Free Essays on Who Moved My Cheese

Who Moved My Cheese? This has been my second time reading this book, and even though I’ve read this book before, there’s always something new to learn. I think everyone has a little bit of all the characters that were portrayed in this book, in them. In reading this book, I’ve learned a lot about myself, which character I portray, and how to deal with changes or better known as â€Å"moving cheese† in life. Growing up I’ve had to deal with a lot of changes in my life. My parents got divorced when I was eleven or twelve, so I had to adapt or adjust to my dad moving out, and from seeing him everyday to every other weekend. I had to adjust to the new family setting in the beginning I was probably more like Hem in this situation. I was very comfortable in my secure little bubble and I didn’t know or didn’t want to see that changes were taking place. Like Hem I was afraid of the unknown I didn’t know how my family could run without the two-parent sup port system I was so used to, so like Hem I didn’t deal with it. I was very angry about my life being turned upside down without anyone telling me. Even though I didn’t like the changes that were happening around me, it wasn’t helping me to be in denial about them. This is when I started to portray the character Haw. I knew that in order for me to feel better about what was going on I had to first try to adapt to the changes around me even though I was afraid. When I finally decided to accept that my parents weren’t getting back together that didn’t mean that my family was over, just different I was able to feel better about the situation and was able to move on. Life is full of unexpected changes, twists and turns, ups and downs. It’s how you choose to handle the change that makes the real difference. Some people are afraid of what’s different and changes. That’s what’s holding some people back from experiencing the good changes in life. Some... Free Essays on Who Moved My Cheese Free Essays on Who Moved My Cheese Who Moved My Cheese? This has been my second time reading this book, and even though I’ve read this book before, there’s always something new to learn. I think everyone has a little bit of all the characters that were portrayed in this book, in them. In reading this book, I’ve learned a lot about myself, which character I portray, and how to deal with changes or better known as â€Å"moving cheese† in life. Growing up I’ve had to deal with a lot of changes in my life. My parents got divorced when I was eleven or twelve, so I had to adapt or adjust to my dad moving out, and from seeing him everyday to every other weekend. I had to adjust to the new family setting in the beginning I was probably more like Hem in this situation. I was very comfortable in my secure little bubble and I didn’t know or didn’t want to see that changes were taking place. Like Hem I was afraid of the unknown I didn’t know how my family could run without the two-parent sup port system I was so used to, so like Hem I didn’t deal with it. I was very angry about my life being turned upside down without anyone telling me. Even though I didn’t like the changes that were happening around me, it wasn’t helping me to be in denial about them. This is when I started to portray the character Haw. I knew that in order for me to feel better about what was going on I had to first try to adapt to the changes around me even though I was afraid. When I finally decided to accept that my parents weren’t getting back together that didn’t mean that my family was over, just different I was able to feel better about the situation and was able to move on. Life is full of unexpected changes, twists and turns, ups and downs. It’s how you choose to handle the change that makes the real difference. Some people are afraid of what’s different and changes. That’s what’s holding some people back from experiencing the good changes in life. Some...

6 Ways To Use the Spanish Preposition En

6 Ways To Use the Spanish Preposition En If you were told that en is a Spanish preposition and were asked what it means, you most likely would guess in or on. And youd be right in both cases. But en can also be translated as at, about, by, on top of, upon, inside of, and other ways, so its use isnt as straightforward as it may appear. The Spanish Preposition "en" The Spanish preposition en frequently means in or on when referring to physical locations.En can also be used to mean in in certain time expressions.En is so used in phrases and following certain verbs with translations that arent always predictable. These idioms and verb phrases must be learned individually. Fortunately, when en doesnt mean on or in, you can usually tell by the context what is meant. Like some other prepositions, en can seem quite versatile to the foreigner. Here are the most common uses: Using En for Locations and Meaning 'In' When it is used in describing locations, en can mean in or inside of. As in the third and fourth examples here, en can also be used this way figuratively. El dinero est en la caja. (The money is in the box.)Vivo en Espaà ±a. (I live in Spain.)La crisis sà ³lo est en la mente de las personas. (The crisis is only in the minds of people.)Hay cien cantavos en un dà ³lar. (There are 100 cents in a dollar.) Using En in Time Expressions En can be used in time expressions much as it is in English with periods of time other than days of the week. Llegamos por tren en una hora. (We arrive by train in one hour.)Trabajarà © en el verano. (I will work in the summer.)Esperan aprobar la ley en dos semanas. (They hope to pass the law in two weeks.) With days of the week, a preposition isnt needed: Llegamos el lunes. (We arrive on Tuesday.) Using En for Locations and Meaning 'On' En is frequently used to meet on in the sense of meaning on top of or placed on. El dinero est en la mesa. (The money is on the table.)Fijà ³ los carteles en la pared. (He put the posters on the wall. Note that the preposition a also could have been used here: Fijà ³ los carteles a la pared.)Las manchas en la cara pueden aparecer por diversos motivos. (Blemishes on the face can appear for various reasons.) Using En in Expressing Values Although not particularly common, en is sometimes used instead of por when referring to costs or similar values: Vendià ³ el carro en $2.000. (He sold the car for $2,000.)Comprà ³ el mà ³vil en un buen precio. (She bought the cellphone for a good price.)Tenemos el cojà ­n ideal para ti en sà ³lo $349.00 pesos. (We have the ideal cushion for you for only 349 pesos.) En in Miscellaneous Expressions Numerous phrases or idioms use en. Most of these need to be learned as phrases rather than simply translating word for word: en broma, as a jokeen busca de, in search ofen cambio, on the other handen casa, at homeen espaà ±ol, in Spanishen honor de, in honor ofen la actualidad, presentlyen la radio, on (the) radio; en la televisià ³n, on (the) televisionen lugar de, instead of, in place ofen secreto, in secreten seguida, immediatelyen serio, seriouslyen todas partes, everywhereen vez de, instead ofen vilo, anxiously awaitingen vista de, in view ofen vivo, live (as in live TV)en voz alta, in a loud voice; en voz baja, in a soft voice. Using En With Certain Verbs When used with many verbs, en is translated as in or on: ayudar en algo, to help in doing somethingcompeter en, to compete inconcentrarse en, to concentrate onconcurrir en, to concur inconfiar en, to trust in; creer en, to believe in; esperar en, to trust inempeà ±arse en, to persist in;insistir en, to insist onintervenir en, to participate inpersistir en, to persist inreflejar en, to reflect onresultar en, to result in. But it can have other translations as well: actuar en consecuencia, to act accordinglyadentrarse en, to get intoadvertir en, to noticeaplicarse en, to devote oneself tocaerle en suerte, to get luckycoincidir en que, to agree thatcomprometerse en, to get involved withconcurrir en, to meet atconsentir en, to agree toconsistir en, to be composed ofconvenir en, to agree toconvertir(se) en, to change intoequivocarse en, to be mistaken aboutextenderse en, to spread overfijarse en, to noticeingresar en, to be admitted toinscribirse en, to register forjuntarse en, to meet atmolestarse en, to bother bypensar en, to think aboutquedar en que, to agree thatreparar en, to noticevacilar en, to hesitate to.

What did I do after i finished my high school Essay

What did I do after i finished my high school - Essay Example I arrived in the great country of America and the difficulties began immediately. I found that I could not communicate well because to language and cultural differences. For example, a month after I arrived in America I went to my friends party. My friend speaks my language and he speaks English too. I saw all the people talking about something I could not understand and it frustrated and concern me because I have been in the languages environment for one month and I still could not understand what they were talking about. I realized that learning a language would take hard work and dedication and that it would not be fast. I decided to begin studying English more seriously. I completed my English courses, and I took the IELTSÂ  test for the first time and I didn’t succeed. I worked some more on my understanding and on the second attempt I got the score that your university accepts. I worked hard to develop my language and I succeed. I applied to study in Mount Union University and am very glad I did. Life is difficult and not every person gets what he/she wishes, but we can do great things if we work hard and set high

Australia taxation law Essay Example | Topics and Well Written Essays - 2250 words

Australia taxation law - Essay Example The first task identified was the determination of whether, for tax purposes, the Finlays are considered residents of Australia. The determination was made that the Finlays were considered residents based upon the residency test. According to Australian Tax Law the Finlays are considered residents because they were in Australia for 6 months or more during the 2006/2007 tax year. They also meet residency requirements because they met one or more of the three statutory residency tests. They are considered residents because they maintain a residence in Australia, have resided in Australia for 6 months during the tax year, and they contribute to the superannuation retirement fund. The biggest question to answer about residency and foreign income is what is taxable and what is not taxable. It has already been determined that the Finlays meet residency requirements for tax purposes. Although the tax forms ask for foreign income and foreign taxes paid on those earnings, the tax forms do not explain why. The first determination was that the income was earned in a country that has already taxed the income. If the foreign income was earned but not taxed it would be subject to taxation by the Australian Government. ... d States and Australia was created for "the avoidance of double taxation and the prevention of fiscal evasion with respect to taxes on income" (Australian Taxation Office website). This protocol covers all aspects of income earned in the United States. Most specifically, relating to this case study, income earned within the United States is taxed by the United States. Any income not taxed is considered taxable income in Australia and residents of Australia are subject to taxation on that income earned. It is very important for the individual to report foreign income and whether or not it was taxed. All records relating to the income and taxes paid should be kept as proof of income earned and taxes paid. Taxation also applies to dividends earned, interest earned, royalties, and capital gains earned in the United States. In this case study Andrew's earnings were taxed but dividends, capital gains, and interest earned in the United States were not taxed so they are subject to taxation i n Australia. Other instance where income may not have been taxed by the United States include the following: 1) the income is less than the amount where taxation begins 2) the income falls into an exempt category in the foreign country 3) a memorandum of understanding exists 4) The income consists of supplements paid by the Australian Staffing Assistance Scheme 5) The foreign country levies a tax but does not have a system in place to collect those taxes TaxPack and Forms. This case study was completed using the Australian Taxation Office's "TaxPack" retrievable from their website at www.ato.gov.au. The TaxPack for individuals, supplement section, and Business and professional items schedule for individuals 2007. In addition, the rental property worksheet was used to

How Constitution Affects Arizona Essay Example for Free

How Constitution Affects Arizona Essay The Arizona Constitution affects counties, municipalities, corporations, and schools in many ways. In Article 11 of the Constitution, there are many points covered that ensure the success of Arizona schools. Some of these points include disability regulations, fairness of the members of the state board, and maintenance of the schools. In Article 11, of the Arizona Constitution, it is stated â€Å"†¦that legislature shall make such appropriations, to be met by taxation, as shall insure the proper maintenance of all state educational institutions, and shall make such special appropriations as shall provide for their development and improvement† (Hoffman Rex, 2009. ) The goal of this section of the Constitution is to ensure the safety and success of the Arizona school system. There are ten sections to this Article that include rights and regulations of students, including those that are disabled. For example, in Section 1, it states that children who suffer from hearing and vision disabilities are guaranteed a fair education. In Section two and three, the supervision of the schools and the state board members are mentioned. Other issues covered include funding and fair admission regardless of sex, religion, or politics. These sections addressed many of the common issues of any school system. The Arizona Constitution, specifically Article 11, affect the school system in many ways. For example, disabled children are offered a fair and free education regardless of the severity of their condition. Another example is the funding of the Arizona school system. This is possibly the most important aspect of schools because without funding they cannot be successful. The Arizona Constitution is a vital treasure for Arizona citizens to enforce in every aspect of their citizenship, especially education. References Hoffman, D Rex, T. (2009) â€Å"Education Funding in Arizona: Constitutional Requirement and the Empirical Record.† A Report from the Office of the University Economist. Arizona State University. Arizona State Legislature. (2009) retrieved from: www.azleg.gov/consitution.asp?Article=11.

Physics of a Spudgun :: physics potato gun cannon

Well it's quite simple actually. Spudguns use some of the same principles as internal combustion engines. Just as burning gas forces a piston out of a cylinder it can also force out a potato. A spudgun is a device that uses some form of propellant to project a potato across the sky. Usually these devices are made of ABS plastic sewer pipe. There are several major parts of the spud gun that these pages will refer to. These parts are the firing chamber, the igniter, and the barrel. The ignition device of a spud gun is simply put the spark generator that causes the combustion of the fuel in the firing chamber. This device is usually a charcoal grill lighter. The button on the sparker is depressed and a spark arcs across a wire lead and a ground wire. The grill sparker is installed in to the back of the firing chamber by means of threading, epoxy, and bolts. This sparker becomes a projectile if it is not well seated in the end cap of the firing chamber. It must be held firmly in place withstanding any pressure produced by the fuels being burned in the chamber. This type or igniter will work in most conditions including when it becomes wet with fuel. Other igniters exist but are not recommended as highly as the charcoal grill sparker. The Colmen lantern spin lighter which use a flint and striker can become gummed up with some fuels and is not recommended for use in spud guns which will use hairspray as a primary fuel. This lighter must have new flints installed when they run out. This type of lighter also will fail to function when wet with fuel. The flame style barbecue lighter is a click lighter that produces a small-sustained flame. This lighter rarely misfires but is very hard to install given the high pressures it would be subjected to. Also the fuel in the lighter it self must be refilled. Some Spud Guns use a spark plug and battery setup that involves more work as well as more components. The benefits of this style of ignition system is that you have the ability to remote detonate the fuel from a safe distance. By far the push button charcoal grill sparker is the recommended igniter. It is cheap, effective, relatively easy to install and long lasting.

Goal Statement for Capella University

Application for Clinical Graduate Degree in Counseling By: Rosalind Sims Rationale for Seeking Specialization in a Clinical Counseling-Related Program I would like to pursue counseling as my career and become a successful leader in the field. I have always had a passion to assist people in emotional distress. As a qualified professional in the counseling field, I would be able to identify their problems as well as offer them the most appropriate solutions that may help them deal with their situations.However, working as a professional counselor requires that I possess the relevant skills and knowledge that would enable me to offer quality services in which I think that I can obtain the skills at Capella University. As a professional clinical counselor, I would have to deal with clients with different problems, so my role would entail listening to their problems, preventing further damage/harm as well as relieving them from the psychologically based dysfunctions (emotional, nervous, m ental and behavioral dysfunctions).In addition, I would have to create conducive environment for them, which promote their personal development and well-being. Consequently, I would therefore have to provide both vocational and educational planning for the patients. To achieve this effectively, I would require training that would enable me to administer and interpret various psychological personality tests as well as the standardized tests of memory, functioning, and intelligence. A clinical graduate degree in counseling at Capella University would enable me to get the necessary licensure that will grant me the authority to practice legitimately.My interest in counseling developed early when I was still in high school, where I offered fellow students advice on their personal problems; with time, my reputation as a great advisor grew and most students and roommates at the school often consulted me for advice. This interest developed further when I had an opportunity to offer voluntar y services at the American Counseling Association and my work experience as a paraprofessional for mentally ill adults and children with behavioral problems. Impact of Previous Volunteer Work, and Other Human Service or CounselingExperiences During and immediately after my undergraduate course, I had the opportunity to work as a volunteer at the American Counseling Association and as a houseparent for an institution that houses mentally ill individuals. The association welcomes students and encourages them to offer voluntary services while they have an opportunity. My experience at the association, as a houseparent, and currently as a paraprofessional for mentally ill adults and children with behavioral problems provided me with a solid footing as well as the necessary resources to prepare for my career in counseling.The experiences gave me an opportunity to attend several conferences and workshops where I had the chance to meet and interact with other professional counselors. These opportunities opened me up and exposed me to numerous challenging situations that helped me to grow both personally and professionally. Interacting with more qualified and experienced people in the association, institution for the mentally ill, and agency that I currently work for has helped me to develop confidence in my work as I sought their assistance and guidance whenever I needed help.The experiences gained while working at the association was helpful to me as I could apply that knowledge and the skills learnt to help my church members. At my church, I was a youth leader and so the skills gained while working at the American Counseling Association proved very beneficial as I could offer counseling to troubled youth members. I assisted youth members that had various difficulties such as domestic problems, emotional traumas, alcoholism, educational problems and people with low self-esteem among many others.These experiences have strengthened my conviction in the need to pursue a clinical graduate degree in counseling. Culturally Relevant Interpersonal Skills As a student at Capella University pursuing a clinical graduate degree in counseling, I perfectly understand the importance of cultural competence. By ensuring that I am culturally competent, I would be able to comprehend well the culturally relevant information and facts relating to a client’s culture to facilitate skillful intervention that would bring positive change through my counseling.For this reason, I am always keen to handle all people in a respective manner irrespective of their religion, ethnicity, age, socioeconomic status, sexual orientation or gender among other differences. To develop multicultural competency, I would have to assess the cultural awareness needs so as to have a better and more accurate understanding of people from different backgrounds, then, I would develop multicultural knowledge resources and lastly work on improving on my multicultural skills.These would help me find a common ground between the different groups or individuals that I would have to work with as well as create a firm foundation for both interpersonal and intrapersonal harmony. In addition, I would have to seek affiliation with a large multicultural organization where I would be able to develop and grow my interpersonal skills to enable me to deal with a culturally diverse clientele. Self-awareness As I was growing up, I personally had to deal with numerous stressful situations, an experience that was highly traumatizing.Among the problems, that I had to deal with was an alcoholic father, who was abusive and negligent. Having gone through these experiences, I can easily understand what others feel and think while they are in such situations. I can therefore relate to their circumstances well because I have the ability to reflect inwardly with regard to their situations. I faced/confronted my problems through wide reading on many counseling books, an experience that strength ened me and gave me the courage to face my difficult circumstances as well as help other people facing similar problems.Reading widely on psychology instilled in me patience, discipline, compassion, diligence and resilience, virtues that have helped me to understand other peoples’ predicaments. Having had to undergo through my personal problems and yet act as an advisor to my classmates and roommates strengthened me and gave me the will to look beyond problems by seeking practical and responsible solutions to all kinds of problems. These reasons make me believe that I am an appropriate person to pursue a clinical graduate degree in counseling. Future Professional Goals in CounselingOne of my career goals is to obtain licensure and practice in Georgia. To achieve my career goals in counseling, I would need to meet the licensure requirements for Georgia in which I believe that I can obtain at Capella. These requirements include completing my counseling master’s course fo r my master’s degree in counseling, securing postmaster’s professional placement (requires completion of at least 32 hours a week) so as to begin accruing the required 3000 hours of supervised training (including 1000 direct clinical hours to clients) as per Georgia state requirements.In addition, while accruing the required 3000 clinical hours of practice, an appropriately credentialed supervisor must supervise the counselor, it is also a requirement by the Georgia state that the counselor/applicant should complete the 3000 supervised hours in at least two years. Upon completion of the application, payment of the required fees and submission of other supporting documents, the professional counselor’s section deliberates and determines the eligibility of an applicant.Having obtained my license, I would like pursue my second goal, which entails being involved in research work in the field of counseling. As I had a deep interest in the subject, I would like to con duct a research in one of the common problem areas. With the vast knowledge and skills gained, I would then pursue teaching; specifically, I would like to teach counseling to undergraduates. Lastly, my other goal would be to write a book in one of the subjects that I would have researched on.

Middlemarch Comment Essay

George Elliot wrote Middlemarch in the year 1871. Middlemarch is the town where the novel takes place. George Elliot’s incentive for having started writing was to create a new, different kind of writing which distanced itself to the melodramatic novels which female authors were writing at the time. Middlemarch is a novel about a character called Dorothea, who is an inhabitant of the town and stands out for her striking beauty and surrealistic views on life. The author first described Dorothea’s character and then conveyed her attitude towards Dorothea through the use of literary techniques. She used the town of Middlemarch as the background of the plot to help portray Dorothea’s life path. Dorothea (otherwise known as Miss Brooke) is immediately portrayed as the main character that had striking beauty, which was â€Å"thrown into relief by a poor dress.† Her figure was very feminine; from her hands, wrists, to her stature and profile create a delicate feminine figure. This property she has separates her from the average towns person. Dorothea is an exceptional woman: she is smart, pious, and beautiful, and the governing principle of her character is her desire to help the needy. She is also quite intelligent. However, despite all of Dorothea’s good properties she is always viewed in comparison with her sister Celia. Celia’s wit and â€Å"common sense† seemed more normal than Dorothea’s. Hence people were often suspicious of Dorothea. This is also due to the fact that Dorothea’s strong willed personality leads her to diverge from the common ideas of marriage that others have tried to inflict on her, such as marrying an older man. Dorothea is clearly an independent woman that seeks a man with strong values. She does not want a marriage with â€Å"good looks, vanity, and merely canine affection.† What Dorothea wants is a marriage with substance and love. Dorothea is always trying to help others in her town and wherever she goes. Her presence is described as her big brown eyes in comparison with her simpler sister. George Eliot’s perception in the novel is conveyed from the point of view of a woman writing about a woman. George Eliot clearly prefers the character of Dorothea describing her as a much more beautiful, intelligent and all round good person in the book as opposed to her sister. He uses compound sentences within the structure to convey this. Eliot doesn’t fail to use this technique to portray the elaborate Dorothea. The author highlights Dorothea’s unwillingness to compromise with the world through humor, and in doing so reveals Dorothea’s naivety. This can be understood when Eliot writes â€Å"riding was an indulgence which she allowed herself in spite of conscientious qualms,† Which was started to stress Dorothea’s unconventional methods and attitude to a simpler minded individual. Even though Dorothea is the main character in the novel, Eliot seems to be very interested in her fate whilst she makes fun of her character and the rest of the world. It seems as if Eliot is also trying to persuade the readers of the book to be fond of Dorothea. This turns out to be successful, even though she is a dull character, Dorothea compensates for her lack in ingenuity thanks to her fellow residents of Middlemarch and her ability to overlook the ordinary and her authenticity, when she is her greatest enemy. This gives readers a positive reflective view of Dorothea’s character. Middlemarch is a small town that has been chosen for the main setting of the novel (hence the title). Middlemarch is a fairly typical story, which consists of a character in a small town that creates a plot out of a young woman’s life, and not following a character around throughout the book. Middlemarch is a small town, which is strikingly similar to the town where Pride and Prejudice by Jane Austen takes place. The two novels have similar properties as well, in terms of marriage. In the end it seems that Middlemarch took points and values out of the novel Pride and Prejudice as it was written afterwards. Due to the kinds of mentality these small towns in the 19th century hold in novels, we can see that Dorothea will most likely choose the wrong husband. However, the realization of her mistake in marring the man she chose would allow her to mature and become more sensible, and with her new point of view she will be able to lead her life in a more mature manner. In conclusion, we can see that George Eliot’s main focus in the novel Middlemarch is to portray women in context of a rural society, and their views on marriage. She uses marriage to show woman’s position in society during that century in such a small rural town. Dorothea is a exceptionally beautiful woman which has â€Å"childlike ideas about marriage† and is the main focus of the story which contrasts from her sister. This also shows what would happen when a woman in that century had different views on a topic such as marriage. This passage from Middlemarch, which was previously compared to Pride and Prejudice, confronts the way society reacts towards Dorothea and portrays the themes of marriage and feminism, in both cases from a female point of view

Healthy Foods Versus Unhealthy Foods Lesson Plan

Healthy Foods Versus Unhealthy Foods Lesson Plan An important component in staying healthy is knowing which foods are goods for you and which ones are not. Students will enjoy learning about this because its one thing that they know a little bit about. Here is a healthy versus unhealthy food  lesson plan for students in grades K-3. Use this in conjunction with your thematic unit on nutrition. Healthy vs. Unhealthy Foods Lesson Plan Help students to understand foods role in their bodies by completing the following steps. Invite students to share the types of foods they eat on a daily basis.Discuss why they need to eat and what food does for our bodies.Compare our bodies to machines and how in order to work we need the fuel of food.Ask students what would happen to them if they did not eat. Talk about how they would feel cranky, tired, would have no energy to play, etc. Healthy Eating Tips The following healthy eating tips are provided to help you lead this lesson on nutrition. Snack on fruits, vegetables, unbuttered popcorn, and rice cakes.Drink plenty of water.Eat vegetables with lunch and dinner.Limit the amount of fatty, salty foods like potato chips and french fries.Drink low-fat milk, and eat low-fat yogurt and cheese.Enjoy garden salads often.Encourage your family and friends to eat healthy with you. Activity For this activity, students will determine what foods are healthy or unhealthy. Materials YarnTrash bag Direct Instruction Follow these steps to complete the nutrition lesson plan. Healthy foods are full of nutrients that our bodies need. Challenge students to come up with a list of healthy foods and snacks and write this list on the front board under the title Healthy Foods. If students name a food that is not considered healthy such as french fries, list that food item under the list Unhealthy Foods.Next, ask students to list foods that they consider unhealthy. Foods that are processed such as bologna and pizza should be listed in this category.A good way to visually show students healthy vs unhealthy is to hold up a ball of yarn and tell students that the yarn represents nutrients that are in the healthy foods that they eat. Then hold up a bag of trash and tell students that the trash represents the sugar, fat, and additives that are in the unhealthy foods that they eat. Talk about how unhealthy foods do very little for their health and how healthy foods help fuel their body.Once your list is complete, discuss why they foods listed are considered healthy or unhealthy. Students may say the healthy foods provide our bodies with fuel and vitamins that give our bodies energy. The unhealthy foods may make us sick, tired, or cranky. Extension Activity To check for understanding, ask students if anyone has ever been to a junkyard. If someone has asked them what kinds of things they saw there. Show the other students pictures of a junkyard and talk about how the items in the junkyard are things people cant use anymore. Compare the junkyard to junk food. Talk about how the unhealthy foods that they eat are full of ingredients that our bodies cant use. Junk food is full of fat and sugar that make us overweight and sometimes sick. Remind students to eat healthily and limit or avoid junk food. Closure To make sure students really grasp the difference between healthy and unhealthy foods, challenge students to draw and label five healthy and five unhealthy foods.

Battle of Sedan in Franco-Prussian War

Battle of Sedan in Franco-Prussian War The Battle of Sedan was fought September 1, 1870, during the Franco-Prussian War (1870-1871). With the beginning of the conflict, Prussian forces won several quick victories and besieged Metz. Moving to lift this siege, Marshal Patrice de MacMahons Army of Chà ¢lons, accompanied by Emperor Napoleon III, engaged the enemy at Beaumont on August 30, but suffered a setback. Falling back on the fortress city of Sedan, the French were pinned in place by Field Marshal Helmuth von Moltkes Prussians and then encircled. Unable to break out, Napoleon III was forced to surrender. While a stunning victory for the Prussians, the French leaders capture precluded a quick end to the conflict as a new government was formed in Paris to continue the fight. Background Beginning in July 1870, the early actions of the Franco-Prussian War saw the French routinely bested by their better-equipped and trained neighbors to the east. Defeated at Gravelotte on August 18, Marshal Franà §ois Achille Bazaines Army of the Rhine fell back to Metz, where it was quickly besieged by elements of the Prussian First and Second Armies. Responding to the crisis, Emperor Napoleon III moved north with Marshal Patrice de MacMahons Army of Chà ¢lons. It was their intention to move northeast towards Belgium before turning south to link up with Bazaine. Plagued by poor weather and roads, the Army of Chà ¢lons exhausted itself during the march. Alerted to the French advance, the Prussian commander, Field Marshal Helmuth von Moltke, began directing troops to intercept Napoleon and McMahon. On August 30, troops under Prince George of Saxony attacked and defeated the French at the Battle of Beaumont. Hoping to re-form after this setback, MacMahon fell back to the fortress town of Sedan. Surrounded by high ground and hemmed in by the Meuse River, Sedan was a poor choice from a defensive standpoint. Battle of Sedan Conflict: Franco-Prussian War (1870-1871)Dates: September 1-2, 1870Armies Commanders:PrussiaWilhelm IField Marshal Helmuth von Moltke200,000 menFranceNapoleon IIIMarshal Patrice MacMahonGeneral Emmanuel Fà ©lix de WimpffenGeneral Auguste-Alexandre Ducrot120,000 menCasualties:Prussians: 1,310 killed, 6,443 wounded, 2,107 missingFrance: 3,220 killed, 14,811 wounded, 104,000 captured Count Helmuth von Moltke. Public Domain Prussians Advance Seeing an opportunity to inflict a crippling blow on the French, Moltke exclaimed, Now we have them in the mousetrap! Advancing on Sedan, he ordered forces to engage the French to pin them in place while additional troops moved west and north to encircle the town. Early on September 1, Bavarian troops under General Ludwig von der Tann began crossing the Meuse and probed towards the village of Bazeilles. Entering the town, they met French troops from General Barthelemy Lebruns XII Corps. As fighting began, the Bavarians battled the elite Infanterie de Marine which had barricaded several streets and buildings (Map). Fighting at La Moncelle during the Battle of Sedan. Public Domain Joined by VII Saxon Corps which pressed towards the village of La Moncelle to the north along Givonne creek, the Bavarians fought through the early morning hours. Around 6:00 AM, the morning mist began to lift allowing Bavarian batteries to open fire on the villages. Using new breech-loading guns, they began a devastating barrage which forced the French to abandon La Moncelle. Despite this success, von der Tann continued to struggle at Bazeilles and committed additional reserves. The French situation quickly worsened when their command structure was shattered. French Confusion When MacMahon was wounded early in the fighting, command of the army fell to General Auguste-Alexandre Ducrot who initiated orders for a retreat from Sedan. Though a retreat earlier in the morning may have been successful, the Prussian flanking march was well underway by this point. Ducrots command was cut short by the arrival of General Emmanuel Fà ©lix de Wimpffen. Arriving at headquarters, Wimpffen possessed a special commission to take over the Army of Chà ¢lons in the event of MacMahons incapacitation. Relieving Ducrot, he immediately canceled the retreat order and prepared to continue the fight. Completing the Trap These command changes and the series of countermanded orders worked to weaken the French defense along the Givonne. By 9:00 AM, fighting was raging all along the Givonne from Bazeilles north. With the Prussians advancing, Ducrots I Corps and Lebruns XII Corps mounted a massive counterattack. Pushing forward, they regained lost ground until the Saxons were reinforced. Backed by nearly 100 guns, Saxon, Bavarian, and Prussian troops shattered the French advance with a massive bombardment and heavy rifle fire. At Bazeilles, the French were finally overcome and forced to cede the village. This, along with the loss of the other villages along the Givonne, compelled the French to establish a new line west of the stream. During the morning, as the French focused on the battle along the Givonne, Prussian troops under Crown Prince Frederick moved to encircle Sedan. Crossing the Meuse around 7:30 AM, they pushed north. Receiving orders from Moltke, he pushed V and XI Corps into St. Menges to completely surround the enemy. Entering the village, they caught the French by surprise. Responding to the Prussian threat, the French mounted a cavalry charge but were cut down by enemy artillery. Map of the Battle of Sedan, 10 A.M., September 1, 1870. Public Domain French Defeat By midday, the Prussians had completed their encirclement of the French and had effectively won the battle. Having silenced the French guns with fire from 71 batteries, they easily turned back a French cavalry assault led by General Jean-Auguste Margueritte. Seeing no alternative, Napoleon ordered a white flag raised early in the afternoon. Still in command of the army, Wimpffen countermanded the order and his men continued to resist. Massing his troops, he directed a breakout attempt near Balan to the south. Storming forward, the French nearly overwhelmed the enemy before being turned back. Late that afternoon, Napoleon asserted himself and overrode Wimpffen. Seeing no reason to continue the slaughter, he opened surrender talks with the Prussians. Moltke was stunned to learn that he had captured the French leader, as were King Wilhelm I and Chancellor Otto von Bismarck, who were at headquarters. The following morning, Napoleon met Bismarck on the road to Moltkes headquarters and officially surrendered the entire army. Aftermath In the course of the fighting, the French incurred around 17,000 killed and wounded as well as 21,000 captured. The remainder of the army was captured following its surrender. Prussian casualties totaled 1,310 killed, 6,443 wounded, 2,107 missing. Though a stunning victory for the Prussians, Napoleons capture meant that France had no government with which to negotiate a quick peace. Two days after the battle, leaders in Paris formed the Third Republic and sought to continue the conflict. As a result, Prussian forces advanced on Paris and laid siege on September 19.

Musculoskeletal, nervous, respiratory, and circulatory systems in Essay

Musculoskeletal, nervous, respiratory, and circulatory systems in ergonomics - Essay Example The human skeleton has 206 bones. The bones’ mobility is dependent on muscle contraction. Every muscle is attached by a connective tissue to two or more bones. First, the spine enables bending, twisting, and holding the body in an upright position, along with providing an avenue through the spinal cord for the brain to communicate with the whole body. Fixed postures and prolonged seating causes low back pain. This is as a result of a shift in position of the spine discs. Second, muscles contain thousands of tiny aligned fibers. Muscles are responsible for the movement in the human body. Muscles function to produce motion and force. It generates force by contraction. Muscles use a lot of nutrients and oxygen. The muscle activity results in the production of metabolic wastes, such as, lactic acid and CO2. In this perspective, prolonged muscle contraction increases muscle fatigue and risk of injury (Kahn & Line, 2008). Third, tendons are tough and flexible band of fibrous connective tissue which joins muscles to bones. They transfer forces and movements from the muscles. Most of them run through guiding sheaths and do not stretch. Tendinitis is an inflammation of the tendon that causes point swelling. Next, ligaments are groups of dense, white, fibrous elastic tissue. A ligament connects bones to bones in order to form a joint. Majority of the ligaments limit dislocation. They stabilize and support the joints by holding the joints together. A sprain causes the fibrous elastic tissues to stretch or get torn from the bone (Pheasant & Haslegrave, 2011). Fifth, fascia is a thin, gelatinous membrane that surrounds and is fused with the blood vessels, muscles, bones, tendons, nerves, and organs throughout your body. It supports, connects, and compartmentalizes various body parts. Strain stretches the fascia leading to pain. Lastly, bursa is fluid-filled sac located at bone joints and it is lined with a synovial membrane. It

Soft Skills employers look for Essay Example | Topics and Well Written Essays - 500 words

Soft Skills employers look for - Essay Example Although I am confident I can work alone, I also know that I can be an asset to a team. I am capable of collaborating with other people to achieve a common goal. I also get along well with people so there will be no problems associating with the other team members. I have a positive attitude and I believe this can also help in motivating the team to feel good about the task we are working on. #3 – Attitude. I consider this the least of my strengths because I do not let this influence my performance at work. Nevertheless, I think of my attitude as a strength because at times it challenges me. For example, if I am having a bad day, I resist the temptation to give in and be short with everyone around me. I can easily blame my bad behavior to just being in a bad mood but I do not. Instead, I try and keep a professional attitude. This practice helps me accomplish my tasks at work. Moreover, it shows my colleagues that I am mature enough to limit how my attitude affects my performance and relationship with them. For my presentation skills, communication skills and leadership skills, I indeed have plans of developing myself in these areas. The most immediate one I would like to work on are my communication skills. I think being adept in communicating with people will help me advance in my studies, and consequently in the work environment. Right now, I believe I still need to improve my writing skills. Even though I can express myself well in spoken English, I still find it difficult to elaborate on my ideas when I do it on paper. In my opinion, a person can only be a fluent speaker if the individual is able to not only speak but write well. â€Å"Effective communication skills are the most basic building block when it comes to making sure things move forward.† (Noone, 2011) It is my belief that to be a productive employee or employer one should have sufficient communication skills to enable social and work interaction. This is