Essay on Analysis of Love Poetry from Different Poets

Analysis of Love Poetry from Different Poets As long as there has been poetry there has been ‘love’ poetry. Many poets express their feelings through their writing, therefore many poets write about love and other emotions and feelings attached to it. Different poets have different styles of writing, so approach that particular subject in different ways. â€Å"I am very bothered† by Simon Armitage, â€Å"I wouldn’t thank you for a Valentine† by Liz Lochhead and â€Å"First Ice† by Andrei Voznesensky are poems where the poet uses different styles of writing. â€Å"I am very bothered.† By Simon Armitage is a confessional monologue. The poet is reflecting on past events, he is addressing a woman he loved as a†¦show more content†¦He wanted to put a ring on her finger for eternity, but different to the ones he put on her finger and thumb. The poem shocked me, I was surprised at the way he got her attention; it seems quite extreme. The ending shocked me too but not in a disturbing sense. He admits that it was a clumsy way to reveal his feelings for her and I was relieved that he realised that. The poem â€Å"I wouldn’t thank you for a Valentine† by the Scottish poet Liz Lochhead gives a negative view on romantic gestures. It is amusing with an ironic look at love and romance. It is the poet’s voice in the poem and she is addressing her lover. The poem is arranged in four blocks of long lines. Unlike the previous poem the poet uses a rhyming pattern, the last word a line rhymes with the last word of the next line for every two lines. The poem is humorous and rhyme is used to enhance the comic aspect. The poet makes you picture all the typical decorations in towns and shopping centres on Valentine’s Day; she makes you picture all the gifts and cards that can be bought for lovers. The poet uses alliteration, â€Å"sticky, sickly saccharine,† for more effect. The poem is mocking but ironic. The poet is trying to persuade you that she does not care about expensive gifts, is she trying to act tough? Possibly, that is until the last two words of the poem. At the end of every verse is theShow MoreRelatedRule Analysis : Poetry By Poetry1353 Words   |  6 PagesRule Analysis: Poetry Introduction Poetry is a genre that expresses feeling through rhythm and tone, while creating a realistic vision of what the poet is imagining. Poems can either be short or could be lengthy, but they all have a meaning to them. A poem is often read for its message that it carries. The message is usually hidden in the context of the poem. Poetry is difficult because its language that is used is often indirect with the reader. There is no limit of subjects that can be used inRead MoreTHE MAIN FEATURES OF THE METAPHYSICAL POETRY ILLUSTRATED BY JOHN DONNE1637 Words   |  7 Pages THE MAIN FEATURES OF THE METAPHYSICAL POETRY ILLUSTRATED BY JOHN DONNE The term metaphysical poetry is used to describe a certain type of 17th century poetry. Metaphysical poetry is concerned with the whole experience of man. It means that the poetry is about showing knowledge and thoughts from different areas of experience, especially about love, romantic and sensual; about mans relationship with God and about pleasure, learning and art. Read MoreAnalysis Of The Book West 10th And Poetry 1365 Words   |  6 PagesAmerican Contemporary Poetry: Journal critique essay West 10th and Poetry Magazines The importance of poetry in a college student’s life cannot be overemphasized. From ensuring that one is conversant with contemporary social and economic issues as well as generally having a large knowledge base on different subject topics. Poetry is important for the enrichment of the soul and the nourishment of the mind. It also helps us step back and look at things from different perspectives. Like any otherRead MoreStylistic Analysis: To--- by Peter Shelley1649 Words   |  7 PagesLanguage through Poetry: A Stylistic Analysis of Percy Bysshe Shelley’s â€Å"To ---â€Å" A Stylistic Paper Presented to The Faculty of the Department of English Institute of Arts and Sciences Far Eastern University Manila In Partial Fulfillment Of the Requirement for the Course Eng C 31—Introduction to Stylistics Osabel, Julla C. Panis, Kimberly Nicole S. October, 2012 I. Reaction and it’s effects on you II. Summary of the Text Percy Bysshe Shelley’s â€Å"To ---â€Å" isRead MoreJohn Donne Love Poetry1442 Words   |  6 Pagesdifficult for a poet not to tell lies is that, in poetry, all facts and all beliefs cease to be true or false and become interesting possibilities†¦It may not, perhaps, be absolutely necessary that he believe it, but it is certainly necessary that his emotions be deeply involved, and this they can never be unless, as a man, he takes it more seriously than as a mere poetic convenience.† It is Donne’s sensibility and his personal experiences which are revealed with a vibrancy of language in his love and religiousRead MoreEssay about Analysis of the Poems of Robert Frost1316 Words   |  6 Pagesare just two of many very famous poems, written by none other than Robert Frost. Robert Frost is a poet that is well known for his poetic contributions to nature, as well as his award winning poems. His poetic ability and knowledge make him an extraordinary author. His past; including schooling, family, and the era in which he wrote influenced nearly all of his poems in some way. This very famous poet contributed to the modernism era, had a family and an interesting life story, and a unique poeticRead MoreEssay on The Four Periods of Literature1518 Words   |  7 Pagespower of love and its capabilities for great evil, or great good. Each of these time frames have something different to offer a reader. If a reader can turn and look introspectively, he can pull a new meaning from the work with each reading. The first period of literature to be examined is one in which the authors encouraged that living and loving the earth are simple pleasures to be enjoyed by all. This idea is exemplified by Christopher Marlowe in his poem The Passionate Shepherd to His Love whenRead MoreTheme Of To My Dear And Loving Husband By Anne Bradstreet954 Words   |  4 PagesPoetry Analysis Poetry is a form of literature that can be both artistic and meaningful, with many similarities and differences between the poetry pieces created by the millions of famous poets throughout history. The poems â€Å"To My Dear and Loving Husband† by Anne Bradstreet and â€Å"Shall I compare thee to a summer’s day† __ _______ ___________ are two examples of poetry masterpieces that not only have many things in common, but that also have things that make them unique and singular pieces of literatureRead MoreThe Romantic Era Of The Age Of Enlightenment890 Words   |  4 PagesRomantic Era focused on the emotions of the individual, nature, and the narrowed outlook of life seen through the simplicity of undereducated societies (The Nineteenth Century: Romanticism ). .A number of the literary pieces and artistic paintings from this time were based not only on the emotions of the artists, but were also shaped by the changing world around them. During the Romantic Era, wars were fought as countries were torn apart over the class systems and the unjust treatment that the peopleRead MoreComparing How do I Love Thee by Elizabeth Barrett Browning and A Brithday by Christina Rosetti1308 Words   |  6 PagesComparing How do I Love Thee by Elizabeth Barrett Browning and A Brithday by Christina Rosetti Much of the poetry written prior to the 19th Century was devoted to the many types of love, both the sensations and feelings related to this subject, and also the poet attempting to capture in writing how the feeling of being in love has changed him or her. For these reasons, it is important top analyse examples of this poetry in terms of how the different poets have captured the

Article Analysis Net Neutrality - 1787 Words

INTRODUCTION Net neutrality is an idea that have taken or derived from telephone line since the beginning of early twentieth century. In case of telephone lines, you can call to any number and it doesn’t matter that whether you are calling from operator A to operator B. It doesn’t matter whether you are calling narendra modi or barack Obama. The operator doesn’t have the authority to block the access to a number underforce by the law. Many countries have rules that asked telecom operator to provide an unfiltered and unrestricted phone service. When internet came in 1980s and 1990s there were no rules that asked ISP i.e. internet service provider to follow same principle because of at that time ISPs telecom operator were also restricted the same principle. This principle is called net neutrality. To control the traffic is not the work of ISPs, when someone access any website or webpage he can get almost the same speed .Data rate for YouTube videos and Facebook photos is theoretically the same. Users have the authority to access any website or webpage without any interface from an ISP. Some countries have rules that enforce net neutrality but most don’t. It is more of a norm than a law. ABSTRACT Net Neutrality is the idea of openness, it allows people to connect and exchange information freely if the information or source is not illegal. Without Net Neutrality, telecom companies will be able to create a tiered service model for internet providers, a model which will hurt theShow MoreRelatedDevelopmental Issues That Surround Title 2 And The Internet968 Words   |  4 Pageseconomy and the competition? The research that was released by the FCC and the Electronic Frontier Society has provided great insight into the issue. Net Neutrality is a trident of an issue; it cannot be fully encompassed by one of the following disciplines. Economics, Technological and Political science are the main three that encompass what Net neutrality has become. Technology is the medium that created this problem, however our economy is built on to it. We are in the New Economic Era and we needRead MoreImpacts of Not Preserving Net Neutrality: Tiered Internet Service1440 Words   |  6 PagesImpacts of Not Preserving Net Neutrality: Tiered Internet Service 1 INTRODUCTION Net Neutrality is the principle that Internet users should be able to access any web content or use any application without restriction or limitation from their internet service provider [1]. Net neutrality can be further broken down into four core concepts as described by Daniel J. Weitzners, non-discriminatory routing of packets, user control choice over service levels, ability to create and use new services and protocolsRead MoreIssues of the Internet: Privacy, Piracy and Net Neutrality5434 Words   |  22 PagesIssues of the Internet: Privacy, Piracy and Net Neutrality CS 306 Craig Lloyd Table of Contents Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Social Networking and Privacy †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Software Piracy †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 Net Neutrality †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 Final Thoughts and Opinion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦.. 17 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦. 19 Works Cited †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreWhy Canadians Are Frustrated With Their Legislatures1356 Words   |  6 Pages The work covers various aspects of the functions, procedures and evolution of Canadian legislatures, both provincial and federal. The analysis undertaken by Docherty, as expressed in his own words, constitutes an audit of the existing legislatures and their procedures as they have historically operated as well as in their modern iterations. Docherty’s analysis, broadly speaking, is an investigation into how internal processes and systems contribute to the lack of satisfaction and relative distrustRead MoreComcast : Global Media And Technology Company With Two Primary Businesses2194 Words   |  9 Pagesconsidered Comcast’s largest competitors (Industry Data of Cable Industry, NCTA). Though all of these companies are media giants in some ways, when observing the net profit margin and operating profit margin, Comcast is ahead of all of their competitors in the cable division. DirecTV is Comcast’s most direct competitor in terms of net profit margin and Time Warner Cable in terms of operating profit margin (Industry Data of Cable Industry. NCTA). One of the weakest points in Comcast’s currentRead MoreOpensecrets. Org : The Internet And The Internet1417 Words   |  6 Pagesthe website’s creators--senators--who wrote a book with a similar title to the url to track/analyze finances regarding the members of the congress, all the way to the creation of the website itself. Just as it is with the newspaper; the first few articles to present themselves included were ones dealing with more present issues--like gun control--with a section dedicated to original journalism following right after. The links to the heart of its purpose--tracking congress finances--were all at theRead MoreSupply Chain Management3536 Words   |  15 Pagesmore difficult to lure office workers out into the cold to purchase coffee, The Broadway Cafe barely breaks even. In fact, in December, the business lost money. Develop the cost analysis on the existing lease information using the monthly sales figures provided to you in the file SCM_MBDII.xls. Develop the cost analysis from the new lease information provided above. Calculate the variability that is reflected in the month-to-month standard deviation of earnings for the current cost structure andRead MorePest Analysis : Pest And Porter s Five Forces1314 Words   |  6 PagesAccording to Mind tools (n.d.). PEST Analysis, PEST and Porter s five Forces each analyze different aspects of a business. PEST (Political, Economic, Socio-cultural and Technical) factors are often considered to gauge the expected impact of business decisions, and the likelihood that the trend set will continue in a particular direction. PEST analysis allows a company to determine if the resources and capabilities used by the company support the company s opportunities, or diminish existing threatsRead MoreEssay on Government Taxation1549 Words   |  7 Pagesthe economy (income) (Mikesell, 2011). There are two forms of collecting sales taxes: retail sales tax (RSTs) and value-added tax (VATs). These tax structures propose uniformity and neutrality. Uniform rate applies to all consumption expenditures and the amount actually paid by the consumer, and neutrality avoids loss of economic efficiency (Mikesell, 2011). The RST has brought significant revenue to different states for many years, but it also has adverse equity and economic effects. Value-addedRead MoreThe Dangers Of The Internet1335 Words   |  6 Pagesthe internet. It is a daily essential and most of us could not live without it. With how important it is to our everyday lives, you would think we would be a bit more conscious about the negative impact it has. The three resources in this week’s analysis assignment were an eye-opening reminder not only to the dangers of the internet and technology, but to the importance of understanding and acknowledging these dangers. The School of Life (2014), video The Dangers of the Internet, did not bring

Lady Macbeth,Macbeth and The Witches free essay sample

Lady Macbeth is one of Shakespeare’s most famous and frightening female characters. When we first see her, she is already plotting Duncan’s murder, and she is stronger, more ruthless, and more ambitious than her husband. She seems fully aware of this and knows that she will have to push Macbeth into committing murder. This theme of the relationship between gender and power is key to Lady Macbeth’s character. Lady Macbeth and also the witches are crafty women,who use female methods of achieving power—that is, manipulation—to further their supposedly male ambitions. Women, the play implies, can be as ambitious and cruel as men. Lady Macbeth manipulates her husband with remarkable effectiveness, overriding all his objections; when he hesitates to murder, she repeatedly questions his manhood until he feels that he must commit murder to prove himself. Lady Macbeth’s remarkable strength of will persists through the murder of the king—it is she who steadies her husband’s nerves immediately after the crime has been perpetrated. We will write a custom essay sample on Lady Macbeth,Macbeth and The Witches or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Afterward, however, she begins a slow slide into madness—just as ambition affects her more strongly than Macbeth before the crime, so does guilt plague her more strongly afterward. By the close of the play, she has been reduced to sleepwalking through the castle, desperately trying to wash away an invisible bloodstain. Once the sense of guilt comes home to roost, Lady Macbeth’s sensitivity becomes a weakness, and she is unable to cope. Significantly, she kills herself, signaling her total inability to deal with the legacy of their crimes. Macbeth is one of the most famous Shakespear’s plays. The character of Macbeth is introduced as a brave and capable warrior hero. Essentially,he is a human being whose private ambitions are made clear to the audience through his asides and solo speeches. We realize that his physical courage is joined by a consuming ambition and a tendency to self-doubt—the prediction that he will be king brings him joy, but it also creates inner turmoil. These three attributes—bravery, ambition, and self-doubt—struggle for mastery of Macbeth throughout the play. Shakespeare uses Macbeth to show the terrible effects that ambition and guilt can have on a man who lacks strength of character. Despite his fearless character in battle, Macbeth is concerned by the prophecies of the Witches, and his thoughts remain confused, both before, during, and after his murder of King Duncan. When Duncan announces that he intends the kingdom to pass to his son Malcolm, Macbeth appears frustrated. When he is about to commit the murder, he undergoes terrible pangs of conscience. His manliness is mocked and demeaned by his wife. After the murder, however, her powerful personality begins to disintegrate. Macbeth plots a series of murders to secure his throne, and moments of terrible guilt and absolute pessimism . He is at once too ambitious to allow his conscience to stop him from murdering his way to the top and too conscientious to be happy with himself as a murderer. Macbeths hubris or excessive pride is now his dominant character trait. The moral of Macbeth is that too much ambition and thirst for power will lead to your ultimate destruction. Throughout the play, the witches—referred to as the â€Å"weird sisters† by many of the characters—lurk like dark thoughts and unconscious temptations to evil. In part, the mischief they cause stems from their supernatural powers, but mainly it is the result of their understanding of the weaknesses of their specific interlocutors—they play upon Macbeth’s ambition like puppeteers. The witches’ beards, bizarre potions, and rhymed speech make them seem slightly ridiculous, like caricatures of the supernatural. Shakespeare has them speak in rhyming couplets ,which separates them from the other characters, who mostly speak in blank verse. The witches’ words seem almost comical, like malevolent nursery rhymes. Despite the absurdity of their recipes, however, they are clearly the most dangerous characters in the play, being both powerful and utterly wicked. The audience is left to ask whether the witches are independent agents toying with human lives, or agents of fate, whose prophecies are only reports of the inevitable. Some of their prophecies seem self-fulfilling. For example, it is doubtful that Macbeth would have murdered his king without the push given by the witches’ predictions. In other cases, though, their prophecies are just remarkably accurate readings of the future. The play offers no easy answers. Instead, Shakespeare keeps the witches well outside the limits of human comprehension. They embody an unreasoning, instinctive evil.

Evidence Critique for Clinical Nurse Specialist - myassignmenthelp

Question: Discuss about theEvidence Critique for Clinical Nurse Specialist. Answer: Context The nursing prescribing role is important because it expands the scope of the nursing practice, improves the quality of care and allows nurses to offer holistic care. I think this role is vital because it has created new nursing roles, allowed genuine autonomy and benefited the patients. It allows better access to medicines and smooth service delivery. The tenet of nursing prescribing is that patients would experience less delay in getting medicines (Dowen, 2016). The number of unessential appointments and the risk of hospitalisation would be reduced. Recent studies reveal that the standard of the care delivered by nurse prescribers is equivalent to that delivered by the traditional model of care (Carey Stenner, 2011). Based on a personal opinion, patients would report a high level of satisfaction and confidence if they receive care from a nurse prescriber. In Singapore, the advanced practice nursing is a hybrid of Clinical Nurse Specialist (CNS) and Nurse Practitioner (NP) programmes (Ayre Bee, 2014). Although the advanced nursing practice has come a long way, nurses in Singapore have not been given the prescribing role. Research on the nursing prescribing role is still minimal. However, the Ministry of Health (MOH) is planning to expand the role of nurses by offering experienced nurses the rights to prescribe (Yong, 2014). The nurses might only be allowed to prescribe for stable patients only. The studys key aims The main intention of the study was to prepare a report on the assessment of the adoption of nurse prescribing in an acute hospital in England. Prior studies on nurse prescribing had been done in community settings, and that is why this particular research was tailored for the acute hospital only (Jones, Edwards, while, 2011). The objective of the study was justified by the fact that it was a new field that would reveal a new professional role for the nurses. Other three aims were pursued to aid the achievement of the primary aim. Firstly, it aimed to explore the intention of nurse prescribing roles. Secondly, the authors had an aim of determining the experience of nurse prescribers and their colleagues. This objective is justified by the fact that nurse prescribers tend to have a different curriculum. For instance, in the UK nurse prescribers are taken through a 26-day theory and 12 days mentored practice as well as five assignments (Avery James, 2007). Finally, the authors had an objective of determining the difference between the role of medical and nurse prescribers. I think the authors achieved their aim due to several things. The aim is straightforward, objective and directive. It states what the authors sought to investigate as well as the setting. Methods The study used mixed methods single-case study to explore its aims. In this research article, both quantitative and qualitative methods were used to collect and synthesise data within a single case study. I think this method was inappropriate since the focus of the authors was the acute hospital alone. They should have used a single case study. Purposive sampling was used to recruit participants in the study. Purposive sampling is a method mainly used in qualitative research to identify and select information-rich cases. The method entails identifying and choosing candidates or groups of individuals that are specifically expertise about or experienced with a particular phenomenon (Palinkas, Horwitz, Green, Wisdom, Duan, Hoagwood, 2015). Purposive sampling was appropriate for the study because it helped in the selection of nurses who have a prescribing role only. Besides, this method assisted the authors to identify and select patients who had experienced nurse prescribing. Another m ethod was a semi-structured interview. Semi-structured interview combines a pre-determined set of open questions allowing the interviewer to explore certain themes further. This method was appropriate for achieving the aim of the study since it allowed the authors to explore the theme of nurse prescribing. An observation was also used in the study. I think the observation method was undesirable for the study because it does not contribute adequate information towards achieving the aim. The last method was a questionnaire survey. The questionnaire survey was suitable for the study since it is self-reported meaning that the authors got information from individuals who had experienced nurse prescribing. Findings The authors found that nurse prescribing was beneficial to patients since led to improved service delivery and use of staff skills differently. In another study, Jones supports this finding by asserting that independent nurse prescribing makes better use of nurses skills while improving patient care (Jones, 2009). The authors also found that nurse prescribers were positive about the role of prescribing and service changes. Most of the nurses were particularly positive due to their impact on patient care. Positive results have also been reported for nurses who prescribe medicines for patients with diabetes (Stenner, Carey, Courtenay, 2010). The nurses were confident prescribing and noted that their confidence had advanced over time. They noted that the support gotten from medical colleagues and peers was fundamental to the success of their prescribing roles. The study found no difference between how doctors and nurses conducted prescribing roles. There were no differences in the foll owing domains: length of consultation, approach to patients, management of follow-up consultations, number of patients who got prescription and frequency of prescribing (Jones, Edwards, while, 2011). However, there was a substantial difference between patients satisfaction based on whether they had seen a nurse prescriber or a doctor. The findings were believable and easy to follow. I fail to agree with the authors conclusion that doctors and nurses offer equivalent care because there was a difference in patient satisfaction. Otherwise, I agree with the conclusion that shared vision, action learning and peer support are the enabling factors in nurse prescribing. Further research For Singaporean setting, the pertinent research is whether nurses would be positive about the prescribing role. The MOH has hinted that nurses would be given a prescribing role, but there is no research on the reaction of the nurses. Another research that is relevant to the Singaporean setting is whether nursing prescribing role would conflict with doctors and the effects on the patients. These pieces of research would form a solid base to guide the adoption of a nursing prescribing role in the country. Ethics The main ethical concern I have around the study is patient consent. Valid or informed consent should have been sought from involved patients. The authors argue that participants were provided with study information sheets and allowed time to decide whether they would participate in the study. I think the elements of valid consent were compromised in the study. The basic elements of consent are disclosure, understanding and voluntary agreement. Before the research, there should be full disclosure of all relevant information to the patients in the acute hospital. Elements of the disclosure are the procedure of the research, possible risks and benefits as well as the available alternatives (Nijhawan et al., 2013). These pieces of information should be precise and accurate. Comprehension is another element of valid consent, which was ignored during the study. Researchers should ensure all participants understand the aspects of the research before being involved. The researchers should i dentify and attempt to overcome barriers such as language, ethnicity and cultural beliefs that may interrupt comprehension. The participants should voluntarily agree to take part in the research (Nijhawan et al., 2013). In case a potential candidate is competent, they should be allowed to make a decision independently without undue influence by the researchers. References Avery, A. J., James, V. (2007). Developing nurse prescribing in the UK. BMJ , 335 (7615), 316. Ayre, T. C., Bee, T. S. (2014). Advanced Practice Nursing in Singapore. Proceedings of Singapore Healthcare , 23 (4), 269-270. Carey, N., Stenner, K. (2011). Does non-medical prescribing make a difference to patients? Nursing Times , 207 (26), 14-16. Dowen, A. (2016). The expanding role of nurse prescribers. Prescriber , 27 (6), 24-27. Jones, K. (2009). Developing a prescribing role for acute care nurses. Nursing Management , 16 (7), 24-28. Jones, K., Edwards, M., while, A. (2011). Nurse prescribing roles in acute: an evaluative case study. Journal of Advanced Nursing , 67 (1), 117-126. Nijhawan, L., Janodia, M., Muddukrishna, B., Bhat, K., Bairy, K., Udupa, N., et al. (2013). Informed consent: Issues and challenges. Journal of advanced pharmaceutical technology research , 4 (3), 134-140. Palinkas, L., Horwitz, S., Green, C., Wisdom, J., Duan, N., Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research , 42 (5), 533-544. Stenner, K., Carey, N., Courtenay, M. (2010). How nurse prescribing influences the role of nursing. Nurse Prescribing , 8 (1), 29-34. Yong, G. K. (2014). Speech by Mr Gan Kim Yong, Minister for Health, at the Nurses' Merit Award 2014 Presentation and Lunch, 6 Aug 2014. Retrieved 10 19, 2017, from Ministry of Health: https://www.moh.gov.sg/content/moh_web/home/pressRoom/speeches_d/2014/speech-by-mr-gan-kim-yong--minister-for-health--at-the-nurses--m.html

Lesson Plan Essay Example

Lesson Plan Essay DATE:_______________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Identify the parts and function of the peripheral and the autonomic nervous system II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: The Peripheral and Autonomic Nervous System C. Science Ideas: * The nervous system is composed of the central nervous system which is composed of the brain and the spinal cord; the peripheral nervous system which includes the nerves outside the brain and the spinal cord, and the autonomic nervous system which is composed of the sympathetic and parasympathetic nerves. These systems are organized to receive, process and act on stimuli from the environment. D. Science Processes: identifying, describing, comparing E. Materials: drawing or illustration of the peripheral and autonomic nervous system F. Reference: Science and Health 6, pp. 35-38 G. Value: Appreciate how the central, peripheral and autonomic nervous system coor dinate with each other. III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of assignment 4. Review: What are the main parts of the central nervous system? What is the function of each part? B. Developmental Activities 1. Motivation: Ask: How do you think the information reaches the central nervous system and back to the body parts responsible for the implementation of the message(action)? 2. Presentation of the illustrations of the peripheral and the autonomic nervous systems. Discussion on the relationship of the central nervous system with the peripheral and the autonomic nervous system. 3. Let the pupils do the activity, Looking and Interpreting. * Look at the santol fruit or an unripe mango. Do you salivate at the sight of such fruits? What organs of the nervous system are involved when you salivate? Can you tell why you react the same way when you look at delicious and appetizing foods? Have the pupils say in their own words how the peripheral and autonomic nervous system work based on what they read. 4. Abstraction and analysis How do the peripheral and autonomic system work? 5. Generalization What are the parts of the peripheral and autonomic nervous systems? Why ar e they important? 6. Application Armando accidentally cut his finger. At first he did not feel the pain. After a few seconds, he gradually felt the pain? Why do you think so? 7. Valuing: You have a normal peripheral and autonomic nervous system. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What word would you say to God for having this? IV. EVALUATION Multiple Choice. Write the letter of the correct answer in your test notebook. 1. The peripheral nervous system is made up of__________________ a. the cerebrum and the cerebellum b. the brain and the spinal cord c. the brain and the medulla oblongata d. the nerves that connect the central nervous system to various parts of the body 2. Which of these is the function of the peripheral nervous system a. collects information from the sense organs b. transmits information to the central nervous system c. delivers decisions to the body part which will perform the action . all of the above 3. The autonomic nervous system a. controls involuntary functions of the body b. consists of sympathetic and cardiac nerves c. maintains the best possible level for cells to reproduce d. all of the above 4. The central, the peripheral and the autonomic nervous systems_______________. a. work separately b. work by pairs c. coordinate with each other d. work only when the need arises. 5. Which of the following is the work of sympathetic and parasympathetic nerves? a. when the sympathetic nerve produces an effect, the parasympathetic nerve produces an opposite action. b. hen the sympathetic nerve produces an effect, the parasympathetic nerve produces the same effect. c. they work separately d. they allow messages to pass through them freely. IV. ASSIGNMENT Fill up the outline by stating their function. I. Peripheral Nervous System A. __________________________________ B. ___________________________________ II. Autonomic Nervous System A. ___________________________________ B. ___________________________________ DATE:________________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe how the nervous system works. II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: How the Nervous System Works C. Science Ideas: * A chemical produced by the nerve endings carries the message. * There are two pathways by which messages are transmitted; 1) carrying the message to the brain, 2) bringing the message to the spinal cord and back to the body part that will do the action. * A reflex is an involuntary action that originates from the spinal cord instead of from the brain. D. Science Processes: describing, tracing, identifying E. Materials: illustrations showing the normal path and easy path of a message F. Reference: VP For Better Life Series 6, Science and Health p. 20. Science and Health 6, textbook, pp. 38-41. G. Value: accuracy in delivering messages III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Parts of the Nervous and Peripheral Nervous System B. Developmental Activities 1. Motivation Let the pupils recall their observations about the wires on the electric posts along the streets. Ask: What are the wires for? Point out that in our body, we can find something similar to these wires. 2. Presentation Recalling the lesson on the neuron and its parts. Pointing out that there are billions of neurons in our body. 3. Analyzing the illustration of the normal path on a message in a diagram presented. Let the pupils trace an explain to the class the path of the message. 4. Informing the pupils that there are times when the message take shortcut. Introduce to them the reflex action. Let the pupils do the following activity. a. Sit comfortably on a chair and cross your right leg over your left leg. b. Ask a friend to use the side of her hand to strike your right leg just below the kneecap. . Try it again after a few minutes. What happens? Did you jerk your right leg? Did you do this intentionally? Can you tell why this happens? 5. Analysis and abstraction What happened when your friend stroke your leg? Why is this so? Does the message reach the brain? What do you when a message take a short path? How is the message sent to the brain? 6. Generalization How does the nervous system work? 7. A pplication A tired camper set himself inside his sleeping bag. At the middle of his sleep, he felt that there was something joining him in his comfortable and warm bed. Even without seeing it, he knows that it was a snake. What made him aware that it was a snake? 8. Valuing: As a normal child you are very lucky to have a complete senses. How would you treat handicapped people or children like you? IV. EVALUATION Choose the letter of the correct answer. 1. Why are some parts of the body more sensitive than the other areas? a. they have larger nerve endings b. they have more nerve endings c. they have tougher nerve endings d. they have smaller nerve endings 2. Which of the following is a reflex action? a. blinking of the eye b. beating of the heart . inhaling and exhaling d. circulation of the blood 3. What is the usual path of the messages received by the body from the environment? a. brain-nerves-spinal cord-sense organ b. nerves-sense organ- brain- spinal cord c. spinal cord-sense organ-brain –nerves d. sense organ-nerves-spinal cord-brain 4. How are messages in the body transmitted? a. the message is received by nerve endings carried to the brain and back to the body part which will do the action b. the message is received by nerve endings carried to the spinal cord and back to the body part which will do the action. . both a and b d. none of these 5. How is the message carried from one neuron to another if there is a space between them? a. by means of chemical reaction or electrical impulse b. by means of a synapse c. by means of a sensory nerves d. by means of the nerve fibers V. ASSIGNMENT Discuss how the nervous system and the body’s reflex actions protect us from harm. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe and practice health habits that help and control common ailments of the nervous system. II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: Desirable Habits that Prevent and Control Common Ailments of the Nervous System C. Science Ideas: There are several health habits to help prevent and control common ailments of the nervous system: * Eat food rich in Vitamin B such as beans, peas, mongo and vegetables. They are food for the brain and the nerves. * Observe safety measures to avoid falls and accidents. * Refrain from taking coffee, tobacco and alcoholic drinks. Take drugs and medicine only upon doctor’s advice. Some drugs are harmful to the nerves and senses. Use leisure time wisely so that your nerves and senses can relax. D. Science Processes: describing E. Reference: VP for Better Life Series 6, Science and Health, p6 F. Materials: chart, some pictures of health habits G. Value: self-discipline III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science news reporting 3. Checking of assignment 4. Review: How does the nervous system work? B. De velopmental Activities 1. Motivation: Ask: How many are you fond of staying late at night? Is it proper to practice this kind of habit? 2. Presentation of pictures showing health habits. Ask them to describe. 3. Reading of health habits that help prevent and control nervous system’s ailments 4. Analysis and Abstraction Why is it necessary to practice these health habits? 5. Generalization What are the health habits that we should put into practice to prevent and control nervous system’s ailments? 6. Application/Valuing Drug addiction is rampant nowadays. On your way home somebody ask you to join their group in a pot session. What will you do? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. When you are sick which one you should not do? a. ake a restb. consult a doctor c. take not prescribed drugd. don’t mind it 2. We should eat foods rich in Vitamin B because they are food for_______________ a. the body cellsb. the brain and nerve cells c. the eyesd. the motor cells 3. A motorcyclist is supposed to wear helmet whenever he rides on a motorcyclist to a. protect his head from hitting hard objects in case of accident b. protect him from sunlight c. add fashion d. protect his identity 4. Using leisure time wisely can _______________________ a. relax our nerves and sensesb. give us extra intelligence c. give us more friendsd. all of these . Drinking coffee may increase caffeine deposits in our blood. Therefore we should take coffee a. only once a weekb. every other day c. everydayd. once in a while V. ASSIGNMENT List down the activities you do everyday in your notebook. Put a check before each habit which you think would help prevent and control nervous system’s ailments. Put a cross before each you want to eliminate because it may harm your nervous system. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Discuss the physical, mental, emotional and social needs of a person II. SUBJECT MATTER A. Unit I- People B. Topic: Physical, Mental, Emotional and Social Needs of a Person to be Healthy C. Science Ideas: Man needs oxygen, food, water, rest and elimination of wastes to be physically healthy, education and other mental activities to be mentally healthy, love, care, attention feeling of belongingness and self-esteem to be emotionally healthy and acceptance of others to be socially healthy. D. Science Processes: observing, identifying, classifying, inferring E. Materials: chart, pictures of healthy person F. Reference: Science and Health 6, textbook pp. 49-52 G. Value: sharing III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Health habits to prevent and control nervous system ailments B. Developmental Activities 1. Motivation: Being healthy is a great factor to make ourselves and our country progressive and productive. Do you consider yourself healthy? What makes you say so? 2. Showing pictures of healthy children and let pupils describe them. 3. Activity a. Have them read the article on physical, mental, emotional and social needs of man. Answer the following questions: What are the physical needs of a man to become healthy? * What are the mental needs of a man to become healthy? * What are the emotional needs of a man to become healthy? * What are the social needs of a man to become healthy? b. Have the pupils fill up the table of man’s needs below in order to be healthy. Let them do it by group. Physical| Mental| Emotional| Social| | | | | | | | | | | | | | | | | 4. Group reporting 5. Analysis and abstraction What are the physical needs to be healthy? How can these things make man healthy? What are the mental needs to be healthy? What are the emotional needs to be healthy? Social needs? How will you describe a physically healthy child? mentally? Socially? Emotionally? 6. Generalization What are the physical, mental, emotional and social needs of man to be healthy? 7. Application A poor family of eight children lives in an overcrowded area. How would you describe the physical and mental condition of the family? 8. Valuing: If you belong to the big family, how would you act during mealtime if the food is not enough for all the members of the family? IV. EVALUATION Write P for Physical needs, M for mental needs, E for emotional needs and S for social needs of a person. . love and affection 2. education 3. self-esteem 4. feeling of belongingness 5. acceptance by others 6. food 7. shelter 8. clothing 9. rest and exercise 10. fair treatment from others V. ASSIGNMENT Write a simple composition about how your parents fill your physical, mental, emotional and social needs. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of physical, mental and emotional state on one’s well being. II. SUBJECT MATTER A. Unit I- People B. Topic: Effect of Physical, Mental and Emotional State on One’s Health C. Science Ideas: When a child is physically, mentally, emotionally and socially healthy he does not get sick easily, he can be able to make sound judgment, face the reality, decide well with others, has a good disposition and always happy. D. Science Processes: observing, describing, inferring and comparing E. Materials: chart, materials showing happy family, pictures of sick child F. Reference: Science and Health 6, textbook G. Valuing: Obedience III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the physical, mental, emotional and social needs B. Developmental Activities: 1. Motivation Can you work and study well when you are sick? 2. Show picture of a sick child and a healthy child. Let them compare. 3. Activity a. Using the pictures list down by group the characteristics of a sick and a healthy child. Let them describe the effects of sickness on the physical and emotional state of a child. b. Have them read the short story then answer the questions that follow: Anthony was a grade six pupil. He belonged to a cream section. He was a consistent honor pupil since he was in pre-school. After the first grading period, her teacher posted the ranking of honor pupils from top one to ten. Everybody was surprised when they noticed that there was no name Anthony in the ranking. Mrs. Cruz, his teacher talked to him privately. He found out that Anthony had a serious family problem that time. His parents have just separated. * What kind of a child was Anthony before? Do you consider him a healthy child? Why? * What happened to him when he was in grade six? What is the reason for this? What state was affected in him? * What title can you give to the selection? 4. Group Reporting 5. Analysis and Abstraction Can the child suffering stress or strong emotions eat well? Can he perform his work and studies well? Can he relate well with others when he is full of worries, frightened, angry and over excited? 6. Generalization How does physical, mental and emotional state affect one’s well being? 7. Application You feel guilty for telling a big lie and causing somebody who was innocent to be punished severely. Will the situation affect your physical, mental and emotional state? How? 8. Valuing Whenever you are called by your mother for an errand, you are always pouting because you hate being an errand girl. How would you take this thing lightly? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. A mentally sound child a. can distinguish between right and wrong b. cannot decide well c. cannot reason out well d. cannot get sick 2. This child has a strong resistance against diseases. He is a. mentally healthy b. physically healthy c. emotionally healthy d. all of these 3. Raul excels in the class. He is loved by everybody. He is a. physically sound b. mentally sound c. emotionally sound d. all of these 4. Andrea has no friend in school. She has a short temper that lead her to a quarrel with anyone. She is a. mentally sick b. emotionally sick c. physically sick d. all of these 5. A person who is well loved and cared for is . unreasonable b. temperamental c. easily irritated d. like to be loving and caring towards others. V. ASSIGNMENT Write a simple composition that describe you a healthy and well being. Write your own title. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of relationships with famil y, friends and society on mental, emotional and physical well-being. II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Effects of Relationships with Family, Friends and Society on Mental, Emotional and Physical Well-being C. Science Ideas: * Wholesome social relationships beginning with one’s family and extending to friends and those within the community and society, promote the mental, emotional and physical well-being. * Love and security from the family, friends and society make one thinks and feels good about other people. D. Science Processes: observing, identifying, describing, comparing, inferring E. Materials: chart, pictures F. Reference: Science and Health VI pp. 101-103 G. Value: Faith and trust on other people III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignments 4. Review: Effects of physical, mental and emotional state on one’s health B. Developmental Activities 1. Motivation: Who are the ten most important people in your life? 2. Presentation: How do parents and members of the family support one’s Physical, mental and emotional needs? 3. Activity Let them work on the following topics by group Group I * Discuss parent’s role in providing fod, clothing, shelter and other basic needs of their children. Group II * Cite effects of contrasting conditions such as: inability of family heads to provide for the physical needs of the children. Group III Describe the effect of friendships to one’s mental, emotional and physical well-being. Group IV * Describe the effects of wholesome relationships with people in the community or society. Group V * Cite the role or responsibilities of society/community 4. Group Reporting 5. Analysis and Abstraction What will happen if people do not relate well and coo perate among themselves? How are people’s physical, mental and emotional well-being affected? 6. Generalization How does one’s relationship with his family, friends and the society affect his emotional, mental and physical well-being? 7. Application/Valuing Other children make fun of Virgilio because he stutters. What possible effects do you think might have on Virgilio’s physical, mental and emotional well-being? IV. EVALUATION Read the following statements carefully. Check the statements that describe the positive effect of relationship with the family, friends and the society on mental, emotional and physical well being. Cross out the negative ones. 1. Despite being poor, Elinore’s parents provide her with all her needs in school and express their pride when they see her good grades. 2. Being sociable 3. Emotionally insecure 4. Inspired to finish studies 5. Getting along well with others V. ASSIGNMENT In your community, all the families know each other. As neighbours, they are friendly, helpful and caring. Cite the effects of this condition on you and other children’s physical, mental and emotional well being. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Practice ways of maintaining one’s health such as: * preventing common ailments * knowing where to seek help * demonstrating a positive attitude to stay healthy II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Ways of Maintaining One’s Health C. Science Ideas: Observe health habits to prevent common ailments. Ask help from persons in authority in case of emergency. A positive outlook in life makes one stay healthy. D. Science Processes: observing from a role playing E. Materials: objects used by the characters in the role playing F. Reference: Science and Health 6, Textbook, pp. 49-50 G. Value: Be optimistic III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the effects of good relationships with family friends and society on one’s physical, emotional and mental well being? B. Developmental Activities 1. Motivation: Can you still recall a line in a TV commercial â€Å" Sa panahon ngayon, mahirap magkasakit†? 2. Presentation: There are ways of keeping oneself healthy. Watch the role playing to be presented by 3 groups and observe what are these. 3. Role Playing Group I- Observing Health Habits to Prevent Common Ailments Group II- Knowing Where to Seek Help Group III- Demonstration of Positive Attitudes to Stay Healthy 4. Abstraction and Analysis What can you say about the attitudes of the main characters in each scene? Who among them will you follow as a model to keep yourself healthy? Why? 5. Generalization: What should you do to keep yourselves healthy? 6. Application/Valuing: You are going back to your classroom from your school canteen. Suddenly you feel dizzy when you’re on your way going back to your classroom. To whom will you ask help? Why? IV. EVALUATION Copy the table on your evaluation notebook. Answer the questions honestly by checking the appropriate column. Questions| Always| Most of the time| sometimes| Never| 1. Do you eat a balanced diet? 2. Do you always think positive? 3. When you have problems, do you take it lightly? 4. Do you ask help from your school nurse? 5. Do you weigh things before you make moves? | | | | V. ASSIGNMENT Make a checklist on your notebook of the activities you should do to keep healthy. Put a check each day whenever you do a certain activity. DATE:__________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and identify living things and non-living things in a mini-ecosystem e. g. aqua rium, fallen log and pond. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Living Things and Non-living Things in a Mini-ecosystem C. Science Ideas: An ecosystem is an environment where both living and non-living things exist and interact with one another. D. Science Processes: Observing, identifying, classifying, inferring E. Materials: pictures of aquarium, pond with living things and other ecosystems F. Reference: Science and Health VI textbook, p 58 G. Value: Environmental Cleanliness III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Introduction of the new lesson B. Developmental Activities 1. Motivation: Ask: How do we exist in this world? What are the basic things we need in order to live? 2. Presentation Show a picture of an ecosystem. Tell them to identify the things they see in the picture. Ask: How do you think plants and animals live in this kind of environment? 3. Activity Have them observe the drawing of an aquarium and identify the living and the non-living things. Ask: How do these living and non-living things interact with one another? 4. Group reporting 5. Analysis and abstraction What are the living things that may live in an aquarium? Where do they get oxygen to breathe in? How do they obtain oxygen from the water? What are the non-living things in an aquarium? Is there an interaction happens among the living things? Between living and non-living things? How and when this interaction between them occur? . Generalization What is an ecosystem? 7. Application Do you consider Barangay Gen. T. de Leon as an ecosystem? Why? 8. Valuing Being the members of the ecosystem in such place, how will you help maintain the survival of the species? IV. EVALUATION Choose the letter of the correct answer. 1. ___________________ is an environment where both non-living and living things exist and interact with one another. a. communityb. habitatc. ecosystemd. ecology 2. ____________ is the main source of energy in an aquarium. a. plantsb. sunc. fishd. sand 3. The fish obtain oxygen dissolve from______________. a. airb. waterc. plantsd. unlight 4. What is the importance of sand in an aquarium? a. anchorage of plantsb. protects the fish c. beautifies the aquariumd. enrich the plants 5. What is the importance of plants in an aquarium? a. they maintain the cycle of oxygen and carbon dioxide b. they beautify the aquarium c. they provide food for fish d. all of these V. ASSIGNMENT List down at least 3 other examples of ecosystem in your notebook. Identify the living and non-living things. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and describe feeding interrelationship among the living organisms. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among the Organisms C. Science Ideas: * An organism finds its habitat in a particular ecosystem, where materials such as food, air, water and other necessities for life are available. * An organism’s role or ecological niche, in an ecosystem depends on the kind of food it eats. An organism may be a producer, consumer, or decomposer as it’s ecological niche. As a consumer an organism may be a herbivore, carnivore or an omnivore. It may be a primary, secondary or tertiary consumer. D. Science Processes: Observing, describing, identifying, classifying, inferring E. Materials: Pictures of different ecosystems F. Reference: Science Spectrum 6, pp. 84-85 G. Value: Concern for Environment and Reverence for Life III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Review: Things that consists ecosystem, definition of ecosystem B. Developmental Activities 1. Motivation: What does the term â€Å"profession† mean to you? What is your current profession? In what profession would you like to be when you complete your education? 2. Presentation . Defining/Explaining ecological niche b. Read text pp 84-85 and answer the following questions: 1. Why do organisms stay in a particular ecosystem? 2. What is the relationship between habitat and ecosystem? Between habitat and ecological niche? 3. Explain/Illustrate the following: â€Å"Knowing the habitats of fish, earthworm, frog and monkeys give their ecological niches . † 3. Activity Observe the pictures of ecosystems. Group I- Forest Ecosystem Group II- Pond Ecosystem Group III- Grassland Ecosystem Group IV- Sea Ecosystem Describe how the organisms in each ecosystem survive for food. 4. Group Reporting 5. Analysis and Abstraction In an ecosystem, which are the producers, consumers? How many kinds of consumers are there? Where do plants get their food? Which animals depend on plants? What do you call them? Which animals depend on other animals? What do you call them? 6. Generalization How do organisms in such ecosystem survive for food? 7. Application Make a list of animals and food they eat. Classify the animals as to their ecological niche. Write your answer in the table below: ANIMALS| FOOD EATEN| ECOLOGICAL NICHE| | | | | | | | | | | | | | | | 8. Valuing Forest is one big ecosystem where wild plants and animals live. If we continue cut down trees, this wild life will be gone forever. What should we do to maintain the forest ecosystems? Why do we need to value wild life? IV. EVALUATION Choose the letter of the correct answer. 1. Which animal is a herbivore? a. snakeb. horsec. eagled. shark 2. Which is a producer? a. fungib. mushroomc. bacteriad. cornplant 3. Tiger eats other animals. What is the role of it in an ecosystem? a. producerb. primary consumer c. secondary consumerc. decomposer 4. The role or profession of an organism in an ecosystem is its___________. a. habitatb. consumptionc. ecological niched. production 5. In a pond ecosystem, the ecological niche of a frog is as___________. a. decomposerb. primary consumer c. secondary consumerd. producer V. ASSIGNMENT Give meaning of the following words and use them in the sentence: 1. parasites6. symbiotic relationship 2. commensal7. neutralism 3. predators8. mutualism 4. prey9. parasitism 5. hosts DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVES Construct food chains to illustrate feeding relationships II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among Living Organisms Sub-topic: Food Chain and Food Web C. Science Ideas: * A food chain is the transfer of energy from product to consumer and from one consumer to another through the eating process. * The amount of energy an organism gets from the food it eats decreases as that organism moves farther away from the producer. D. Science Processes: describing, illustrating, classifying, inferring E. Materials: pictures of animals and plants F. Reference: Science and Health 6 Textbook , pp. 58-65 G. Value: Eat balanced diet III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment . Review: Describe the role of a plant, a goat, a lion in an ecosystem. B. Developmental Activities 1. Motivation: Do you know where your food comes from? What do you actually eat? What did you have for breakfast and dinner? 2. Presentation: List down the food on the board. Ask: â€Å" Where do these food come from? †(indicate name of animal and plant) Trace down the source o f each food. (Note: To show the food chain, indicate links using arrows drawn from â€Å"eaten† to â€Å"eater†) 3. Activities Group Activity Classification of organisms showing the series of eating process. Put arrows to show the flow of energy. What dos this show? 4. Group Reporting 5. Abstraction and Analysis What did you construct? What do you call that? What is the first link in the food chain? What is the role of plants or pro- ducers in the food chain? What do the other link show? 6. Generalization What is food chain? 7. Application Construct food chain as many as you can using the following organisms found in the land ecosystem. 8. Valuing Benjie eats only meat. He doesn’t want to eat vegetable. Is it proper? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. Which food chain is possible in an ecosystem? . worm-grass-cow b. cat-fish-algae c. algae-worm-fish d. man-chicken-corn 2. What is the role of producers in a food chain? a. they make their own food b. they feed primary consumers c. they replace nutrients in the soil d. they provide oxygen in the air 3-5 Here is a food chain: grass grasshopperfrogsnakehawk 3. Which is a primary consumer? a. grasshopperb. frogc. snaked . hawk 4. Which is a herbivore in the food chain? a. bacteriab. frogc. grasshopperd. hawk 5. What is the role or ecological niche of the snake in the food chain? a. decomposerb. secondary consumer c. producerd. primary consumer V. ASSIGNMENT Draw and explain at least one food chain in a coral reef community. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Construct a food web by joining several food chains to illustrate feeding relationships. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Interrelationship in the Ecosystem Sub-topic: A Food Web C. Science Idea: A food web is a series of overlapping food chains showing how organisms are interdependent among each other for food. D. Science Processes: classifying, describing E. Materials: an illustration of food web F. Reference: Exploring Science and Heath 6 p. 102 G. Valuing: Interdependence III. PROCEDURE A. Preliminary Activities: 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What is a food chain? B. Developmental Activities: 1. Motivation Post the following pictures or word cards on the board as follows: Man Rat Lion Cow Grassbig fish Small fish Rabbit Kingfisher * Draw arrows showing feeding relationships between the organisms. 2. Presentation Describing a food web. Name the food chains found in the food web which used in the motivation. Can you distinguish a food chain and a food web? . Activity Studying/Explaining the diagram of food web. Name the food chains found in the food web. 4. Analysis and Abstraction What is the ecological niche of each organism in the food web? Is there organism having two or more ecological niche? What are these? What consists a food web? 5. Generalization What is a food web? 6. Application a. Name the food chains found in th e ecosystem. b. Link the food chains together using arrows to form a food web. 7. Valuing At home, how will you show interdependence among the members of the family? IV. EVALUATION Construct a food web by joining the following food chains. ice plant – man rice plant- grasshopper – frog – hawk rice plant- rat- snake- hawk rice plant- maya- man V. ASSIGNMENT Make a diagram of the food web in a garden ecosystem. DATE:_________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Measure one’s ability on the ideas and concept learned by taking a summative test. II. SUBJECT MATTER A. Summative test no. 2 ( First Grading Period) B. Preparation: Photocopied test questions C. Value: Honesty III. PROCEDURES A. Setting Standards for adjustment 1. Checking 2. Scoring 3. Recording 4. Evaluating Lesson Plan Essay Example Lesson Plan Essay L. Objectives: a. Write the Roman Numerals for a given Hindu Arabic numeral and vice versa. B. Master the rules for writing Roman Numerals. C. Show appreciation for the history and origin of number. II. Subject Matter Roman Numerals References: Mathematics in a challenging world up. 35-41 Ill. Procedure: Teachers Activity a. Daily Routine Lets pray first Students can lead the prayer? Thank you Good Morning children! Ill check the attendance first. Who is absent today? Did you know the reason why he is absent today? Okay thank you, but before we proceed to our main lesson lets review what we issued yesterday. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer How do we use rounding numbers? B. Motivation Roman Numeral Seeking Do you want to play a game? Okay listen to my instruction carefully, you need to seek a pictures that involving in Roman Numeral inside the classroom. The game starts now. The game is over. What Roman Numeral did you see class? Student 5 gives me what you saw? Very good! Student 10, 13 c. Lesson Proper Our lesson for today is all about Roman Numerals. Roman Numerals are not widely used but used often enough so you should be able to read or interpret them. Table of Roman Numerals Arabic x c Roman 10 50 1 ,oho 5 A letter of greater value subtract from it. L=50 100 xx=90 A letter of equal or lesser value add to it LSI=III Pupils Activity Yes Maam (The students start to pray) Good Morning Maam! Maam the absent today is student 2. We dont know Maam! If the nearest number is less than 5 and exactly 5 it will become lower and if the nearest number is more than 5 it will become higher. Yes Maam! Maam Clock Student 13, grade year IV. Evaluation A. Write the Roman Numerals for each Hindu Arabic Numeral. Write the Hindu Arabic Numeral for each Roman Numerals. 4. 3, 498 5. 5, 859 V. Generalization: What have you learned today? Today we learned about Roman Numerals. What is the Roman numeral of 5, 10, 100, 500, 1000 L d =500 1000 = M VI. Assignment: Read and answer the following. 1 . President Stared was proclaimed as president of the Philippine in the year 1998. What is 1998 in Roman Numerals? 2. The first Gad Panamanian Algal in Ballasts was aimed to recognize writers with significant contributions to literature in Army Philippine language in the year 1988. What is 1998 in Roman Numerals? Lesson Plan Essay Example Lesson Plan Essay There is some confusion about what a lesson plan* is and is not. A worksheet is not a lesson plan. A handout is not a lesson plan. A classroom game or activity is not a lesson plan. In fact, there is no need for a lesson plan to ever be seen, touched, considered or dreamed of by students, and nor does it even need to exist on paper or disk, though it usually does. A lesson plan is a teachers plan for teaching a lesson. It can exist in the teachers mind, on the back of an envelope, or on one or more beautifully formatted sheets of A4 paper. Its purpose is to outline the programme for a single lesson. Thats why its called a lesson plan. It helps the teacher in both planning and executing the lesson. And it helps the students, unbeknownst to them, by ensuring that they receive an actual lesson with a beginning, a middle and an end, that aims to help them learn some specific thing that they didnt know at the beginning of the lesson (or practise and make progress in that specific thing). To summarize, and in very basic terms: a lesson plan is the teachers guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc). Why plan? Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized and on track while teaching, thus allowing them to teach more, help students reach objectives more easily and manage less. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson. Lesson planning:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provides a coherent framework for smooth efficient teaching.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to be more organized.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  gives a sense of direction in relation to the syllabus.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to be more confident when delivering the lesson.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provides a useful basis for future planning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to plan lessons which cater for different students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Is a proof that the teacher has taken a considerable amount of effort in his/her teaching. Decisions involved in planning lessons: Planning is imagining the lesson before it happens. This involves prediction, anticipation, sequencing, organising and simplifying. When teachers plan a lesson, they have to make different types of decisions wh ich are related to the following items:   Ã‚  Ã‚  Ã‚  Ã‚   the aims to be achieved;   Ã‚  Ã‚  Ã‚  Ã‚   the content to be taught;   Ã‚  Ã‚  Ã‚  Ã‚   the group to be taught: their background, previous knowledge, age, interests, etc.   Ã‚  Ã‚  Ã‚  Ã‚   the lessons in the book to be included or skipped;   Ã‚  Ã‚  Ã‚  Ã‚   the tasks to be presented;   Ã‚  Ã‚  Ã‚  Ã‚   the resources needed, etc. The decisions and final results depend on the teaching situation, the learners? level, needs, interests and the teacher’s understanding of how learners learn best, the time and resources available. Lesson Plan Part 1– What to teach (refer to group task in session) Background info (sts age – no of sts – time limit) Objectives Language skills Language Content: (structures, vocabulary, functions, etc) Resources Attitude Lesson Plan Part   2 –   Lesson Procedures (how we are going to teach)  §   Warm-up  §   Core lesson: teaching new language, recycling, project work, written and oral production.  §   Tasks (which sequence to follow)  §   Rounding off. Hints for effective lesson planning: O   When planning, think about your students and your teaching context first. O   Prepare more than you may need: It is advisable to have an easily presented, light â€Å"reserve† activity ready in case of extra time . Similarly, it is important to think in advance which component(s) of the lesson may be skipped. if you find yourself with too little time to do everything you have planned. O   Keep an eye on your time. Include timing in the plan itself. The smooth running of your lesson depends to some extent on proper timing. O   Think about transitions (from speaking to writing or from a slow task to a more active one). O   Include variety if things are not working the way you have planned. O   Pull the class together at the beginning and at the end. O   End your lessons on a positive note. Planning enables you to think about your teaching in a systematic way before you enter the classroom. The outcome of your planning is a coherent framework which contains a logical sequence of tasks to prepare the field for more effective teaching and learning. Plans only express your intentions. Plans are projects which need to be implemented in a real classroom with real students. Many things may happen which you had not anticipated. In the end you need to adapt your plans in order to respond to your pupils? actual needs. It is important to bear in mind Jim Scrivener’s words: Prepare thoroughly. But in class, teach the learners not the plan. First of all, a planned lesson is just better. Not all planned lessons are fabulous and not all unplanned lessons are a disaster, but even a bad lesson will be less bad planned, and even a great lesson can be greater with a plan. If you are good at teaching unplanned lessons, you will be even better at teaching with a plan. There are several reasons why a planned lesson is better. One of them is that having a lesson plan helps you maintain focus. With a classroom full of children, with their short attention spans and their natural desire to disrupt anything and everything, it is very easy for a lesson to be sidetracked or derailed completely, and the best way for you, the teacher, to steer the lesson back on course is if you happened to have brought your map along with you. Sorry about mixing the train and car metaphors there. Kids also notice when a teacher doesn’t really know what to do. If you show one sign of weakness, they will pounce. A primary school lesson is a battle of wills, and if you blink you lose. A lesson plan is your best weapon in that battle. Kids respond extraordinarily well to structure and regularity, and planning out your lessons gives them that structure. Kids respond to dead air in a lesson – to moments of uncertainty – by creating chaos. If you flounder at all in thinking about what to do, the kids will fill that time by escaping from the mentality of the lesson and into the mentality of play – from which it is often impossible to recover. A lesson plan keeps you on track and keeps the kids on track, but it also helps outside the context of the lesson itself. Lesson planning lets you track progress and problems. With planned lessons, you have actual paperwork of everything you’ve taught, so you can refer back to it later. If kids aren’t learning a particular point, you know which lesson plan to amend, which helps you learn from your own mistakes and missteps. If kids learn something really well, you can look at that lesson and figure out what about it really worked. You can start to learn to be a better teacher overall and for each particular class, and you don’t have to do it via memory. Lesson plans let you show off what you’ve taught. They’re good for your teaching portfolio, they make great blog posts, they’re great for showing other teachers, your director, other TLGVs, your parents, etc. what you do with your time. If you have a really great one, you can share it and others can benefit. People will think you are magically organized. Important When writing lesson plans, be sure to include what part of the textbook you are covering in the lesson, the target structure, new vocabulary, directions for all the activities you intend to use, and the approximate time each section of your lesson will take. The idea behind a lesson plan is that another teacher could pick it up and successfully teach your class without further instructions. If there is an activity where you plan to ask the students questions so that they use the past tense in their responses, write down the questions you plan to ask. It is more difficult to think of appropriate questions on the spot and you are more likely to ask them a question using vocabulary they are unfamiliar with as well. If there is a group activity in the lesson, write down about how many students should be in each group because two to four students is a lot different than five to ten. Writing out your lesson plan can also help you figure out what material you must prepare for a lesson because if your production activity will only take about ten minutes, then you are obviously going to need an additional activity to end the class with. Not all lessons will be conducted the same. In some instances, the introduction of new material may take an entire lesson or the production activity may be an entire lesson. It is always good to have familiar activities to fall back on in case something doesn’t work quite the way you had planned. If students are playing the board game without actually speaking, in other words just moving their pieces around the board, they are not getting the necessary practice so you may have to either join the group having difficulties or change activities altogether. At any rate, lesson plans are enormously helpful and if the following year you find yourself teaching the same material, preparation will be a breeze. Are lesson plans necessary? Although lesson plans constitute a major part of being a teacher, they are dreaded and sometimes their importance underestimated by some teachers. Some teachers even advance the unpredictability of some events in the classroom to discredit any attempt to provide any strict planning of what occurs in the classroom. Although this might be true, it should be noted that a lesson plan is a project of a lesson. It’s not (and cannot) be a description of what will exactly happen during lesson delivery. It provides, however, a guide for managing the classroom environment and the learning process. Reasons for lesson plans To have some hints on the importance of lesson plans on the teaching process, consider these reasons: * Clarity Lesson plans help to be clear about what you want to teach. teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals. * Unpredictable Events Lesson plans may also include a room for unpredictable events. This helps teachers to be ready to cope with whatever happens. * Framework Lesson plans give your teaching a framework, an overall shape. * Reminder Lesson plans may also play the role of a reminder for teachers when they get distracted. * Commitment It suggests a level of professionalism and real commitment . In addition to the above reasons, it is worthwhile mentioning that lesson plans will have positive impact on both the teacher and the learner. * For the teacher * They don’t have to think on their feet. They don’t lose face in front of their learners. * They are clear on the procedure to follow. * They build on previous teaching and prepare for coming lessons * For the learner * They realize that the teacher cares for their learning. * They attend a structured lesson: easier to assimilate * They appreciate their teacher’s work as a model of well-organized work to imitate.

Self Government of NE Colonies essays

Self Government of NE Colonies essays Prior to 1650, self-government in the New England colonies was affected by both democracy and freedom of religion. The basic idea of democracy as a form of government is that it is for the people, by the people. (Or through their choice of elected The Mayflower Compact, signed in 1620 was one of the first signs of democracy in America. The Fundamental Orders of Connecticut, adopted in 1639, were another example of democracy leading to self-rule. Freedom of Religion led to self-government as well. This is evident in the formation of colonies such as Plymouth, which was formed by Puritan dissenters from England seeking religious freedom. It is also exhibited in the formation of Rhode Island (1636) in which Roger Williams left the Massachusetts Bay Colony to seek religious freedom and create a religiously free colony of his own. In general, both democracy and freedom of religion made large contributions to the self-government of the New England colonies. Democracy was a key element to the rise of self-government in the New England Colonies prior to 1650. The Mayflower Compact of 1620 was signed by Puritan pilgrims aboard the ship the Mayflower. This compact served as the first constitution that these settlers abided by in their newfound home in New England. Upon their arrival in the new world, the pilgrims wished to establish a democratic set of rules for themselves, so they forged the agreed-upon set of laws contained within this document. It stated that the people would accept whatever the majority chooses, and the people would vote on laws. This compact was significant in that it served the purpose of a constitution for these settlers. It was quite democratic, as the laws established within it came about entirely as a result of the needs and desires of the people, the Puritan pilgrims, and was engineered to suit their needs as they formed a new society in the new world. Thus, this democratic doc ...

Management Organisational Behaviour Essay Example | Topics and Well Written Essays - 1750 words

Management Organisational Behaviour - Essay Example Complementary skills in team members are necessary for it to be able to function effectively and produce results. In case a team starts out with all of its members having only one skill set, and they need some more to be able to produce results, it would either need to induct more persons with the required skills, or its members would have to acquire the skills themselves, if they have to continue as a unit of any significance. The members of a team would have a common purpose or vision, articulated performance goals, and an accepted way of doing work in order to reach those goals. They would also hold themselves "mutually accountable" for what the team did or did not achieve. If I achieved something as part of the team, I would be willing to share the credit with the others; if someone in there made a boo-boo, I'd be willing to take the flak as well. Does the above definition of a team - a text-book one actually fit the real world It should, since the definition itself, we must remember, is also derived from observing that real world. However, as work conditions and situations get more diverse and complex, our definitions and understanding of how teams work must evolve from the simplistic to include complex aspects of their functioning. Teams can be extremely powerful when they work well. Of this there can be no doubt. ... Apart from the simple arithmetic of two plus two making four, in the case of a team operating well, the two plus two could make five or seven or even ten. 'Synergy' (from the Greek word 'synergos' or working together) happens when the combined effect of two or more persons working together is more than an aggregation of the individual members' efforts. It is interesting to reflect that Adam Smith, the originator of the science of Economics, was in fact referring to this synergistic effect of increase in production, when he stated that division of labor (the process of production being divided into many parts, with each part being performed by a different person) resulted in a higher output. Smith's model, which did not even consider it necessary that the worker be happy, still produced a higher output. Such is the power of synergy. (Hines 1996, para 3 ) However, synergy can go terribly wrong too, and work negatively. Negative synergy can undo all the benefits that possibly accrue from working as a team. To understand this better, let's take the analogy of a person working by himself and another with a computer. The computer's output can be a hundred times more than that of the person working unaided. But let a computer make an error - it would probably take hundreds of persons working hundreds of hours to make the kind of error that a computer could make in a nano-second! And synergy is just that. When working positively, it produces much more than disparate individuals can; negatively it destroys quicker and faster than an aggregation of individuals working separately. A real life example of the operation of negative synergy has been mentioned by Ghoshal, Piramal and Bartlett in the working of