Employablility skills Assignment Example | Topics and Well Written Essays - 2000 words

Employablility skills - Assignment Example I adhere to rules and regulations that are highly stipulated in the interworking of the banking industry, an ostensibly capitalistic system with stringent rules that are not stringently enforced (Beard, 2007, p.74). I was a summer analyst at [Quator capital] last year where I prepared books of accounts, analyzed clients presentations and built financial models for leveraged buyouts and credit reviews. I participated in deal calls as a team member in Financial Institutions Group and gained an understanding of how the needs of a client are best met on time. Presently as the organizing secretary of Brighton College Student Association, I oversee financial transactions for over 100 student organizations and a $600,000 budget, challenges which draw on my attention to details and ability to keep manifold priorities in balance (Teed & Bhattacharya, 2002, p.128). I am enticed by the practice of your firm of bringing together a hierarchy of assorted team members with diverse opportunities that bring in a distinction through creativity in solving problems that emerge in daily operations in the firm, a chance that embraces my best capability in critical thinking (Beard, 2007, p.79). Your investment firm is committed to service projects like mentoring at-risk learners and food serving in the local shelters, an advance that is appealing to me to be given my volunteer experience with our local Big Sisters program. The market global position and the client-centered philosophy of the firm combined with the opportunity to contribute to the community make your firm a thrilling place to build my career (Thorpe & Dulgarian, 2008, p.74). This opportunity will enable me to gain experience in professional industry while undertaking my undergraduate degree as it will grant me with both a competitive edge in the marketplace as well as an opportunity to exper ience the

Consumer Behavior Essay Example | Topics and Well Written Essays - 1000 words - 1

Consumer Behavior - Essay Example This entire process is usually known as the decision-making procedure of the consumers. These particular activities – parts of the decision-making of the customers – are influenced by various factors that include cultural, social, group and personal aspects. The importance of decision-making of the customers is that it helps the consumers to identify their needs in order to fulfill their objectives (Williams, 2012). In this paper, the evaluation of the stages of the decision-making procedure that the customers go through in selecting whether to purchase the Crispy Baby Snacks product or not from the business market of Oman will be taken into concern. Moreover, the analysis of the most significant social and personal factors in relation to the purchase decision for this particular product will also be portrayed in the discussion. Critical Analysis Decision-Making Process The various stages of the decision-making procedure of the consumers include recognition of the need, gathering information about the product both internally and externally, assessing the alternatives, making purchase-related decisions, and, finally, creating post-purchase assessment (Haubl & Trifts, 2000). In relation to the initial stage of the customers’ decision-making procedure, it can be stated that the customers recognize their need to provide nutritional and delicious Crispy Snacks to their babies and thus start to collect information about the different snacks products which are available in the business market of Oman. This particular behavior of gathering information about the availability of the snacks products ultimately leads them to assess the other alternative products in the business market. After the evaluation of the alternative products, the consumers make the decision to purchase Crispy Baby Snacks product for their babies. In this context, it can be stated that the continuous use of the product, i.e. the Crispy Baby Snacks, ultimately leads to dissatisf action or satisfaction of the consumers about the product. This particular activity of the customers also leads to the rejection or repetitive purchase of the product by a considerable extent. The post-purchase evaluation decision stage of the consumers depends on the acceptance or the rejection of the products available in the business market of Oman. The customers are satisfied with a product only when their expectations are met. In this regard, in relation to the Crispy Baby Snacks, the various expectations of the customers include the quality, flavor, and, most importantly, the cost. While using the particular product, on the basis of the aforementioned aspects, the consumers comply with the decision-making stage of post-purchase evaluation (New Age International, n.d.). Influencing Factors Social There lie various significant factors that influence the purchase decision-making procedure of the customers. In this context, one set of the factors can be deemed as the social factor that includes the group or the social segment to which the customer belongs. The buying patterns of the customers are ultimately influenced on the basis of the aforesaid social aspects. It has been observed that the consumers’ decision-making procedure, as regards the Crispy Baby S

Introduction To Deaf Culture Course Syllabus Education Essay

Introduction To Deaf Culture Course Syllabus Education Essay This is a course to provide students an introduction to the unique aspects of Deaf Culture and Deaf community. This course provides in-depth discussion of the beliefs and customs of this sociolinguistic/cultural minority in relation to language use and history of Deaf people in the United States of America. This course is intended for students who are interested in learning about Deaf Culture and the Deaf community. III. REQUISITES: Advisory: ENGL 051 with a grade of C or better, or equivalent. or Assessment Skill Level W5 ENGL 056 with a grade of C or better, or equivalent. or Assessment Skill Level R5 Limitation on Enrollment: This course is not open to students with previous credit for SPED 104 STUDENT LEARNING OUTCOMES: Upon successful completion of the course the student will be able to: 1. Compare and contrast the phenomena of culture among Deaf people in the United States of America as seen from within that cultural group and as observed by people outside it. 2. Discuss, compare and contrast United States Deaf Culture and foreign Deaf Cultures. 3. Differentiate between the various aspects of United States of America Deaf community and Deaf Culture and United States of America Hearing communities and their culture(s). 4. Examine the relationships between Deaf children and their Deaf parents, Deaf children and their Hearing parents, and Hearing children and their Deaf parents. 5. Identify some basic values and behaviors of United States of America Deaf people related to language use; as opposed to sign system usage e.g. sign supported speech such as SEE1, SEE2; Oral Method; etc. 6. Describe how ASL fits into a linguistic framework and pattern. 7. Describe how American Sign Language fits into the family of human languages. 8. Summarize the historical ideas and perspectives from Hearing people about Deaf people, Deaf persons own perspectives about themselves. 9. Describe the historical development of Deaf Culture. 10. Identify past and present Deaf artists, writers and storytellers who influenced Deaf Culture and American Sign Language. 11. Compare and contrast the changing image of Deaf people and how the changes have influenced the art of Deaf people. 12. Identify and differentiate the social and political organizations of Deaf people. 13. Identify and describe the functions of various past and current devices used by Deaf people, and how these devices have changed over the years. 14. Describe how Deaf cultural values relate to technology and how technology has changed the Deaf Culture in the United States of America. V. COURSE CONTENT: The American Deaf: The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. The American Deaf: Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. Deaf Values and Behaviors: The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Deaf Values and Behaviors: Some basic values and behaviors of United States of America Deaf people related to language use. The American Sign Language: Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. Deaf Heritage: Summarizing and describing the historical ideas, perspectives and development of Deaf Culture, and the perspectives held by Hearing and Deaf people. VII. The Deaf Culture in Art: ASL Literature and Deaf Artists: Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. VIII. Organizations of Deaf People: Various organizations of Deaf people. IX. Technology and Deaf People: How technology affects the Deaf culture and the Deaf community. VI. METHODS OF INSTRUCTION: A. Question and Answer Sessions B. Discussions C. Homework assignments D. Videotapes E. Vlogs F. PowerPoint Presentations VII.STUDENT EVALUATION: The breakdown of each line item for grading purposes are as follows: The following exams will consist of various questions such as filling in the blanks, matching, multiple choice, paragraph, short answer, T/F, etc.: Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam# 1 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 30% (The American Deaf, and Deaf Values and Behaviors) Mid-Term Exam #1 begins on March 16, 2011 from 12:01am to March 23, 2011 12:00 midnight (take the exam anytime that week). [from PowerPoint, Lead Questions assigned pages from three required textbooks (see class schedule on p. 6-9) pertaining to The American Deaf, and Deaf Values and Behaviors]. Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam #2 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 30% (The American Sign Language) Mid-Term Exam #2 begins on April 13, 2011 from 12:01am to April 20, 2011 12:00 midnight (take the exam anytime that week). [from PowerPoint, Lead Questions assigned pages from three required textbooks (see class schedule on p. 9-10) pertaining to The American Sign Language]. C. Individual Written Report à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 5% (see Roman numeral VIII Individual Written Report p. 3 p. 13-16 of the syllabus). 1. Due on May 16, 2011 D. Final Exam à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 35% (Deaf Heritage, The Deaf Culture in Art, Organizations of Deaf People, and Technology and Deaf People) Final Exam on May 18, 2011 from 12:01am to May 21, 2011 12:00 midnight (take the exam anytime during these four days). [from PowerPoint, Lead Questions assigned pages from three required textbooks (see class schedule on p. 10-11) pertaining to Deaf Heritage, The Deaf Culture in Art, Organizations of Deaf People, and Technology and Deaf People]. *Students with disabilities who may need academic accommodations should discuss options with their professors during the first two weeks of class. INDIVIDUAL WRITTEN REPORT: Each student is to select one textbook from pages 14 -16 of the course syllabus or a textbook not listed that focuses on the humanistic aspects of Deaf people (student must request approval from professor). Each student should follow the Written Report guidelines on page 13 of the course syllabus as closely as possible. *One Individual Written Report due on May 16, 2011. LEAD QUESTIONS: These are questions I have developed to prepare you for the Midterm Exams and Final Exam. Answers to Lead Questions will be provided on March 9th, April 6th, and May 11th. X. REQUIRED TEXTS: A. Ladd, P. (2003). Understanding Deaf Culture In Search of Deafhood, Buffalo, NY: Multilingual Matters LTD; ISBN: 1-85359-545-4 B. Lane, Harlan; Hoffmeister, Robert and Bahan, Ben (1996) A Journey into the Deaf World, Dawn Sign Press; ISBN: 0à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ915035à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ63à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ4 C. Moore, M. S. Levitan, L. (2003). For Hearing People Only 3rd ed. Rochester, NY: Deaf Life Press; ISBN: 0-9634-016-3-7 XI. RECOMMENDED SUPPLEMENTAL TEXTS: A. Gannon, J. R. (1981). Deaf Heritage (A Narrative History of Deaf America), Silver Spring, MD: NAD Padden, C. Humphries, T. (2005). Inside Deaf Culture, Cambridge, Mass.: Harvard University Press Van Cleve, J. V. (1993) Deaf History Unveiled, Washington, DC: Gallaudet University Press STUDENT RESPONSIBILITY * Students are responsible to pay all fees and process the ADD code for the course within the established time frame. Students will not be able to continue in the course if the enrollment process is not completed within the given time frame. * Students are responsible to drop the course as to avoid the potential of having a grade be assigned for the course at the end of the course. *Students are expected to respect and obey standards of student conduct while in class and on the campus. (Policy 3100 and Procedures 3100.1 and 3100.2) Charges of misconduct and disciplinary sanctions may be imposed upon students who violate these standards of conduct or provisions of college regulations. In addition, instructors expect appropriate classroom participation and conduct. Monopolizing classroom discussions, being uncooperative, talking during lecture, using profanity, reading unrelated material, and using electronic equipment (texting, chirps, ring mode) are examples of behavior that may not be tolerated. Bringing children to class is not allowed. Regarding talking in class, the student will be warned once, and if the student disregards the warning, s/he will be requested to leave the class for (1) one day resulting in (1) one class absence. The next warning will result the student requested to leave the class and miss (2) two consecutive classes. This inevitably means the student will fall behind in his/her class work. *Cheating, plagiarism, or other forms of academic dishonesty are not acceptable and will not be tolerated in accordance with the college student code of conduct and basic standards of academic honesty. Violations of standards of academic honesty will be reported to the college disciplinary office for appropriate action. *If you have to miss a class, it is your responsibility to find out what you missed. There are three questions you should never ask the instructor: Did I miss anything? Of course you did. Did we do anything important? Of course we did. Can you tell me what I missed? No. You are responsible for everything that happens in a class, so you are responsible for gathering whatever information you have missed. *At the beginning of each of your classes, you should identify a study buddy, someone you can study with on a regular basis or just call in emergencies. AMSL 104 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ INTRODUCTION TO DEAF CULTURE Class Schedule Week One Jan. 24: Introduction and Overview UDC: Introduction: pp. 1-9, 14-19, 21-25, Ch. 1: pp. 32-39. Week One Jan. 26: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 5 pp. 124à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ130. Week Two Jan. 31: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. UDC: Ch. 1: pp. 26-32; pp. 39-48. Week Two Feb. 2: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. UDC: Ch. 1: pp. 59-64; pp. 72-73. Week Three Feb. 7: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. UDC: Ch. 5: pp. 232-266. Week Three Feb. 9: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. FHPO: Ch. 10, 37,38, 39 40. Week Four Feb. 14: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. FHPO: Ch. 51, 52, 53, 55 56. Week Four Feb. 16: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. FHPO: Ch. 57, 58, 59, 60 77. *Week Five Feb. 21: Washingtons Birthday Week Five Feb. 23: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 1 pp. 3à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ23; Ch. 2 pp. 24à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ41. FHPO: Ch. 21, 22, 23, 24, 44, 85, 90, 95. Week Six Feb. 28: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 67à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ77; Ch. 7 pp. 213à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ227. FHPO: Ch. 104, 105, 106, 107, 108, 109, 110 111. Week Six March 2: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 13 pp. 369à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ378. FHPO: Ch. 112, 113, 114, 115, 116. Week Seven March 7: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 15 pp. 408à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ425. FHPO: Ch. 117, 118, 119, 120, 121. Week Seven March 9: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 15 pp. 437à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ451. *Answers to Lead Questions provided. Week Eight March 14: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. FHPO: Ch. 122, 123, 128, 130 131. Week Eight March 16 to March 23: Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam #1 Week Nine March 21: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 42à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ51. Week Nine March 23: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 63à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ66. Week Ten March 28: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 4 pp. 78à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ123. Week Ten March 30: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 3 6. Week Eleven April 4: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 7 11. Week Eleven April 6: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 17 18. *Answers to Lead Questions provided. Week Twelve April 11 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 19 67. Week Twelve April 13 to April 20: Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam #2 Week Thirteen April 18: Spring Recess: No classes held Week Thirteen April 20: Spring Recess: No classes held Week Fourteen April 25: Deaf Heritage Summarizing and describing the historical ideas, perspectives and development of Deaf Culture, and the perspectives held by Hearing and Deaf people. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 51à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ63; Ch. 14 pp. 379à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ386. UDC: Ch. 2: pp. 90-133; Ch. 3: pp. 135-161. Week Fourteen April 27: Deaf Heritage Summarizing and describing the historical ideas, perspectives and development of Deaf Culture, and the perspectives held by Hearing and Deaf people. UDC: Ch. 7: pp. 297-329; Ch. 8: pp. 332-366. FHPO: Ch. 1, 4, 8, 13, 28, 29, 78, 99, 100, 101, 102 129. Week Fifteen May 2: The Deaf Culture in Art: ASL Literature and Deaf Artist Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 5 pp. 138à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ158. Week Fifteen May 4: The Deaf Culture in Art: ASL Literature and Deaf Artist Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. UDC: Ch. 1: pp. 48-56. Week Sixteen May 9: The Deaf Culture in Art: ASL Literature and Deaf Artist Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. FHPO: Ch. 9, 61, 62, 63, 64, 65, 66 68. Week Sixteen May 11: Organizations of Deaf People, Technology and Deaf People Various organizations of Deaf people How technology affects the Deaf culture and the Deaf community. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 5 pp. 131à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ138; pp. 138à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ158. UDC: Ch. 1: pp. 64-72. *Answers to Lead Questions provided. Week Seventeen May 16: Organizations of Deaf People, Technology and Deaf People Various organizations of Deaf people How technology affects the Deaf culture and the Deaf community. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 15 pp. 431à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ437. FHPO: Ch. 75, 76, 103 125. *Individual Written Reports Due. Week Seventeen May 18 to 21: Final Exam *Professor reserves the right to modify the instruction schedule Important Dates: February 4 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Last day to receive and process an add code issued by the instructor. Last day to process and pay for add codes. Deadline to drop classes with no W recorded. February 7 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Last day to drop and be eligible for refund of enrollment fees and/or nonà ¢Ã¢â€š ¬Ã¢â‚¬Ëœresident tuition.  · April 1 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Withdrawal deadline à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ No drops accepted after this date.  °Ã‚  It is the students responsibility to drop all classes in which he/she is no longer participating.    °Ã‚  It is the instructors discretion to withdraw a student after the add/drop deadline February 7th due to excessive absences.  °Ã‚  Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule, will receive an evaluative letter grade in this class. WRITTEN REPORT This report should be about 5 typewritten pages. Papers may be handed in early, but NO late papers will be accepted. The papers should be typed in DS (double spaced) with size 12 font. The first paragraph should briefly summarize the story idea as you understand it. The second paragraph should describe how you felt as you read the story. Did you experience any changes of feelings as you read along? What were they? Third, answer the question, Do you think this could have really happened? Explain your answer. This question may or may not apply to your story. Fourth, describe the major characters. What kind of people were they? Fifth, select one incident from the story that seemed especially important to you and why you chose that particular incident. REFERENCE MATERIALS LIST (ASL or DEAF CULTURE Classes) DEAF CULTURE Bowe, Frank (1986) Changing the Rules, T. J. Publishers, Inc. Breindel, Tina Jo (1999) Quotes from Deaf Women for a Positive Life. Dawn Sign Press Cohen, Leah Hager (1994) Train Go Sorry: Inside a Deaf World, Random House Drolsbaugh, Mark (1997) Deaf Ate, Handwave Publications Eastman, Gil (2000) Just a DEAF Persons Thoughts II. Linstok Press Erting, Carol (1994) Deafness. Communication.. Social Identity. Sign Media, Inc. Erting, Carol J. Johnson, Robert C. Smith, Dorothy L. Snider, Bruce N. (1994) Deaf Way: The International Celebration of the Language. Culture. History, and Arts of Deaf People Gallaudet University Press Farb, Anita B. (1998) Unrealized Visions: Whats Next for the Deaf and Hard of Hearing Community?. NAD Garretson, Mervin D. (1994) Life Culture. Harris Publishing Co. Garretson, Mervin D. (1995) Life Culture II. Harris Publishing Co. Garretson, Mervin D. (1996) Historical Perspectives, Harris Publishing Co. Glickman, Ken (1999) A Proverbial Professors Points to Ponder. Harris Publishing Co. Hairston, Ernest Smith, Linwood (1983) Black and Deaf in America. T.J. Publishers, Inc. Holcomb, Roy Holcomb, Samuel Holcomb, Thomas (1995) Deaf Culture. Our Way. Dawn Sign Press Jacobs, Leo M. (1989) A Deaf Adult Speaks Out, Gallaudet University Press Jepson, Jill (1992) No Walls of Stone: An Anthology of Literature bar Deaf and Hard of Healing Writers. Gallaudet University Press Kannapell, Barbara (1993) Language Choice à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Identity Choice. Linstok Press Lane, Harlan (1992) The Mask of Benevolence. Alfred A. Knopf, Inc. Maher, Jane (1996) Seeing Language in Sign: The Work of William C. Stokoe, Gallaudet University Press Moore, Matthew Scott Panara, Robert F. (1996) Great Deaf Americans: The Second Edition, Deaf Life Press Padden, Carol and Humphries, Tom (1988) Deaf in America: Voices from a Culture, Harvard University Press Paris, Damara Goff Drolsbaugh, Mark (1999) Deaf Esprit: Inspiration. Humor and Wisdom from the Deaf Community, AGO Gifts and Publications Podmore, Ron (1995) Sins in Success: Profiles of Deaf Americans, Harris Publishing Co. Rutherford, Susan (1993) A Study of American Deaf Folklore. Linstok Press Sacks, Oliver (1989) _See~ g Voices: A Journey into the World of the Deaf, Harper Collins Schaller, Bob (1999) The Kenny Walker Story, Harris Publishing Co. Schein, Jerome D. (1989) At Home Among Strangers, Gallaudet University Press Stokoe, William (1980) Sign and Culture: A Reader for Students of ASL, Linstok Press Toole, Darlene (1996) Living Legends: Six Stories About Successful Deaf People. Butte Publications, Inc. Toole, Darlene (1998) Living Legends II: Six Stories About Successful Deaf People , Butte Publications, Inc. Winefield, Richard (1987) Never the Twain Shall Meet: The Communications Debate. Gallaudet University Press Woodward, James (1982) How You Gonna Get to Heaven If You Cant Talk With Jesus: On Depathologizing Deafness. T.J. Publishers Wright, Mary Herring (1999) Sounds Like Home: Growing Up Black and Deaf in the South, Gallaudet University Press DEAF HISTORY Albronda, Mildred (1994) Douglas Tilden: The Man and His Legacy, Mildred Albronda, Publisher Boynton, Douglas C. (1998) Forbidden Signs: American Culture and the Campaign Against Sign Language. 1847à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ1920, University of Chicago Press Carroll, Cathryn Mather, Susan M.(1997) Movers Shakers: Deaf People Who Changed the World. Dawn Sign Press Gannon, Jack R. (1981) Deaf Heritage: A Narrative History of Deaf America NAD Groce, Nora Ellen (1985) Everyone Here Spoke Sign Language,, Harvard University Press Jankowski, Katherine A. (1997) Deaf Empowerment: Emergence. Struggle. Rhetoric Gallaudet University Press Lane, Harlan (1984) When the Mind Hears. Random House, Inc. Van Cleve, John (1993) Deaf History Unveiled: Interpretations from the New Scholarship, Gallaudet University Press Van Cleve, John and Crouch, Barry (1989) A Place of Their Own: Creating the Deaf Community in America. Gallaudet University Press AMERICAN SIGN LANGUAGE Battison, Robbin (1978) Lexical Borrowing In American Sign Language. Linstok Press Stokoe, William (1993) Sign Language Structure. Linstok Press Valli, Clayton Lucas, Ceil (1979) ASL PAH! ! Deaf Students Essays About Their Language. Sign Media, Inc. Wilcox, Sherman (1992) Academic Acceptance of American Sign Language Sign Media, Inc. Woodward, James (1994) Describing Variation in American Sign Language, Linstok Press

Ralph Waldo Emerson and Transcendentalism Essay -- Biography Biographi

Ralph Waldo Emerson and Transcendentalism      Ã‚  Ã‚  Ã‚   Ralph Waldo Emerson believed in the potential within every individual to achieve a heightened state of being and awareness through a close observation of the world and an introspective look at himself. Infused in his work are the influences of transcendentalism and his life as a Unitarian pastor. James D. Hart, when discussing the spirit of transcendentalism, states, "Man may fulfill his divine potentialities either through a rapt mystical state, in which the divine is infused into the human, or through coming into contact with the truth, beauty, and goodness embodied in nature and originating in the Over-Soul. Thus occurs the doctrine of correspondence between the tangible world and the human mind, and the identity of moral and physical laws" (Hart 674). This concept is the embodiment of Emerson's sermons and essays, and any one of his works fulfills or inspires a divine potential.    "Self Reliance," published in 1841, is one of Emerson's most influential essays, and its title addresses a central concept of American Transcendentalism. The essay promotes self trust and independence of the individual, and this idea is expressed in the final lines, "Nothing can bring you peace but yourself. Nothing can bring you peace but the triumph of the principal" (Lauter 1638). The principal he refers to is a moral truth that can only be developed in one's own mind. As man lives in search of this truth, he achieves human divinity. "There is a time in every man's education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take... ... and divine because nothing is at last sacred but the integrity of your own mind" (Lauter 1624).    Works Cited    Emerson, Ralph Waldo. Young Emerson Speaks. New York: Kennikat Press Inc., 1938.    Hart, James D., The Oxford Companion to American Literature. 6th ed. New York: OxfordUniversity Press, 1995.    Howe, Daniel Walker. The Unitarian Conscience. Massachusetts: Harvard University Press, 1970.    Lauter, Paul, ed. The Heath Anthology of American Literature. 3rd ed. Boston: Houghton Mifflin Company, 1998.    Emerson, Ralph Waldo. "Self Reliance."Lauter 1622    Emerson, Ralph Waldo. "Nature."Lauter 1582    Whitman, Walt. "Song of Myself."Lauter 2743    Wilbur, Earl Morse. A History of Unitarianism In Transylvania, England, and America. Boston: Beacon Press, 1945.

Zinc Deficiencies

Zinc deficiency is the inadequate amount of zinc in the body to meet its demands. Zinc is vital to the body functions such as, a healthy immune system and wrongdiagnosis. com states is best known for minimizing the effects of the common cold or upper respiratory infections. It can enhance the functions of the liver, muscles and bones. Other functions of zinc in the body are to wound heals; aid enzyme activity; DNA production and cell division. When there is an insufficient amount of zinc available for metabolic needs the condition is called hypozincemia. Inadequate quantities of zinc in the daily diet are the main reason why zinc deficiencies occur. Zinc deficiency is uncommon in areas where the diet is high in meat but Solomons, N. W. (2001) concludes that people who diets consist primarily plant based food sources that are low in bioavailable zinc often have zinc deficiencies. People who are vegetarians, elderly and those whom are malnourished can be at risk of the deficiency. Pregnant women or those that are breastfeeding are at risk from zinc deficiency due to the high demands for zinc from a developing infant. Chronic diseases such as alcoholism, diabetes and cancer are at risk of developing zinc deficiency. Excessive loss of zinc can occur if you have liver disease or after a trauma, burns and protein losing conditions such as enteropathy. In children zinc deficiency can develop as impaired growth and taste as well as a delayed sexual maturation. The symptoms include impaired immunity, night blindness, anemia, lethargy, and impaired wound healing. A deficiency in zinc can cause malfunctions of these organs and functions. Zinc does not get stored in the body; therefore for treatment it is important to eat food high in zinc every day. Red meat, shellfish, nuts and beans are examples of suitable food sources for the mineral zinc. Dietary supplements also contain zinc therefore vegetarians whose diet does not include adequate sources of zinc, supplementation may be necessary. Pregnant or breastfeeding woman may also need zinc supplementation due to their required high demand and is a positive effect on growth in premature infants. Nutritional-supplements-health-guide. com states there are two ways of achieving supplements and those are zinc sulfate and zinc gluconate. According to pediatriconcall. om a dose of 35-40mg daily can be used for treatment of zinc deficiency. In patients with diarrhea, a uniform dose of 20 mg of elemental zinc should be given during the period of diarrhea and for 7 days after cessation of diarrhea in children older than 3 months. To meet the need for absorbed zinc in the human body through our dietary intake, it requires an increase in zinc content or a decrease in the phytate content. Phytate is a phosphate storage compound that chelates zinc and theses two substances affects the bioavailability of zinc. If diagnosed and treated promptly, zinc deficiency has a good prognosis of a full recovery but because there is no definitive test for zinc deficiency, a delayed or missed diagnosis of the condition is possible. There are multiple diagnostic tests available for zinc deficiency such as zinc taste test. As taste and smell is dependent on there being enough zinc in the body , a simple 10 second test can be done where 1- 2 teaspoons of the solution is sipped and held in the mouth for exactly ten seconds after which is spitting out. If there is no specific taste sensation it indicates a major deficiency of zinc, a metallic taste similar to baking soda indicates a moderate deficiency exist. Left untreated, a zinc deficiency may lead to complications of an enlargement of the liver and spleen, severe malnutrition, recurrent infections and eventually death. pr-usa. net claims ‘deficiency is a significant public health issue, causing 800,000 deaths overall and putting at risk more than two billion people due to ailments such as diarrhea and pneumonia’ and maternal zinc deficiency may cause fetal malformations and low birth weight. References http://www.nutritional-supplements-health-guide.com/zinc-deficiency-symptoms.html http://www.ehow.com/how_4514397_identify-zinc-deficiency.html#ixzz1CqQF0cNK http://www.merckmanuals.com/professional/sec01/ch005/ch005j.html http://www.patient.co.uk/doctor/Zinc-Deficiency.htm

History of Dance Essay

INTRODUCTION: Once upon a time there was dance! In dance there are many forms. There is Ballet, Jazz, Tap, Hip hop, partner dancing, modern, and country and western. Dance originated many, many years ago. People used it to express emotions and stories. As time went on so did new dance techniques. Ballet came into the world around the 15th century Italian Renaissance and it slowly became the backbone for all dancing styles. As Albert Einstein said â€Å"dancers are the athletes of God. † SPEECH: Danced changed throughout the centuries *Centuries* As stated earlier the 15th century was the beginning of Ballet. During the time of both the 15th and 16th centuries ballet was only performed in royal courts where performers would get the audience to participate. Male dancers were the majority of dancers during this time period. To portray women in their performances they wore masks. In the 17th Century King Louis XIV (14th), who also was a dancer, performed in The Sun King ballet de la nuit. Louis XIV also founded Academie Royale de Musique (The Paris Opera. ) Ballet was becoming more theatrical during this time period, and female dancers were becoming the majority of performers. The ballet Les Indes Galantes (the gallant Indies) was the first ballet to feature women. During the 18th century the costumes were very extravagant. These costumes included masks, wigs, corsets, and hoop skirts. All were big and voluptuous. Two rivals, rebels, and amazing dancers at this time were Marie Camargo and Marie Salle. Marie Camargo started dancing in 1726. Because of Camargo’s gracefulness and quickness she ditched the traditional costume by shortening her skirt and wearing slippers to improve her techniques (leaps). Salle who started dancing in 1721, danced in a muslim costume (greek robe like), hair down, and unornamented to express that dance should be natural and expressed. Both dancers opened many new doors in the world of ballet. The 19th century was the time where ballerinas were the most popular performer in Europe. The Romantic Movement evolved during the 19th Century. Which was concerned with the supernatural world of spirits and magic and often portrayed women as passive and fragile. The use of pointe shoes were increased during this time period. Pointe shoes are satin shoes with wooden blocks in the toes to keep dancers on their toes all the time. Each pointe shoe is constructed to the dancer, no two pointe shoes are alike. As dance continued in the centuries it continued to change and flourish. The 20th century was the century where different styles and forms began to break away. Traditional ballet was still there but a more modernized version came into play. In order to move forward from this point you need an understanding of the types and styles there are in ballet *Types and Styles of Ballet*. There are two styles in ballet and they are story and plotless. Story Ballets, obviously, tell a story. Between the music and the dance a story is portrayed. Popular stories told were love stories. Another type of ballet is plotless. In a plotless ballet, no story is portrayed. Instead an image is created and aims to cause emotion. The three styles of ballet include classical, neo- classical, and contemporary. Classical reached its height in the 19th century, when you think of ballet this is the first thing people normally think about. Many graceful and and flowing movements are depicted in this style. Neo-Classical Ballet was introduced in the 20th century. Speed and energy in these dances were increased. In this style classical form was manipulated a lot and the rules for classical were broken. Contemporary Ballet was influenced by the movement of modern dance. Many new moves and techniques were established. Floor work and the turning in of the legs was a major change. There was a greater movement and body line in this style. With the changing of ballet through the centuries and the difference in types and styles, five positions and moves were always constant *ABC’s Of Ballet*. As a dancer, when I think of ballet I immediately think of the five positions. 1st, 2nd, 3rd, 4th, and 5th. I know, I know not hard to remember. These positions have been around since the start of ballet in the 15th century. This is the grammar of ballet and the classical building blocks. No matter what century, type, or style of ballet these positions are there. Ballet is a whole new world when you think about it. Theres so much information that many people do not know. There is information I don’t even know. Here are some random and fun facts I discovered. Mindless trivia or surprisingly interesting? *Mindless trivia or surprisingly interesting? * A professional male dancer lifts over 1 ? tons worth of ballerinas during performances Most ballerinas go through two to three pairs of pointe shoes a week Tutus cost up to $2,000 to make and take 60 to 90 hours of labor with 100 yards of ruffle First ballet dancers didn’t dance in tutus or satin shoes-more focused on footwork and positioning 3 hour performance is equivalent to 2 90 minute soccer games or running 18 miles (and they say dance isn’t a sport). Pointe shoes add a minimum of 7 inches to a dancer A Prima ballerina can complete 32 fouette turns while staying in the same place. After pointe shoe is HOT to the touch Those are only a pinch of information there is from the world a ballet. CONCLUSION: In conclusion ballet is definitely the backbone to dance. Without its evolution from the 15th Century Italian Renaissance dance would not be where it is now. When you think of ballet don’t think of it as a little thing, ballet is full of history, it even teaches you many things such as gracefulness, poise, stamina, discipline, and lots of technique. Dancers all around the world are connected to one thing and that is ballet. â€Å"I dance because there is no greater feeling in the world than moving to a piece of music and letting the rest of the world disappear† Unknown You lose yourself and find yourself THANK YOU.