Discharge Planning Essay Example | Topics and Well Written Essays - 1250 words

Discharge Planning - Essay Example Brown has been leaving a lonely life and in isolation. Supporting Mr. Brown to resume the normal physiological and mental functioning states requires that several people take part in maintaining, promoting and evaluating health care. The significance of health care practitioners is to ensure that quality and continuous health care is accorded to the patient regardless of the environment. The medical history of Mr. Brown reveals that he has had several cardiac diseases some which required surgical treatment. He suffered from hypertension which is basically a condition in which there is sustained high blood pressure in the arteries due to increased heart rate and cardiac stimulation. Ischemia heart disease is the occlusion of the coronary arteries due to fatty deposits limiting oxygen supply to the cardiac muscles and cells while coronary bypass is surgery performed to create a new path for blood flow to the heart muscles. Chronic heart failure is also cardiovascular condition whereby the cardiac function reduces significantly, the heart muscles weaken and there is reduced cardiac output. This is seen to be the complication of other cardiovascular diseases such as coronary artery disease and hypertension that form the medical history of Mr. Brown. Discharge planning; this is a usual feature in health care service provision system whereby patient needs are determined for an effective hospital-home transition with the aim of shortening hospitalization, preventing hospital readmissions and stepping up the coordination of home based health care services. A discharge plan also acts as a link between the hospital and the place of patient discharge unified by the common interest of providing quality continuous care. During discharge a number of people are involved, the doctor, nurse, social worker, patients significant others and the patient himself take an active part. In this group of people each individual plays a specific part in promoting

Grammatical aspect Essay Example for Free

Grammatical aspect Essay Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind. Examples: †¢ I saw a movie yesterday. †¢ I didnt see a play yesterday. †¢ Last year, I traveled to Japan. †¢ Last year, I didnt travel to Korea. †¢ Did you have dinner last night? †¢ She washed her car. †¢ He didnt wash his car. USE 2 A Series of Completed Actions [pic] We use the Simple Past to list a series of completed actions in the past. These actions happen 1st, 2nd, 3rd, 4th, and so on. Examples: †¢ I finished work, walked to the beach, and found a nice place to swim. †¢ He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00. †¢ Did you add flour, pour in the milk, and then add the eggs? USE 3 Duration in Past [pic] The Simple Past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc. Examples: †¢ I lived in Brazil for two years. †¢ Shauna studied Japanese for five years. †¢ They sat at the beach all day. †¢ They did not stay at the party the entire time. †¢ We talked on the phone for thirty minutes. †¢ A: How long did you wait for them? B: We waited for one hour. USE 4 Habits in the Past [pic] The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as used to. To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc. Examples: †¢ I studied French when I was a child. †¢ He played the violin. †¢ He didnt play the piano. †¢ Did you play a musical instrument when you were a kid? †¢ She worked at the movie theater after school. †¢ They never went to school, they always skipped class. USE 5 Past Facts or Generalizations [pic] The Simple Past can also be used to describe past facts or generalizations which are no longer true. As in USE 4 above, this use of the Simple Past is quite similar to the expression used to. Examples: †¢ She was shy as a child, but now she is very outgoing. †¢ He didnt like tomatoes before. †¢ Did you live in Texas when you were a kid? †¢ People paid much more to make cell phone calls in the past. IMPORTANT When-Clauses Happen First. Clauses are groups of words which have meaning but are often not complete sentences. Some clauses begin with the word when such as when I dropped my pen or when class began These clauses are called when-clauses, and they are very important. The examples below contain when-clauses. Examples: †¢ When I paid her one dollar, she answered my question. †¢ She answered my question when I paid her one dollar. When-clauses are important because they always happen first when both clauses are in the Simple Past. Both of the examples above mean the same thing: first, I paid her one dollar, and then, she answered my question. It is not important whether when I paid her one dollar is at the beginning of the sentence or at the end of the sentence. However, the example below has a different meaning. First, she answered my question, and then, I paid her one dollar. Example: †¢ I paid her one dollar when she answered my question. ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: †¢ You just called Debbie. †¢ Did you just call Debbie? Past Continuous FORM [was/were + present participle] Examples: †¢ You were studying when she called. †¢ Were you studying when she called? †¢ You were not studying when she called. Complete List of Past Continuous Forms USE 1 Interrupted Action in the Past [pic] Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time. Examples: †¢ I was watching TV when she called. †¢ When the phone rang, she was writing a letter. †¢ While we were having the picnic, it started to rain. †¢ What were you doing when the earthquake started? †¢ I was listening to my iPod, so I didnt hear the fire alarm. †¢ You were not listening to me when I told you to turn the oven off. †¢ While John was sleeping last night, someone stole his car. †¢ Sammy was waiting for us when we got off the plane. †¢ While I was writing the email, the computer suddenly went off. †¢ A: What were you doing when you broke your leg? B: I was snowboarding. USE 2 Specific Time as an Interruption [pic] In USE 1, described above, the Past Continuous is interrupted by a shorter action in the Simple Past. However, you can also use a specific time as an interruption. Examples: †¢ Last night at 6 PM, I was eating dinner. †¢ At midnight, we were still driving through the desert. †¢ Yesterday at this time, I was sitting at my desk at work. IMPORTANT In the Simple Past, a specific time is used to show when an action began or finished. In the Past Continuous, a specific time only interrupts the action. Examples: †¢ Last night at 6 PM, I ate dinner. I started eating at 6 PM. †¢ Last night at 6 PM, I was eating dinner. I started earlier; and at 6 PM, I was in the process of eating dinner. USE 3 Parallel Actions [pic] When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening at the same time. The actions are parallel. Examples: †¢ I was studying while he was making dinner. †¢ While Ellen was reading, Tim was watching television. †¢ Were you listening while he was talking? †¢ I wasnt paying attention while I was writing the letter, so I made several mistakes. †¢ What were you doing while you were waiting? †¢ Thomas wasnt working, and I wasnt working either. †¢ They were eating dinner, discussing their plans, and having a good time. USE 4 Atmosphere In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past. Example: †¢ When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service. USE 5 Repetition and Irritation with Always [pic] The Past Continuous with words such as always or constantly expresses the idea that something irritating or shocking often happened in the past. The concept is very similar to the expression used to but with negative emotion. Remember to put the words always or constantly between be and verb+ing. Examples: †¢ She was always coming to class late. †¢ He was constantly talking. He annoyed everyone. †¢ I didnt like them because they were always complaining. While vs. When Clauses are groups of words which have meaning, but are often not complete sentences. Some clauses begin with the word when such as when she called or when it bit me. Other clauses begin with while such as while she was sleeping and while he was surfing. When you talk about things in the past, when is most often followed by the verb tense Simple Past, whereas while is usually followed by Past Continuous. While expresses the idea of during that time. Study the examples below. They have similar meanings, but they emphasize different parts of the sentence. Examples: †¢ I was studying when she called. †¢ While I was studying, she called. REMEMBER Non-Continuous Verbs / Mixed Verbs It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Past Continuous with these verbs, you must use Simple Past. Examples: †¢ Jane was being at my house when you arrived. Not Correct †¢ Jane was at my house when you arrived. Correct ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: †¢ You were just studying when she called. †¢ Were you just studying when she called? ACTIVE / PASSIVE Examples: †¢ The salesman was helping the customer when the thief came into the store. Active †¢ The customer was being helped by the salesman when the thief came into the store. Passive Past Perfect FORM [had + past participle] Examples: †¢ You had studied English before you moved to New York. †¢ Had you studied English before you moved to New York? †¢ You had not studied English before you moved to New York. Complete List of Past Perfect Forms USE 1 Completed Action Before Something in the Past [pic] The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past. Examples: †¢ I had never seen such a beautiful beach before I went to Kauai. †¢ I did not have any money because I had lost my wallet. †¢ Tony knew Istanbul so well because he had visited the city several times. †¢ Had Susan ever studied Thai before she moved to Thailand? †¢ She only understood the movie because she had read the book. †¢ Kristine had never been to an opera before last night. †¢ We were not able to get a hotel room because we had not booked in advance. †¢ A: Had you ever visited the U. S. before your trip in 2006? B: Yes, I had been to the U. S. once before. USE 2 Duration Before Something in the Past (Non-Continuous Verbs) [pic] With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past. Examples: †¢ We had had that car for ten years before it broke down. †¢ By the time Alex finished his studies, he had been in London for over eight years. †¢ They felt bad about selling the house because they had owned it for more than forty years. Although the above use of Past Perfect is normally limited to Non-Continuous Verbs and non-continuous uses of Mixed Verbs, the words live, work, teach, and study are sometimes used in this way even though they are NOT Non-Continuous Verbs. IMPORTANT Specific Times with the Past Perfect [pic]. Unlike with the Present Perfect, it is possible to use specific time words or phrases with the Past Perfect. Although this is possible, it is usually not necessary. Example: †¢ She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. MOREOVER If the Past Perfect action did occur at a specific time, the Simple Past can be used instead of the Past Perfect when before or after is used in the sentence. The words before and after actually tell you what happens first, so the Past Perfect is optional. For this reason, both sentences below are correct. Examples: †¢ She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. †¢ She visited her Japanese relatives once in 1993 before she moved in with them in 1996. HOWEVER [pic] If the Past Perfect is not referring to an action at a specific time, Past Perfect is not optional. Compare the examples below. Here Past Perfect is referring to a lack of experience rather than an action at a specific time. For this reason, Simple Past cannot be used. Examples: †¢ She never saw a bear before she moved to Alaska. Not Correct †¢ She had never seen a bear before she moved to Alaska. Correct ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: †¢ You had previously studied English before you moved to New York. †¢ Had you previously studied English before you moved to New York? ACTIVE / PASSIVE Examples: †¢ George had repaired many cars before he received his mechanics license. Active †¢ Many cars had been repaired by George before he received his mechanics license. Passive Past Perfect Continuous FORM [had been + present participle] Examples: †¢ You had been waiting there for more than two hours when she finally arrived. †¢ Had you been waiting there for more than two hours when she finally arrived? †¢ You had not been waiting there for more than two hours when she finally arrived. Complete List of Past Perfect Continuous Forms USE 1 Duration Before Something in the Past [pic] We use the Past Perfect Continuous to show that something started in the past and continued up until another time in the past. For five minutes and for two weeks are both durations which can be used with the Past Perfect Continuous. Notice that this is related to the Present Perfect Continuous; however, the duration does not continue until now, it stops before something else in the past. Examples: †¢ They had been talking for over an hour before Tony arrived. †¢ She had been working at that company for three years when it went out of business. †¢ How long had you been waiting to get on the bus? †¢ Mike wanted to sit down because he had been standing all day at work. †¢ James had been teaching at the university for more than a year before he left for Asia. †¢ A: How long had you been studying Turkish before you moved to Ankara? B: I had not been studying Turkish very long. USE 2 Cause of Something in the Past [pic] Using the Past Perfect Continuous before another action in the past is a good way to show cause and effect. Examples: †¢ Jason was tired because he had been jogging. †¢ Sam gained weight because he had been overeating. †¢ Betty failed the final test because she had not been attending class. Past Continuous vs. Past Perfect Continuous If you do not include a duration such as for five minutes, for two weeks or since Friday, many English speakers choose to use the Past Continuous rather than the Past Perfect Continuous. Be careful because this can change the meaning of the sentence. Past Continuous emphasizes interrupted actions, whereas Past Perfect Continuous emphasizes a duration of time before something in the past. Study the examples below to understand the difference. Examples: †¢ He was tired because he was exercising so hard. This sentence emphasizes that he was tired because he was exercising at that exact moment. †¢ He was tired because he had been exercising so hard. This sentence emphasizes that he was tired because he had been exercising over a period of time. It is possible that he was still exercising at that moment OR that he had just finished. REMEMBER Non-Continuous Verbs / Mixed Verbs It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Past Perfect Continuous with these verbs, you must use Past Perfect. Examples: †¢ The motorcycle had been belonging to George for years before Tina bought it. Not Correct †¢ The motorcycle had belonged to George for years before Tina bought it. Correct ADVERB PLACEMENT. The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples: †¢ You had only been waiting there for a few minutes when she arrived. †¢ Had you only been waiting there for a few minutes when she arrived? ACTIVE / PASSIVE Examples: †¢ Chef Jones had been preparing the restaurants fantastic dinners for two years before he moved to Paris. Active †¢ The restaurants fantastic dinners had been being prepared by Chef Jones for two years before he moved to Paris. Passive NOTE: Passive forms of the Past Perfect Continuous are not common.

Just Do What the Pilot Tells You :: Comparative, Stanley Milgram, Theodore Darymple

Stanley Milgram’s experiments on obedience are the focus of Theodore Dalrymple and Ian Parker. Theodore Dalrymple is a British physician that composed his views of the Milgram experiment with â€Å"Just Do What the Pilot Tells You† in the New Statesman in July 1999 (254). He distinguishes between blind obedience and blind disobedience stating that an extreme of either is not good, and that a healthy balance between the two is needed. On the other hand, Ian Parker is a British writer who wrote â€Å"Obedience† for an issue of Granta in the fall of 2000. He discusses the location of the experiment as a major factor and how the experiment progresses to prevent more outcomes. Dalrymple uses real-life events to convey his argument while Parker exemplifies logic from professors to state his point. Dalrymple starts his essay by stating that some people view opposition to authority to be principled and also romantic (254). The social worker Dalrymple mentions on the airplane with him is a prime example that certain people can be naturally against authority, but she quickly grants authority to the pilot to fly the plane (255). Dalrymple also mentions his studies under a physician and that Dalrymple would listen to her because she had far greater expanse of knowledge than him (256). Ian Parker writes his essay explaining the failed logic with Stanley Milgram’s experiment and expounds on other aspects of the experiment. One of his points is the situation’s location which he describes as inescapable (238). Another focus of Parker’s article is how Milgram’s experiment affected his career; the experiment played a role in Milgram’s inability to acquire full support from Harvard professors to earn tenure (234). Dalrymple states that he obeyed his superior because she was more knowledgeable over her job (256). The Milgram experiment demonstrates how ordinary people act towards authority in certain situations. Dalrymple accurately utilizes that point by describing when a boy is turned in for trying to steal a car and then the parents proceed to yell at the guards. The guards began to stop reporting kids because they wanted to avoid the conflict all together (257). Parker agrees with Dalrymple by explicating that the experimenter alludes to conflict when the teacher wants to discontinue the experiment, but stumbles to rebel when dictated to continue (238). Parker’s solution is to offer a button for the teachers to press when they are no longer able to continue the experiment (238).

Foundation and Empire 10. The War Ends

Lathan Devers felt definitely uncomfortable, and vaguely resentful. He had received his own decoration and withstood with mute stoicism the turgid oratory of the mayor which accompanied the slip of crimson ribbon. That had ended his share of the ceremonies, but, naturally, formality forced him to remain. And it was formality, chiefly – the type that couldn't allow him to yawn noisily or to swing a foot comfortably onto a chair seat – that made him long to be in space, where he belonged. The Siwennese delegation, with Ducem Barr a lionized member, signed the Convention, and Siwenna became the first province to pass directly from the Empire's political rule to the Foundation's economic one. Five Imperial Ships of the Line – captured when Siwenna rebelled behind the lines of the Empire's Border Fleet – flashed overhead, huge and massive, detonating a roaring salute as they passed over the city. Nothing but drinking, etiquette, and small talk now. A voice called him. It was Forell; the man who, Devers realized coldly, could buy twenty of him with a morning's profits – but a Forell who now crooked a finger at him with genial condescension. He stepped out upon the balcony into the cool night wind, and bowed properly, while scowling into his bristling beard. Barr was there, too; smiling. He said, â€Å"Devers, you'll have to come to my rescue. I'm being accused of modesty, a horrible and thoroughly unnatural crime.† â€Å"Devers,† Forell removed the fat cigar from the side of his mouth when he spoke, â€Å"Lord Barr claims that your trip to Cleon's capital had nothing to do with the recall of Riose.† â€Å"Nothing at all, sir.† Devers was curt. â€Å"We never saw the Emperor. The reports we picked up on our way back concerning the trial, showed it up to be the purest frameup. There was a mess of rigmarole about the general being tied up with subversive interests at the court.† â€Å"And he was innocent?† â€Å"Riose?† interposed Barr. â€Å"Yes! By the Galaxy, yes. Brodrig was a traitor on general principles but was never guilty of the specific accusations brought against him. It was a judicial farce; but a necessary one, a predictable one, an inevitable one.† â€Å"By psychohistorical necessity, I presume.† Forell rolled the phrase sonorously with the humorous ease of long familiarity. â€Å"Exactly.† Barr grew serious. â€Å"It never penetrated earlier, but once it was over and I could†¦ well†¦ look at the answers in the back of the book, the problem became simple. We can see, now, that the social background of the Empire makes wars of conquest impossible for it. Under weak Emperors, it is tom apart by generals competing for a worthless and surely death-bringing throne. Under strong Emperors, the Empire is frozen into a paralytic rigor in which disintegration apparently ceases for the moment, but only at the sacrifice of all possible growth.† Forell growled bluntly through strong puffs, â€Å"You're not clear, Lord Barr.† Barr smiled slowly. â€Å"I suppose so. It's the difficulty of not being trained in psychohistory. Words are a pretty fuzzy substitute for mathematical equations. But let's see now-â€Å" Barr considered, while Forell relaxed, back to railing, and Devers looked into the velvet sky and thought wonderingly of Trantor. Then Barr said, â€Å"You see, sir, you – and Devers – and everyone no doubt, had the idea that beating the Empire meant first prying apart the Emperor and his general. You, and Devers, and everyone else were right – right all the time, as far as the principle of internal disunion was concerned. â€Å"You were wrong, however, in thinking that this internal split was something to be brought about by individual acts, by inspirations of the moment. You tried bribery and lies. You appealed to ambition and to fear. But you got nothing for all your pains. In fact, appearances were worse after each attempt. â€Å"And through all this wild threshing up of tiny ripples, the Seldon tidal wave continued onward, quietly – but quite irresistibly.† Ducem Barr turned away, and looked over the railing at the lights of a rejoicing city. He said, â€Å"There was a dead hand pushing all of us; the mighty general and the great Emperor; my world and your world – the dead hand of Hari Seldon. He knew that a man like Riose would have to fail, since it was his success that brought failure; and the greater the success, the surer the failure.† Forell said dryly, â€Å"I can't say you're getting clearer.† â€Å"A moment,† continued Barr earnestly. â€Å"Look at the situation. A weak general could never have endangered us, obviously. A strong general during the time of a weak Emperor would never have endangered us, either; for he would have turned his arms towards a much more fruitful target. Events have shown that three-fourths of the Emperors of the last two centuries were rebel generals and rebel viceroys before they were Emperors. â€Å"So it is only the combination of strong Emperor and strong general that can harm the Foundation; for a strong Emperor can not be dethroned easily, and a strong general is forced to turn outwards, past the frontiers. â€Å"But, what keeps the Emperor strong? What kept Cleon strong? It's obvious. He is strong, because he permits no strong subjects. A courtier who becomes too rich, or a general who becomes too popular is dangerous. All the recent history of the Empire proves that to any Emperor intelligent enough to be strong. â€Å"Riose won victories, so the Emperor grew suspicious. All the atmosphere of the times forced him to be suspicious. Did Riose refuse a bribe? Very suspicious; ulterior motives. Did his most trusted courtier suddenly favor Riose? Very suspicious; ulterior motives. It wasn't the individual acts that were suspicious. Anything else would have done which is why our individual plots were unnecessary and rather futile. It was the success of Riose that was suspicious. So he was recalled, and accused, condemned, murdered. The Foundation wins again. â€Å"Look, there is not a conceivable combination of events that does not result in the Foundation winning. It was inevitable; whatever Riose did, whatever we did.† The Foundation magnate nodded ponderously. â€Å"So! But what if the Emperor and the general had been the same person. Hey? What then? That's a case you didn't cover, so you haven't proved your point yet.† Barr shrugged. â€Å"I can't prove anything; I haven't the mathematics. But I appeal to your reason. With an Empire in which every aristocrat, every strong man, every pirate can aspire to the Throne – and, as history shows, often successfully – what would happen to even a strong Emperor who preoccupied himself with foreign wars at the extreme end of the Galaxy? How long would he have to remain away from the capital before somebody raised the standards of civil war and forced him home. The social environment of the Empire would make that time short. â€Å"I once told Riose that not all the Empire's strength could swerve the dead hand of Hari Seldon.† â€Å"Good! Good!† Forell was expansively pleased. â€Å"Then you imply the Empire can never threaten us again.† â€Å"It seems to me so,† agreed Barr. â€Å"Frankly, Cleon may not live out the year, and there's going to be a disputed succession almost as a matter of course, which might mean the last civil war for the Empire.† â€Å"Then,† said Forell, â€Å"there are no more enemies.† Barr was thoughtful. â€Å"There's a Second Foundation.† â€Å"At the other end of the Galaxy? Not for centuries.† Devers turned suddenly at this, and his face was dark as he faced Forell. â€Å"There are internal enemies, perhaps.† â€Å"Are there?† asked Forell, coolly. â€Å"Who, for instance?† â€Å"People, for instance, who might like to spread the wealth a bit, and keep it from concentrating too much out of the hands that work for it. See what I mean?† Slowly, Forell's gaze lost its contempt and grew one with the anger of Devers' own.

Comprehensive Life Plan Essay

I spent my high school years dreaming of places I wanted to see, things I wanted to do, and people I wanted to meet. After graduation reality set in and I realized I abused my time in high school, making it difficult for me to transition into adult hood. I thought of what I was going to do rather than how I was going to get there; I could not have been more wrong. Therefore the importance of life planning has become a crucial component of seeing my dreams come true. Establishing attainable goals for today in order to determine what happens tomorrow is essential for lifelong success. Franklin Covey Mission Statement Builder (Covey, 2008) created a structured summary of my values and aspirations in life. With this new concept I have a new perspective of how to organize my thoughts and bring them to life on paper. I am excited about this new direction in my life and I believe this mission statement will be a constant reminder of who God is challenging me to become. Mission Statement: I am at my best when I am active and surround myself with people who are outgoing and love the outdoors. However, I am not at my best when I am careless about my diet and surround myself people who are ungrateful and selfish. I will enjoy my work by finding employment where I can make people feel happy, confident, and valued by God. I will find enjoyment in my personal life by reading, studying integrative medicine, and trying new cuisine. I will find the most enjoyment when doing and supporting things my loved ones are passionate about. I will find opportunities to use my natural gifts such as empathy, and honesty in relationships and discernment to guard my heart. I will also find opportunities to use my natural talents such as photography to capture God’s beautifully and wonderfully created people in photographs. I will use my eye for interior design and fashion to decorate my surroundings well and clothe others and myself in a successful way for different occasions. In the future, I have the confidence to start my own clothing company. This company will fund my organization that will provide self esteem workshops for women and girls as well as connect them with God. I will study to become a licensed cosmetologist, an integrative medicine practitioner, and obtain a degree in elementary education. I am also confident that I can accomplish my dreams to become a model for American Eagle, Roxy clothing companies and overcome my fear or heights. My God-sized dream would be to travel the world in an effort to rescue women and children from sex-trafficking. My goal would be to create a snow ball effect by eliminating the sex slave market which in turn would devastate business for drug cartels as well. My hope most important future contribution to others will be that I people would see all of God’s blessings in my life and that they would want the same Savior in their life. I will stop procrastinating and start working on: being forgiving, having self control and self motivation. I will strive to incorporate the following attributes into my life: Persevering, loving God with my life, and seeking to understand Gods word. I will constantly renew myself by focusing on the four dimensions of my life: Staying healthy and active, abiding in Christ and relaxing- reexamining-refreshing-reflecting-renewing my mind. Lastly, I need to be taking time to do things that make me happy and feel refreshed. I want people look at my life 61 years from now and say that I loved God with my life and inspired others to desire the same. I hope I am known for unconditionally loving and welcoming all who met me. I want to be remembered for having a zest for life and a teachable attitude. I also want my future husband to say he is as in love with me now as he was when we got married. The Covey Mission Statement builder was a great exercise and opened my eyes to how valuable it is to write things down that are important to you. By doing this, it feels real to me and now I will be challenged to achieve these goals and see my imaginations become reality. Another exercise that helped me look ahead in a constructive way was the Strategic Futuring Worksheet. This assignment challenged me to envision myself in the year 2026 as well as taking steps backwards in order to determine how I will accomplish this vision in the future. My vision is to be happily married and living in a humble home on the coast of a warm beach. I plan to live an organized, active, and balanced life. I plan to be a teacher, and volunteer with youth ministries such as Younglife. Most of all, I plan to be the best support system for my husband and his career and aspirations. To see my future come together, I need to focus on one goal at a time. The Strategic Futuring Worksheet (Hulme, Uknown) helped me come up with what I think are three attainable goals. My first goal is to be become a consistent person who never compromises with my end goals. Goal number two: Striving to love unconditionally and have a heart after God. Number three: I want to volunteer with organizations like YoungLife. I have a desire to pour into this generation of young people because I was blessed with a great life and I feel that is my calling to give what I so greatly received. Like the Franklin Covey Mission Statement Builder the Strategic Futuring Worksheet was a constructive way to assess what action steps I need to take to see my vision succeed. I feel the goals the Strategic Futuring Worksheet generated for me are measurable and will help me stay focused. It assisted me in gaining a better insight into my imagination. In conclusion, this realization aided me in formulating an attainable vision from my dreams. Since high school my mind has been a struggling mix of dreams and doubts. These exercises will help me focus on my transition into adulthood. Therefore, I am going to now take control of my future. My mission statement will be a valuable tool that I will use to keep me accountable of my choices. Everything I do today will affect tomorrow. This new mindset will challenge me own my mistakes and never compromise my end goals. Finding this great way to get excited about working towards my goals has made me feel like an artist who is creatively painting the canvas of my future.

Geography of the United Kingdom

Geography of the United Kingdom The United Kingdom (UK) is an island nation located in Western Europe. Its land area is made up of the island of Great Britain, part of the island of Ireland and many smaller nearby islands. The UK has coastlines along the Atlantic Ocean, the North Sea, the English Channel, and the North Sea. The UK is one of the worlds most developed nations and as such it has a global influence. Formation of the United Kingdom Much of the United Kingdoms history is known for the British Empire, its continuous worldwide trade and expansion that began as early as the end of the 14th century and the Industrial Revolution of the 18th and 19th centuries. This article, however, focuses on the formation of the United Kingdom. The UK has a long history that consists of several different invasions, including a brief entry by the Romans in 55 B.C.E. In 1066 the UK area was part of the Norman Conquest, which aided in its cultural and political development. In 1282 the UK took over the independent Kingdom of Wales under Edward I and in 1301, his son, Edward II, was made the Prince of Wales in an effort to appease the Welsh people according to the United States Department of State. The oldest son of the British monarch is still given this title today. In 1536 England and Wales became an official union. In 1603, England and Scotland also came under the same rule when James VI succeeded Elizabeth I, his cousin, to become James I of England. A little over 100 years later in 1707, England and Scotland became unified as Great Britain. In the early 17th century Ireland became increasingly settled by people from Scotland and England and England sought control of the area (as it had for many centuries before). On January 1, 1801, a legislative union between Great Britain and Ireland took place and the region became known as the United Kingdom. However, throughout the 19th and 20th centuries, Ireland continuously fought for its independence. As a result in 1921, the Anglo-Irish Treaty established the Irish Free State (which later became an independent republic. Northern Ireland however, remained a part of the UK which is today made up of that region as well as England, Scotland, and Wales. Government of the United Kingdom Today the United Kingdom is considered a constitutional monarchy and a Commonwealth realm. Its official name is the United Kingdom of Great Britain and Northern Ireland (Great Britain includes England, Scotland, and Wales). The executive branch of the UKs government consists of a Chief of State (Queen Elizabeth II) and a head of government (a position filled by the Prime Minister). The legislative branch is made up of a bicameral Parliament consisting of the House of Lords and the House of Commons, while the UKs judicial branch includes the Supreme Court of the UK, the Senior Courts of England and Wales, Northern Irelands Court of Judicature and Scotlands Court of Session and High Court of the Justiciary. Economics and Land Use in the United Kingdom The United Kingdom has the third largest economy in Europe (behind Germany and France) and it is one of the worlds largest financial centers. The majority of the UKs economy is within the service and industrial sectors and agriculture jobs represent less than 2% of the workforce. The main industries of the UK are machine tools, electric power equipment, automation equipment, railroad equipment, shipbuilding, aircraft, motor vehicles, electronics and communications equipment, metals, chemicals, coal, petroleum, paper products, food processing, textiles, and clothing. The agricultural products of the UK are cereals, oilseed, potatoes, vegetables cattle, sheep, poultry and fish. Geography and Climate of the United Kingdom The United Kingdom is located in Western Europe to the northwest of France and between the North Atlantic Ocean and the North Sea. Its capital and largest city is London, but other large cities are Glasgow, Birmingham, Liverpool, and Edinburgh. The UK has a total area of 94,058 square miles (243,610 sq km). Much of the topography of the UK consists of rugged, undeveloped hills and low mountains but there are flat and gently rolling plains in the eastern and southeastern areas of the country. The highest point in the UK is Ben Nevis at 4,406 feet (1,343 m) and it is located in the northern UK in Scotland. The climate of the UK is considered temperate despite its latitude. Its climate is moderated by its maritime location and the Gulf Stream. However, the UK is known for being very cloudy and rainy throughout much of the year. The western parts of the country are wettest and also windy, while the eastern portions are drier and less windy. London, located in England in the south of the UK, has an average January low temperature of 36ËšF (2.4ËšC) and a July average temperature of 73ËšF (23ËšC). References Central Intelligence Agency. (6 April 2011). CIA - The World Factbook - United Kingdom. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html Infoplease.com. (n.d.). United Kingdom: History, Geography, Government, and Culture- Infoplease.com. Retrieved from: infoplease.com/ipa/A0108078.html United States Department of State. (14 December 2010). United Kingdom. Retrieved from: state.gov/r/pa/ei/bgn/3846.htm Wikipedia.com. (16 April 2011). United Kingdom - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/United_kingdom

Free Essays on A Reflection Of The Gospel Of St. Mathew

A Reflection of the Gospel of St. Mathew: â€Å"Jesus and the Pharisees: Friends and/or Enemies!† The Gospel According to Mathew was the first of the four gospels in the New Testament. It reflects both the view that it was the first to be written, a view that goes back to the late second century A.D., and the esteem in which it was held by the church; no other was so frequently quoted in the literature of earliest Christianity. The Gospel According to Mathew presents the story of Jesus, the demands of Christian discipleship, and the breaking-in of the new and final age through the ministry but particularly through the death and resurrection of Jesus. Readers learn of actions that are approved of and actions that are frowned upon. One of those actions is the love of enemies, family, and friends. The first part of the gospel starts out with a genealogy of Jesus starting with Abraham, the father of Israel. Yet at the beginning of that genealogy Jesus is designated as â€Å" the son of David, the son of Abraham†. I interpreted the meaning of this first section two different ways. First I interpreted it to mean that Mathew was trying to point out that Jesus is the son of Abraham as well as David. This strengthens the Son of God because it does not prevent Jesus from being Son of David, Son of Abraham through the ancestry of Joseph since Joseph accepted Jesus as his own. This beginning was very confusing to me. It was hard to keep track of who was who and how they became part of the story. The main thing I want to focus on is Jesus and the Pharisees: Friends and/or Enemies. This topic seems to come up a lot in everyday life today. In little quarrels between loved ones, friends, or neighbors. Mathew gives an idea of when hate has been used and when it should be used. Love is the opposite of hate and Mathew also describes what God has to say about it. Something that people always say is that â€Å"you should treat others how ... Free Essays on A Reflection Of The Gospel Of St. Mathew Free Essays on A Reflection Of The Gospel Of St. Mathew A Reflection of the Gospel of St. Mathew: â€Å"Jesus and the Pharisees: Friends and/or Enemies!† The Gospel According to Mathew was the first of the four gospels in the New Testament. It reflects both the view that it was the first to be written, a view that goes back to the late second century A.D., and the esteem in which it was held by the church; no other was so frequently quoted in the literature of earliest Christianity. The Gospel According to Mathew presents the story of Jesus, the demands of Christian discipleship, and the breaking-in of the new and final age through the ministry but particularly through the death and resurrection of Jesus. Readers learn of actions that are approved of and actions that are frowned upon. One of those actions is the love of enemies, family, and friends. The first part of the gospel starts out with a genealogy of Jesus starting with Abraham, the father of Israel. Yet at the beginning of that genealogy Jesus is designated as â€Å" the son of David, the son of Abraham†. I interpreted the meaning of this first section two different ways. First I interpreted it to mean that Mathew was trying to point out that Jesus is the son of Abraham as well as David. This strengthens the Son of God because it does not prevent Jesus from being Son of David, Son of Abraham through the ancestry of Joseph since Joseph accepted Jesus as his own. This beginning was very confusing to me. It was hard to keep track of who was who and how they became part of the story. The main thing I want to focus on is Jesus and the Pharisees: Friends and/or Enemies. This topic seems to come up a lot in everyday life today. In little quarrels between loved ones, friends, or neighbors. Mathew gives an idea of when hate has been used and when it should be used. Love is the opposite of hate and Mathew also describes what God has to say about it. Something that people always say is that â€Å"you should treat others how ...