Absolute Beginner English Daily Habits and Routines

Absolute Beginner English Daily Habits and Routines After students have completed this lesson they will be able to complete most basic linguistic functions (giving personal information, identifying and basic description skills, talking about basic daily tasks, and how often those tasks are done). While there is obviously a lot more learning to be done, students can now feel confident that they have a strong base on which to build in the future. With this lesson, you can help students begin speaking in longer phrases by having them prepare a talk on their daily activities that they can then read or recite to their fellow classmates and which can then be used as the basis for questions. Part 1: Introduction Give the students a sheet with various times of the day. For example: 7:007:308:0012:003:305:006:3011:00 Add a list of verbs they are familiar with on the board. You may want to write a few examples on the board. For example: 7.00 - get up7.30 - eat breakfast8.00 - go to work Teacher: I usually get up at 7 oclock. I always go to work at 8 oclock. I sometimes have a break at half past three. I usually come home at five oclock. I often watch TV at eight oclock. etc. (Model your list of daily activities to the class two or more times.) Teacher: Paolo, what do I often do at eight oclock in the evening? Student(s): You often watch TV. Teacher: Susan, when do I go to work? Student(s): You always go to work at 8 oclock. Continue this exercise around the room asking students about your daily routine. Pay special attention to the placement of the adverb of frequency. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part II: Students Talk About Their Daily Routines Ask students to fill out the sheet about their daily habits and routines. When students are finished they should read their list of daily habits to the class. Teacher: Paolo, please read. Student(s): I usually get up at seven oclock. I seldom have breakfast at half past seven. I often go shopping at 8 oclock. I usually have coffee at 10 oclock. etc. Ask each student to read their routine in class, let students read all the way through their list and take note of any mistakes they may make. At this point, students need to gain confidence when speaking for an extended period of time and should, therefore, be allowed to make mistakes. Once the student has finished, you can correct any mistakes he or she may have made. Part III: Asking Students About Their Daily Routines Ask students to once again read about their daily routine to the class. After each student has finished, ask the other students questions about that students daily habits. Teacher: Paolo, please read. Student(s): I usually get up at seven oclock. I seldom have breakfast at half past seven. I often go shopping at eight oclock. I usually have coffee at 10 oclock. etc. Teacher: Olaf, when does Paolo usually get up? Student(s): He gets up at 7 oclock. Teacher: Susan, how does Paolo go shopping at 8 oclock? Student(s): He often goes shopping at 8 oclock. Continue this exercise around the room with each of the students. Pay special attention to the placement of the adverb of frequency and the correct usage of the third person singular. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.

’Risk is a term that is so broad in interpretation and context that any attempt to define it is futile and a form of ‘linguistic imperialism’ The WritePass Journal

’Risk is a term that is so broad in interpretation and context that any attempt to define it is futile and a form of ‘linguistic imperialism’ Introduction ’Risk is a term that is so broad in interpretation and context that any attempt to define it is futile and a form of ‘linguistic imperialism’ IntroductionReferencesRelated Introduction What is a risk? According to the historical background, the term ‘risk’ takes his origin from the Arabic word risq or the Latin word riscum (Merna and Al-Thani, 2005). The Arabic risq means a chance with positive outcome. In opposite, the Latin riscum is an event with unfavourable issue. In the 17th  century, term reached Europe and meant ‘’in terms of good and bad fortune’’ (Wikipedia, 2010). In our days term `risk acquires a slightly changed meaning. Macmillan dictionary (2010) defines risk as ‘’the  possibility  that  something unpleasant  or  dangerous  might  happen’’. Another interpretation of this term was established by UK Association for Project Management (2006): ‘’risk is an uncertain event or set of circumstances which, should it  occur, will have an effect on the achievement of the projects objectives’’. In different walks of life risk has different meanings, with negative, positive or neutral effect. For instance, in the project management, many discussions and debates are conducted by scholars and researchers about using the term `risk. There is a tendency treat risk as  uncertainty (Perminova, et al., 2008). For fully understanding whether this treatment is correct or not, it is necessary to define term `uncertainty. According to Oxford dictionary (2010) uncertainty is ‘’something that you cannot be sure about; a situation that causes you to be or feel uncertain’’.  If consider term `uncertainty from angle of psychology, uncertainty is illuminated as ‘’a state of mind characterized by a conscious lack of knowledge about the outcomes of an event’’ (Perminova, et al., 2008). Variety studies about distinctions between risk and uncertainty exists in our days. Practitioners and researchers cannot to come to one sole resolution. As was mentioned above, risk is treated as uncertain event, and some researchers incline to transform risk management to uncertainty management (Ward and Chapman, 2003). Variety opinions about using terms ‘risk’ and ‘uncertainty’ and the reason of the transforming risk management to uncertainty management will be considered in this essay. In accordance with the article `A positive approach to risk requires person centred thinking risk is described as ‘’a futile form of linguistic imperialism’’ (Neill, et al., 2009). Risk in its popular usage is essential only for political and social decision making processes, not for risk analysis processes. Sven Ove Hansson (2005) agrees with the article, that risk is an ineffective form of linguistic imperialism. Also he thinks that in practice to define only single meaning of ‘risk’ is impossible. In spite of this, attempts at such linguistic imperialism are not uncommon. He explains his statement, that the term `risk may have different meanings dependently of the subject and situation, when risk is used. According to David Hilson and Murray-Webster (2007) risk has two characteristics: uncertainty and consequences. But risk ‘’is not the same as uncertainty’’; the key difference between these two notions ‘’arises from consideration of the consequences’’. Risk is an uncertainty that could influence one or more objectives, and authors present the example: a child will pass examination tomorrow with uncertain results, but these results are not important for other people. For them exam outcome is uncertainty, which is insignificant and therefore it cannot be pose as risk. Uncertainty about weather in Kazakhstan tomorrow also insignificant for most of people and so this too is not a risk. But if the child is a Kazakh and he was promised by his father to go to fishing trip if his exam results will be high, both uncertainties become major and significant in the context, and therefore they can be posed as risk. From this example it becomes understandable that ‘’there are some uncertainties that do not matter in the relevant context’’. Author states that linking risk with objectives clarifies that every aspect of life is risky. Also he affirms that this link is necessary to the risk management, ‘’since it is a prerequisite for identifying risks, assessing their significance and determining appropriate responses’’. In the book `Reducing Project Risk risks connects uncertainty with objectives. ‘’Risk is the effect of uncertainty on objectives, to be managed opportunity’’. Risk exists when probabilities of possible issues are known, and uncertainty has a place, when these probabilities are unknown (Kliem and Ludin, 1997). Halim A. Boussabaine and Richard J. Kirkham (2004) in the book Whole Life-cycle Costing also write that ‘’concept of risk deals with measurable probabilities while the concept of uncertainty does not’’. When event encounters with risk, probabilities can be developed, and when event encounters with uncertainty, probabilities cannot be defined. If probability cannot mathematically be expressed it is uncertainty, while risk can be calculated in terms of probability. Finkel (1990 cited in Merna and Al-Thani, 2005) distinguish risk and uncertainty as: risk is taken to have quantifiable attributes, and a place in the calculus of pr obabilities, whereas uncertainty does not. Above were shown differences between risk and uncertainty, and their characteristics. Now will be observed terms ‘risk’ and ‘uncertainty’ in project management. Stephen Ward and Chris Chapman (2003) believe that different definitions of term `risk create a problem of its equivocal use ‘’as a synonym of probability or chance in relation to an event or outcome’’. They cite on Oxford Dictionary, where risk is described as danger or probability of bad outcomes. Also they refer on definition of risk, which was published by the UK Association for Project Management, which was described above. In spite of considering risk as an event with positive or negative effects, risk frequently is treated as event with an undesirable issue. Risk has a negative effect, rather than positive, people predispose to consider only unfortunate probabilities (Neill, et al., 2009). Ward and Chapman incline treat risk in hazard terms and Project Risk Management as ‘’primarily threat management’’, and they suggest use the term `uncertainty management instead of `risk management. In their opinion, use term `uncertainty management is more preferable, as uncertainty management means analysing and understanding the root of project uncertainty without prejudice about what desired or not before managing it. Researchers propose to transform risk management to uncertainty management, as use the term uncertainty management can improve project management processes, and they suggest to start revising by using term `uncertainty every time instead of `lack of certainty. Mostly important in this revising of terms that focus will be concentrate on process, not in product. They suppose that project performance can be more modified and improved, if this revising will be accepted, as from their point of view risk management restricts the contribution to project performance, as is threat orientated and ‘’not readily focussed on sources of operational variability in the performance of organisational activities’’, when uncertainty management perspective more concentrates on project life cy cle stage. Perminova et al. (2008) incline to agree with the statement of Ward and Chapman and suggest developing and researching the question of transforming.   In their work term `uncertainty is defined ‘’as a context for risks as events having a negative impact on the projects outcomes, or opportunities, as events that have beneficial impact on project performance’’. Risk and uncertainty are not synonymous. They are cause and consequence. Risk is one of the involvements of uncertainty, it cannot treat as uncertainty. From their point of view risk is certain and known, where uncertainty is event unpredictable and unexpected. Project manager can foresee potential threat and can undertake appropriate measures. In situation of uncertainty it is not possible to compute risk, therefore risk is less dangerous than uncertainty. Planning of risks is a significant step of project management in order to prevent undesirable issue of the project. But defining of risks depends on abilities and skills of project manager to recognise possible threats. Also project manager should be able use own knowledge from previous experience in order to overcome uncertain situations. However, it is not always possible to recognise all risks in advance. That is why authors believe that planning is not enough instruments in managing risks. ‘’One can plan only what one knows for certain.’’ Risk managers plan and consider risks, but there are uncertainties, which cannot be considered and foresaw. As the Danish Nobel Prize-winning physicist Niels Bohr said: ‘’Prediction is very difficult, especially about the future’’, to foresee all possible outcomes are very difficult too or even impossible (Hilson and Murray-Webster, 2007). Development of project management abilities and skills is ‘’an essential part of understanding and managing uncertainty’’. If the organisation or firm want to perform and extent themselves, it is necessary to manage uncertainty if you do not have uncertainty, you do not have any evolution. Unfortunately, not all understand the importance of development of uncertainty management, because of lack understanding of definition of uncertainty. Perminova, Gustafsson and Wikstrom recommend continuing exploring uncertainty in order to develop project management. Another risk researcher Jack Dowie (1999) claims that term `risk is a ‘’obstacle to improved decision and policy making’’, and it does not matter if this term uses separately or with other terms. `Its multiple and ambiguous usages constantly exposes to threat of separation such tasks as identifying evidence and making value conclusions. He writes, citing on Walkers paper, that risk defiles all discussions of probability ‘’because of the implicit value judgement/s that the term always bring with it’’, just as it defiles all discussions of value estimate ‘’because of the implicit probability judgement/s that it contains’’. Also he states that instead of `risk decisions and `risk factors people should use simply `decisions and `factors. It is not essential to use these terms with the word `risk. Word `risk only prevent from making right decisions. Kaplan (1997 cited in Dowie, 1999) joins to his words. He sa ys: ‘’for [communication] to take place, it is crucial that we have words that we all understand and use in the same way’’. However, `risk is ‘’not one of those words and that attempts to clarify it are doomed’’. Eventually, Dowie identifies that `risk has not important meaning; therefore `risk should be avoided in using. Risk has no importance and significance in making decisions. He strictly argues against risk. There are many opinions and points of view about using term ‘risk. Ones say that this using confuse and prevent from making right decisions and they argue definitely against risk, others that risk should be considered in certain situation and dependently of the subject, and it is wrong to examine risk in common application, also some of researchers suggest to transform risk to uncertainty. However, all of them agree that this field of discussions still stay open and need to explore and develop until all researchers will come to the one sole agreement. In project management, confronting with risk problems, sometimes disconcerts and makes difficult to reach definite purpose and in the case of using term ‘risk’ it seems that Perminova, Gustafsson and Wikstrom have a right point of view to this topic, that risk management and utilizing term ‘risk’ are needed researching and further exploring. Examining and studying an area of using term ‘risk’ can help improve not only risk management, but the whole project management too (Perminova, et al., 2008). References Association for Project Management (2006). APM Body of Knowledge. 5th ed. High Wycombe: Association for Project Management. Boussabaine, H.A. and Kirkham, R.J. (2004). Whole life-cycle costing: risk and risk responses. Oxford: Blackwell Publishing Ltd. Dowie, J. (1999). Against risk. Risk decision and policy 4(1), 57-73. Hansson, S.O. (2005). Seven myths of risk. Risk Management: An International Journal 7(2), 7-17. Hilson, D. and Murray-Webster, R. eds. (2007). Understanding and managing risk attitude. 2nd ed. Aldershot: Gower. Kliem, R.L. and Ludin I.S. (1997). Reducing project risk. Hampshire: Gover Publishing Limited. Macmillan dictionary. (2010). Definitions risk [online]. Available from: macmillandictionary.com/dictionary/british/risk   [accessed 5 October 2010]. Merna, T. and Al-Thani, Faisal F. (2005). Corporate risk management: an organisational perspective. West Sussex: John Wiley sons, Ltd. Neill, M. et al. (2008). A positive approach to risk requires person centred thinking. Available from: puttingpeoplefirst.org.uk/_library/Resources/Personalisation/Personalisation_advice/A_Person_Centred_Approach_to_Risk.pdf [accessed 16 October 2010]. Oxford advanced learner’s dictionary. (2010). Definitions uncertainty [online]. Available from: oxfordadvancedlearnersdictionary.com/dictionary/uncertainty [accessed 7 October 2010]. Perminova, O. et al. (2008). Defining uncertainty in projects – a new perspective. International Journal of Project Management 26(1), 73-79. Ward, S. and Chapman C. (2003). Transforming project risk management into project uncertainty management. International Journal of Project Management 21(2), 97-105. Wikipedia, The free encyclopedia. (2010). Definitions risk [online]. Available from: http://en.wikipedia.org/wiki/Risk [accessed 10 October 2010].

The main ideas of Buddhism Essay Example | Topics and Well Written Essays - 500 words

The main ideas of Buddhism - Essay Example Buddhism is a dharma or non-theistic religion that promotes the norms of the people. It consists of a range of beliefs, traditions and practices. These components are rooted in the teachings accredited to Buddha which is also known as Siddhartha. The religion followers believe that Buddha means, â€Å"The awakened one† Statistically, the Religion is practised by over 300 million people around the world with most of the followers coming from India. Buddhism has two common branches, namely; Theravada and Mahayana. The former has extensive followers from Sri Lanka while the latter has followers from East Asia.Different religions emphasize on differing aspects, while others advocate for proclaiming faith on the religion, others stress the importance of putting into practice the norms of the religion. Resultantly, Cohen (182) supposes that Buddhists accept as true that practising is obtained through comprehension of the â€Å"Four Noble Truths†. Cohen (182) brought to light the exact and ultimate goal of the Buddhism Religion, the practice. The principal goal of Buddhism is the achievement of Nirvana state by practising the ‘Noble Eightfold Path’ which is also known as middle way as per the submission of McDaniel, (250). In a nutshell, the eight factors include; having the right understanding, professing the right intention, practising the right speech and actions, righteous living, making correct efforts, at all times maintaining good mindfulness and right concentrations.

The Rise and Fall of the HP Way Case Study Essay

The Rise and Fall of the HP Way Case Study - Essay Example What was the HP Way? In the HP Alumni Association, Inc. (2012), it was revealed that the HP Way had five clearly stipulated corporate values to wit: â€Å"We have trust and respect for individuals. We focus on a high level of achievement and contribution. We conduct our business with uncompromising integrity. We achieve our common objectives through teamwork. We encourage flexibility and innovation† (HP Alumni Association, Inc. 2012). The date stipulate for these corporate values to be designed, instituted and implemented within the organization is in 1992. Accordingly, the HP corporate objectives designed as early as 1966 focused on seven explicit goals: (1) profit, (2) customers, (3) field of interest, (4) growth, (5) employees, (6) organization, and (7) citizenship (HP Alumni Association, Inc. 2012). ... Governance under Carly Fiorina Case facts revealed that Carly Fiorina was a former sales executive that was hired to shake up HP. She was reported to become HP’s Chairman and CEO in 1999, three years after the death of one of its founders, Dave Packard. It was specifically noted that she was hired from external sources and was instrumental in changing various corporate values that were identified to be an integral part of the HP Way. From among the tranformations attributed to Fiorina were: (1) mishandling of lay-offs; (2) valuing profits more than people; (3) creating a ‘cult of personality’; and (4) creating a culture of fear (Dong, 2002, p. 1). To expound on the aspect of laying-off employees, according to Jaime Ash, a retired engineer who stayed with HP for more than 28 years, the HP way that employees and management had been talking about focused on â€Å"co-workers (who) were reassigned to new jobs rather than fired; how the company for a time implemented a shortened work week for all employees so certain individuals would not lose their jobs† (Dong, 2002, p. 1). In sum, the differentiated practices under Fiorina’s helm and the HP Way are detailed below: Corporate Practice HP Way Fiorina’s Helm Firing/lay-offs Job reassignment Laid-off 6000 employees Corporate culture Trust, respect Distrust, fear Motivational program Motivated by hugs Motivated by fear Management practice To be part of the team; Distant and aloof; decentralized top-down approach Communication practice Open, sharing information Close, secret, discreet Mistakes that Led to HP’s Near Collapse From the information and assessment of the facts, one could

Reflective Discussion Essay Example | Topics and Well Written Essays - 1000 words

Reflective Discussion - Essay Example The fact that I could not perform well and the falling expectations that I had from myself made me lose interest in my studies. When I started this independent learning module, I was both a bit reluctant and sceptical. This is because the major way that I learnt was through the lectures given by teachers. I had not been in the habit of learning on my own unless it was to prepare for a test or to do an assignment. Independent learning did not seem to be of any use to me, since I had developed the attitude that when left on my own, I would give other things priority over my learning and education. However the full impact of the module was yet to unfold. Starting the module with scepticism, I saw my attitude and perception towards self-directed learning change over the course of the module. The experience of pursuing information on my own and learning for the sake of learning, without having a supervisor directing me to study taught me a number of things. The experience also brought my strengths and weaknesses to surface. Initially, independent learning was an arduous task for me. I knew that I had to study and it made me feel guilty when I used to waste time in the first few days of the module. However, it took me a class on self-motivation to realize where my problem lay. The class made me aware of my inaptitude to focus on goal-oriented learning. I realized that I lacked the intrinsic drive to study on my own and regulate my own learning. This encouraged me to take a series of steps to solve the problem. I asked my peers who performed well about how they study and balance their study and social life. I read literature on self-motivation. Moreover, I started implementing the philosophy of kaizen into my daily routine. Instead of delaying my assignments till the last day, I started work on them timely. I set short-term goals for myself, rewarding myself when I achieved them. Thus I gradually brought about little changes in my daily routine. These experiences made me appreciate my ability to identify the problem at hand and take concrete measures to counter it. I realized that where there is a will, there is a way. If a person is motivated and dedicated towards the achievement of his/her goals, he is most likely going to achieve them no matter how many challenges come in the way. However one weakness that independent learning highlighted was my tendency to become isolated. Effective independent learning requires that the individual engages in discussions with his/her teacher (CILL 2009). However I felt that I became very isolated with my peers and teachers towards the latter half o f the module. I believe that interaction with the tutor is necessary for not only clearing the misconceptions regarding the course work and understanding any concepts that the student does not comprehend, but also for providing guidance to the student. I feel that I did not have adequate interaction with my tutors and peers. There were some things in the course work that I did not get. Initially I remember that I did approach teachers or a peer for help. However later in the module, as I became involved in my own work, my interaction with my peers and teachers decreased so much so that I felt hesitant when it came to approaching them for help. This hesitance did have its consequences. I spent a longer period of time understanding a concept on my own as compared to the time I would have spent if I had received directive from an external source. Moreover

Effects of Death on the Family

Effects of Death on the Family Cadence Matthews To begin, grief and death can be difficult to understand, Fumia said, When it comes to grieving the death of a loved one, there are no linear patterns, no normal reactions, no formulas to follow[K1]. The word grief is derived from the French word grà ¨ve, meaning a heavy burden. Indeed, the physical, emotional, psychological and spiritual implications can be overwhelming[K2]. The reality of death effects families from an emotional/physical myriad while also shifting family systems, and impacting spirituality. To start, the emotional and physical effects of death on a family are many and varied. The potential negative effects of grief can be significant. For illustration, research shows that 40% of bereaved people will suffer from some form of anxiety disorder in the first year after the death of a loved one, and there can even be up to a 70% increase in death risk of the surviving spouse within the first six months after the death of their spouse.[1] Overall, understanding the myriad of physical and emotional reactions   is essential. Commonly, those grieving within a family often feel like theyre[K3] going crazy as the emotions of loss are so great and ebb and flow constantly. Bozarth in her book, A Journey Through Grief: Gentle, Specific Help to Get You Through the Most Difficult Stages of Grief writes, while you are grieving, your emotional life may be unpredictable and unstable. You may feel that there are gaps in your remembered experienceà ¢Ã¢â€š ¬Ã‚ ¦. You may alternate between depression and euphoria, between wailing rage and passive resignation. If youve experienced loss and are hurting, its reasonable that your responses will be unreasonable.[2] Furthermore[K4], one huge side effect that families face in grief is exhaustion. Research has noted that the griever may even feel as though they have the flu since the exhaustion is so deep. Additionally, families face days of distraction. When a family goes through a loss they often lose the most basic life skills[K5], such as organization or accomplishment at least for a while. It must be noted that grief has no schedule. It comes in waves, waves none the less[K6]. When grief covers, a family it takes over emotionally and physically with a variety of symptoms such as: sleep difficulties, poor appetite or overeating, shakiness or trembling, listlessness, disorientation, migraines or headaches, dizziness, dry mouth, crying, numbness, shortness of breath, and exhaustion. Some individuals often withdraw from society and people for a while as many emotions surface. Often experiences, or people that once evoked joy evoke nothing at all, activities once enjoyed seem far-off[K7]. While some members of the family turn to impulsive living. The first year can involve a lot of unnecessary risks. Further, grief can make everything feel surreal[K8], as if reality is just a terrible dream. Everything becomes a blur as the idea of time vanishes. Days are measured by: one day after they died, two days after they diedall standard concepts fade away[K9].[ 3] Helen Fitzgerald, the writer of, the Mourning Handbook writes, During this initial period of grief, you will feel a numbness and a disassociation with the world around you. People who are going through this often tell me that they feel as if they are watching a play in which they are but spectators. [4][K10] Secondly, another huge area that can affect families as they grieve is spirituality. There are many spiritual effects and struggles within a family after facing a death. To start, people vary in their response to death as they differ in how they cope with stress in general. Some people experience a very positive religious[K11] coping[K12] a conceptualization by Pargament, Smith, Koenig, and Perez. They articulate it as such, an expression of a sense of spirituality, a secure relationship with God, a belief that there is meaning to be found in life, and a sense of spiritual connectedness with others. Yet[K13] on the other side of things there can be negative coping which the same individuals describe it as, spiritual discontent, punishing God reappraisals, interpersonal religious discontent, demonic reappraisals (attributing the event to the work of the devil), and reappraisals of Gods power. Religious[K14] coping can help or not help when adapting to loss, it varies between individua ls. The positive side of things could be that the griever finds meaning in the loss and surrenders the feelings of being out of control, learning to depend on Gods comfort presence, and the fellowship of other believers while grieving. This can lead to a grievers transformation and hope in the midst of deep pain. It has even been proven that spiritual coping has helped with chronic illness. The four core dimensions of spiritual[K15] needs are connection, peace, meaning/purpose, and transcendence, which help recovery for ill people as well as when coping with a death in the family. Also, when a mourner has a spiritual community around this can help with bereavement outcomes. Yet[K16], as much as a spirituality can be a source of strength it can also be a source of strain. A two-year longitudinal study was done on a crisis of faith. In elderly patients[K17], those who had a crisis of faith were much closer to death[K18], even when all other variables were controlled. Spirituality is n ot always helpful in terms of adjusting to losses. Even more so, loss can sometimes foster spiritual distress this is seen in things like anger towards God, or an inability to believe in the sovereignty of God, especially when the death is gruesome. These things are bad[K19], but if one does not move from these mindsets, it will destroy them spirituality. Those who have suffered terrible violence[K20], such as a death through homicide, they are much more likely to have extreme unrelenting anger towards God. This can lead to a very sad and tainted view of God of [K21]the griever never moves from this. For some people begin to believe that God has arranged the death of their loved one. Although, spiritual distress in grief is found worse for those with complicated grief. An example of negative spiritual coping shows up in a young boys distressed response, I dont really care now about sinning It doesnt matter to me as much since (my brothers death). I guess it is my way of getting back at God. All in all, we cannot ignore the link between crisis of faith and overall poor grief outcomes.[5] Another huge reality that families face in losing a loved one within the family is the shifting of the family system and its dynamics.The loss of someone within the family unit creates a structural void that requires adjustment. Norna Bowlby-West the author of a helpful article on the journey of family therapy called, the Impact of Death on the Family System suggests that family member may be stuck in one of these three phases of grieving, which contributes to the homeostatic utilization of one or more of these adjustments. When the common homeostatic adjustments of the family system shift often the individuals have no awareness of this change and are often like victims in the process of adjustment. The change can destroy existing relationships and personal effectiveness. An example of this is when a sibling tries to become a parent to their sibling to which they have both lost a parent. West in her article goes over twelve common hemostatic adjustments that can take place within a f amily. First is the anniversary reactions which can be things like: anniversary of death date, their birthday, date of marriage, or traditional holidays (Christmas, Thanksgiving). These times are stressful and can sometimes reinforce unresolved if grief work in the family has not occurred. For example, if a baby brother died on another brothers birthday, leaving the one brother an only child, from[K22] then on that child may never view a birthday as a celebratory thing and only feel depressed on that day. In this case, the effect on the sibling who was left an only child, was lack of self- esteem and the withdrawal of parental affection and attention. The family structure was maintained, as though the dead child was still present physically. Another adjustment is displacement of feelings which can be a mix of: bottled up grief, projections of anger on doctors, nurses, hospitals, care givers, or family members, projection of guilt (may feel need to punish oneself or others), helpless ness, paranoia, or feelings of shame or embarrassment especially with suicide. The scape goat in the family often is found with displaced feelings. Another adjustment is enmeshment which can be: the fear of more loss-overprotective behaviour[K23], increased closeness- tightening of family boundary, expectation that other family members are experiencing the same grief, lack of privacy/space. For example, if a child within the family committed suicide the parents might cope by not letting their kids be alone ever[K24]. When a family member dies, there is an unspoken tightening of the family boundary and in an increased dependency on those whoare left to fill the void. Another adjustment is family secrets some examples of this are: intentionally not talking about the death, not expressing emotions/pain, seeing the death as a punishment for past sin, or experiencing a deep sense of failure when the subject[K25] is mentioned (not living up the legacy of the person who has passed). Anothe r adjustment is the reality of generation gap[K26], for example: extended family (ex. Grandparents[K27]) may need to grieve more openly, or bereaved spouse or parent may not be able to get support from other generation, or over parenting can cause more harm, or one grieving may need more nurturing. For example, the death of a child usually entangles the extended family of at least three generations who might all need different things. Additionally, another element to adjustment and the shift of roles is seen in idealization. For example, if a member is unable to let go of attachment the person who has passed and puts them on a pedestal. Further, siblings may feel like they have to compete with the idealized image of the sibling who has passed on. This can cause kids to always feel like they need to fight for their parents approval. Another example of this would be that a dead husband or wife is idealized to the point were no other relationship is able to compete which can leave the individual always stuck in the past. Evermore so, sometimes ones personal identity becomes frozen in the strong attachment to the dead person and they try to let nothing of their new normal change. This can be seen in someone not being willing to get rid of the deceased belongings or not allowing for any change. Some parents as a way of coping with losing a child are much stricter on their remaining kids. This can lead some parents to reinforce infantile behaviour[K28] and prevent their kids from risk taking and such. This stress of infantile behaviour[K29] often takes place because the parents fear their surviving children may hurt themselves and in tail overprotect them[K30]. Another element of [K31] adjustment is some grievers face obsessive paranoia. They may focus on death, reliving experience and always dwelling on the negative experiences. This also includes a strong fear about death that is projected onto others. This can also involve high expectations, self-destructive thoughts, and self-punishing. For those who face this, the focusing on death this prevents the griever from normal communication. The fear of death and response to that fear can become a homeostatic device of the family. Obsessive paranoia if serious enough has led to many cases of suicide or violence. When grieving sometimes family members try to replace the missing person which really affects[K32] the family structure. Some parents may adopt, re-marry, or get pregnant. But replacement can sometimes only damage the replacement as the aborted grief still remains. To end, there is still a lot more to say about the ways families shift in structure in grief[K33], but this at least scratches some of surface.[6] To conclude, as seen grief is multifaceted, and complex. Grief affects every part of a being emotionally, physically and spirituality, and as each individual is effected a whole family dynamic is affected. Bibliography Bozarth, Alla Renee. 1st ed. Hazelden Publishing, 1994[K35]. Bowlby-West, Lorna. The Impact Of Death On The Family System. Journal of Family Therapy 5, no. 3 (1983): 279-294. Burke, Laurie, and Robert Neimeyer. Spiritual Distress In Bereavement: Evolution Of A Research Program. Religions 5, no. 4 (2014): 1087-1115. http://www.mdpi.com/journal/religions. Fitzgerald, Helen. The Mourning Handbook. 1st ed. New York: Simon Schuster, 1995. Roxanne Dryden-Edwards, MD. Grief: Loss Of A Loved One Symptoms, Treatment, Causes What Is Mourning? Medicinenet. Medicinenet. Last modified 2017. Accessed March 13, 2017. http://www.medicinenet.com/loss_grief_and_bereavement/page2.htm. The Physical And Emotional Effects Of Grief. Funeralplan.Com. Last modified 2017. Accessed March 15, 2017. http://www.funeralplan.com/griefsupport/griefsteps.html. [1] MD Roxanne Dryden-Edwards, Grief: Loss Of A Loved One Symptoms, Treatment, Causes What Is Mourning? Medicinenet, Medicinenet, last modified 2017, accessed March 13, 2017, http://www.medicinenet.com/loss_grief_and_bereavement/page2.htm. [2] Alla Renee Bozarth, 1st ed. (Hazelden Publishing, 1994). [3] The Physical And Emotional Effects Of Grief, Funeralplan.Com, last modified 2017, accessed March 15, 2017, http://www.funeralplan.com/griefsupport/griefsteps.html. [4] Helen Fitzgerald, The Mourning Handbook, 1st ed. (New York: Simon Schuster, 1995). [5] Laurie Burke and Robert Neimeyer, Spiritual Distress In Bereavement: Evolution Of A Research Program, Religions 5, no. 4 (2014): 1087-1115, http://www.mdpi.com/journal/religions. [6] Lorna Bowlby-West, The Impact Of Death On The Family System, Journal of Family Therapy 5, no. 3 (1983): 279-294. [K1]Who is Fumia?   Where does this quote come from no referencing. [K2]Is this still part of the first quote   Appears to come from this site but not referenced http://www.focusonthefamily.com/lifechallenges/emotional-health/coping-with-death-and-grief/understanding-the-grieving-process   Fumia says it well. When it comes to grieving the death of a loved one, there are no linear patterns, no normal reactions, no formulas to follow. The word grief is derived from the French word grà ¨ve, meaning a heavy burden. Indeed, the physical, emotional, psychological and spiritual implications can be overwhelming. [K3]Avoid contractions in formal writing [K4]Quote appears to come from a website rather than the book itself since the breaks in the quote are identical. http://www.funeralplan.com/griefsupport/griefsteps.html.   Should quote this as the source then. You have it listed as a source in the Bibliography but do not refer to it here so that is improper. [K5]comma [K6]poor sentence [K7]poor sentence [K8]comma [K9]this quote is also found on this site: http://www.funeralplan.com/griefsupport/griefsteps.html. [K10]And this one: http://www.funeralplan.com/griefsupport/griefsteps.html. [K11]Sentence is fragmented [K12]Verb confusion [K13]Where did you find this quote No footnote. [K14]Another quote with no footnote.   Oxford textbook of spirituality in healthcare [K15]Seems like this would need a reference as well. Very specific, not common knowledge [K16]comma [K17]comma [K18]comma [K19]comma [K20]comma [K21]awkward [K22]makes it a complete sentence [K23]spelling [K24]this example came from the article needs referencing [K25]added the [K26]comma [K27]capital letter needed [K28]spelling [K29]spelling [K30]Is there supporting material that can be referenced to back this up? [K31]word use [K32]word use [K33]comma [K34]word use [K35]Missing title of Book

Global Climate Change Technology and Carbon-Cycle Projection Models :: Greenhouse Gases Pollution

Global Climate Change Technology and Carbon-Cycle Projection Models Introduction â€Å"Global climate change† is the hippest buzz phrase for radical environmentalists, dutiful scientists, industry heads, and policy-makers alike. Philosophically, it is proof that the environment is humanity’s connective tissue; whether your life’s work is spent tilling a field, manufacturing steel, or conducting conference calls, global climate change affects you. The gravity of this human-environment issue is highlighted in the headlines of the EPA’s â€Å"Science and Policy News†: â€Å"Researchers See ‘No Doubt’ of Human Influence on Climate,† â€Å"Climate Change May Be Greater Threat to Biodiversity than Habitat Loss,† â€Å"Largest Arctic Ice Shelf Breaks Up† (http://yosemite.epa.gov/oar/globalwarming.nsf/content/NewsandEventsScienceandPolicyNews.html). To ensure the further sustainable progress of humanity, it is critical that we work to understand our relationship to climate and its changes. This paper is an assessment of the current work being done to foster that understanding. Specifically, it evaluates global climate change modeling technology, especially the carbon-cycle models imperative for emissions-reduction policy. Climate Science Driven by interactions between the atmosphere, the sea, and life on land, climate is the â€Å"average weather† of Earth (http://www.met-office.gov.uk/research/hadleycentre/models/climate_system.html). The climate system is the sum of the gas, heat, and momentum exchanges that take place between all the components of climate: the atmosphere, the biosphere, the cryosphere (icy earth surfaces), and the land surface. Global climate determines the Earth’s weather; tropical storms, drought, and other large-scale weather events can have catastrophic effects on human communities. Global climate determines Earth’s seasons; crop growing seasons ebb and flow with annual rain and sun variations. Global climate determines the terrestrial and oceanic composition of Earth; should average global temperature rise enough, ice caps and glaciers melt, increasing sea levels on coastal zone where millions of people live. In short, the global climate system influences the most ba sic processes we depend on for survival. A bare-bones definition of climate change refers to variations in climate within different time scales, or to a change in the long-term weather patterns on the planet. However, the broader connotations of the term are critically important to an understanding of climate technology and its applications. Though climate change can be caused by fluctuations in Earth’s cycles and temperature due to â€Å"natural† flux in solar radiation, seasonality, or atmospheric concentration (as happens after a volcanic eruption), the term increasingly implies changes in global temperature with significant economic, social, and environmental ramifications (http://nsidc.