I do not want these things happen to me.III. Conc lusionIn conclusion, our government should pay attention to this increasing and alarming dilemma which the teenagers are facing. One result of continued, excessive drinking is the development of tolerance. The cells of the nervous system become more tolerant of alcohol, and larger quantities must be consumed to produce intoxication.When consumption is discontinued, a severe physical reaction, called alcohol withdrawal syndrome, may occur. Twelve to 48 hours after the last drink, the person may experience nausea, vomiting, profuse sweating, tremors, insomnia, and hallucinations. Forty-eight to 96 hours later, the person may experience delirium tremens, a disorder of the nervous system.Reference:Conrad, Barnaby. Time is All We have: Four Weeks at the Betty Ford Center (Arbos House, 2001).Eich, J.E. (The cue-dependent nature of state-dependent retrieval. Memory and Cognition, 8, 157-173, 2000Leigh, B.C. In search of the seven dwarves: Issues of measurement and meaning of alcohol expect ancy research. Psychological Bulletin, 105, 361-373, 2002.Lifton, R.J. The Nazi doctors. New York: Basic Books. (p.168), 1999Lord, L.J.   Coming to grips with alcoholism. U.S. News and World report, pp. 56-63, 2001Lynn, M. The effects of alcohol consumption on restaurant tipping. Personality and Social Psychology, 51, 404-408, 1999Mosher, D.L., & Anderson, R.D. Macho personality, sexual aggression, and reactions to guided imagery of realistic rape. Journal of research in Personality, 20, 77-94, 1999Steele, C.M., & Josephs, R.A. Alcohol myopia: Its prized and dangerous effects. American Psychologist, 45, 921-933, 2000World Health Organization. The influence of alcohol and drugs on driving. Albany, NY: WHO Publication Centre, 2001   

Lesson Plan for P.E. Essay

This is a great activity that my kids loved after a solid review of what is in a First Aid Kit. Once your students have been introduced to these contents and understand their uses, have them apply their knowledge to real life situations with this activity. 1. Have students break into groups of 3-5. 2. I assigned students roles in their groups. (Time Keeper, Writer, Speaker, etc.) They all need to help discuss however. 2. Each group will receive an index card with a scenario on it. 3. Based on the scenario, students must decide which item(s) from their First Aid Kit they would use. They should write down the items they could use on the back of the note card. I have a spelling list on the board for younger grades. If supplies allow it, give each group a first aid kit so that they may simply grab the item for their scenario. Example of a Scenario: One of your friends cuts their leg and it begins to bleed. You need to help them clean the wound. What do you need to use from the First Aid Kit? Answer: Rubber Gloves, Cleansing Pads, Gauze, Antibacterial Ointment, etc. 4. Have each group go through their list and discuss with the class why it’s important to have each certain item. How does it help both the helper and whoever is injured? Make sure that you stress the importance to always find an adult first before performing first aid. Assessment Ideas: Perform assessment and evaluation throughout the entire lesson by having the students interact with thoughtful discussion based lecture and apply what they have learned by putting the index cards into the correct spots and answering why it’s important to know first aid safety. Tuesday Name of Activity: Counting on Groceries | Purpose of Activity: The purpose of the activity is for the students to comprehend concepts related to health promotion by moving in the gymnasium and learning about healthy food choices as well as doing a little basic math. Prerequisites: Counting to 6. Have some basic ideas of what good foods look like. Student will demonstrate healthy practice and behaviors to maintain or improve personal health. Suggested Grade Level: 2 Materials Needed: Enough foam dice so that each child has one Lots of plastic foods Two reusable shopping bags 4 green baskets (depending on how much â€Å"go food† you have) 2 red baskets (depending on how much â€Å"whoa food† you have) Description of Idea Place on shopping bag with lots of food choices in it toward one end of the play space. Place the other shopping bag also with lots of food choices in it toward the other end of the play space. This allows for more movement and less traffic jams. Place the color baskets in the center of the play space. The green baskets represent the â€Å"Go Foods – healthy food choices† and the red baskets represent â€Å"Whoa Foods – foods we can only eat every once in a while†. Each child will get 1 die. They will take the die to a self-space and roll the die one time. After rolling the die they need to count the spots. Each spot represents a piece of food they can get at the grocery store (shopping bags). Once they collect the correct amount of food from the bag to match the roll of the die they bring the food back to the baskets. Once at the baskets they sort the food into the green basket for go foods and red basket for whoa foods. After sorting the foods they go ba ck to their die and roll again. They continue to do this until the shopping bags are empty and the food is all sorted. After all food is sorted bring the children back to the center of the play area. Have them sit in a circle so they can all see the baskets. As the children to identify the foods in the basket and evaluate to see if they placed the foods in the correct baskets. Assessment Ideas: I was able to assess if the students could count to six by watching their die roll and seeing how many pieces of food they took when going to the shopping bag. I was able to watch the children sort the food and see if they were sorting correctly for the food choices they had. As a group I was able to assess the overall outcome by how successful they were overall with the sorting activity. Adaptations for Students with Disabilities: Kids with mobility problems could have an adult bring a basket to them so they could sort easier. Kids with visual difficulties could have the food identified for them and then have them tell another child or adult what basket to place to the food in. Kids could work in pairs if a child has trouble counting the spots on the die. Wednesday Name of Activity: Learning the food guide pyramid | Purpose of Activity: The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. Prerequisites: The student will choose habits that prevent hearth disease. : Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. 115.2 Health Edu. (b)(1) (A) Suggested Grade Level: 2 Materials needed: -white board, -white board markers. -Class set of food calendar worksheets, -multiple sets of pyramid go fish game, -deck of cards Description of Idea Focus: What is everyone’s favorite food? (Make a chart on the white board, placing student’s favorite foods under the category of the food pyramid in which it belongs) Explain which category the student’s favorite foods fall under, which category we should have the most of (grains) and which the least of (fats and oils)? Statement of Objectives: To learn about the food guide pyramid and what foods are best for our bodies! Teacher Input: Can anyone name all the categories of the food guide pyramid? (Grains, vegetables, fruits, milk/dairy, meats & beans, and fats/sugars) Tell your neighbor what your favorite food is and which category it fell under? Now how much of all the other categories, as well as the one your favorite food falls under, do you think you should be eating each day? Grains- 6 ounces Vegetables- 2  ½ ounces Fruits- 1 ½ cups Milk/dairy- 3 cups Meats & beans- 5 ounces Fats/sugars- know your limits Oils (although not a good group, they are needed in small amounts for good health) We eat these foods because they provide our bodies with the nutrients we need to do things. To run, walk, talk, think, smile, and GROW big and strong! All the categories of the food guide pyramid are like a puzzle, and if our body doesn’t have all the pieces, it isn’t complete! Guided Practice: Can we discuss as a class, what are some healthy choices that we could eat from each of these categories. Examples: Grains (pasta, bread, rice), Vegetables (lettuce, spinach, broccoli, cucumbers, peppers), Fruits (bananas, strawberries, oranges, apples), Milk/dairy (milk, yogurt, cheese) Meats & beans (chicken, fish, lean beef, soybeans, dried beans). One important thing to know when deciding what you are going to eat for your each food guide pyramid portion size. We need six ounces of grains per day, and five ounces of meat/bean. What does this mean? Well three ounces can be described as the same width and size of a deck of cards (show example of a deck of cards). So remember that when eating. Now, let’s fill in this chart all together (the same food calendar worksheet passed out to class already) to help us think about what kinds of foods we would all eat throughout our meals to ensure we are eating all of the correct foods and serving amounts that the food guide pyramid tells us to. Who would like to raise their hand first, to tell me, what is a food we could eat with breakfast, which would help us reach our goal of meeting the food guide pyramid daily servings? Independent Practice: With three of your neighbors, take a few minutes to play â€Å"Pyramid Go Fish!† The dealer of your group shuffles the cards, then gives each player four cards, and puts the remaining cards in a stack in middle of everyone. Each player takes a turn asking another player if he/she has the pair to one of the four cards that they currently have in their hands. If two of the same cards are obtained, then the pair is laid down and counted as one point. When asking another player if he/she has a card and is answered â€Å"no, go fish† then the player who was denied must draw another card from the deck in the middle. If answered â€Å"Yes†, then the player is given the card, lays down his/her pair, and gets to ask again if a fellow player has a card he/she needs. Whoever ends up with the most pairs wins? Closure: Raise your hand to tell me a food that may not be your favorite, but you like a lot, that falls into the food guide pyramids’ categories. How much of this food do you usually eat when you have it? What are some fats/sugars that would be better to choose, rather than candy, ice cream and items like that? Make sure to go home tonight and talk to your family about what should be on your plate in order to have a well-balanced, healthy dinner tonight! Assessment Ideas: Psychomotor: The student will be able to play games related to the food guide pyramid. Cognitive: The student will be able to remember what the food guide pyramid categories are, what types of foods belong to each, how many servings pertain to each category, and why we should eat these foods. Affective: The student will be able to discuss good choices to eat from the food guide pyramid, determine how much of each pyramid category they should eat daily, and also be able to teach others about what they learned from the food guide pyramid. Thursday Name of Activity: Creating a First Aid Kit | Purpose of Activity: The student should know how to work in groups while making the first aid kit. They should also be able to list five items that should in a first aid kit and explain how they are used, as well as, go home and make a first aid kit. Prerequisites: Student should have had prior practice. The students should know the name of the items in the box and how to use all content in the box, also where it should be kept. And be skilled in common first aid procedures. 115.2 Health Edu (b) (1) (A) Suggested Grade Level: 2 Materials Needed: first-aid manual, sterile gauze, adhesive tape, adhesive bandages in several sizes, elastic bandage, antiseptic wipes, soap, antibiotic cream (triple-antibiotic ointment), antiseptic solution (like hydrogen peroxide), hydrocortisone cream (1%), acetaminophen and ibuprofen, extra prescription medications (if the family is going on vacation), tweezers, sharp scissors, safety pins, disposable instant cold packs, calamine lotion, alcohol wipes or ethyl alcohol, thermometer, plastic gloves (at least 2 pairs), flashlight and extra batteries, mouthpiece for administering CPR (can be obtained from your local Red Cross), your list of emergency phone numbers blanket (stored nearby), Plastic box, construction paper cut to 3Ãâ€"5 in., markers, sandwich bags, take home handouts with the list of items for kit and how to make a kit, First aid assessment sheet, the in class worksheet for with blank spaces for students to fill in descriptions Description of Idea Statement of Objectives: Once we have finished creating our classroom first aid kit you will be able to go home and make your own first aid kit with your parents and identify all the parts that are found in the kit. Teacher Input: Ask students, â€Å"Have you ever seen a first aid kit?† ask them to raise their hand. â€Å"Where do you usually see first aid kits?† call on a few, give positive feedback. Tell the students that a first aid kit is a good thing to have anywhere. Give examples: in the car, at home, at the playground. Tell the children how you never know when you may have a emergency that will require immediate action. Put up a slide showing the standard list of items, with their descriptions, found in a kit. Point to each item say the name and have the class repeat the name. Guided Practice: After going through the list once give each student the handout that matches the slide telling them to follow along and take notes of the descriptions of use as you move down the list. Tell the classroom that this information was provided to them by the White Lake Fire Department. This time instead of pointing only to the slide use the items you have already sat on the desk that will go in your kit to show the students a visual of the item as you describe it while they take notes. After going over an item start passing it through the class giving each student an opportunity to look closely at each item. Once you reach the end have them fill in the last three spaces with things they think would be nice to have in a first aid kit. This can be something serious like glow sticks, matches or fun such as a coloring book or small stuffed animal. Independent Practice: Assign children into groups of no more than five. Give each group a sandwich bag and the construction paper squares. Tell the students to make their own first aid kit by writing the name of each item on the paper provided. Tell the groups to switch bags and empty the contents checking to make sure each piece is there. Before they check the new bags explain to the students the importance of going through the first aid kit every few months to make sure all the items are still there and that none of the items are out of date or damaged. Closure: Give positive feedback on what a wonderful job they have done so far. Go back to the table with all the items for the first aid kit and have each child come up and pick and item to go in the class box. Ask the student, â€Å"Can you tell everyone what this item is and what we would use this item for?† Let each child have a turn if possible. Pass out the First Aid Lesson assessment and have the children complete and hand in. After the box is complete encourage the children to go home and talk to their parents about making their own kit Friday Name of Activity: Nutrition Scooter Relay | Purpose of Activity: The students will be able to demonstrate safe scooter travel and will be able to correctly identify foods from the six food pyramid groups. Prerequisites: Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. Suggested Grade Level: 2 Materials Needed: 1. four wheeled scooters (enough for half your class) 2. Pictures of foods from the six food groups (around 100-150 pictures) Description of Idea I like to use this relay as a culminating activity for learning about the six food groups. Divide the students into pairs and have them spread out along one side of the gym with one scooter per pair. Spread out pictures of food from the six food groups along the opposite side of the gym. I like to use food group pictures that I ordered from a Dairy Council catalog that allots free monies to teachers every year, but any assortment of pictures will work. It is also nice to tack up a picture of the food pyramid on the same side of the gym that you spread out the pictures for struggling students to use as a resource. Once the gym is set up, give the signal to begin. One student from each group must travel on the scooter down to the opposite end of the gym while the other student runs/skips/gallops/etc. beside his/her partner on the scooter. The partner on the scooter must travel on his/her bottom or knees. Once they have made it to the opposite side each group must pick six different foods pictures of food that fit into the six food group categories before returning. Partners can check with each other and the food pyramid poster to make sure they have all six before returning. They must go back the same way they came, with the same partner on the scooter and the same partner moving alongside the scooter. Once the first group has returned, begin counting down from 30 seconds, signaling to the other groups that they need to get back to the other side of the gym before time runs out with whatever pictures they have. Once everyone is back, they can take 30 seconds to show their items to another group to double check their choices. Once the 30 seconds are up, collect all the food from the students, have them switch places and go again! While they race down, replace the food you have collected so that they can use those pictures again for the following round. The kids LOVE this game, and it gives the students multiple opportunities to check their knowledge with other students while giving me many opportunities to walk around and assess student learning levels. Assessment Ideas: I have assessed student learning and comprehension levels in different ways for this game. Sometimes I use a check-sheet to mark that can correctly identify and place foods within the correct food groups, and sometimes (with the second graders) I use self-assessment charts where students can mark their own levels of understanding. Since this activity takes place at the end of my nutrition unit I usually already have a pretty good idea of who can and can’t identify foods and correctly place them within the six food groups, so this just gives me one more opportunity to check for understanding.

Essay about Timeline 1750

Essay about Timeline 1750 Essay about Timeline 1750 Timeline 1750-1914 Toussaint Louverture (May 20, 1743- April 7, 1803) -The leader of the Haitian Revolution Reign of King Louis XVI (Aug. 23 1754- Jan. 1793 -King of France that was executed in the French Revolution James Watt perfects steam engine (1765) -He discovered that steam could be harnessed and used to work. American Revolution (April 19, 1775- Sept. 3, 1783) - Colonists of the thirteen colonies overthrew the British congress and created the united states of america Simon Bolivar (July 24, 1783- Dec. 17, 1803) -Venezuelan statesman and military leader French Revolution (1789-1799) -French citizens redesigned their country’s political landscape Haitian Revolution (1791-1804) -The largest and most successful slave rebellion in the western hemisphere Cotton Gin Developed (1793) -The modern mechanical cotton gin was invented in the United States in 1793 by Eli Whitney Reign of Napoleon (April 20, 1808- Jan. 9, 1873 -French military leader and emperor who conquered much of Europe in the early 19th century Wars of Independence in Latin America (1808-1826) -revolutions that took place during the late 18th and early 19th centuries and resulted in the creation of a number of independent countries in Latin America. Spinning Mule Developed (1813) -The spinning mule produced a very fine and even thread which was suitable to spin yarns for making muslin. Congress of Vienna (Sept. 1814) -A congress is a formal meeting of the representatives of different nations, constituent states, independent organizations, or groups Opium War (1839-1842) -wars between China and Western countries Unification of Italy (1848-1870) -The movement to unite Italy into one cultural and political entity Taiping Rebellion (Dec. 1850) -one of the bloodiest civil wars in history between the Qing Dynasty and the Chinese 'Christian' rebels Crimean War (1853-1856) -a conflict in which Russia lost to an alliance of France, Britain, the Ottoman Empire, and Sardinia Bessemer Process Developed (1856) -first inexpensive industrial process for the mass-production of steel from molten pig iron prior to the open hearth furnace Sepoy Rebellion (1857-1858) -The British commanders were forcing Indian soldiers to use their mouth on the cartridges which were greased with cow and pig fat; This was against religious beliefs and led to an uprising by the Sepoys Origin of the Species Published (Nov. 24, 1859) -a book written by Charles Darwin about evolution Emancipation of Russian Serfs (1864) -the first and most important of liberal reforms effected during the reign of Emperor Alexander II of Russia Meiji Restoration (1868-1912) -the political revolution that brought about the fall of the Tokugawa shogunate and returned

Implicit and Explicit Constructor Chaining

Implicit and Explicit Constructor Chaining Constructor chaining in Java is simply the act of one constructor calling another constructor via inheritance. This happens implicitly when a subclass is constructed: its first task is to call its parents constructor method. But programmers can also call another constructor explicitly using the keywords  this() or  super(). The this() keyword calls another overloaded constructor  in the same class; the super() keyword calls a non-default constructor in a superclass. Implicit Constructor Chaining Constructor chaining occurs through the use of inheritance. A subclass constructor methods first task is to call its superclass constructor method. This ensures that the creation of the subclass object starts with the initialization of the classes above it in the inheritance chain. There could be any number of classes in an inheritance chain. Every constructor method calls up the chain until the class at the top has been reached and initialized. Then each subsequent class below is initialized as the chain winds back down to the original subclass. This process is called constructor chaining. Note that: This implicit call to the superclass is the same as if the subclass had included the super() keyword, i.e. super() is implicit here.If a no-args constructor is not included in the class, Java creates one behind the scenes and invokes it. This means that if your only constructor takes an argument, you must explicitly use a this() or super() keyword to invoke it (see below). Consider this superclass Animal extended by Mammal: class Animal {// constructorAnimal(){   System.out.println(Were in class Animals constructor.);}} class Mammal extends Animal {//constructorMammal(){   System.out.println(Were in class Mammal s constructor.);}} Now, lets instantiate the class Mammal: public class ChainingConstructors {   /*** param args*/public static void main(String[] args) {Mammal m new Mammal();}} When the above program runs, Java implicitly triggers a call to the superclass Animal constructor, then to the class constructor. The output, therefore, will be: Were in class Animals constructorWere in class Mammals constructor Explicit Constructor Chaining using this() or super() Explicit use of the this() or super() keywords allows you to call a non-default constructor. To call a non-args default constructor or an overloaded constructor from within the same class, use the  this()  keyword.  To call a non-default superclass constructor from a subclass, use the super() keyword. For instance, if the superclass has multiple constructors, a subclass may always want to call a specific constructor, rather than the default. Note that the call to another constructor must be the first statement in the constructor or Java will throw a compilation error. Consider the code below in which a new subclass, Carnivore, inherits from Mammal class which inherits from the Animal class, and each class now has a constructor that takes an argument. Heres the superclass Animal:   public class Animalprivate String name;public Animal(String name)  // constructor with an argument{this.name name;System.out.println(Im executed first.);}}Note that the constructor now takes a name of type String as a parameter and that the body of the class calls this() on the constructor. Without the explicit use of this.name, Java would create a default, no-args constructor and invoke that, instead. Heres the subclass Mammal: public class Mammal extends Animal {public Mammal(String name){super(name);System.out.println(Im executed second);}} Its constructor also takes an argument, and it uses super(name) to invoke a specific constructor in its superclass. Heres another subclass Carnivore. This inherits from Mammal:   public class Carnivore extends Mammal{public Carnivore(String name){super(name);System.out.println(Im executed last);}} When run, these three code blocks would print: Im executed first.Im executed second.Im executed last. To recap: When an instance of the Carnivore class is created, the first action of its constructor method is to call the Mammal constructor method. Likewise, the first action of the Mammal constructor method is to call the Animal constructor method. A chain of constructor method calls ensure that the instance of the Carnivore object has properly initialized all the classes in its inheritance chain.

'To live is to be photographed (Sontag 2004). Does photography have a Essay

'To live is to be photographed (Sontag 2004). Does photography have a special role in the mediation of our lives, and how, according to Sontag, is this role changing - Essay Example There is a big role of photography in the conception of the history of the world. Photographs have historically provided an objective record of the events of the real world. They have served as a key in confirming the ravages of the Civil War for the public. â€Å"Roland Barthes, a preeminent theorist of photography, said that photograph is the "sovereign contingency," meaning it is dependent on something else happening† (Huds, 2013). In the earlier times, photography was considered as the domain of only the rich people in the world. The power of photography was spread to the general public’s hands after the invention of the instant camera by the Eastman Kodak company (Huds, 2013). Using this camera and the cheap 35 mm film, it was possible for any individual, rich or poor, to capture an image by clicking the camera, thus making photography evolve as the most popular art form. Photographs do play a special role in the mediation of our lives. There is an insuperable powe r in photographs that helps them determine what can be recalled in the events. Photography brings the memories of childhood back to us. Photographs help us recall a sad or happy moment that we can share with others. The power of picture is that it captures a single moment’s quintessence and makes it permanent so that it can be reviewed over and over again. Photographs help us keep record of our past as well as present. ... r is to convey the actual fear and horror prevailing in the battle-field to the people in an attempt to discourage the occurrence of wars in the future. Once, a photographer said, â€Å"I thought I was going to save the world with my photographs† (The Free Library, 2013). Thousands of photographs of the Vietnam War were taken and almost all of them were viewed by people in different parts of the world within only few days of their being made. Those photographs were basically meant to be seen as soon as possible. The photographs were disturbing and affected people emotionally and psychologically. They made the audiences feel sickened. It is a fact that some photographs, particularly those of the war, are intentionally taken to shock the audience because the images recalled are the ones that are the most horrifying and compelling. Such photographs are imprinted on the minds of the audience. A memorable photograph is one that has an impact. It is a form of a visual impression tha t awakens the individual looking at it in a positive or a negative way. A horrifying photograph spurs anger and frustration in the audience. It evokes an emotional response that makes the audience think upon the context that reflects from the photograph. A photographer making a documentary focuses the camera at the real world to capture the drama of life, death, and all that lies in between the two. The audiences have been brought quite close to the important events of the world by the photojournalists. They have helped the audiences see the world as it is in reality rather than the way it is projected in the news. The medium of photography has even made the armchair participants completely aware citizens of this world. In the present age, the importance of photographs cannot be overestimated.

Management issue Assignment Example | Topics and Well Written Essays - 750 words

Management issue - Assignment Example Many organizations fail on this issue as they do not apply or rather use the appropriate management strategies (Hopkins, 3). With the interconnectedness of factors in the market, risks in companies may crop up from any corner across the globe and cause uncertainty and volatility which in turn increase the pressure on managers. Moreover, the uncertainty increases the management need for specific and accurate data. This goes along with the need to ensure that every decision the management makes take into account several alternatives in related issues. Various factors have come to the forefront forcefully due to the ever changing nature of markets across the globe. These factors have a greater impact on risk management of businesses. To start with, operational risk is on top of this list. With the ever rising complexity in transactions, the world’s nature of every market and the particular risks they represent is common for companies. Thus, comparing to the previous years, a number of firms have an employment position for operational risk officers; such positions never existed in previous years. Secondly, economic models are now on a focus. These have led to various questions that lack easy answers. For instance, given a capital challenges that resulted to a crisis in the organization, should the firm continue using the same proprietary model? Proper models or rather proper use of these models is at stake in many organizations since they have an impact in the firm’s risk management. In addition, the corporate governa nce is an upcoming factor which is being focused by risk managers. These managers are currently involved in companies’ corporate governance and other discussions such as compensation. In most cases, they are asked to give opinions on packages of compensation and if the incentives in these packages might height the company’s profile. Lastly, the role of overall management in the modern companies is dramatically changing. The risk-related