Reflective Account Essay Example for Free

Reflective Account Essay This seemed to keep his mind off worrying about were his wife or daughter was and stopped him from wanting to walk about the ward. After a while the patient asked if he could lie down for a while, and I explained that this was ok. I lowered the bed for the patient as low as it would go, to prevent the patient from falling or injuring himself while climbing into the bed. By doing this I was following the guidelines set out by the health and safety at work act 1972 and carrying out risk assessments to prevent harm to myself or others. Once the patient had got into the bed safely I put the bed side up to prevent him from falling out while he was sleeping, I then gave him his buzzer. Before leaving the room I asked the patient if he would like the room door left open or closed over, by doing this I was promoting the patients right to choice and individuality. I then left the room and closed the door as the patient had requested, and told the staff nurse in charge of him, that he was now sleeping, and that I had emptied his catheter bag and updated the fluid balance chart. I had to tell the staff nurse that I had left the room, so that if anything happened they knew that I was not there, as I would be accountable for it. Being accountable for my actions is one of the NMC code of conduct and is in line with professional accountability. I think that this task was very fulfilling as I was able to help other staff around me, as well as keep a patient calm. I enjoyed talking to the patient and found it very interesting. It also allowed me to practice keeping patient’s charts up to date. References

Indirect Tension Test Analysis

Indirect Tension Test Analysis IDT The indirect tension test involves applying compressive loads on cylindrical specimen. This would develop uniform tensile stress perpendicular to direction of applied load as shows in figure1. Resulted horizontal and vertical tensile deformation is measured using linear variable displacement transducers(LVDTS). The specimen is loaded until splitting along axis of applied load as shows in figure 2 [1].   Different type of loading mode, temperature and device setup modification were used to measure different material properties. IDT test have many advantages such as simplicity in accompanying test, and preparation samples. Specimens failure is started in uniform tensile stress, and it is not affected by surface condition of specimen make it popular test in pavement .   [2] AC mixture properties obtained by load, displacement time plots at different loading mode and temperature as shows in figures 2.   Initially, IDT was used to measure strength of specimen. It was defined as the maximum load on specimen until failure. It is loaded with constant deformation rate at specified temperature until failure. The strength was obtained by dividing peak load of specimen, on it diameter and thickness using u equation 1.The detailed procedure is described in [4], where it was recommended to test material with 50mm/min loading rate , at 77 °F Equation 1 Where: St = tensile strength, kPa (psi)P = maximum load, N (lbf)t = specimen height immediately before tensile test, mm(in.), D = specimen diameter, mm (in.) Indirect Tensile Creep Tests In addition, ITD is used to conduct creep compliance test on mixture.   These values was addressed by Superpave specification to prevent thermal cracking, also, it is one of primary inputs in ASSHTO ME design method. Creep compliance represent ratio between time-dependent (creep) strain to applied stress as function of time. It is reflected the stiffness and time-dependence of material .[2].. In this test, the specimen is loaded with constant static load, that make Maximum measured horizontal strain below 500-10-6 mm. Three measurement is taken at three different temperature, selected based in PG grading of binder. The creep compliance calculated as function of time   using equationS 2,3. The detailed procedure is described in [5]. Equation 2 Equation 3 Where: D(t) = creep compliance at time t (kPa) GL = gauge length in meters (0.038 meters for 150 mm diameter specimens) Davg = average diameter of all specimens [typically 3] (nearest 0.001 meter) bavg = average thickness of all specimens [typically 3] (nearest 0.001 meter) Pavg = average creep load (kN) ΔXtm,t = trimmed mean of the normalized, horizontal deformations (nearest 0.001meter) of all specimen faces [typically 6] at time t (X/Y)absolute value of the ratio of the normalized, trimmed mean of the horizontal Also, it was used to determine resilient modulus of pavement mixture. Resilient modulus is stiffness measurement, reflecting material behavior within undamaged loading mode. It was defined as ratio between applied stress to recoverable strain.   Within IDT device a cyclic load is applied to give specimen enough time to recoverable it is strain. Each cycle included applying compressive load, followed by rest period. Horizontal and vertical recoverable deformation is recorded within test as shows in figure 3. It is used to calculate Passions ratios, to obtain the resilient modulus using equation 2 and 3. Two different values of resilient modulus could be obtained, based on measured deformation. Instantaneous resilient modulus depends on instantaneous recoverable deformation during unloading of each cycle.   Total resilient modulus is obtained using total recoverable deformation including both instantaneous and time-dependent recoverable deformation. Detailed test procedure is descr ibed in[6]. Three specimens with (4 or 6) in diameter, (1.5 or 2) height are tested at (77 ±2F). Initially, 100 loading cycles are applied, to get five stable cycle with less than 1 % change on resilient modulus. Loading levels are selected as   ( 10 20 ) percentage of one specimen. Instantaneous deformation is represented as difference between peak and curve deformation. Total deformation was determined as difference between peak and end of one loaded- unloaded cycle as shows in figure 3. Figure 3[6] load, displacement time plots for IDT test output Equation 2 Equation 3 Where : µ = Poissons ratio,ÃŽ ´v = the recoverable vertical, mm (in.)ÃŽ ´h = the recoverable horizontal   deformation, mm (in.) MR = resilient modulus of elasticity, MPa (psi),ÃŽ ´h = recoverable horizontal deformation, mm (in.), I1,I2,I3,I4: Constant values depends on   gauge length as a fraction of diameter specimen µ = instantaneous or total Poissons ratio,t = thickness of specimen, mm (in.),Pcyclic = Pmax Pcontact = cyclic load applied to specimen, N(lb),Pmax = maximum applied load, N (lb) andPcontact = contact load, N (lb) Indirect Tensile Fatigue Tests IThe specimen tested for fatigue under repeated load mode. The fatigue life was represented by number of cycle until failure during the test.Different fatigue criteria were developed within on IDT test. Number of cycles to complete failure (Nf); or 50 %   reduction in resilient modulus of its initial value was used [7].[8] defined it as   when the   permeant horizontal deformation ranges between 0.25-0.38 in. However   [3]   found dramatically increasing in total horizontal deformation was happened after a value of 0.1 in and select as failure criteria. [9] define it as the point when horizontal deformation increase in faster rate more than constant rate. [10]   select   a value of   9 mm   of total vertical deformation as failure criteria.[11], introduced theoretical criteria based on energy ratio for both control stress and strain mode of loading. [2] introduced logit model used fracture energy as indicator for fatigue based on fatigue cracking.[12]   used visco elastic continuum damage (VECD) model   to predict fatigue life. A single-characteristic curve of an asphalt mixture and is independent of loading types (C1-S1 curve) model was used. A 50 % reduction in normalized pseudostiffness (C1) was selected as failure criteria.   [13] introduced new approach based on crack development. Two digital cameras were used to record development of cracks every minute. The failure criteria was selected as number loading cycle when rapid crack beginning. Two asphalt mixture, dense graded and stone mastic were tested based on AASHTP TP9-96. Control-stress mode of loading was used at 20 C with 10HZ frequency. Two digital cameras were used to record development of cracks every minute, as shows in the figure 3. Scion Image software was used to analysis results images. Both length and width of cracks was recorded. The failure criteria was selected as number loading cycle when rapid crack beginning. Figure 4[13] overlay tester   (OT) The overlay test was introduced by [14] to induced resulted displacement   from temperature change at layers below the overlay. The original OT was upgraded to test HMA laboratory mixes and field cores. The specimen size was modified to be obtained from superpave gyratory compactor samples (figure 6) and fully computer controlled system is used to control the test   [15] . The test setup shows in figure 7 two steel blocks, one free to slides horizontally, while the other is fixed. The sliding process reflects the opening and closing of cracks or joint in pavement thus, will represent the two-stage fatigue process in pavement. The crack initiation, includes growing of micro-cracks and the crack propagation, represented by macro cracks on surface layer .[16]. Figure 5 Overlat test setup,[15] Figure 6 OT Sample preparation[15] The Trimmed specimen is glued with epoxy between two blocks. The sliding is applied cyclic triangular waveform direct tension on the specimen. It is controlled with maximum displacement opening. The test could   be conducted with loading rate ranges (1-600) second/cycle, controlled opening displacement (0-0.08) and temperature between (32-77 F) [17].However, Texas Department of Transportation (TxDOT) published standardized test procedure designation (Tex-248-F. It was specified that the specimen is loaded   with 10 second cyclic controlled with   0.025 maximum displacement at 77+1F temperature.[18] Figure 7:overlay setup-Tex-248-F test [19] The crack resistance is represented based on number of cycle correspond to 93% in   maximum applied load in first cycle.   Ã‚   (Hu et al. 2008; Sheng and Ping 2016). However, [22] compare between different methods to analysis the data. The area under- the load-cycle response curve was used; the result shows no improvement in variability. In addition, the rate of load decrease was studied, it was unsatisfactory.   different load reduction percentage was tested as alternative for 93%. The 85% load reduction seem to be good. The test is recommend for performance measures for reflective cracks. [15] test field cores from different highways in taxas state. They suggest 300 cycle @93 % load reduction was selected as pass /failure criteria and 750 cycle was For the rich bottom layer. Also, New Jersey department of transportation (NJDOT) adopted OT test as performance measure for different mixes . The test conduct 10 second cyclic load controlled with   0.025 maximum displacement at   either 59 or 77 F. The failure criteria of specimen selected to be 93 % or until minimum 1200. The detailed procedure published in designation NJDOT B-10[23].   The design Binder-Rich Intermediate Course(BRIC) require minimum of a 700 cycle at 77F as pass criteria. For high rap mixes it is require minimum 150,175 For PG64-22,PG76-22 respectively for surface course while intermediate course required minimum 100,125 cycle for PG64-22,PG76-22 respectively[24].

Physics of Water Waves :: Lab Report

All waves possess the properties of reflection, refraction, diffraction and interference. These phenomena's were observed with the use of a ripple tank. A ripple tank consists of a large rectangular tray with a transparent bottom. Water is placed in this tan to a depth of approximately one centimeter. A light source is then placed above the tray of water. When the water is disturbed it can be seen on a white surface positioned under the tray. The first phenomenon observed was reflection. It was found that water waves also follow the law of reflection. As straight waves strike a hard straight surface they are reflected at an angle equal to the angle of incidence. After reflection the wave has the same speed, frequency and wavelength as it did prior to the collision. This is similar to the reflection of circular waves off a straight barrier. The reflected waves are also circular, however they have a centre point that is position behind the barrier. This point is known as the "image" of the source. Reflection of a parabolic or concave barrier can be closely compared to that of light waves off a concave mirror. If the incident wave was straight, the reflected waves are curved, and they converge at a fixed focal point. After passing through the focus, the radius of the curves increase. The opposite is so when circular waves strike a concave barrier. The reflected waves are then straight. The next phenomenon observed was the refraction of water waves. The refraction was demonstrated in the ripple tank by dividing the tank into a deep and shallow region. This was achieved by placing a rectangular object into one end of the tank. When straight waves travel from a deep region of water into a shallow region, it is found that the speed of the waves is slower in the shallower region. Since the frequency of the wave stages the same, it is obvious that there must be a corresponding decrease in wavelength. If the waves pass from deep to shallow water at an angle other than

The Epa: Can It, Will It Save Our Environment? :: essays research papers

The EPA: Can It, Will It Save Our Environment? Pollution of our environment is an issue that concerns each and every one of us. "The threat of environmental degradation now looms greater than the threat of nuclear war." Patrick Henry said, "I know no way of judging the future but by the past." In the past man has trampled on the environment. "The word 'ecology' means 'a study of home.'" It means discovering what damage man has done, then finding ways to fix it.The Environmental Protection Agency is trying to fix our home, the planet Earth. Destruction of forests, land degradation, atmosperic contamination, and water scarcity are some of the major environmental problems. In 1970, the EPA was created by President Nixon to protect the public health and environment. The cancer-causing DDT was banned in 1972 and was found accumulating in the food chain. The use of lead in gasoline was phased out in '73 which caused lead levels to drop 98%. In '74 the agency required drinking water to be physically and chemically treated. CFCs were banned in '78 and a nation-wide toxic waste site cleanup program was developed in 1980. The EPA then evacuated Times Beach, Montana for dangerous levels of dioxin in soil, which was then criticized for its heavyhandedness and arrogance. Charges of mismanagement and undue political influence caused the head of the EPA to resign in '83. "The deputy director resigns because of charges of making a 'hit list' of employees to be hired, fired, or promoted because of political leanings. The former head of the toxic waste cleanup is found guilty of perjury and obstructing congressional inquiry. A regulation requiring treatment of hazardous wastes before disposal underground was made in 1984." The spill of the Exxon Valdez caused the Environmental Protection Agency to be ctiticized for slow response in '89. Texas Eastern Gas Pipeline was fined $15 million for the contamination of PCB at 89 sites in '90. They were also required to pay $750 million in cleanups. "The EPA then develops the new Clean Air Act which required states to demonstrate progress toward meeting national air quality standards for harmful pollutants such as smog and carbon monoxide." The EPA issued a report in 1990 ranking the most serious threats to the environment and to human health. The highest-risk problems to human health are air pollution, exposure to toxic chemicals, and pollution of drinking water. In '91, $25 million in fines was given by Exxon Corporation and Exxon Shipping and the U.S. and Alaskan governments received $100 million. They also estimated a $900 million redemption fund.

Offensive Advertisement Essay

Some marketers use persuasive advertisements to capture the attention of the customers; however, some marketers use offensive concepts to make publicity and create strong brand awareness. This is what Dolce and Gabanna did in endorsing the products in the market. The magazine advertisement portrays an image of a lady while being raped by a group of men. The controversial advertisement shows a man holding a woman by her wrists which symbolizes domestic violence. While the lady lies on the ground and the man grips her arm, they are being surrounded by topless men. Apparently, this advertisement portrays violence against women (Walters, 2007). Obviously, the company wants to promote publicity through this poster advertisement. The company aims to sell the brand name rather than the product itself. Through this kind of advertisement, the society will easily recall the name of the company which would make them buy the product because of its prominence in the market (Bel et al, 2005). This creative poster ad aims to sell the brand and awake the emotion of the people regarding domestic violence. Although it portrays aggression, the company has the right to show it to the public to make the customers aware about the rights of women in the society. Showing offensive images does not mean promoting a certain action to the public, it may serve as the bridge to make the government and the community act to eradicate the root of aggression in the world. It has to be distributed to the market not only to create sales but also to open the eyes of the people about domestic violence. The idea that this poster ad became controversial because of its subliminal messages should be taken as a good marketing method because the public easily reacted to the messages that this kind of ad shows to the society. This advertisement may have negative messages but it only shows that even the apparel company could create an effective publicity to promote the business and bring up the societal problems. The critics may find this advertisement as offensive; however, this would trigger the emotion of the people and make them act against domestic violence. References Bel, B. Brouwer, J. & Das, B. (2005). Media and Meditation. New Delhi: SAGE Walters, C. (2007). Is This Fashion Ad Promoting Gang Rape?. The Consumerist. Retrieved March 19, 2009 from http://consumerist. com/consumer/advertising/is-this-fashion-ad-promoting-gang-rape-313579. php

How can be a university education be free? Essay

A free college education for all? That’s been the dream of many an idealist. President Obama certainly shares this goal— a year ago he said â€Å"The single most important thing we can do is to make sure we’ve got a world-class education system for everybody. That is a prerequisite for prosperity.† State university systems, particularly in New York and California, are tasked to provide all students— even those of limited means—access to higher education. Many, especially on the political Left, view public support of education as a cornerstone of a free and prosperous society. Thus the current economic hard times have produced great distress. Both SUNY in New York and the three California state systems, along with many others, have been forced to dramatically raise tuition. Many states have cut back on support—the sad and familiar joke being that public institutions have gone from being state supported to merely state located. Federal funds are also threatened: graduate students will no longer receive interest deferments, earmarks (a traditional source of money for higher education) are no longer available, and government grant money is increasingly harder to come by. More financial woe looks likely in the near future. On top of this many questions are raised about the value of higher education. Is college teaching what students really need to know? Will it really be able to guarantee graduates a place in the middle class as it has done in the past? Do the benefits of college justify the increasingly burdensome student loan debt that our nation’s youth is now saddled with? Higher education, already unaffordable, may no longer be worth the cost. It all looks pretty grim. And yet I believe we are on the cusp of a new world in higher education – a world that can provide a free (or nearly free) college education for all. The recession has brought higher education’s woes into sharp relief, but it has not caused them. Colleges, designed for the world in the 1960s and 1970s, have not changed with the times. Colleges are still run as top-down bureaucracies rather than bottom-up communities. Outside of government, few other organizations operate this way. Anybody can publish and sell a book at Amazon.com. Google and Apple let their customers determine most of their content. Walmart empowers even its most junior employees to order products and set prices. Wikipedia allows any reader to write or update an article. Higher ed’s institutional structures aren’t like that at all, featuring top-down, inefficient, bureaucratic command management. Maintaining this old-fashioned system is ever more expensive and increasingly impossible. So here are some suggestions for how higher ed can imitate successful organizations, improve quality, and reduce costs even to zero. Let volunteers teach classes: This isn’t simply about saving labor costs (though it is that, too); it is primarily about crowd-sourcing. Just as Amazon, Google, and Wikipedia are able to tap into the expertise of millions, colleges can do the same by blurring the distinction between faculty, student, town, and gown. In an on-line environment there is no limit on the number of classes that can be taught, and no reason to restrict class offerings to only those taught by paid employees. Founded in 2009, University of the People will exclusively use volunteer faculty. Indeed, the distinction between faculty and student is hopelessly blurred in their model. As a result they aspire to be a tuition-free university open to any high school grad anywhere in the world. Initially they are offering programs in business administration and computer science, and are seeking regional accreditation. While there is no tuition, there are some fees, but the total cost for a bachelor’s degree will likely be a few hundred dollars, depending on where you live. By comparison, Texas’ initiative to offer bachelor’s degrees for $10,000 looks like a very modest goal. While UoPeople exists solely on-line, residential colleges can and should take advantage of volunteers. Indeed, classes intended primarily for personal enrichment (as opposed to career preparation) are possibly better taught by volunteers than paid faculty. Who better to teach Shakespeare than somebody whose primary motivation is a love of Shakespeare? Why not empower the waitress down the street (the one with a PhD in English) to teach a class on Hamlet? Just as with Amazon and Wikipedia, crowd-sourcing results in the best coming forward and leading the way. The university will need to establish rules that enable the winnowing and selection process— just as Amazon does very successfully with the customer reviews and the best-seller rankings—without in any way depriving others of opportunity. Of course volunteers may not be grading papers. Some of that can be avoided by asking peers, with instructor oversight, to grade papers (as UoPeople will certainly be doing), but that brings us to the second requirement of a (nearly) free education. Automate almost everything: In particular, automate grading. There are today few reasons for any human being to be grading math or science homework—at least through the sophomore level. Indeed, faculty graders can be unfair and unreliable— I speak from experience. Computer grading can be more reliable and certainly much cheaper. Even for the â€Å"softer† subjects computers can be an asset. On-line campuses at minimum run English papers through Turnitin and a grammar- and spell-checker before a grader even sees the paper, eliminating the most tedious labor. But where computerization isn’t possible, grading can be out-sourced. Western Governors University hires graders for whom both the student and the faculty member remain anonymous, and who are required to calibrate their work against other graders to ensure consistency. This is not free, but it is cheaper than faculty graders and almost certainly better. For some classes it may even be possible to outsource grading to India or the Philippines to further reduce costs. With volunteer faculty and computerized/outsourced grading, the cost of many classes can approach zero. But there are still some classes that need to be professionally taught and for which grading is not a primary expense. I’m thinking of the core introductions to the disciplines, such as Intro to Psychology, Calculus, or General Chemistry, etc. How can these be taught more cheaply? Let the winner take all: If my grandchildren ever decide to take calculus, I want them to have an excellent instructor. Indeed, I’d like them to have the best instructor in the country. In times past that would require attending an elite liberal arts college. But today (or more likely, tomorrow) there are more and better choices. These already exist for languages. A quirky company called Rosetta Stone has largely put college foreign language instruction out of business. For approximately $200/semester one can learn almost any language one wants—not quite free, but much cheaper and (apparently) more effective than the college classroom. Rosetta Stone is a good example of winner-take-all; it has cornered the market not because of some government license, nor because only their employees know languages, but because they are better and cheaper. Why not do this with calculus, chemistry, psychology and all the rest? This will eventually happen. In each of those disciplines a product (or, hopefully, two or three competing products) will emerge that is manifestly better than anything any individual college can produce in-house. Why has it not already happened? With foreign languages one can either speak the language or not—a short conversation will test. Whether or not one gets credit for the class is completely irrelevant. The Carnegie Units awarded by academic language departments therefore have no value and are unsellable. With general chemistry, on the other hand, it is much harder to know whether or not the student has actually learned anything—a short conversation won’t do. Therefore the Carnegie Units are still valued, and a general chemistry class that doesn’t come with credit will find few takers. What is needed is a recognized way to establish competence independent of Carnegie Units. Once that happens the winner-take-all world quickly follows. A current project at Stanford University offers a path forward. Stanford is teaching a free, on-line class in artificial intelligence. As of August 15th news reports indicated that 58,000 people had registered. I have a friend who is signed up, and he reports that now enrollment is over 100,000. Stanford is not awarding credit for this class—no Carnegie Units involved. Instead they are doing something much cleverer and much more subversive. Stanford will rank the students in order of how well they do in the class and send them a certificate accordingly. Coming in first in a class of 100,000 will be quite an achievement—worth far more than any Carnegie Units. That person (or more likely, thousand people) will have a credential they can take to the bank. More generally, the organizations that offer world class instruction in the disciplines can keep their own records of how well students do. This will serve as a transcript, rendering the college transcript and the associated Carnegie Units irrelevant and unmarketable. Carnegie Units are a problem, and that brings us to the final suggestion. Break the cartel: What might be called the â€Å"Carnegie Cartel† survives because it serves the best interest of existing institutions. Like all good cartels, it reduces competition by raising the cost of entry and by fixing prices. It is enforced by accrediting agencies, appropriately run as voluntary associations of existing institutions, dedicated to keeping newcomers out. Acquiring and retaining accreditation is expensive: including faculty and staff time along with the opportunity cost, a seven-figure price tag for an accreditation visit is not an unreasonable estimate. This does not include considerable efforts spent on on-going assessment, processes for continuous improvement, and collecting all the other ever more arcane documentation demanded by accreditors. A cartel maintains a grip on the market because it controls an essential resource that everybody needs. For the Carnegie Cartel this resource is access to state and federal financial aid—money not available to unaccredited organizations and individuals. But this resource is now threatened by several developments. First, the recession has simply reduced the funds available. Second, many shady for-profit colleges have successfully gamed the system and are now reaping a disproportionate share of funds, corrupting the entire enterprise. Third, the cartel’s currency—Carnegie Units—are no longer a very good proxy for educational achievement. The system is flummoxed by on-line or blended learning, not to mention on-line short courses taught by volunteers. Accrediting agencies have never heard of crowd-sourcing. Finally, and most important, the advent of free or nearly free education eliminates the value of the cartel’s franchise. Federal funds are not necessary. No cartel serves the interest of its customers, and the Carnegie Cartel is no exception. It has frozen an over-priced, outmoded and dysfunctional educational system in place. It needs to be broken up. I believe that is gradually happening now. Breaking the cartel will sharply reduce the cost of higher education across the board. A free college education for all? The UoPeople experiment is testing the free education model today. If it is successful, it will spread more or less rapidly, and even if that particular effort fails it will only be a few years before somebody tries again. So I am not presenting a radical vision for the distant future, but rather describing something that is happening now or very soon. A (nearly) free college education for everybody is not only possible, but likely. But it will be a bare-bones education, and many students will want to pay for something more. What might they pay for? The residential college experience is valuable even if the general chemistry class is out-sourced. The college can provide accompanying laboratory experiences and/or recitation sections. Students need a peer group. Classmates form the beginning of a professional network that will last a lifetime. Attending classes and studying together is valuable, even if the classes themselves are free. Peer group facilitators will be in demand. Some classes— analytical chemistry comes to mind—require expensive equipment along with a technically trained instructor. This will never be free. College faculty won’t get paid much for teaching, but they can still earn a living as tutors, research mentors, coaches, team-leaders, advisers, counselors. These skills cannot be computerized and students will pay for them. I am in favor of a free college education for all, despite the inevitable dislocation in the higher education community. I hope these changes happen sooner rather than later. But I am not starting a political movement. Activism is not necessary—the die is cast and much of what I predict is already taking place. Not that I’m against political activism—if you want to do that be my guest. But could I ask you to please wait for a few years until after I retire?

The Abraham Friedman Occupational Center - 889 Words

Throughout the program, my placement was set at the Abraham Friedman Occupational Center. The students were predominantly Spanish-speaking adults who lived in downtown Los Angeles. The program was ESL Intermediate High B that integrated language skills. Since October last year, I devoted seventy hours to observation and taught four lessons totaling five hours. The guiding teacher Mr. Buckley was an inspiring educator who created a variety of classroom activities. Analysis I benefited from the observation experience both as a language learner and a potential ESL teacher. When I started the practicum, I had little teaching experience. I never attended any English learning program in the United States, and its interactive teaching style surprised me. I thought to myself that being interactive should mean spontaneous and going with what s happening in the classroom. I came up with the first lesson in just an hour. It was when I reviewed my first teaching video that I found how powerful the reflective cycle was. It helped me slow down thinking so that I can attend to what is rather than what I wished were so, and then to shift the weight of that thinking from my own teaching to students learning (Rodgers, 2002, p. 231). It looked like in the first TLE I wasn t teaching at all. Then I started to reread the Rogers article for help and was able to dig out more information that I overlooked before. When I select my content, I wanted it to be socially relevant and specific. IShow MoreRelatedTeaching And Learning Style At The Abraham Friedman Occupational Center934 Words   |  4 PagesIntroduction 　　　Throughout the program, my placement was set at the Abraham Friedman Occupational Center. The students were predominantly Spanish-speaking adults who immigrated from South America and Central America to downtown Los Angeles. The program was ESL Intermediate High B which integrated all language skills. 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The American Dream - 1844 Words

When the concept of the American Dream emerged in the 1930s, it possessed a uniform definition among the people. They believed that one could accomplish to their fullest ability as long as they put forth the effort. In the time of the Great Depression, people wanted to be happy and maintain financial stability for their family. Happiness also included fitting in with the standards set by society. This meant having the stereotypical family with a father, mother, and two children and living in a nice home in a suburban neighborhood. As society has evolved, the meaning of the American Dream has distorted into something else, but the underlying goal to live a happy life has remained the same. This is caused by the change in values, as well as the societal norms and expectations that are set today. People now feel as if they are entitled or expected to live a grandiose lifestyle and assume that it should be acquired easily. This new concept of the American Dream is met with disappointment because it is nearly impossible to reach, resulting in them concluding and claiming that the American Dream is unattainable. The new Dream is an unrealistic standard set on society that is counterintuitive as it prevents people from their main goal of a happy life. Meanwhile, the original aspect of the Dream still exists among some people and is still realistic, but now it is not as easy to achieve as it was back then. Over the decades, consumerism has become a huge influence and part of lifeShow MoreRelatedImmigrants And The American Dream1362 Words   |  6 PagesImmigrants and the American Dream In the article â€Å"The American Dream†, by James Truslow Adams in The Sundance Reader book, he stated that the American dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is a difficult dream for the European upper classes to interpret adequately, and too many of us ourselves have grown weary and mistrustful of it. It is not a dream of motor cars and highRead MoreThe American Dream By Kimberly Amadeo1637 Words   |  7 PagesNowadays, a large number of people migrate to the United States to work and achieve the American Dream. According to the Article â€Å"What is the American Dream?† by Kimberly Amadeo, â€Å"The American Dream was first publicly defined in 1931 by James Truslow Adams in Epic of America. Adam’s often-repeated quote is, ‘The American Dream is that dream of land in which life should be better and richer and fuller for everyon e, with opportunity for each according to ability or achievement.’† There are many peopleRead MoreAnalysis Of The Movie The American Dream 754 Words   |  4 Pages Nyreel Powell Ms. Jones American Literature 1 June 2015 The American dream in A Raisin in the Sun Have you ever had a dream and it didn’t come how you wanted it to be? Have you ever had accomplishments that you wanted to achieve but people were getting in the way of them? The four main characters in this book all have good dreams but there are people in the way of getting to those dreams or their dream is too high to accomplish. A Raisin in the Sun a play written by Lorraine Hansberry, andRead MoreSister Carrie and the American Dream1618 Words   |  7 PagesThe American Dream is surely based on the concept of â€Å"Life, Liberty and the Pursuit of Happiness† but it is above all, a matter of ambition. James Truslow Adams, an American writer and historian, in 1931 states: life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement†, which not only points towards a better standard of living for Americans but also denounces a degree of greed in the US society. Ambition not only â€Å"killed the catâ₠¬  butRead MoreGrapes Of Wrath And The American Dream1644 Words   |  7 PagesThe idea of the American Dream is ever changing depending on the person and the time of life that person is in. Although the main ideas of the American Dream remain the same to be educated, economically sound, healthy, to have a family, and equal rights. Many great films and works of literature were created to show case all the different ideas people have for their American Dream. The film â€Å"Grapes of Wrath† directed by John Ford and the poem â€Å"I Will Fight No More Forever† by Chief Joseph, both depictRead More Destruction of the American Dream Essay2145 Words   |  9 PagesDestruction of the American Dream I’ve talked about it in the past, the destruction of the American Dream. Always, there have been papers, writings, and thoughts that quantify a particular section of its ultimate demise, be it due to money, education, or sexuality. Maybe the destruction cannot be viewed as a singular event or cause. Perhaps instead it must be examined as a whole process, the decay and ultimate elimination of a dream. Self destruction, if you will†¦ Mr. Self Destruct Read MoreSuccess As One Of The American Dream1137 Words   |  5 PagesApril 2015 Success as One of The American Dream When we hear the word â€Å"success†, we often think of wealth and money. To some people, the embodiment of being success is earning a lot of money. In fact, the concept of success is primarily based on how much money a person earns. However, each person views the definition of success differently. One way to define success is something that has more to do with flash than it does with substance. John Wooden, an American basketball player and coach viewRead MoreJim Cullen And The American Dream2081 Words   |  9 Pages The American Dream, as defined by Cullen, is starting your goal off with a little and ending with more; it s like a business, you invest in it in order to gain more money. Usually, people will define the American Dream as being able to achieve your goal because everyone is offered opportunities. Cullen does acknowledge that people are born with different opportunities, so he talks about the good life. The good life describes different factors that determine your opportunities. Throughout the otherRead MoreFactors Influencing The American Dream1834 Words   |  8 Pagesindividual to succumb or to not succumb to the seductions of crime. These three factors are brilliantly portrayed in the television show, Breaking Bad and the novel, The Stick Up Kids. The American Dream is what many American citizens strive for. However, not all of those citizens are able to achieve the American Dream through a legal pathway. The reason an indivudal may not being able to do so is because of his or her background factors. It is important to note that background factors are a fractionRead MoreShark Tank And The American Dream1755 Words   |  8 PagesShark Tank and The American Dream The TV show Shark tank embodies everything the American dream represents. The show obtains successful Entrepreneurs ready to invest their own money into other Americans wanting to be just like them, reaching the American dream and become a successful entrepreneur. The show presents entrepreneurs working towards the goal of creating a business to not only gain wealth but also change the way we live today. The show is to keep the American dream alive and well while