Religious Journey Essay

The religion that I was raised is Baptist. I have heard that southern Baptists are extremely exacting yet I didn't ever need to do anything severe. My folks took me to chapel when I was more youthful however after about the age of 10 I seldom went once more. They got separated and it was extremely difficult for my mother to raise us and work constantly, so I surmise church departed for good. Anyway I have consistently trusted in God and I attempt to consistently make the best decision. I implore around evening time, however I despite everything don't go to chapel despite the fact that I might want to. For some time I analyzed religion to an extreme and I addressed on the off chance that he was genuine, yet after the accounts I’ve knew about individuals passing on and being resuscitated they state they went to paradise. This made me a solid devotee and that is the reason I appeal to God for my family and everything else. On the off chance that I had not gone to chapel during my parents’ separate from it would have been much harder for me to comprehend and overcome it. It was an exceptionally terrible separation and the guardianship fight endured two long years. Going to chapel helped me comprehend as well as it gave me something more grounded to put stock in. The separation was exceptionally hard on me. The religion that I practice currently is simply being a Christian. I don't generally have the foggiest idea about the contrast among Baptist and Christianity. I simply realize that I have faith in God and attempt to carry on with my life the correct way so one day I can go to paradise ideally. I generally concede my wrongdoings and request absolution. I petition God for my loved ones now and then the entire world. It causes me to feel better since it is an option that could be greater than me. I truly feel like now and then God will test us, however he generally appears to improve it. I would state that religion and having faith in God has made me a more grounded and more joyful individual. I couldn’t envision not putting stock in anything I realize that life would be much harder. The explanation I chose to be a Christian rather than Baptist is on the grounds that I don't have a clue about the distinction for one, yet I additionally need the opportunity to put stock in God the manner in which I need to. I feel like Christianity gives you more opportunity to put stock in God your own particular manner. I don't go to chapel, yet that’s not the point. Being a Christian just felt like the correct approach throughout everyday life.

CPW

CPW I know youve had a lot on your mind this past week, so I understand if youve forgotten that CPW is less than 3 weeks away! More importantly, did you remember that the registration deadline is this Thursday, March 25th? I feel there should be a dramatic chord (or small mammal) to drive that point home. If the W3C werent meeting down the hall Id even be tempted to break out the blink tag. CPW is an enormous event. Its natural that you or your parents might still have some questions. This is my first CPW, too, and I can tell you that the sheer quantity of options is daunting (in a good way). Luckily the level of enthusiasm all over campus is equally impressive, and you have an entire Admissions office here to help with any last minute items. Im sure youve been to the CPW website. Did you notice the new schedule search feature? Between that and the iPhone app we hope to launch soon, you should have ample tools to start planning your weekend. And parents, I hope youve gotten the message that theres no shortage of activities and information for you at CPW, too. Heck, we have a whole page just for you, plus at last count there were 171 parent-friendly events in the schedule. If a visit to the site or a call/email to us cant unravel the mystery of CPW, the only thing left to do is go to the source: MITs CPW gurus Lauren and Jennifer. Theyll be webcasting live tomorrow night beginning at 10pm EDT; check your email for details (or email [emailprotected] / comment below with your email and well get in touch after we verify your admission status). Well be using backchan.nl, a creation of MITs Media Lab, to let you ask questions, or vote up/down others questions, beginning at 9:30 and continuing live during the webcast. Even if you think you have all the answers, why not stop by and get to know your fellow classmates? So please consider your memory jogged: Registration deadline THIS THURSDAY CPW Website goodies CPW webcast TOMORROW (Tuesday) at 10pm EDT I cant wait to see you at CPW! CPW I know youve had a lot on your mind this past week, so I understand if youve forgotten that CPW is less than 3 weeks away! More importantly, did you remember that the registration deadline is this Thursday, March 25th? I feel there should be a dramatic chord (or small mammal) to drive that point home. If the W3C werent meeting down the hall Id even be tempted to break out the blink tag. CPW is an enormous event. Its natural that you or your parents might still have some questions. This is my first CPW, too, and I can tell you that the sheer quantity of options is daunting (in a good way). Luckily the level of enthusiasm all over campus is equally impressive, and you have an entire Admissions office here to help with any last minute items. Im sure youve been to the CPW website. Did you notice the new schedule search feature? Between that and the iPhone app we hope to launch soon, you should have ample tools to start planning your weekend. And parents, I hope youve gotten the message that theres no shortage of activities and information for you at CPW, too. Heck, we have a whole page just for you, plus at last count there were 171 parent-friendly events in the schedule. If a visit to the site or a call/email to us cant unravel the mystery of CPW, the only thing left to do is go to the source: MITs CPW gurus Lauren and Jennifer. Theyll be webcasting live tomorrow night beginning at 10pm EDT; check your email for details (or email [emailprotected] / comment below with your email and well get in touch after we verify your admission status). Well be using backchan.nl, a creation of MITs Media Lab, to let you ask questions, or vote up/down others questions, beginning at 9:30 and continuing live during the webcast. Even if you think you have all the answers, why not stop by and get to know your fellow classmates? So please consider your memory jogged: Registration deadline THIS THURSDAY CPW Website goodies CPW webcast TOMORROW (Tuesday) at 10pm EDT I cant wait to see you at CPW!

Mercury Fulminate and Crystal Meth in Breaking Bad

Episode 6 of AMCs Breaking Bad has a scene where our hero, Walt, passes a plastic bag of mercury fulminate off as crystal meth. Why mercury fulminate? I guess there arent many easy-to-make explosives that look like crystal meth. The thing is... I dont think fulminate of mercury looks like it was portrayed in the tv show.Mercury fulminate [or fulminate of mercury, Hg(ONC)2] was first prepared in 1800 by Edward Charles Howard. It is an explosive that mainly was used in favor of flints to ignite black powder in a firearm. Its pretty easy to make... the synthesis involves dissolving mercury in nitric acid and adding ethanol to the solution. However, you end up precipitating a white to grayish-brown powder (depending on purity) like what you see in this photo and not big chunks of glassy crystals, as seen in Breaking Bad.Although mercury fulminate is easy to prepare, you dont want to try it. The explosive is highly sensitive to just about everything... shock, sparks, flame, friction, and heat. I dont think Walt could have been so casual handling a bag of it without having a little accident. If you dont blow yourself up with the compound, you could gas yourself with fumes from the synthesis (reaction should be done outdoors or inside a fume hood). Then there is the product... mercury compounds are toxic. The mercury doesnt magically disappear when the compound explodes.The episode got me wondering. If you were in charge of props for a tv show and were asked to come up with crystal meth, what would you use? Im going to guess using the illegal drug would not be an option. I am betting they used rock candy. What do you think?Breaking Bad - Elements in the Body | Breaking Bad - Hydrofluoric AcidPhoto:

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Motivation in Supervision Free Essays

The term motivation is derived from the Latin verb movere (to move). The idea of movement is reflected in such commonsense ideas about motivation as something that gets us going, keeps us moving, and helps us get jobs done. Conversely, we know we are not motivated when we cannot seem to get out of bed or off the sofa. We will write a custom essay sample on Motivation in Supervision or any similar topic only for you Order Now Despite these commonly held ideas, definitions of motivation are numerous and varied, and there is much disagreement over the precise nature of motivation. Although there is disagreement about the precise nature of motivation, this paper offer a general definition of motivation that is consistent with the cognitive focus of this paper on learners’ thoughts and beliefs and hat captures the elements considered by most researchers and practitioners to be central to motivation. Motivation is the process whereby goal-directed activity is instigated and sustained. Motivation involves goals that provide impetus for and direction to action. Cognitive views of motivation are united in their emphasis on the importance of goals. Goals may not be well formulated and may change with experience, but the point is that individuals have something in mind that they are trying to attain (or avoid). Motivation requires activity—physical or mental. Physical activity entails effort, persistence, and other overt actions. Mental activity includes such cognitive actions as planning, rehearsing, organizing, monitoring, making decisions, solving problems, and assessing progress. The activities that students engage in are geared toward attaining their goals. Finally, we highlight that motivated activity is both instigated and sustained. Starting toward a goal is important and often difficult because it involves making a commitment to change and taking the first step. But motivational processes are critically important to sustain action. Many major goals are long-term, for example, earning a college degree, obtaining a good job, and saving money for retirement. Much of what we know about motivational processes comes from studying how people respond to the difficulties, problems, failures, and setbacks they encounter as they pursue goals over time. II. Discussion A. Motivation Research paradigms Researchers employ different research paradigms to investigate motivational processes. For example, there is a distinction between correlational and experimental studies. Correlational research deals with relations that exist between variables. A researcher may hypothesize that motivation is positively correlated with (related to) perceived capabilities such that the more confidence individuals have in their learning abilities, the higher is their motivation. To test this relation, the researcher might measure individuals’ perceived capabilities and their motivation as demonstrated on a task. The researcher could statistically correlate the perceived capability and motivation scores to determine the nature and strength of the relation. Pintrich and De Groot (2000a) conducted a correlational study that explored the relations among motivational, cognitive, and academic performance variables. The motivational beliefs component assessed three factors: self-efficacy, (perceptions of capabilities), intrinsic value (importance), and test anxiety. The learning strategies component comprised two factors: cognitive strategy use and self-regulation. Correlations among intrinsic value, self-efficacy, strategy use, and self-regulation were positive and significant. Test anxiety showed a significant, negative correlation with self-efficacy; correlations of test anxiety with all other variables were nonsignificant.The researchers also computed correlations among these five variables and measures of academic performance: in-class seatwork and homework, quizzes and tests, essays and reports, grades. Intrinsic value, self-efficacy, and self-regulation correlated positively with academic measures except performance measures; strategy use correlated positively with all academic performance measures; strategy use correlated positively with academic measures except   for seatwork (nonsignificant); test anxiety was negatively correlated with grades and quiz/test scores. This study was correlational because Pintrich and De Groot looked at the existing relations among variables and did not attempt to alter them. The results show that motivational variables relate in important ways to cognitive factors contributing to classroom success (strategy use-self-regulation) and to measures of academic performance. In an experimental study, the researcher actually alters one or more variables and determines the effects on other variables. A researcher interested in the effects of perceived capabilities could conduct an experimental study by systematically altering these perceptions and gauging the effect on individual motivation. For example, the researcher might have a teacher systematically praise love-achieving individuals to raise their perceptions of capabilities and determine if this increase enhances motivation. Schunk (2002) conducted an experimental study that investigated how forms of effort attributional feedback influenced individuals’ achievement outcomes during learning. Individuals in lower years who lacked subtraction skills received instruction and practice opportunities over sessions. While individuals solved problems individually, an adult proctor periodically walked up to each individual and asked on what page in the instructional packet he or she was working. For some individuals (prior attribution), after they replied with the page number; the proctor linked their progress with effort by remarking, â€Å"You’ve been working hard.† For others (future attribution, the proctor stressed the value of future effort by stating, â€Å"You need to work hard.† Those in third condition (monitoring) were queried but the proctor departed without comment after the individual replied. Individuals in a fourth (control) condition were not monitored. This study was an experiment because Schunk altered the type of feedback individuals received and looked to see whether differential effects on achievement outcomes resulted. Schunk hypothesized, that prior attribution would be the most effective because it supports individuals’ perceptions of their progress in acquiring skills and conveys that they can continue to improve through effort. This prediction was supported. Prior-attribution individuals outperformed individuals in the other conditions on measures of self-efficacy and subtraction skill. Prior-attribution individuals also displayed higher motivation than did future-attribution and control individuals as assessed by the amount of problem solving during the independent practice portions of the sessions. The results of this study suggest that it is better to link individuals’ past success to effort than to stress the future benefits of hard work. Each type of research has advantages and disadvantages. Correlational research helps clarify relations among variables. Correlational findings often suggest directions for experimental research. The positive correlation obtained by Pintrich and De Groot between intrinsic value and academic performance suggests further research exploring whether increasing intrinsic value leads to higher achievement. A disadvantage of correlational research is that it cannot identify cause and effect. The positive correlation between intrinsic value and academic performance could mean that (a) intrinsic value affects academic performance, (b) academic performance influences intrinsic value, (c) intrinsic value and academic performance are each influenced by other, unmeasured variables (e.g., home factors). Experimental research can clarify cause-effect relations. By systematically varying type of feedback and eliminating other variables as potential causes, Schunk (2002) could specify how changes in attributional feedback affect achievement outcomes. Clarifying causal relations helps us understand the nature of motivation. At the same time, experimental research is often narrow is scope. Researchers typically vary only a few variables and try to hold all others constant, which is difficult to do and somewhat unrealistic. B. Qualitative/Interpretative Research In recent years, another type of paradigm has gained currency among researchers. The theories and methods used are referred to various labels, including qualitative, ethnographic, participant observation, phenomenological, constructivist, and interpretative (Erickson, 2003).   These approaches differ from one another characterized by intensive study, descriptions of events, and interpretation of meanings. Such a research model is not new in the social sciences, but only recently has it been applied increasingly in supervision. Interpretative research is especially useful when researchers are interested in the structure of events rather than their overall distributions, when the meanings and perspectives of individuals are important, when actual experiments are impractical or unethical, and when there is a desire to search for new potential causal linkages that have not been unearthed by experimental methods, (Erickson, 2003). Moreover, qualitative/interpretive research yields rich sources of data that are much more intensive and thorough than those typically obtained in correlational or experimental research. This research paradigm also has the potential of raising new questions and new slants on old questions that often are missed by traditional methods. Because this approach is not concerned with the aggregation of usable knowledge for teaching practice, it is not a means for providing practical answers to teaching problems (Shulman, 2004). Studies usually are conducted with few participants, which raise the issue of whether findings are reliable and representative of the population being studied. Another concern is that if researchers do not attempt to interpret data in light of a theoretical framework, findings may not seem linked and interpretation may prove difficult. Nonetheless, as a research model, this tradition has provided much valuable data in the study of motivation, and its influence will continue to grow. III. Conclusion In conclusion and in addition to the differences among experimental, correlational, and qualitative research, another distinction exists between laboratory studies conducted in controlled settings and field studies conducted where was conducted in laboratories using such infrahuman species as cats, dogs, and rats. Such research was appropriate given the influence of conditioning theories which contended that common processes occurred in animals and humans and that controlled experiments could help isolate these processes and eliminate extraneous influences. Motivation research also has employed human subjects in controlled laboratory environments. With the increasing emphasis on schooling and other applied settings, however; most current research is conducted in field settings. The Pintrich and De Groot (2000a), and Schunk (2002) studies are examples of field studies. Reference: 1.Pintrich, P.R. De Groot, E. (2000a). Individual differences in early adolescents’ motivation and self-regulated learning. Journal of early Adolescence, 14, 139-161. 2.Schunk, D.H. (2002). Extended attributional feedback: Sequence effects during remedial reading instruction. Journal of Early Adolescence, 6, 55-66. 3.Erickson, F. (2003). Qualitative methods in research on supervision. In M.C. Wittrock (ED.), Handbook research on supervision (3rd ed., pp. 119-161). New York: Macmillan. 4.Shulman, L.S. (2004).   Paradigms and research programs in the study of teachings: A contemporary perspective. In M.C. Wittrock (ED.) Handbook of research on supervision (3rd) ed., pp. 3-36). New York: Macmillan. How to cite Motivation in Supervision, Essay examples

Short Stories of Faulkner free essay sample

Role of the past, the Old South slavery in A Rose for Emily, Barn Burning That Evening Sun. William Faulkner was one of the leading novelists of this century, and he drew upon his own town of Oxford, Mississippi for his stories, his setting, and his themes. The Civil War was the defining moment in history for the South, and the fact that the South had lived by slavery before that was an indictment of the old families of the South and a reason for the people of the new South to atone. The heavy hand of the past can be seen as having a hold on the present in stories such as That Evening Sun, Barn Burning, and A Rose for Emily, and in each case Faulkner infuses the story with a political and social structure related to the slave-owning past of the South and showing the effect of that past on the present. We will write a custom essay sample on Short Stories of Faulkner or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jean-Paul Sartre noted the way Faulkner treated past and present: The past here gains a surrealistic quality; its outline..

Anatomical Directional Terms and Body Planes

Anatomical Directional Terms and Body Planes Anatomical directional terms are like the directions on a compass rose of a map. Like the directions, North, South, East and West, they can be used to describe the locations of structures in relation to other structures or locations in the body. This is particularly useful when studying anatomy as it provides a common method of communication that helps to avoid confusion when identifying structures. Also as with a compass rose, each directional term often has a counterpart with converse or opposite meaning. These terms are very useful when describing the locations of structures to be studied in dissections. Anatomical directional terms can also be applied to the planes of the body. Body planes are used to describe specific sections or regions of the body. Below are examples of some commonly used anatomical directional terms and planes of the body. Anatomical Directional Terms Anterior: In front of, frontPosterior: After, behind, following, toward the rearDistal: Away from, farther from the originProximal: Near, closer to the originDorsal: Near the upper surface, toward the backVentral: Toward the bottom, toward the bellySuperior: Above, overInferior: Below, underLateral: Toward the side, away from the mid-lineMedial: Toward the mid-line, middle, away from the sideRostral: Toward the frontCaudal: Toward the back, toward the tailBilateral: Involving both sides of the bodyUnilateral: Involving one side of the bodyIpsilateral: On the same side of the bodyContralateral: On opposite sides of the bodyParietal: Relating to a body cavity wallVisceral: Relating to organs within body cavitiesAxial: Around a central axisIntermediate: Between two structures Anatomical Body Planes Imagine a person standing in an upright position. Now imagine dissecting this person with imaginary vertical and horizontal planes. This is the best way to describe anatomical planes. Anatomical planes can be used to describe any body part or an entire body. (View a detailed body plane image.) Lateral Plane or Sagittal Plane: Imagine a vertical plane that runs through your body from front to back or back to front. This plane divides the body into right and left regions. Median or Midsagittal Plane: Sagittal plane that divides the body into equal right and left regions.Parasagittal Plane: Sagittal plane that divides the body into unequal right and left regions. Frontal Plane or Coronal Plane: Imagine a vertical plane that runs through the center of your body from side to side. This plane divides the body into front (anterior) and back (posterior) regions. Transverse Plane: Imagine a horizontal plane that runs through the midsection of your body. This plane divides the body into upper (superior) and lower (inferior) regions. Anatomical Terms: Examples Some anatomical structures contain anatomical terms in their names that help identify their position in relation to other body structures or divisions within the same structure. Some examples include the anterior and posterior pituitary, superior and inferior venae cavae, the median cerebral artery, and the axial skeleton. Affixes (word parts that are attached to base words) are also useful in describing the position of anatomical structures. These prefixes and suffixes give us hints about the locations of body structures. For example, the prefix (para-) means near or within. The parathyroid glands are located on the posterior side of the thyroid. The prefix epi- means upper or outermost. The epidermis is the outermost skin layer. The prefix (ad-) means near, next to, or toward. The adrenal glands are located atop the kidneys. Anatomical Terms: Resources Understanding anatomical directional terms and body planes will make it easier to study anatomy. It will help you to be able to visualize positional and spatial locations of structures and navigate directionally from one area to another. Another strategy that can be employed to help you visualize anatomical structures and their positions is to use study aids such as anatomy coloring books and flashcards. It may seem a bit juvenile, but coloring books and review cards actually help you to visually comprehend the information.