High School vs College Essay Example for Free

High School vs College Essay College and high school share the same common goal, which is teaching students to learn; however, in reality there are many differences between college and high school. In fact college and high school are two different experiences in the life of students. For example many students at colleges and University’s live on that campus or establishment, for as people in high school do not. Most students who graduate high school and go off to college choose to be there, students who are enrolled in high school have to be there, if the students in high school didn’t attend they more than likely won’t be attending college. Attendance is one of the biggest changes from making the change from high school to college, in high school kids were penalized for missing/skipping class. However in college the professor wouldn’t care if you came or not. That is a big part in the transition from grade school to the collegiate level. Most teachers in high school assign busy work that doesn’t count on your final grade. For as college you get assignments that really count towards your grade. You will very seldom get assignments that do not count like reading some pages in a text book etc. t is nice and saves a lot of time for your social life. There is also a lot of relearning in college classes, and classes can be much larger than those of high school. High school you will probably get fifteen to twenty students in each of your classes, but far as college it varies in numerous numbers you can get to fifty students in one classroom. Many people may not believe me when I tell them college students are muc h more mature than those of the high school level. People of high school always have a principle, teacher, or substitute in their ear telling them what to do, and what not to do most of the time. College is more of yourself doing what you need to do to succeed that’s why college students are more mature and organized. Not saying that every high school student’s not, but for the majority college students over rule in that area. In college you can make out your own schedule instead of waking up early every morning at 8: am or whatever time your high school classes started. It’s a big difference between high school and college. In high school you are expected to read short assignments that are then discussed, and often re-taught, in class. Far as college you are assigned substantial amounts of reading and writing which may not be directly addressed in a college class. You may study outside class as little as 0 to 2 hours a week in a high school class, and this may be mostly last-minute test preparation. College courses you need to study at least 2 to 3 hours outside of class for each hour in class to be prepared for test quizzes and exams. The transition in high school teachers and professors are also a big difference. Teachers of the high school level present material to help you understand the material in the textbook, Professors may not follow the textbook. Instead, to amplify the text, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or they may expect you to relate the classes to the textbook readings. The changes from high school to college vary in many ways some good, and some bad depending on the student.

A Comparison of Love in Jane Eyre and Wide Sargasso Sea Essay -- compa

Love in Jane Eyre and Wide Sargasso Sea      Ã‚   In the passages presented below, both narrators are soliciting affection and love. For Jane, in Jane Eyre by Charlotte Bronte, her mother figure, Aunt Reed, shows absolutely no affection towards her niece. Coldly, Ms. Reed regards Jane only as a bothersome child she was left to raise. Similarly, Antoinette, in Jean Rhys's Wide Sargasso Sea, is raised disregarded and unloved by her mother Annette. Although shunned, Jane and Antoinette both have the passion and willingness to love. However, it is the paths their lives took that characterizes the way they chose to deal with life's uncertainties.    "My disposition is not so bad as you think: I am passionate, but not vindictive. Many a time, as a little child, I should have been glad to love you if you would have let me; and I long earnestly to be reconciled to you know; kiss me, aunt."    I approached my cheek to her lips; she would not touch it. She said I oppressed her by leaning over the bed; and again demanded water. As I laid her down--for I raised her and supported her on my arm while she drank--I covered her ice-cold and clammy hand with mine; the feeble fingers shrank form my touch-the glazing eyes shunted my gaze...    Poor, suffering woman! It was too late for her to make now the effort to change her habitual... ...unned by her mother. She was simply incapable of trying to achieve it.    Works Cited and Consulted: Bronte, Charlotte. Jane Eyre. New York: Dodd, Mead & Company, 1991 Ciolkowski, Laura E.. "Navigating the Wide Sargasso Sea ¨ Twentieth Century Literature. Vol 43. 3. 1997:125-140. Gates, Barbara Timm, ed. Critical Essays on Charlotte Bronte. Boston: G. K. Hall, 1990. Howells, Coral Ann. Jean Rhys. New York: Harvester Wheatsheaf. 1991. Macpherson, Pat. Reflecting on Jane Eyre. London: Routledge, 1989. Rhys, Jean. Wide Sargasso Sea. London: Penguin, 1968. Wyndham, F. Introduction. Wide Sargasso Sea. By Jean Rhys. London: Penguin, 1996. 1-15. A Comparison of Love in Jane Eyre and Wide Sargasso Sea Essay -- compa Love in Jane Eyre and Wide Sargasso Sea      Ã‚   In the passages presented below, both narrators are soliciting affection and love. For Jane, in Jane Eyre by Charlotte Bronte, her mother figure, Aunt Reed, shows absolutely no affection towards her niece. Coldly, Ms. Reed regards Jane only as a bothersome child she was left to raise. Similarly, Antoinette, in Jean Rhys's Wide Sargasso Sea, is raised disregarded and unloved by her mother Annette. Although shunned, Jane and Antoinette both have the passion and willingness to love. However, it is the paths their lives took that characterizes the way they chose to deal with life's uncertainties.    "My disposition is not so bad as you think: I am passionate, but not vindictive. Many a time, as a little child, I should have been glad to love you if you would have let me; and I long earnestly to be reconciled to you know; kiss me, aunt."    I approached my cheek to her lips; she would not touch it. She said I oppressed her by leaning over the bed; and again demanded water. As I laid her down--for I raised her and supported her on my arm while she drank--I covered her ice-cold and clammy hand with mine; the feeble fingers shrank form my touch-the glazing eyes shunted my gaze...    Poor, suffering woman! It was too late for her to make now the effort to change her habitual... ...unned by her mother. She was simply incapable of trying to achieve it.    Works Cited and Consulted: Bronte, Charlotte. Jane Eyre. New York: Dodd, Mead & Company, 1991 Ciolkowski, Laura E.. "Navigating the Wide Sargasso Sea ¨ Twentieth Century Literature. Vol 43. 3. 1997:125-140. Gates, Barbara Timm, ed. Critical Essays on Charlotte Bronte. Boston: G. K. Hall, 1990. Howells, Coral Ann. Jean Rhys. New York: Harvester Wheatsheaf. 1991. Macpherson, Pat. Reflecting on Jane Eyre. London: Routledge, 1989. Rhys, Jean. Wide Sargasso Sea. London: Penguin, 1968. Wyndham, F. Introduction. Wide Sargasso Sea. By Jean Rhys. London: Penguin, 1996. 1-15.

Practicum Evaluation Summary Essay

The practicum learning agreement created between the masters of Science in nursing (MSN) student and the instructor was approved for the goal to perform in the role of a nurse educator at the Domiciliary Rehabilitation Program at the Orlando Veterans Affairs Medical Center (VAMC). The population of the Domiciliary Residential Rehabilitation Program is veterans with multiple and severe medical conditions, mental illness, addiction, or psychosocial deficits. Military-related posttraumatic stress disorder (PTSD) can negatively affect the veteran’s well-being (Health Services Administration, 2010). The care needs of the nursing staff were assessed to identify the need for the educational program in the rehabilitation program. Further development, implementation and evaluation of a program to improve the veteran’s quality-of-life were the objectives to provide the best outcomes of a teaching/learning program. The learning agreement included the strategies to accomplish the objective with an established time-line and self-reflective journal to meet the best outcomes. Professional relationships were established with a mentor and networking with the organization improved professional advancement capabilities at the Orlando VAMC. Evaluation of the effectiveness of the project produced positive outcomes to improve the veterans’ quality of life. The role of a leader used evidence-based decision-making and applied ethical standards. The importance of nursing theory provided the principles to generate nursing knowledge and create practices to help the veterans who are affected by PTSD. The practicum experience enhanced the role as a nurse educator to improve cost-effective nursing practices for the veterans at the VA Medical Center. Effectiveness of Project The project began with an idea using a practicum project brainstorm worksheet (Appendix A). The learning objectives were established, and a timeline was used to maintain a deadline for completion (Appendix B). Each learning objective used Bloom’s taxonomy for three learning domains: cognitive/knowledge (mental learning), affective/attitudes (growing feeling learning) and psychomotor skills (manual/physical learning) (DeYoung, 2009). The first learning objective analyzed peer-reviewed literature and evidence-based research to identify the disease process and formulation of  best practices (Burns & Groves, 2009). An extensive reference base was conducted and used to draft a needs assessment that was discussed with the mentor, mental health team, nurse manager, and educator (T. Russell, H. Ortiz, D. Hopson, personal communication, Summer, 2013). Their experienced feedback was practical in completing an effective outcome to the objective. The next learning objective was to design the educational program using a PowerPoint presentation, hand-outs, knowledge test, and final evaluation. A teaching plan guideline with learning objectives followed Veteran Affairs Health Administration procedures for quality and performance (Orlando VAMC, 2013). A summary of the program was presented and approved by administration. Implementation of the learning program was coordinated with approval of management. A flyer was created to announce the class dates and times. All three shifts on the rehabilitation department were provided a verbal pre-test and lectured on the topic. Many opportunities for open-discussion helped the staff explore their own beliefs and experiences to improve their knowledge and skills. The post-tests were scored and found a positive correlation to learning and accomplishing the program objectives. The VAMC evaluation tool was used to score the course and instructor. Self-reflective journaling helped to identify strengths and weaknesses of the program and teaching techniques used. The results were shared with the mentor who provided encouragement to learn from the experience and build knowledge of performing as an educator. The outcomes of implementing the teaching program was completed and found to be successful in improving nursing knowledge by providing evidence-based practice to enhance the veteran’s well-being. A final evaluation of the practicum learning used the Orlando VAMC evaluation form. The teaching program method was appropriate for learners. A detailed reflective analysis in the portfolio included results from a final meeting with the mentor, administration, mental health team, and educator. All favored the educational program to improve nursing standards of care for veterans with PTSD in the rehabilitation program. Encouragement to expand the teaching to nursing staff on all mental health departments and in the orientation program for newly hired nursing personnel was made by the mental  health chief nurse. The outcome had few strength and weaknesses in which to learn from. The weaknesses are personal areas of improvement that can be enhanced with continued experience as an educator, optional training aids available at the VAMC and continued evaluations for improvement. Another weakness of the project was the small learning experience as compared to the nursing population at the VAMC. MSN Program Student Learning Outcomes A quality assessment process from up-to-date journal reviews can provide the decision-making for new interventions in patient care. Evidence-based decision-making requires the integration of the best available research evidence addressing specific clinical questions (Kranke, 2010). A systematic review of literature was pooled to obtain data about PTSD issues. Prepared health professionals use evidence to inform safe practice and account for positive patient care outcomes are the aim for delivery of health care. Competence, education and skills play a critical role in achieving safe patient care in a complex health care system. Nursing professionals have the role to ensure the translation of evidence into practice while evaluating outcomes. The demand for improved patient care and a safe health care delivery system is taught at the University of Phoenix and the Veterans Health Administration. Nurses have a direct effect on patient care outcomes and quality (McLaughlin & Kaluzny, 2006) . Influencing change is essential in any organization and a good change agent is required as a leader (Tomey, 2009). Analyzing and identifying the need to implement an educational course to teach nursing staff how to better care for veterans with PTSD requires the collection of data, using the right tools, preparing objectives, and evaluating the process of change. Advance nursing education has helped to gain the skills to diagnose and plan positive change to improve patient care outcomes. The principles of successful leadership are important in affecting change. Leadership skills are necessary to drive and maintain change. Views on diversity can bring change to programs. Veterans bring their own set of beliefs and values to a diverse and multicultural environment. Providing relevant care is important for nurses to understand their own beliefs, culture and values as well as understanding the veteran’s views. Their rights to confidentiality and privacy are trusted by patients to be maintained by medical personnel. A code of ethics, moral philosophies and  effective communication is learned in advance nursing education to help guide the decisions in meeting patient care needs (Burkhards & Nathaniel, 2008). Theory provides the framework to structure and builds knowledge (Walker & Avant, 2005). Models can help to link research, education and practice. The change process is complex. Nursing practice theories provide the framework for interventions and prediction of outcomes. Theories can guide practices in nursing that focus on the difference and similarities in respect to human care. Nursing theory provides the foundation to assess, evaluate and plan interventions. A theoretical perspective can help to meet the challenges of health care delivery and provide guidelines for nursing practices (Fitzpatrick & Whall, 2005). Nursing theory is essential in nursing research, education, practice, and development. Nursing theory helps to decide what is known and what needs to be known. The benefits include better patient care, enhanced professional status, improved communication, and guidance for research and education. Because care cannot be measured, theory can analyze it. Nursing models and theo ry are beneficial to the nursing practice. Development of Professional Nursing Career The project provided the opportunity to perform as a nurse educator and gain experience for advancement in this specialty. Involvement with nurse administrators, the mental health team, the nurse educators, and adjunct staff provided valuable opportunities to network. My work on the practicum project has advanced to expanding the program I created and the formal invite to join the mental health and rehabilitation team. The educational program has also advanced best practices of nursing personnel to perform with higher knowledge and skills. Years of nursing experience, expertise knowledge in mental health and gerontological nursing and the learning experience gained from the practicum project exposed me to knowledge and skills to take responsibility in leadership and advance my nursing career to a management level in the near future. Conclusion The practicum project was a success in improving patient care for veterans who have PTSD at the rehabilitation program. The experience from achieving personal learning objectives was a rewarding experience. Performing as a  nurse educator using evidence-based decision-making in creating and implementing a program at the Orlando VAMC was evaluated as effective and safe in teaching best practices. Leading and advocating for ethical principles, addressing diversity and applying theory contributed to full development of my professional nursing career. The practicum experience has provided the knowledge, skills and experience to further advance my career in professional nursing. References Burkhards, M.A., Nathaniel, A.K. (2008). Ethics & Issues in contemporary nursing (3rd ed.). Clifton Park, NY: Thomson Delmar. Burns, N., & Groves, S. K. (2009). The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence (6th ed.). St. Louis, MO: Elsevier. DeYoung, S. (2009). Teaching Strategies for Nurse Educators. Upper Saddle River, NJ: Prentice Hall. Fitzpatrick, J. J., & Whall, A. (2005). Conceptual Models of Nursing: Analyisis and application (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Health Services Administration. (2010, November). Veterans have unique needs: VA program to be specific to vets. Mental Health Management Advisor, 15(11), 126-128. Retrieved from CINAHL database Kranke, P. (2010, September). Evidence-based practice: how to perform and use systematic reviews for clinical decision-making, 27(9), 763-772. doi: 10.1097/EJA.0b013e32833a560a McLaughlin, C. P., & Kaluzny, A. D. (2006). Quality improvement in healthcare (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers, Inc.. []. doi: Retrieved from Orlando VAMC. (2011, January 22). Quality management sy stem (Medical Center Policy 00Q-12). Orlando, FL: VA Medical Center. Tomey, M. (2009). Guide to nursing management and leadership (8th ed.). St. Louis, MO: Mosby. Walker, L., & Avant, K. (2005,). Strategies for Theory Constructions in Nursing, (5th ed). Upper Saddle River, NJ: Prentice Hall. Appendix Practicum Project Brainstorm Worksheet This worksheet must be completed prior to the first class meeting for NUR/590A. Identify a goal for the practicum project and more than one potential project idea. Practicum Goals: To perform in the role of nursing educator at the Orlando Veteran’s Administration (VA) Domiciliary (Rehabilitation) Program by assessing and identifying learning needs of nursing staff related to assessment of, and caring for, veterans with military-related post-traumatic stress disorder (PTSD). To develop, implement and evaluate a nursing educational program for nursing staff that will address these learning needs and hopefully improve quality of life for these veterans and their families. Description of Project Potential Mentor and AgencyDraft Objectives (completed in Week One class) Project Idea # 1 PowerPoint presentation and lecture Create a program to educate nursing staff to learn and understand how to care for veterans with PTSD at the rehabilitation center using classroom lecture with PowerPoint presentation for all shifts.Michele Reed, JD,MSN,RN Orlando VAMC-Conduct a review of literature to use evidence-based nursing practices -Design a teaching/learning plan using a PowerPoint presentation, handout and test -Implement the program to the nursing staff at the Rehabilitation Center -Evaluate the teaching/learning program and practicum experience Project Idea #2 Self-learning guide and test Create a program to educate nursing staff to learn and understand how to care for veterans with PTSD by developing a self-learning guide to PTSD care for veterans at the rehabilitation program.Michele Reed, JD,MSN,RN Orlando VAMC(Same as listed above)

Sports Comparing Them to Now and in the Early 1920’s

Hi my name is Gilbert I was born on September 7th, 1901 and play baseball for the Yankees. I have now been playing on the Yankees for 7 years, since 1921. Baseball for America is our most popular sport and everybody watches it. It is what everybody does and follows their players and team. We players are very skilled and this all comes to us naturally through hard work and effort. We don’t play this game for money and fame; we do it because we love it and put so much passion into it.Hi my name is Peyton Manning I play quarterback for the Denver Broncos. I chose to play here because I got offered to pay the most here. I also decided to play here because the division is going to be easy and I figured it would be easy to win. Football is a great game because it is the sport now that everybody loves in Americas, people love going to games and following their teams and doing stuff like fantasy football. Football takes a lot of skill effort but now days it is driven by money and fame .The similarities in the two stories is that both sports take a lot of effort and skill, the two sports were Americas most popular sport at the time, and lastly both were players that played on the teams. The differences is that the most popular sport used to be baseball now it is football, the players don’t just do it cause they love it, they do it for money and fame. Also some more differences is back in the day players did it naturally and now a lot of times today they use steroids.

The eNotes Blog Nothing good gets away Advice from John Steinbeck onLove

Nothing good gets away Advice from John Steinbeck onLove John Steinbeck adored his two sons, Thom, the eldest, and John (better known by his nickname, Catbird). Â  After a tumultuous divorce with his second wife, Gwyn, the mother of the boys, and a long and usually loving marriage but also difficult relationship with his first wife, Carol, Steinbeck had found true love with his third wife, Elaine. The two were married until his death, from 1949 to 1968. My dissertation is on Steinbeck and in my research, I have spent months perusing his vast collection of personal letters, most of which are housed in the Special Collections at Stanford University. In addition to the disciplined daily composition of his novels, Steinbeck typically wrote six to eight letters a day: to friends, family, and colleagues. Almost everyone kept the letters. I got to know the relationship between Steinbeck and his sons very well through those letters. He was a marvelous father. When he saw traveling could offer his boys a better education than traditional schooling, he took Thom and Catbird with him and Elaine to Europe and elsewhere. Their tutor was the very young playwright, Terrance McNally. Here is a letter that fourteen-year-old Thom received from his dad, before those traveling years, when Thom was at boarding school in Connecticut and was just beginning to be interested in girls. Â  It has been widely published before, but it is such a beautiful thingeveryone should read it. Dear Thom: We had your letter this morning. I will answer it from my point of view and of course Elaine will from hers. First - if you are in love - that’s a good thing - that’s about the best thing that can happen to anyone. Don’t let anyone make it small or light to you. Second - There are several kinds of love. One is a selfish, mean, grasping, egotistical thing which uses love for self-importance. This is the ugly and crippling kind. The other is an outpouring of everything good in you - of kindness and consideration and respect - not only the social respect of manners but the greater respect which is recognition of another person as unique and valuable. The first kind can make you sick and small and weak but the second can release in you strength, and courage and goodness and even wisdom you didn’t know you had. You say this is not puppy love. If you feel so deeply - of course it isn’t puppy love. But I don’t think you were asking me what you feel. You know better than anyone. What you wanted me to help you with is what to do about it - and that I can tell you. Glory in it for one thing and be very glad and grateful for it. The object of love is the best and most beautiful. Try to live up to it. If you love someone - there is no possible harm in saying so - only you must remember that some people are very shy and sometimes the saying must take that shyness into consideration. Girls have a way of knowing or feeling what you feel, but they usually like to hear it also. It sometimes happens that what you feel is not returned for one reason or another - but that does not make your feeling less valuable and good. Lastly, I know your feeling because I have it and I’m glad you have it. We will be glad to meet Susan. She will be very welcome. But Elaine will make all such arrangements because that is her province and she will be very glad to. She knows about love too and maybe she can give you more help than I can. And don’t worry about losing. If it is right, it happens - The main thing is not to hurry. Nothing good gets away. Love, Fa There are many things I love about the letter: he is to expect a response from Elaine, as a womans point of view will also be helpful; that he is wise enough to know to not dismiss Thoms feelings, just because he is young; that he can tell him in language a boy of that age can understand, and really, speaks plainly to anyone of any age, about the types of love. Â  There is not just one kind; some are negative and destructive, some are positive and constructive. And in closing, he does not forget the object of Thoms affection. He acknowledges her by name and welcomes her. Here is a recent picture of Thom Steinbeck, who, like his father, also became a writer (The Silver Lotus, Down to a Soundless Sea)Â  and favors John in many ways.

Asking and Giving Directions in English

Asking and Giving Directions in English These dialogues focus on asking for and giving directions. Practice these  English  dialogues that give directions to different locations in a city. Once you feel comfortable with the vocabulary, ask for directions in your city with a partner or a classmate. Pretend you are  traveling in your city. Key Grammar Points to Remember Imperative form: You should use the imperative form when providing directions. The imperative form is comprised of only the verb without any subject, and it tells someone directly what to do. Here are some examples of the imperative from the dialogue. Take the blue line.Continue going straight.Change to the grayline. While you would not use the imperative form in normal polite speech as it is considered too abrupt, it is appropriate when providing asked-for guidance. Asking questions using how:  How combines with many  adjectives  to ask information about details. Here are some common  questions with how: How long?  Used to ask about the length of timeHow much or many?  Used to ask about price and quantityHow often?  Used to ask about repetition Key Vocabulary Words and Phrases Related to Directions There are a few important grammar and vocabulary points to remember when asking for and giving directions.   Take a right/leftGot itI understandDo you understand?Go straightOppositeTake the first / second / third /  rightGo right / left / straight at the light / corner / stop sign  Continue straight onTurn right / left at the light / corner / stop sign  Get on the bus / subway at 12th Ave. / Whitman Street / Yellow Lane  Follow the signs for the museum / exhibition center / exit   Common Questions When Asking for Directions Is it far? / Is it close?  How far is it? / How close is it?Could you please give me directions?Where is the nearest bank / supermarket / gas station?Where can I find a bookstore / restaurant / bus stop / restroom?Is the museum / bank / department store  near here? Practice Dialogue: Taking the Subway John: Linda, do you know how to get to Samsons and Co.? Ive never been there before.Linda: Are you driving or taking the subway? John: The subway.Linda: Take the blue line from 14th Ave. and change to the gray line at Andrew Square. Get off at 83rd street. John: Just a moment, let me write this down.Linda: Take the blue line from 14th Ave.  and change to the gray line at Andrew Square. Get off at 83rd street. Got it? John: Yes, thanks. Now, once I get to Andrew Square, how do I proceed?Linda: Once you are on 83rd street, go straight, past the bank. Take the second left and continue going straight. Its across the street from Jacks Bar. John: Can you repeat that?Linda: Once you are on 83rd street, go straight, past the bank. Take the second left and continue going straight. Its across the street from Jacks Bar. John: Thanks, Linda. How long does it take to get there?Linda: It takes about a half-hour. When is your meeting? John: Its at 10 a.m. Ill leave at 9:30.Linda: Thats a busy time. You should leave at 9. John: OK. Thanks, Linda.Linda: Not at all. Practice Dialogue: Taking Directions Over the Telephone Doug: Hello, this is Doug.Susan: Hi Doug. This is Susan. Doug: Hi Susan. How are you?Susan: Im fine. I have a question. Do you have a moment? Doug: Certainly, how can I help you?Susan: Im driving to the conference center later today. Could you give me directions? Doug: Sure. Are you leaving home?Susan: Yes. Doug: OK, take a left onto Bethany street and drive to the freeway entrance. Take the freeway toward Portland.Susan: How far is it to the conference center from my home? Doug: Its about 20 miles. Continue on the freeway to exit 23. Take the exit and turn right onto Broadway at the stoplight.Susan: Let me repeat that. Take the freeway to exit 23 and turn right onto Broadway. Doug: Thats right. Continue on Broadway for about two miles and then turn left onto 16th Ave.Susan: OK. Doug: On 16th Ave., take the second right into the conference center.Susan: Oh thats easy. Doug: Yes, its very easy to get to.Susan: How long does it take to get there? Doug: If theres no traffic, about 25 minutes. In heavy traffic, it takes about 45 minutes.Susan: Im leaving at 10  in the morning, so the traffic shouldnt be so bad. Doug: Yes, thats right. Can I help you with anything else?Susan: No thats it. Thanks for your help. Doug: OK. Enjoy the conference.Susan: Thanks, Doug. Bye.   Practice Dialogue: Directions to the Museum (On the street corner) Tourist:  Excuse me, can you help me? Im lost!Person:  Certainly, where would you like to go? Tourist:  Id like to go to the museum, but I cant find it. Is it far?Person:  No, not really. Its about a five-minute walk. Tourist:  Maybe I should call a taxi.Person:  No, Its very easy. Really. (pointing) I can give you directions. Tourist:  Thank you. Thats very kind of you.Person:  Not at all. Now, go along this street to the traffic lights. Do you see them? Tourist:  Yes, I can see them.Person:  Right, at the traffic lights, turn left into Queen Mary Ave. Tourist:  Queen Mary Ave.Person:  Right. Go straight. Take the second left and enter Museum Drive. Tourist:  OK. Queen Mary Ave., straight on and then the third left, Museum Drive.Person:  No, its the second left. Tourist:  Ah, right. The second street on my left.Person:  Right. Just follow Museum Drive and the museum is at the end of the road. Tourist:  Great. Thanks again for your help.Person:  Not at all. Practice Dialogue: Directions to a Supermarket Tom:  Could you go  to the supermarket and buy some food? Theres nothing to eat in the house!Helen:  Sure, but I dont know the way. Weve just moved in. Tom:  Ill give you directions. Not to worry.Helen:  Thanks.   Tom:  At the end of the street, take a right. Then drive two miles to White Ave. After that, its another mile to...Helen:  Let me write this down. I wont remember it! Tom:  OK. First, take a right at the end of the street.Helen:  Got it. Tom:  Next, drive two miles to White Ave.Helen:  Two miles to White Ave. After that? Tom:  Take a left onto 14th Street.Helen: Left onto 14th Street.   Tom:  The supermarket is on the left, next to the bank.Helen:  How far is it after I turn on to 14th Street? Tom:  Its not far, maybe about 200 yards.Helen:  OK. Great. Is there anything special you want? Tom:  No, just the usual. Well, if you could get some beer that would be great!Helen:  OK, just this once!

Monitoring our home planet Research Paper Example | Topics and Well Written Essays - 2000 words

Monitoring our home planet - Research Paper Example This paper will analyze the identified phenomenon that leads to natural disasters through a critique on the available web based monitoring resources. Earthquakes Earthquakes are sudden tremors that result from sudden release of energy from earth crust. The energy produces seismic waves that are experienced as earthquake. The magnitude of earthquake is determined by the degree of frequency of the resultant seismic waves. It is estimated that 500, 000 earthquakes occur annually and they are detectable with the current monitoring instruments. However, only 20% of the detectable earthquakes cannot be felt or experienced. Distribution of earthquakes around the globe is closely associated with tectonic stability. Regions with active geological activities such as volcanoes, and faults lines are more prone to earthquakes than more geologically stable regions. However, this does not restrict earthquakes to certain areas since areas that have never recorded cases of earthquakes such as New York often experience earthquakes that are below the detectable magnitude. The main earthquake zones around the world are closely associated with regions that have h istory of active volcanic activities, strong tidal waves, areas with natural fault lines and regions within tectonic plate interfaces. Seismometers are used to monitor seismic waves in the earth crust and predict earthquakes. Countries such as Japan, Haiti, Indonesia, and Turkey have experienced severe cases of earthquake in the recent past. Various resources have been set to monitor trends of seismic waves and the possibility of earthquakes. IRIS Seismic Monitor, Live Earthquakes Map and GeoNet – Quakes are some the main earthquake monitoring websites. The web based monitoring technology provides up-to-date information and data on earthquakes. However, the websites have a geographical bias and usually assume the welfare of developing countries. It is evident that the current geological system that depicts seismic hotspots is not accurate. However, the websites are restricted to availability and distribution of earthquakes monitoring infrastructures around the world. Politics plays a significant role in the recording and reporting of earthquakes and related information. Most of the global earthquake monitoring infrastructures such as satellites and seismic wave monitors are controlled by major world powers (Ollier, 1988). This indicates that availability of information concerning earthquakes is closely linked with global politics. In addition, data collection is mainly carried out in area that are of political interest. The seismic monitoring resources do not cover less developed countries or regions of less political interests. However, web based results can be used to predict occurrence of earthquakes in less developed countries through extrapolation methods. Global economics plays a critical role in monitoring and