Honey And Mumford Learning Style

Honey And Mumford Learning Style It is commonly believed that most people have a preference with regards to interacting with, taking in and processing information to allow them to learn (Smith, 2003). Different people adopt different learning styles where an optimum style allows the individual to learn best. The concept of individualised learning styles has gained a great deal of popularity in recent years ever since the idea was proposed in the 1970s. To date, there has been a massive abundance of tests that can be performed to assess a persons learning style (Sprenger, 2003). The project is divided into two parts: Part A: To identify and analyze my learning style preferences through various questionnaires; the VARK test, Honey and Mumford learning style, Myer Briggs Type Indicator (MBTI) and Belbins team inventory. Prem and Phil stated that Learning affects performance because all performance can be improved through learning. (Prem Phil, 2008). Thus, this allows me to gain an understanding of who I am as a learner and how this knowledge may affect my performances, both individually or within a team environment. Part B: To discuss my personality type and how my learning style may affect my career choices. However, it is worth noting that although personality is a possible contributor to learning, it is difficult to define (Davies, 2008). Sigmund Freud used the analogy of an iceberg to explain the complexity of human personality by suggesting that most of the personality is hidden out of sight under water (Freud, 2003). Hence, identifying ones personality is not an easy task, and tests should only be used as a starting point rather than as a means to make definite judgements (Bayne, 1997). Nonetheless, my results will give a general idea of a career field that most closely match my personality and strengths. Part 1: Who I am as a learner? 1.1 VARK Test The VARK test is one of the most commonly used models to help identify an individuals preference for receiving and analysing information with regards to learning. It can help people to develop additional learning strategies. There are four modes for people to use, such as visual, aural, read/write and kinaesthetic (VARK, 2009). It is a framework to assess a persons learning style. The results of the VARK test (Appendix A) suggest that my strengths in a learning context rest on my aural skills. I have a strong preference for aural based learning since I like to listen to others during discussion to gain a different perspective which allows me to understand more of the topic being discussed. My group mate agrees with this by saying Although Yin Sung is normally quiet during group activities, she is an active listener of other peoples views and cares about other peoples thoughts, (Vicky, 2010). Another part of the test results that I particularly agree with is that my written/reading skills quite weak and isnt my preferred method of learning. Having only recently moved to study in the UK, English is not my first language which could explain why this type of learning is not one of my main strengths, although my proficiency is improving a lot. Since, the western educational system places a lot of emphasis on reading and writing, I believe that I will gain a lot of improvement in this learning aspect as time goes on with added practice. However, I am a bit surprised by my low score on my kinesthetic skills. I have always thought that I am someone that learns well when given the opportunity to experience something via a hands on approach. For example, I find that I am able to pick up new skills easily (i.e. badminton) when I am able to physically try it out rather than just reading from a book on how to play. 1.2 Honey and Mumford Learning Style The Honey and Mumfords (1992) Learning Style identifies and categorises an individuals learning style. There are four possible styles; an activist, reflector, theorist and pragmatist, with a total of eighty questions in the test (Honey and Mumford, 1992). According to the results of the Honey and Mumford learning style questionnaire (Appendix B) I adopt a high reflector mentality. I agree with the majority of the description of the reflector which I believe fully describes me. A Reflector is a careful person who prefers to take a back seat in group discussions (Honey and Mumford, 1992). I like to listen to other peoples views before I come to conclusions and take my time before making any decisions. Being less assertive and tending to hold back from participation, I believe that I will work well and learn more efficiently if placed around an activist, as one would be able to encourage me to tackle situations via a more head on approach. This would enhance my participation in group activities and discussions. In agreement with my VARK results, the Honey and Mumford test suggests that I am a good listener which is one of the strengths of a reflector. I fully agree with this since I have always been someone that likes to listen to everyone in the group thoughtfully. This gives me an opportunity to gain different perspectives from different angles before I come to conclusions. However, a possible weakness that I see in myself by being a reflector is that I spend a long time when performing set tasks. For example, during my last assignment, it took me in excess of two months to complete it as I was dwelling too much on the preparation stage. I spent too long researching information before I finally began writing my assignment which is due to my cautiousness with regards to deciding how to write it. Although I do show a cautious mentality, I dont fully agree with the description that a person with reflector behaviour never likes to take risks. I occasionally like to step out of my comfort zone to experience things that I have never experienced before to broaden my own knowledge. For example, I chose to leave my home and familiar surroundings in Hong Kong to study in the UK. I also like to take up activities and hobbies that I have never tried before. 1.3 Myers Briggs Type Indicator The Myer Briggs type Indicator (MBTI) is a questionnaire used to identify an individuals personality type based on Carl Jung theories. MBTI categorises individuals into two functions, such as extraversion or introversion which is the preference in which an individual prefers to direct their energy (Madeline Rebecca, 1988). For example, one that likes to direct their energy to deal with outer things, situations or other people is deemed to have a preference for extraversion. Conversely, a person that likes to deal with ideas, information, explanations or the inner world, then their preference is introversion. The results of the MBTI (Appendix C) suggest that I have a dominant introverted function, with a high preference for introverted sensing as demonstrated by my high score in ISFJ. These results show that I like to listen to others and to absorb as much information as possible in a particular situation, to expand my knowledge and to achieve a clear understanding of a topic. These compliment well with my results from the Honey and Mumford test mentioned above. The results also suggest that I am a hard working individual, which I feel describes me well. I like to start early and ensure that I perform tasks to the best of my ability. Regarding my academic life, I tend to study at least five hours a day. I also begin my research for assignments long before the deadline. For example, although this professional project is due for submission in April 2010, I have been preparing and doing the necessary reading since October 2009. The MBTI results also suggest that I have an important preference for extraverted feeling, as demonstrated by my high ESFJ score. I am someone that likes to focus on building harmony in the world around me and build positive relationships. Also, I always value other peoples contributions during work or other activities. My previous employer said Sung Yin is a very personable individual that is popular with the customers and staff which creates a very positive atmosphere around the place, (Mrs Poon, 2008). I will always try to persuade people to agree with my views if their opinions are different to mine. However, I always need to be careful not to offend those around me while trying to do so. Briggs Myers stated that although ESFJs are friendly and sympathetic, they are very persevering and insist that others share the same views as them. (Myers, 1995). 1.4 Belbin Team Inventory The Belbin Team Inventory is a test used to gauge insight into a persons behavioural tendency in a team environment (Furnham, Steele Pendleton, 1993). The test allows us the opportunity to determine not only our individual aptitude strengths, but also gives an awareness of our position within a team and how we are expected to contribute. It scores people based on how strongly they express traits from nine different team roles. (Belbin, 1981). According to my Belbin test results (Appendix D), I have a major preference for a role as a shaper within a team. A shaper contains behavioural traits that correspond to my results from the MBTI. For example, a shaper displays a drive to succeed and to overcome obstacles which complements my desire to fulfil my ambitions and follow my clear goals. Although I display reflector characteristics, I also see myself as a competitive individual that thrives on pressure and challenges, which forms the basis of the shaper role. My high school P.E teacher wrote on my school report Sung Yin has demonstrated her competitive side during badminton class and has the necessary personality and desire to become a good player in the sport in future, (Mr. Yeung, 2001). The results also show that I am a monitor evaluator suggesting that I am an individual that likes to evaluate all options before coming to a conclusion, which allows me to make accurate judgements. This agrees with my Honey and Mumford test results which say that I am one who likes to gain different perspectives in discussion before making decisions (being a reflector). Finally, the test results also consider me to have a preference for a specialist role that displays single mindedness and dedication. These are traits that I agree with since I am a rather stubborn person that doesnt like to change my mind once I have my mind set on something. Mr Robinson, my previous employer said Sung Yin is a very driven person with a clear path with where she wants to be and is unlikely that she will be swayed from it, (Mr. Robinson, 2007). I am always dedicated to my tasks at hand and always give my best to do them as well as I can. This has allowed me to develop my skills and knowledge to a level that means I can give a useful contribution within a team. Despite what I feel is a fairly accurate assessment of my preferential roles within a team, I do not fully agree with a resource investigator being my least preferred role. This is because I believe that I am a communicative person which is a key trait of the resource resource investigator. As demonstrated by previous test results, I am a person that possesses strong aural skills. Despite regularly adopting a cautious approach to group discussion activities (in line with my reflector personality), I like to ask questions and participate in activities once I feel comfortable enough to express my views once I have gauged other peoples viewpoints. Part 2: Implications for career choice 2.1 Lifelong Learning Even from a young age, I have always been aware of the importance of learning new things to broaden my own knowledge base having been constantly reminded by my parents to work hard till old, and to learn till old. With an ever changing society and increasing demand for talent in any professional career, it is mandatory that an individual should not only acquire new skills, but to also constantly upgrade these skills to meet challenges set by the changing work environment. This is the act of life-long learning which is the deliberate progression throughout life of an individual, where our knowledge is constantly being expanded which allows us to effectively survive in society (Peter, Jenny and Shelagh, 1998). The essentiality of life-long learning has been well documented even as early as the 17th century where Comenius wrote that no age is too late to begin learning. And that one should never make the mistake of standing still in terms of skill acquisition (Comenius, 1996). Through m y practical experience and life in general, I have come to the realization that continuous learning is a necessity to maintain a competitive advantage over the many individuals that seek the same career opportunities as me. Hence, I search for any opportunities to improve myself through life-long learning. With my desire to improve, I have recently resigned from my job to study my bachelors degree in Northumbria University. Prior to my resignation and subsequent move to partake in full time studies, I worked three years in the Bank of China as a Customer Service Officer (Appendix E). During that time, I was working full-time, while studying part-time during evenings by attending studying classes. The part-time study has allowed me to develop many key skills to heighten my proficiency in doing my job in minimal time. This is important because of the current unstable and competitive job market. It has now become a requirement for me to identify a clear career path for me to pursue and then to develop my knowledge towards the relevant areas to fulfil the needs of my future employers. I am now studying an International Business Management degree course with the aspiration to achieve a future career in the business sector. Life-long learning will help me provide a solid base for the development of essential transferable skills (as discussed later) that would stick to me throughout life and to aid me in the progression towards my career goals. It is also important for making me a better person. After all it is the bottom rung of the ladder of personal development. (Peter, Jenny and Shelagh, 1998). 2.2 Career Choice Having conducted various learning style tests on myself, I have been able to gain a better understanding of my learning preferences, personality and environments where I am likely to thrive upon. It is expected that knowing an individuals learning style preference may help that person to delineate a possible career path that is best suited for them, or even influence that person towards certain career choices. Indeed, it is common for managers to use questionnaires to identify ideal personality traits in their candidates that would most likely be suitable for their jobs which would aid them in the selection process. However, it is worth noting that human behaviour is highly complex, and such tests may not necessarily give an accurate or thorough assessment of an individuals personality (Freud, 2001). Hence, results of these tests should not be held absolute and should only be used as a guideline to aid a person with regards to making key decisions such as possible career paths to tak e. Despite obvious drawbacks with using these tests, I agree with most of the suggestions made by them regarding my learning preferences and some aspects of my personality. In terms of employment, through my practical experiences, I have developed a strong desire to pursue a career in Marketing. The skills I have acquired to date have largely influenced my interest towards this career path which, together with my personality, has made me consider that I possess the raw foundations to succeed in the marketing sector. In a survey carried out by Honey and Mumford, it was found that the majority of managers preferred employees that are reflectors for Marketing jobs; a trait that they believe would bring the biggest success to their company. Having carried out a Honey and Mumford test on myself, it was concluded that I am a strong reflector, which makes me aptly suitable for Marketing. Reflectors such as myself likes to adopt a cautious approach during group activities. This means that I tend to take an initial back seat in group discussions, preferring to obtain different viewpoints before making key decisions. Being cautious, can also involve thinking ahead in anticipation of possible obstacles. With marketing jobs, it is important not to rush into decisions without first thinking and planning ahead. This is because, with the nature of the type of work, it is inevitable that there will be lean periods so hence, it is especially wise to be prepared for such periods and to have a plan to act accordingly. For example, a part of planning ahead is anticipation of changes in the markets and finding new products to promote. It is important to be aware that the best marketing entrepreneurs are always looking for the next big money marker. They are always planning ahead (Scott Brooks, 2004). Hence, having a cautious approach to things can be a good trait as it means that I am less likely to make wrong decisions due to rushing into things and take necessary precautions. My Belbin results that conclude that I have a strong preference towards a Monitor evaluator who likes to evaluate all options before coming to conclusions adds further support of my suitability for a Marketing career. The ability to remain calm is one of the most sought after personality traits in the Retail profession, (John, 2007). Pressure can come in different ways, for example, when dealing with unhappy customers who are dissatisfied with the products sold to the; It is the job of the marketer to deal with the problem and to restore the customers opinion of the company. Hence, to achieve this, it is essential to remain calm under pressure when dealing with these situations. With marketing jobs, it is also important to be able to respond well and appropriately to strict targets and deadlines that are set and to work towards them, which can also lead to pressure building up. My Belbin test results suggest that I am suited towards a shaper role which is another reason why I feel that a Marketing career is suitable for me. Shapers are adept at performing under pressurising situations and with the added drive to succeed. This is important since there is a lot of competition within the market. Only when you have your client on your side, are you able to effectively get what you want. (John, 2007). I believe this quote highlights what a career in Marketing is essentially all about. Success within the field of Marketing and Retail is highly dependent on your clients or customers which means that good people skills allowing you to connect effectively with both colleagues and customers is essential. On a personality level, it is advantageous to be a likeable person which can involve being a pleasant individual with a cheery disposition. You are more likely to be able to negotiate better if your client likes you, (Scott Brooks, 2004). My MBTI results have described me as having a strong preference towards extroverted feeling which means that I like to build positive relationships with people around me and to create harmony around me. This, in my opinion has contributed largely to me being a personable individual. The benefits of this personality trait are two-fold. Firstly, I w ould be able to sell my products to customers more easily since they are likely to find me a pleasant person. Secondly, I am more likely to be on the right side of my work colleagues and so they may be more likely to offer me their help. Having identified a career field that best suit my personality as based on my personality tests, I seek to achieve a future career as a Marketing manager. A job of this kind would allow me the responsibility to make key decisions that will influence the success of the company. I crave the opportunity to manage a team, and to give a major contribution to the company that I work for. A successful career as a Marketing manager demands certain personality traits in addition to those mentioned above. For example, it is important that a Marketing Manager (Appendix F) is one that, not only is able to make accurate judgement, but also needs to stand by these judgements and not be too easily influenced by other peoples words. In other words, they need to be prepared to ignore naysayers, even if its those that are closest to them. (Scott Brooks, 2004). Hence, being brave and also single minded can be seen as a requirement in this sense. The Belbin test results have identified me as being a specialist where the key characteristic of this role is single mindedness. With me being a naturally stubborn person who doesnt usually change my mind having made my decisions, I believe I am suitable for this particular career choice. 2.3 Transferable skills In addition to the right personality and job specific skills, a wise employer will also look to see what transferable skills a perspective employee can offer. The term transferable skills simply refers to a set of generic skills in which an individual needs in order to be effective members of a flexible, adaptable and competitive work force and for life-long learning. At the heart of it all, most employers are looking for people with common skills and characteristics. (Phil OReilly, 2009). Unlike job specific skills, transferable skills can be used in many ways, gained through past experiences. They are skills that can be used in a variety of jobs and situations. In order to be successful in Marketing, there is a repertoire of skills that are required for me to effectively do my job which include time management, people skills, leadership, teamwork and good organisational skills, amongst others. Marketing jobs rely on the ability to sell products through interaction with a variety of different customers. Hence, good communication skills are essential. As identified by my VARK test results, I have strong aural skills that would be especially useful in Marketing since the job demands that I have a good understanding of customers needs. Being a good listener, and also someone that likes to see things from different perspectives, this would allow me to communicate effectively with my clients. My ability to communicate well has been greatly developed through my past employment as a Customer Service Representative at the Bank of China and private tutor, teaching Maths and various languages to children. Therefore, good communication now represents one of my key strengths. I am tri-lingual giving me versatility in my communication skills allowing me to talk with a wider customer range. Good presentation skills is also an important aspect of communication skill that is required in my future career since it is likely that It would be needed when promoting new products for instance. Fortunately, my presentational skills have been greatly enhanced over time through past experience in giving presentations during my past employment and current studies. Having a good understanding of the products that I am promoting and any new products on the market is also very important in Marketing. Hence, it is necessary to have good research skills and also to have an open mind with regards to learning new material. Being a reflector means that I happy to absorb information from many different angles and use it to make my decisions, while being a specialist as identified by my Belbin test results suggests that I have a natural eagerness to learn and expand my knowledge in topics at hand. As I am likely to be working within a team in my workforce with similar targets, there is no doubt that good teamwork skills are a requirement. I believe that I possess good teamwork capabilities having already been in employment where good teamwork is a must, such as working with my colleagues in the promotion and deriving of comprehensive financial plans during my previous job. I also actively partake in various teamwork sports that have allowed me to effectively build on my teamwork skills. It is my target to achieve a career as a Marketing manager in future, which will demand additional skills in order to be successful such as leadership and ability to motivate myself and others within my team. Being a Marketing manager will mean that I will receive greater responsibility, managing a team or making key decisions that will affect company success. Although I believe that I possess an ideal personality to undertake such a role in a company, I feel that I will need to improve myself further before I am ready. With regards to transferable skills, I believe my biggest weakness lies in my leadership qualities, being a less assertive individual that likes to hold back from participation in group activities. I understand that if I am to be a good leader, I will need to improve this aspect by playing a more prominent role in group activities and essentially stamping my authority. I do not fully agree with the notion that leadership is a quality that cant be taught, and some peop le are just born leaders. I feel that leadership is a skill that can be improved through life-long learning and experience; hence I will thrive to improve myself in this respect. As with all skills, they need to be learnt and no-one is born with them. (Phil OReilly, 2009). Conclusion Life-long learning is an essential process for me to learn new skills and also to improve existing ones. It is also highly important for my personal development towards being a better person, and one that is able to adapt to an ever changing world. The constant acquirement of new transferable skills is also vital for career progression and to give myself a competitive advantage over those thriving for the same opportunities as myself. By using a variety of different tests, I have gained an appreciation of my own personality, learning preferences and strengths. This information, together with my interests makes me ideally suited for a future career in the Marketing field.

Comparing the Tragic Heros in Antigone and Julius Caesar :: comparison compare contrast essays

The Tragic Heros in Antigone and Julius Caesar The two plays, "Antigone" and "Julius Caesar" both contained two very similar characters. In Antigone the nobleman, Creon, claimed the thrown after his nephews, heirs to Thebes killed each other in battle. Assuming that the populous was going to find him inadequate he laid a strict rule in order to keep the people under his control. Creon wanted Thebes to prosper and grow and was willing to do anything to achieve this. Through a chain of events Creon killed his entire family. Brutus, a senator in William Shakespeare's play Julius Caesar, claims the life of Julius Caesar in order to preserve Rome, his country and home. He puts aside his love for his comrade; Caesar to do what he felt was best. Both of these characters, Creon and Brutus, clearly felt compelled to do what each felt was preeminent for their country. Creon and Brutus both shared high position in the governments of their countries, maintaining power and some level of control. Both of the two, when faced with the threat of losing control turned to unjustified courses of action. Creon threatened death to anyone who defied his rule, fearing that mass hysteria would follow. Brutus on the other had, while less extreme, found that when an overly ambitious ruler threatened Rome the only possible answer was murder. They resorted to the actions with true zeal and completely believed in their cause. Sincerity makes each character share the same beliefs in what they were doing. The country's well-being was the only thing on the leaders' mind. The drive for excellence, in all areas of life, such as honesty was prevalent in both Brutus and Creon. Based upon the fact that each was open with the citizens in their cities and the way they dictated their decisions. When Brutus comes to the people with the body of Caesar he never claims innocence, but asks the plebeians if he has offended anyone. The law that Creon provides for his people is straightforward; do not disturb the body of Polyneices. The citizens of each play were torn between accepting the truth of what each man offers to the country and justice for murder.

Typical 360-Degree Feedback System

360 – Degree Feedback This usually means an individual being rated by peers, supervisors and sometimes clients, as well as doing self-assessment. All indications are that 360-degree appraisal in one form or another is probable to be used more extensively – it is not some provisional fad. An example of a Traditional Feedback versus a 360 – Degree Feedback, you can see below. Basically you can see at the Traditional Feedback, there is only one direction Feedback, from Supervisor to Employee. On the other hand, there are a variety of canals of Feedback to employees. Typical 360-Degree feedback System The 360-Degree feedback system works with the following two ways: †¢The Questionnaire: This basically shows a series of statements about the â€Å"target† manager’s performance and efficiency, and frequently is linked to the key competencies described in an organisation. For example, if there are eight competencies thought to be pertinent to the organization, there might be somewhat like five to eight questions asked in relation to each of them. More or less there would be sixty questions. Some organizations mix all questions together; some group them under related capability direction. †¢The Raters: The focal manager (meaning the person on whom the feedback is being given), completes a self-rating while being rated by others. Many companies allow the individuals to decide who contributes to the rating procedure, according to who is in the best place to remark on their performance. Most often the number of raters scope between: three to twenty, depending on conditions. The Feedback process There are three major elements to this process: †¢First is the individual who collects the feedback †¢Second is the feedback report and how the data are represented within in it †¢Third is the supervisor in which this information is conveyed the focal manager The whole rating forms usually go either to a designed basis in HR or to an external expert; less often, they go to a senior manager. Whoever collects the data has the task to gather them in a form that will help the receiver. He/She has to combine the ratings and present an average â€Å"score†, on each competency, broken down by rating group (peers,etc), perhaps place the self-rating together with it. Provided that the numbers in each group are adequate, this preserves secrecy for the respondents.

How to Read a French Menu

How to Read a French Menu Reading the menu in a  French restaurant  can be a little tricky, and not just because of language difficulties. There may be important differences between restaurants in France and in your own country, including what foods are offered and how they are prepared. Types of menus Le menu and la formule refer to the fixed-price menu, which includes two or more courses (with limited choices for each) and is usually the least expensive way to eat out in France. The choices may be written on the ardoise, which literally means slate. Ardoise can also refer  to the specials board the restaurant might display outside or on a wall at the entrance. The sheet of paper or booklet that the waiter hands you (what English speakers call the menu) is la carte, and anything you order from it is la carte, which means fixed-price menu. A couple of other important menus to know are: La carte des vins,  which is the wine menuUne dà ©gustation, which refers to a tasting menu, with small servings of multiple dishes (dà ©guster means to taste) Courses A French meal may include numerous courses, in this order: Un apà ©ritif cocktail, pre-dinner drinkUn amuse-bouche or amuse-gueule snack (just one or two bites)Une entrà ©e appetizer/starter (false cognate alert: entree can mean main course in English)Le plat principal main courseLe fromage cheeseLe dessert dessertLe cafà © coffeeUn digestif after-dinner drink Special Terms In addition to knowing how French restaurants list their food items and prices, as well as the names of courses, you should also familiarize yourself with special food terms. Le plat du jour is the daily special (literally, dish of the day), which is usually part of le menu.Gratuit and offert both mean free.The waiter will often add the word petit (little) to his offer: Un petit dessert? Un petit cafà ©?When youre full, say: Je nen peux plus or Jai bien/trop mangà ©. Other Terms To really feel comfortable ordering from the menu in a French restaurant, youll need to learn a number of common terms. The list below includes almost all common terms you would need to know to impress your friends while ordering in French. The list is broken down by categories, such as food preparation, portions and ingredients, and even regional dishes. Food Preparation   affin aged artisanal homemade, traditionally made la broche cooked on a skewer la vapeur steamed letouffe stewed au four baked biologique, bio organic bouilli boiled brl burnt coup en ds diced coup en tranches / rondelles sliced en crote in a crust en daube in stew, casserole en gele in aspic/gelatin farci stuffed fondu melted frit fried fum smoked glac frozen, icy, glazed grill grilled hach minced, ground (meat) maison homemade pol panfried relev highly seasoned, spicy sch dried truff with truffles truff de ___ dotted/speckled with ___ Tastes   aigre sour amer bitter piquant spicy sal salty, savory sucr sweet(ened) Portions, Ingredients, and Appearance   aiguillettes long, thin slices (of meat) aile wing, white meat aromates seasoning ___ volont (e.g., frites volont) all you can eat la choucroute sauerkraut crudits raw vegetables cuisse thigh, dark meat minc thin slice (of meat) fines herbes sweet herbs un mli-mlo assortment un morceau piece au pistou with basil pesto une pole de ___ assorted fried ___ la pure mashed potatoes une rondelle slice (of fruit, vegetable, sausage) une tranche slice (of bread, cake, meat) une truffe truffle (very expensive and rare fungus) Typical French and Regional Dishes aoli fish/vegetables with garlic mayonnaise aligot mashed potatoes with fresh cheese (Auvergne) le buf bourguignon beef stew (Burgundy) le brandade dish made with cod (Nmes) la bouillabaisse fish stew (Provence) le cassoulet meat and bean casserole (Languedoc) la choucroute (garnie) sauerkraut with meat (Alsace) le clafoutis fruit and thick custard tart le coq au vin chicken in red wine sauce la crme brle custard with a burnt sugar top la crme du Barry cream of cauliflower soup une crpe very thin pancake un croque madame ham and cheese sandwich topped with fried egg un croque monsieur ham and cheese sandwich une daube meat stew le foie gras goose liver ___ frites (moules frites, steak frites) ___ with fries/chips (mussels with fries/chips, steak with fries/chips) une gougre puff pastry filled with cheese la piprade tomato and bell pepper omelet (Basque) la pissaladire onion and anchovy pizza (Provence) la quiche lorraine bacon and cheese quiche la (salade de) chvre (chaud) green salad with goat cheese on toast la salade nioise mixed salad with anchovies, tuna, and hard boiled eggs la socca baked chickpea crpe (Nice) la soupe loignon French onion soup la tarte flambe pizza with very light crust (Alsace) la tarte normande apple and custard pie (Normandy) la tarte tatin upside down apple pie

PH Lab Experiment Essays - Equilibrium Chemistry, Titration, PH

PH Lab Experiment Essays - Equilibrium Chemistry, Titration, PH pH Lab Experiment By Jeff Price Biology 101- 011 Dr. Art Ellis 1 May 1997 Trident Technical College Charleston, South Carolina 29423 pH Lab Experiment Abstract: Upon hypothesizing that stomach medicines are useful in neutralizing the acidic affects of beverages when used properly an experiment was designed to test this theory. The experiment incorporated the use of white grape juice to be the acid, Maalox as the antacid, and red cabbage juice as the pH indicator. A control group was also formulated by substituting distilled water for the antacids. After mixing the solutions in separate test tubes, any changes were recorded. These changes were the indicators for the pH level of the mixture. The tube containing white grape juice changed to a pink color (pH value 3). The tube containing Maalox changed to a greenish blue (pH value of 8). There was no change in the control group. Then when white grape juice and Maalox were tested, a blue color resulted (pH value of 7, neutral). Therefore, the experiment shows that antacids can be effective neutralizers with proper use and understanding of how they work. Introduction: pH is the measurement of positive hydrogen ions (H+) in solution. A substance that has a high concentration of H+ is acidic. A substance that has a low concentration of H+ is basic (alkaline) (Dickey, 1995). The measurements of pH are obtained through paper tests, machine measurements, or the use of other indicators. Most of these other indicators rely on a change in a mixtures color in order to determine the pH level of the substance. These colors have been coordinated with pH values. The pH values begin at 0 and run to 14. A pH value of 0-6 indicates an acidic solution. A pH value of 7 indicates a neutral substance and a pH value of 8-14 represents a base (Starr and Taggart, 1995). The ability to measure pH has become important in the manufacture of foods, paper, and chemicals (Altwicker and Micheal, 1985). In the following experiment, a pH comparison is made between beverages and stomach medicines. Some studies suggest that antacids may be of no benefit or may actually be harmful to the user (Graf, 1985). One hypothesizes is that stomach medicines are useful in neutralizing the acidic affects of beverages when used properly. Materials and Methods: The experiment was conducted using eight clean test tubes, parafilm, red cabbage juice, white grape juice, 7UP, Club Soda, Seltzer Water, Milk of Magnesia, Sodium Bicarbonate, and Maalox With a 5mL delivery pipet and a green pi-pump, 3mL of either a beverage or medicine was added to the test tubes. In the eighth test tube, 3 milliliters of white grape juice and Maalox were combined. The tubes were labeled accordingly and then placed in a holding rack. Using a clean 5mL pipet with pi-pump, 3mL of red cabbage juice was added to each of the eight solutions. Parafilm was used to cover the test tubes and then the mixture were lightly shaken. Results: The reaction (color) of each test tube solution of either beverage or stomach medicine was compared to the color spectrum. The pH values of each solution was then recorded. The following chart shows the pH value of each solution. BeveragepHMedicinepH White grape Juice3Milk of Magnesia12 7UP4Sodium Bicarbonate10 Club Soda6Maalox8 Seltzer Water5 CombinationSolution White grape juice/Maalox 7 The beverages used in this experiment fully represent the acidic end of the pH scale (6-0). Stomach medicines in this case, represent the base side of the scale (8-14). On the pH scale, 7 is neutral and thus white grape juice mixed with Maalox resulted in a pH of 7. Discussion and Conclusion: In this pH experiment, it is shown that antacids such as Maalox can be used effectively in neutralizing acidic stomach acid when used properly. There are variations in acidity in each and every beverage as shown in the chart. The closer a pH value of a beverage is to 7 (neutral), the less likely that someone will have and acidic stomach. Therefore, the less acidic the stomach condition, the less likely someone will need to use an antacid. There is justification to be concerned about harmful effects of misuse. Excessive amounts of antacids will cause the pH balance in the stomach to become basic in nature. If this is allowed to continue, too basic is just as

Can You Really Write an eBook in a Week

Can You Really Write an eBook in a Week If you could write a book every week, what would you write about? Is it even possible to write a book in a week? Browse Amazon, and you’ll find all kinds of writing books promising to teach you how to write a book in just a few days. I used to be cynical about these claims. I was a plodding writer. I believed you had to write slowly, otherwise you’d create shoddy work. The promise of writing a book in a week was hyperbole – or so I thought. Things began to change for me when I discovered that Isaac Asimov wrote over 500 books in his lifetime. On further examination, I found that other authors had equally prolific outputs. Belgian novelist Georges Simenon also wrote and published more than 500 books. Meanwhile the children’s writer Enid Blyton authored over 750 novels and story collections. Still I clung to my old beliefs. â€Å"Sure, they could do it,† I told myself. â€Å"But they had special gifts. For most writers, slow is normal.† I believe I was right that for most writers, slow is normal. But in all other respects, I was wrong. Fast writing continued to seem impossible to me until I had no choice in the matter. I’d been a professional blogger for several years, and then I got my first ebook client. I was thrilled. But the work came with a special request. My client needed the ebook finished within one week. Could I do it? I was terrified, but I wanted to give it a try. This was the opportunity I had been waiting for. Now, I could discover what I was capable of. That week, writing slowly was no longer an option. I got up early on Monday morning and began work. I started writing at 7.30 a.m., pushing myself to write as fast as I could. I poured my heart into every word. If anything, my writing seemed more vibrant for not being churned around my brain before being committed to the page. I finished the first draft I’d done it. I’d pushed through all my misconceptions and fears about writing. I’d learned I was capable of far more than I previously imagined possible. What’s more, I knew I’d created something good. My clients were delighted with my work. But what would readers think? Eventually, the first review came in. Five stars. I’d really done it! How much did I write that week? Ten thousand words. A relatively short book, but a respectable length ebook. Looking back, and knowing what’s possible for me now, 10,000 words doesn’t seem like a whole lot. But at the time, it seemed like a miracle. If you’ve never tried writing fast, I recommend seeing what you’re capable of. Challenge yourself to double your daily output. Even if what you write isn’t perfect, because you’ve written twice as much as usual, you’ll have an extra day free for editing. And chances are, you won’t need to do nearly as much editing as you think. You’ll only discover what’s possible So why not give fast writing a try today? I’d love to hear how you get on.

Prevention strategies for celebratory riots Essay

Prevention strategies for celebratory riots - Essay Example This slack in law enforcement during the event led to the Nika riot, which is held as deadliest riots in world history, with over 30,000 killed. Riots have a tradition in human society that dates as far back as before Christ. The earliest recorded riot is the Roman Election of 121 B.C., then the Roman Election Riot of 113 B.C. After that, as previously mentioned, the Nika riots in Constantinople, during the Byzantine Empire, holds the mark as the most disastrous in all of history. This makes a very saying statement pertaining to the relationship between sports and human emotion. Celebratory riots are often referred to as spectator aggression, which, as defined by the NCAA, means behavior that intends to destroy property or injure another person, or is grounded in a total disregard for the well-being of self or others (NCAA Report, 2003, p.2). The Ohio State University Task Force on Preventing Celebratory Riots published the following list as a number of factors that can define a celebratory riot: In laymen's, a celebratory riot is a wide range or chain of events that include a large number of people acting in a way that threatens the personal safety of others and property. This is usually very chaotic, violent, dangerous behavior that results in many injuries, much damage and arrests. They also usually happen after planned events, more often than not after sports events (University of New Hampshire Student Summary, 2003). The goal of many University task forces is to formulate the best possible method of preventing these types of riots from happening. Before one can hope to prevent celebratory riots, they must first understand the science behind their madness. Riots are like forest fires, specifically the ones that start on their own. Each with its own catalyst, often the celebratory riots erupting at universities are the product of hormonal angst combined with alcoholic beverages. This combination can lead to a chain reaction, but it is not only induced by the conveniently social nature of sporting events, but by a cultural obsession with sports itself. This human obsession is best described by sociologist John Fiske who points out that sports bring out: peaks of intense experience when the body identifies with its external conditions, and thus shakes itself free from the repressive difference between their control and our sense of identity. This intensity is often experienced by fans as a sense of release, of loss of control. Fans often use metaphors of madness to describe it, and madness, as Foucault has shown us, is what lies just outside the boundary of civilization and control. (Fiske, 1991a: 11-20) Here Fiske connects the end result of celebratory rioting to the emotions felt while attending sporting events. With celebratory riots playing such a big part in human history, it says a lot about human nature. Thankfully, contemporary western society has learned from its ancient counterparts, and we don't correspond our sports, too heavily, with our religion or politics. Even still, many major sports colleges and universities are becoming notorious for their celebratory gatherings. In a survey conducted by Ohio State University's Task Force on Celebratory Riots during March of 2003, all of the following universities reported that they had experienced at