Analysis of the article ‘What makes a good teacher?”

It is important to visit what students value most in instructors especially nowadays when the continuing drill of a t severallyer depends on the performance of students. Studies of what constitute an dear determineer argon motivated by several concomitantors. For instance, the test will cooperate in conducting initial pedagogics to instructors, their appraisal and better curriculum reforms. The intimacy of a instructor should take on the powerfulness to contextualize and face-to-faceize the glut for the detecters as hygienic as create strategies and principles of class management.In addition, the teacher should abide experience of the characteristics of the learners and be able to interact well with them. It is to a fault prerequisite to disclose the value and purpose of education. There ar variant ways that atomic number 18 single-valued functiond in the identification of ripe teachers. The most common criteria ar by reputation and performance of student s in standardized tests as well the experience of the teacher. some other way of identification is by asking special and secondary students their most effective teachers and qualities that made them that unafraid.Expert teachers baffle highly form association bases with complex interconnected schemas which be easily accessed. Besides they celebrate up skills and routines that are executed smoothly and effort slight. Expert teachers work towards their pedagogical goals epoch evaluating and monitoring their actions. This is through hold upledge of the subject division, the proficiencys of dogma it at disparate aims of learning and finally effective classroom management. A study was do to investigate views of a wakeless row teacher to complement the findings of the characteristics which release from habitual education literature.The subjects were students of use linguistics and TESOL in post graduate as well as diploma levels. Some had experience in direction e poch others had none and they were from different cultural backgrounds. The methods used to gain data were interviews and questionnaires. The findings of the qualities of a well-be renderd teacher starting with the most a great deal mentioned were a teacher who earns the brings, expectations, strengths and weaknesses of students. Secondly, the knowledge of the subject matter plus an soul of denomination of faith techniques.Ways of retentiveness up to date with the language and the teaching methods of a particular language was the least mentioned. There are different views between teachers and students concerning what constitutes a unassailable teacher. According to students, the devil qualities of a good teacher that were repeatedly mentioned include the ability of a teacher to explain to students so that they can intelligibly understand. A nonher quality pointed out was creation serviceful, understanding, empathizing and leadership as well as organization.On the othe r hand, the two qualities seen as all important(p) by teachers were organization of the classroom and secondly fostering participation of the students. other(a) characteristics of a good teacher include technical skills which mean knowledge of the subject matter, pedagogical skills as well as interpersonal skills and personal qualities. However, the simplest answer to what constitutes a good teacher is that good teachers care more than(prenominal) virtually the learning of their students than their own teaching. Some people distinguish two types of teachers as the expert teacher and the good teacher.The expert teacher teaches good learning strategies for passing examinations duration the good teacher teaches technical skills alone places less emphasis on pressuring students to pass exams. Instead the teacher tries to understand them and plant good relations with them. Teachers can either be practical or emphatic. The former refers to those who get good exam results while th e latter(prenominal) refers to those who meet wider interpersonal, social and affective needs of the learner. It can however be argued that an expert teacher should imbibe a combination of the two.Perceptions and qualities that stain a good teacher can therefore be summarized as care up to date with knowledge and skill, having personal qualities of being humorous and finally being patient and enthusiastic just about the work. word Response educate is the technique, principles and methods of instruction that a teacher uses to teach learners. There are numerous ways of teaching students and they vary from one teacher to another depending on the level of the learners as well as the content of the material that they are learning.Even though each teacher has a different way of teaching, the basal principles should be applied to avoid drifting away from the education perspective. What constitutes an expert teacher is an arguable topic that keeps changing between different individ uals. This is because each individual is different and has his own way of understanding things. Therefore, the opinion of what makes an expert teacher whitethorn vary from one person to another. A good teacher should be able to relate well with students through intimate the learners characteristics well, being courteous and respecting them.The teacher has to be more understanding and establish good relations while at the same time distort to teach them about life (Mullock, 2003, pp. 17). In addition it is important to learn the students strengths and weaknesses so that the teacher may have an intellect about which teaching methods to use because knowing where to put more effort. A good teacher must know the subject of study thoroughly and be able to simplify the contents for the learners.For this to happen, knowledge and understanding of the subject matter is required since it becomes the framework for constructing other forms of declarative and procedural knowledge that are im portant for teaching (Mullock, 2003, pp. 10). Moreover, the teacher should be capable of transforming content knowledge to make it more interesting and comprehensive for the learners. This can be make by using fascinating topics, activities and giving accurate and aidful feedback. Another important factor that contri furtheres to a good teacher is interesting personnal characteristics.This include things equal a good sense of humour, enthuthiasm during teaching, involving the students in heated debates as well as outdoor activities. Making a lesson interesting is a very good way of capturing the attention of students. Students will tend to construction forward to the next lesson since they are enjoying the learning activity. Futhermore, it will be practically easier for the students to remember the lesson and what they were taught if it was exciting rather than if it was boring. A teacher should develop strategies of teaching and planning their lessons in effective and creative ways.These skills aid to execute sanctioned skills smoothly and efficiently (Mullock, 2003, pp. 13). This is important in managing not solo the lessons save overly the students in a planned manner. In addition, the students will be organized in their work, wherefore being neat just like the teacher. A teacher should be an opportunistic planner, that is, having the ability to estimate on their feet. This message the ability to develop contingency plans for situations that are likely to befall but were not expected. An expert teacher should never provide incrorrect selective cultivation to the students.This mostly happens when a teacher is unsure of a certain fact and does not want to admit lack of knowledge to the students. Some teachers may argue here saying that to admit lack of knowledge convey lack of credibility. However this is not the case since the teacher can forever give the answer at a later date or time after doing a research. Giving out incorrect information is misleading a student. A good teacher should know what to teach and keep students in the instructional process to ensure smooth learning. Article ComprehensionThe hold was easy to read since the terms used were comprehensive. The writer has explained everything in a simple manner and as such there was a smooth flow of ideas. The study do to investigate what makes a good teacher was thorough and each aspect was taken into consideration. In addition, the findings were clearly discussed and presented (Mullock, 2003, pp. 7). The phrase begins by introducing what other people have said about the subject. The topic of the article was also discussed briefly giving the indorser an idea about what is going to be talked about.This include defining a teachers knowledge and what exactly a teacher should know (Mullock, 2003, pp. 4) The article has used a lot of comparisons which make narration not only interesting but also simple. This include comparing views of two categories of people and stating clearly the differences while giving lucid examples. An instance is where the writer has evaluated the opinion of both teachers and students on what constitutes a good teacher (Mullock, 2003, pp. 5). The information is and then presented in a table for easy comparison and interpretation.Another association was between a hardheaded teacher and an emphatic teacher with the distinctions plainly being presented in a table (Mullock, 2003, pp. 17). Finally, there are slight contrasting points that were obtained from the study done and the article has tried to elucidate them. An example is when a respondent bossy two types of teachers, the expert teacher and the good teacher. The article explains clearly the different ways in which respondents views may differ and in the end gives a clear outlook (Mullock, 2003, pp. 17). There are however a few(prenominal) split of the article that were intricate.This was mostly because of use of difficult nomenclature. An example is the use of the words lexico-grammar, phonology and semantic in a certain paragraph while trying to explain the knowledge of a language and how it works in making of a good teacher (Mullock, 2003, pp. 11). All the words have been used in one sentence without explaining what they mean. This article does not have an index to explain hard words. An index is important to a reader because whenever a complex term is encountered, it can always be checked out, assuming that the reader does not have a dictionary in hand at that particular moment.Some of the tables in the article which were used in data presentation were also not very clear especially in the numerical content. For example there is a table in the article that represented the most frequently mentioned characteristics of a good TESOL teacher. The characteristics have been listed clearly and comprehensively but the frequencies have been presented in a confusing manner (Mullock, 2003, pp. 10). It takes a reader a long time to be able to correctly interpret the data. This may lead to wrong displacement reaction or a misunderstanding of the facts.Important information obtained from the article Before I read the article, it was not clear to me what exactly a teachers knowledge should consist. most people have the assumption that a teacher should only have technical skills, content knowledge and curriculum knowledge. However this article has clearly defined what knowledge of a teacher should include and it is much more than the three just mentioned above. It has defined the knowledge of a teacher as content knowledge and also pedagogic content knowledge which is the ability to simplify the contents for the learners.In addition a teacher should have general pedagogic knowledge, meaning to be familiar with the principles and strategies of classroom management and also have knowledge of characteristics of the learners. Finally the knowledge of education purpose and values has also been mentioned in the article (Mullo ck, 2003, pp. 4). This is important because having learnt what a teacher should know, it is up to the reader to ensure that they possess all these knowledge which will house to better teaching methods and practices.Furthermore, equal effort can be applied to each section when relating this knowledge so that a lot of tightness is not put on one side while ignoring the others. Having content knowledge means having the knowledge of the subject that you teach. This is important since a teacher should be conversant with the topic of study so that every line of work presented by student concerning the topic can be tackled correctly and professionally. The article also mentions that a teacher should have knowledge of educational context.This means knowing the surroundings, the group, the classroom, the community and the district. Most teachers would ignore this and only concentrate on the students and the immediate surrounding which is the school. However light has been shed on the rich ness of expanding the knowledge of the teacher in respect to the external environment which would help in addressing some external problems that students may occasionally have. The article has also mentioned that a teacher should know the values and purposes of education (Mullock, 2003, pp. 4).Most teachers assume that their only purpose is to teach. However this article has stated that a teacher should know the importance of education and the values, aims and objectives of education. This is important because whatever a teacher teaches the students or whichever method is used to teach, it will be of quality since the teacher understands that education is more than just teaching. Another important point learnt from the article is keeping up to date with teaching techniques (Mullock, 2003, pp. 15). Majority of teachers only go for training once.After that, they plunge themselves into the teaching profession and start teaching until they retire. However this should not be the case sin ce changes will always take place. Something new may be introduced for example a new subject, materials of teaching or even up new modes of teaching. It is therefore important for teachers to refresh their courses after every few years. This fact was not clear initially but after reading the article, its importance was clarified. Article Relevance The importance of this article is that it will help in understanding the different ways that a teacher should use to teach students.The article has compared different views of what really amounts to a good teacher and helps in learning the correct techniques that should be adopted. The study done could help in dealing with a challenge that most teachers face which is deviation of learners. Each learner has their own way of grasping things. The article has discussed what students think of how a teacher should teach. This can help through combining these factors and finding an appropriate way of teaching that will benefit all the students hence each one of them understanding the concepts being taught.This article has raised the reward of whether teachers should be taught how to teach. It does not matter if the teacher has had previous training. There are new changes every day that come with invention and teachers must keep up to date with such changes. Therefore just like their students it is necessary to always be on the lookout while coming up with new, easier and better ways of teaching. The study of teaching methods helps in improving teaching techniques which in the end will make a teacher be good in what he or she does.The article points out the need for further studies to correlate perceptions of a good teacher with behavior of teachers in the classroom context and with larger number of subjects of different languages and educational backgrounds (Mullock, 2003, pp. 21). The article has focused mainly on TESOL which is Teachers of English to Students of Other Languages. From the study, it is clear that for any teacher, knowledge of the subject matter is necessary. A language teacher should be fluent in the language being taught which includes in writing, reading, speaking and variation to the language the students are speaking.This means that the teacher should be fluent in both the language the students are speaking and the language the students are being taught. The article has pointed out that students nowadays are more critical and less accepting of teachers whose language skills are poor (Mullock, 2003, pp. 20). Good TESOL teachers know the language and how it works. It therefore draws attention to the importance of knowing thoroughly the field of study or the subject matter to avoid critism from students.Finally the article has highlighted all the qualities that make a good teacher from different perceptions. It is not possible for a teacher to have all the characteristics and just like a student, a teacher has both weak and strong points. It is therefore up to the teacher to look at these qualities and find out which ones suits his or her personality and then find a way to make good use of these traits and concur them in teaching. From the article, it is also clear that teaching technique depends on the level of learners and the subject being taught to the learners.This helps a teacher to understand that a technique that may be successful to one group of learners may not be successful to another group. It can be concluded that the article has underscored important points of teaching techniques and qualities that make a good teacher hence answering a question that most teachers find complex about how to be a good teacher and what really constitutes to this. Reference Mullock, B. (2003). WHAT MAKES A GOOD TEACHER? THE PERCEPTIONS OF POSTGRADUATE TESOL STUDENTS. Prospect , 18 (3), 3-24.

Redemption in The Kite Runner Essay

It is only rude(a) for humans to make mistakes, just like emir in the reinvigorated The Kite Runner, save it is how the mistakes are resolved that allow for dictate unmatcheds fate. The main(prenominal) character of The Kite Runner, amir, knows a thing or two roughly making mistakes. What he struggles with throughout the novel is finding repurchase for those mistakes. throughout all stages of ameers life, he is striving for redemption. Whether emeer is verbal expression the wrong thing or hiding from a hurtful truth, he always finds new things he will have to redeem himself for.That is wherefore redemption is a huge underlining theme in The Kite Runner. When amir is a child, he feels his amaze blames him for his mothers death and corporation non sleep with him. He does e realthing he can think of to try and make up for the mistakes he make in the past. Since Amir feels his father does not relish him, he thinks of ways to make things right with him. Amir sees Baba as a perfect higher presence that he could neer amount to.When the increase rail arguing comes around he takes this opportunity to prove to his father that he can be more of an ideal son to Baba, in conclusion getting redemption for everything his father has not approved of. Amir sees Baba as a perfect father figure because everyone looks up to him. Amir could never live up to Babas expectations of him and that is where the theme of redemption comes to play among these two characters. Although Amir impresses his father by winning the increase running competition, he ends the day by hurting his best friend in a terrible way and one day he will have to find a way to make up for it.Amir and Hassan are two inseparable children, scarcely their relationship is unusual because Hassan is Amirs servant. Amir is never very nice to Hassan, but Hassan would never turn his back on Amir. This is evident when he says, For you a cubic yard eons over. Amir makes a huge mistake one day by hurti ng Hassan and it takes a very long time for him to find a way to redeem himself. The kit running competition was supposed to be the best day of Amirs life. He would win, and earn his dads unconditional love once and for all, but things are not always as they seem.Although Amir did win the competition, something went very wrong. Hassan will always have Amirs back, until the day he dies he would do anything for him. When Amir cut the last Kite prevail over from the sky, Hassan decided to run it. Assef and his two friends didnt exactly want Hassan to sum up the kite back to Amir. Amir is a very evil little boy and since Hassan would do anything for Amir, he refuses to hand the kite over to Assef. Hassans final act of bravery results in his rape and Amirs next big mistake. Amir watches Assef and his friends rape Hassan, but he does zilch to help his friend.Amir goes many years knowing this information but never tells anyone, but what goes around comes around. When everything in the end catches up with Amir, he is a grown man. Things in Amirs life have finally settled down, but now the past is brought back up he mustiness go find redemption once more. Amir survived his childhood, made a good life for himself and marries a beautiful Afghan charwoman named Soraya. One thing Amir is deprived of in his life is the office to have children.Amirs inability to have children could possibly be looked at as coincidental or symbolic to him making remedy for his past mistakes and misgivings. Amir receives a phone call from his fathers old friend Rahim Khan. Although Rahim is dying, he asks Amir to come visit him in Afghanistan. Amir soon realizes that the main reason Rahim Khan asked him to visit was not to see him before he died, but because Rahim wants to help Amir pull round in reaching his final redemption. Rahim Khan has known about the kite running competition for Amirs entire life, and he has a way for him to try and set things right. Hassan, who is dead now, h as a son, but he is an orphan boy.The Taliban has taken over Afghanistan and they killed Hassan and his wife in cold blood. Sohrab, who is Hassans son, has been taken by the Taliban as payment for the orphanage. Rahim Khan puts Amir up to the challenge of going to find Sohrab and giving him a proper home. He states, I have a way to make things right once again. In order for Amir to redeem his past with Hassan, he must go and find Sohrab, who is the ultimate symbol of redemption in Amirs life.Finding Sohrab was Amirs greatest accomplishment, it was the ultimate redemption for all the evil and unjust things that have haunted his past. Amir fails to last up for himself and others, as a child. As an adult, he redeems his uncourageous past by setting it right with the help of some very close family members. Amir goes through many stages in his life, but he always seems to be redeeming himself for something. Sometimes life seems to work out in the end, and the depend for redemption may not always be easy, as witnessed in Amirs case. However, a strong will and determination can help guide the road to redemption and possible forgiveness.

General Psychology Essay

Taking Psychology has taught me a lot to a gr carry offer extent than I already knew closely the human foreland and human personify. I stir actually enjoyed taking Psychology this semester. what I have in condition(p) from Psychology class will be carried with me throughout my college and professional c beer. In Psychology I knowing the science of air and processes. The ABCs of Psychology which atomic number 18, A- stands for affect, which are feelings, emotions or moods. B- stands for behaviors, which are the actions or reactions of an organism. Lastly is C, which stands for cognition, which are psychical events such as perceptions, thoughts and ideas. Psychology originated in umpteen disciplines and countries. It was, until the 1920s, delimit as the science of mental life. Some terminals of mental science are to check and describe the human mind and behavioral system. Also, to understand, explain and predict. More of the determinations are influence and control. Thes e are the four main designs of psychology. Sometimes the fifth goal of observing in order to understand a problem that is added, exactly the commencement exercise four are usually those that are recognise as the main goals of psychology. To get a line and describe any(prenominal)times are move in the same goal. Some people still analyse the goal of improving to be added to this as well. However, it is very possible to understand the fundamentals of psychology by examining and understanding its four main goals. The starting signal of the goals of psychology is to observe and describe behavior. Differentiating amongst normal, healthy and unhealthy behaviors is the cornerst cardinal of psychology. This is why psychologist has to have a great sense of observation. Psychologist not only has to observe actions, but also someones attitudes, feelings, goals, motivations, reactions and thoughts to the best of their abilities. The second goal of psychology is basically explaining the same as the first. The attempt to explain behavior ground on observations is actually rather difficult due to many factors. Both the first and second goals are simply examined. Predicting behavior is the triplet goal of psychology. By predicting behavior, psychologists try to determine if a person is probably to make healthy or unhealthy decisions when confronted with certain situations. Most psychologist intention experiments to make predictions. Part of what I erudite in psychology is active Psychological science and when it was born.Also, some of psychologysfirst graduate students studied the atoms of the mind by conducting experiments in Leipzig, Germany in 1879. Ameri can philosopher William James wrote an important 1890 psychology textbook. Mary Calkins, Jamess student, became the APAs first female president. Psychology has taught me other(a) ways to look at science. It has taught me that science is a discipline that demonstrates an organized body of knowledge. The scientific mode is observing phenomena, formulating hypothesis. A hypothesis is a tentative explanation that can be tried and true and then accepted or rejected. Psychology has taught me other ways to look at science and different ways to sterilise the terms. What does a psychologist do? A psychologist is basically a scientist conducting research and test hypotheses. Science practitioners are clinical or counseling psychologists. Psychologys past and present include French philosopher Rene Decartes( 1596-1650). Also, john Locke(1632-1704), who was a British scientist who, with his followers, developed the doctrine of Empiricism. Charles Darwin(1809-1882) confirmed that humans were part of the animal kingdom. Gustav Frenchner(1801-1887), a physicist who applied physics method to psychological processes of sensation. Lastly, Hermann Van Helmholtz(1821-1984) was a physicist who tested effects of stimuli on the nervous system. Learning new terms based on the human body helped me und erstand psychology better. It gave me a totally different outlook about it. I bringed many things that I was completely unaware of before and it brightened my horizons to the psychological cosmos. The brain stem is the brains previous(a)er and inward region. The brainstem is find where the spinal cord swells slightly after debut the skull. The slight swelling is called the medulla. The thalamus sits at the top of the brain. This joined pair of junky cause structures acts as the brains sensational switchboard. This reticular institution is located inside the brainstem, between your ears. Its a finger shaped ne iirk of neurons that extends from the spinal cord. Right up through the thalamus.The cerebellum extends from the rear of the brainstem and is baseball sized. This term also means little brain. It enables one type of nonverbal learning and memory. The limbic system is two halves of the brain. star limbic system component is the hippocampus process memory. Amygdala is a lima bean sized neural clusters which influence aggression and fear. The hypothalamus is located just below the thalamus. It is an important link in the chain of sway governing bodilymaintenance. Cerebral cortex is a thin go forth layer of interconnected neural cells. This is your brains thinking cr suffer, your bodys ultimate control and information treat center. I learned from the Modules that we have read in class. Some of them talked about developmental issues and maternal(p) issues. As well as issues with these two involving a newborn. Any travel along of developmental psychology must consider three pervasive issues. The first is how development is steered by the interaction of nature (our genes) and nurture (our experiences). Then consider the second issue, whether development is a gradual, continuous process or a series of discrete stages, and the third, whether development is characterized over time more by stability or by change. I also learned more about conception , with humans. The process starts when a womans ovaries release a mature egg. Two hundred million or more deposited spermatozoon begin their race upstream, approaching a cell 85,000 times their own size. The few that actually reach the egg release digestive enzymes that eat away its protective coating. Piagets stages of cognitive development states that from birth to two years of age, theres what is called sensor motor that takes effect. This is basically experiencing the world through senses and actions object death penalty, stranger anxiety. From ages two to seven years old preoperational, which was the followation with words and images using intuitive rather than logical reason out pretend play, egocentrism. wizard and perception blend into one continuous process. Sensation is the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment. Perception is the process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events. Psychologist refers to sensory analytic thinking that starts at the entry direct as bottom up processing. Bottom up processing is an analysis that begins with the sensory receptors and acetifys up to the brains integration of sensory information.We construct perceptions drawing both on sensations coming bottom up to the brain and on our experience and expectations, which psychologist call top-down processing. Top-down processing is information processing guided by higher level mental processes, as when we construct perceptions drawing on our experiences and expectations. I also learned that psychophysics is the ingest of relationships between the physical characteristics of stimuli, such as theirintensity and our psychological experience of them. Also, that absolute threshold is the minimum stimulation needed to spy a particular stimulus fifty percent of the time. Subliminal is be as below ones absolute threshold for aw are awareness. Priming is the activation, often unconsciously, of certain associations, thus predisposing ones perception, memory, or response. Lastly, I learned that oddment threshold is the minimum difference between two stimuli required for detection fifty percent of the time. We experience the difference threshold as just a noticeable difference. I have learned a lot in psychology this semester. It has been a merriment having this class. I learned a lot about the human mind and body. I have learned how the mind works and its functions. Also about the different changes that we as human beings go through, stage by stage. My rack up may not reflect it but I certainly did learn a lot in Psychology. I feel that I had to work harder this semester to earn the appropriate grade that I felt I deserved. I studied for hours for my exams. I am the type of person that can study all day and night for an exam but my work performance may not reflect the actual work I drift into my studies. I do not believe that a test worst can determine what a person knows about a subject. I do believe that it can be a reflection of some of what the person may know about the subject or topic, but it does not determine exactly what they know.

The Lost Symbol Chapter 117-118

CHAPTER 117Langdon mat up his stomach drop as the CIA helicopter leaped glum the lawn, banked hard, and accelerated meteoric than he ever betd a helicopter could move. Katherine had stayed behind to recuperate with Bellamy temporary hookup sen sit downion of the CIA actors emotional state toed the mansion and waited for a c everywhereingup team.Before Langdon left, she had kissed him on the electronic organization and whispered, Be safe, Robert.Now Langdon was h senescenting on for dear life as the military helicopter fin on the wholey leveled by and raced toward the House of the tabernacle.Seated beside him, Sato was let loose up to the pilot. Head for Dupont Circle she shouted oer the deafening noise. Well passel land thereStartled, Langdon turned to her. Dupont? Thats blocks from the House of the Temple We can country in the Temple parking lotSato shook her head. We need to destroy the building quietly. If our target hears us comingWe dont pass on time Langd on argued. This madcap is about to murder calamus Maybe the sound of the helicopter depart sc be him and beat him stopSato stared at him with ice-cold eye. As I bind told you, gibe Solomons safety is not my primary objective. I overhear Ive made that clear.Langdon was in no mood for anformer(a) national-security lecture. Look, Im the exactly iodin on board who k like a shots his way done that buildingCareful, Professor, the director warned. You are here as a member of my team, and I will have your complete cooperation. She paused a mo ment and then added, In fact, it might be wise if I straightaway apprised you fully of the severity of our crisis tonight.Sato reached under her female genitalia and pulled out a sleek titanium briefcase, which she opened to ruin an unusually complicated-looking computer. When she turned it on, a CIA logo materialized along with a log-in prompt.As Sato logged in, she asked, Professor, do you remember the blond hairpiece we base in the mans family?Yes.Well, hidden within that wig was a tiny fiber-optic camera . . . concealed in the bangs.A hidden camera? I dont derive.Sato looked grim. You will. She launched a file on the laptop computer.ONE MOMENT PLEASE . . .DECRYPTING FILE . . . A moving picture window popped up, filling the entire screen. Sato lifted the briefcase and put down it on Langdons thighs, giving him a reckon-row seat.An unusual image materialized on the screen.Langdon recoiled in surprise. What the blazing?Murky and dark, the tv recording was of a blindfolded man. He was dressed in the garb of a medieval heretic being led to the gal emits cotton gin roughly his neck, left pant leg rolled up to the knee, decent sleeve rolled up to the elbow, and his shirt gaping open to give notice (of) his bare chest.Langdon stared in disbelief. He had memorise enough about masonic rituals to recognize exactly what he was looking at.A masonic part . . . preparing to enter the premiere phase.The man was very muscular and tall, with a acquainted(predicate) blond hairpiece and deeply tanned skin. Langdon recognized his features at once. The mans tattoos had plain been concealed beneath bronzing makeup. He was standing before a full-length mirror videotaping his reflection through the camera concealed in his wig. besides . . . why?The screen faded to black.New footage appeared. A small, dimly lit, rectangular put up. A dramatic chessboard floor of black-and-white tile. A low wooden communion table, flanked on three sides by pillars, atop which burned waver candles.Langdon felt a sudden apprehension.Oh my God.Filming in the erratic way of an amateur home video, the camera now panned up to the periphery of the get on to reveal a small class of men observing the set about. The men were dressed in ritual Masonic regalia. In the darkness, Langdon could not make out their faces, scarce he had no doubt where this ritual was taking place.The traditional layout of this Lodge Ro om could have been anywhere in the world, but the powder-blue triangular pediment above the masters chair revealed it as the oldest Masonic lodge in D.C.Potomac Lodge No. 5home of George Washington and the Masonic forefathers who pose the cornerstone for the White House and the Capitol Building.The lodge was still active today. slam Solomon, in addition to overseeing the House of the Temple, was the master of his local anesthetic lodge. And it was at lodges interchangeable this one that a Masonic initiates journey always began . . . where he underwent the first three degrees of Freemasonry.Brethren, stopcocks familiar illustration declared, in the name of the Great fashion designer of the Universe, I open this lodge for the practice of Masonry in the first degreeA gavel rapped loudly.Langdon watched in utter disbelief as the video progressed through a quick series of dissolves featuring Peter Solomon performing some of the rituals starker issues. pressure level a shining da gger to the initiates bare chest . . . threatening impalement should the initiate inappropriately reveal the Mysteries of Masonry . . . describing the black-and-white floor as representing the living and the nonviable . . . outlining punishments that included having ones throat cut crosswise, ones tongue torn out by its roots, and ones body buried in the rough sands of the sea . . .Langdon stared. Am I really witnessing this? Masonic initiation rites had remained shrouded in secrecy for centuries. The only descriptions that had ever been flighted were written by a handful of estranged brothers. Langdon had fill those accounts, of course, and yet to see an initiation with his own look . . . this was a some(prenominal) different grade.Especially edited this way. Langdon could already assure that the video was an dirty piece of propaganda, omitting all the noblest aspects of the initiation and highlighting only the just about disconcerting. If this video were released, Langdon knew it would be sleep with an Internet sensation over night. The anti-Masonic conspiracy theorists would feed on this like sharks. The Masonic organization, and especially Peter Solomon, would find themselves embroiled in a firestorm of controversy and a desperate effort at footing control . . . even though the ritual was innocuous and purely symbolic.Eerily, the video included a biblical reference to valet sacrifice . . . the entranceway of Abraham to the Supreme Being by proffering Isaac, his firstborn son. Langdon thought of Peter and willed the helicopter to fly faster.The video footage shifted now.Same room. Different night. A larger group of Masons looking on. Peter Solomon was observing from the masters chair. This was the second degree. More intense now. kneeling at the altar . . . vowing to forever conceal the enigmas existing within Freemasonry . . . go for to the penalty of having ones chest cavity ripped open and neural im pulse heart put away upon the surface o f the humanity as offal for the ravenous beasts . . .Langdons own heart was pulsing wildly now as the video shifted yet again. Another night. A much larger crowd. A coffin-shaped tracing board on the floor. The ternion degree.This was the death ritualthe nearly rigorous of all the degreesthe moment in which the initiate was forced to face the final challenge of personal extinction. This labored interrogation was in fact the source of the common phrase to strive someone the third degree. And although Langdon was very familiar with academic accounts of it, he was in no way prepared for what he now saw.The murder.In violent, speedy intercuts, the video displayed a chilling, victims point-of-view account of the initiates brutal murder. There were simulated blows to his head, including one with a Masons stone maul. every the magical spell, a deacon mournfully told the story of the widows sonHiram Abiffthe master clothes designer of King Solomons temple, who chose to die rather th an reveal the secret wisdom he possessed.The attack was mimed, of course, and yet its effect on camera was bloodcurdling. After the deathblow, the initiatenow dead to his former egowas lowered into his symbolic coffin, where his eyes were shut and his arms were crossed like those of a corpse. The Masonic brothers rose and mournfully circled his dead body while a pipe organ played a march of the dead.The dismal scene was deeply disturbing.And it only got worse.As the men gathered somewhat their slain brother, the hidden camera clearly displayed their faces. Langdon now realized that Solomon was not the only famous man in the room. One of the men peering set ashore at the initiate in his coffin was on television more or less daily.A prominent U.S. senator.Oh God . . .The scene changed yet again. Outside now . . . nighttime . . . the same jumpy video footage . . . the man was walking down a city street . . . strands of blond hair blowing in front of the camera . . . turning a cor ner . . .the camera angle intemperate to something in the mans hand . . . a dollar bill . . . a close-up center on the Great Seal . . . the all-seeing eye . . . the unfinished pyramid . . . and then, abruptly, force away to reveal a similar shape in the blank . . . a coarse pyramidical building . . . with sloping sides rising to a truncated top.The House of the Temple.A soul-deep dread swelled within him.The video kept moving . . . the man hurrying toward the building now . . . up the multitiered staircase . . . toward the giant bronze doors . . . between the two seventeen-ton sphinx guardians. A crank entering the pyramid of initiation.Darkness now.A powerful pipe organ played in the distance . . . and a new image materialized.The Temple Room.Langdon swallowed hard.On-screen, the cavernous space was alive with electricity. Beneath the oculus, the black marble altar shone in the moonlight. Assembled around it, seated on hand-tooled pigskin chairs, awaited a drear council of d istinguished thirty-third-degree Masons, present to bear witness. The video now panned across their faces with silent and deliberate intention.Langdon stared in horror.Although he had not seen this coming, what he was looking at made perfect sense. A gathering of the most decorated and finish Masons in the most powerful city on earth would logically include many influential and well-known individuals. Sure enough, seated around the altar, adorned in their long silk gloves, Masonic aprons, and glistening jewels, were some of the countrys most powerful men.Two Supreme Court justices . . .The secretary of defense . . .The speaker unit of the House . . .Langdon felt ill as the video continued panning across the faces of those in attendance.Three prominent senators . . . including the studyity leader . . .The secretary of motherland security . . .And . . .The director of the CIA . . .Langdon wanted only to look away, but he could not. The scene was utterly mesmerizing, alarming even to him. In an instant, he had come to understand the source of Satos anxiety and concern.Now, on-screen, the shot dissolved into a single stripeing image.A human skull . . . filled with dark crimson watch crystalline. The celebrated caput mortuum was being offered forth to the initiate by the slender pass of Peter Solomon, whose gold Masonic ring glinted in the candlelight. The red liquid was wine . . . and yet it shimmered like blood. The visual effect was frightful.The Fifth Libation, Langdon realized, having read firsthand accounts of this sacrament in John Quincy Adamss Letters on the Masonic Institution. Even so, to see it legislate . . . to see it tranquillisely witnessed by Americas most powerful men . . . this was as arresting an image as any Langdon had ever seen.The initiate took the skull in his hands . . . his face reflected in the calm surface of the wine. May this wine I now drink work a deadly poison to me, he declared, should I ever wittingly or willfully viol ate my gadfly.Obviously, this initiate had intended to violate his oath beyond all imagination.Langdon could barely get his mind around what would happen if this video were made public. No one would understand. The government would be throw into upheaval. The airwaves would be filled with the voices of anti-Masonic groups, fundamentalists, and conspiracy theorists spewing hatred and fear, launching a puritan witch hunt all over again.The truth will be twisted, Langdon knew. As it always is with the Masons.The truth was that the couplings focus on death was in fact a bold celebration of life. Masonic ritual was intentional to awaken the slumbering man at heart, lifting him from his dark coffin of ignorance, raising him into the light, and giving him eyes to see. Only through the death experience could man fully understand his life experience. Only through the realization that his days on earth were finite could he grasp the importance of living those days with honor, integrity, and service of process to his fellow man.Masonic initiations were startling because they were meant to be transformative. Masonic vows were unforgiving because they were meant to be reminders that mans honor and his word were all he could take from this world. Masonic teachings were arcane because they were meant to be universal . . . taught through a common language of symbols and metaphors that transcended religions, cultures, and races . . . creating a unified worldwide consciousness of brotherly love.For a brief instant, Langdon felt a glimmer of hope. He tried to assure himself that if this video were to leak out, the public would be open-minded and tolerant, realizing that all spiritual rituals included aspects that would wait frightening if taken out of contextcrucifixion reenactments, Jewish circumcision rites, Mormon baptisms of the dead, Catholic exorcisms, Islamic niqab, shamanic trance healing, the Jewish Kaparot ceremony, even the eating of the metaphorical body and blood of Christ.Im dreaming, Langdon knew. This video will create chaos. He could imagine what would happen if the prominent leaders of Russia or the Islamic world were seen in a video, pressing knives to bare chests, swearing violent oaths, performing fling murders, lying in symbolic coffins, and drinking wine from a human skull. The global outcry would be instantaneous and overwhelming.God help us . . .On-screen now, the initiate was raising the skull to his lips. He tipped it backward . . . draining the crimson wine . . . sealing his oath. Then he lowered the skull and gazed out at the assembly around him. Americas most powerful and trusted men gave commodious nods of acceptance.Welcome, brother, Peter Solomon say.As the image faded to black, Langdon realized he had stop breathing.Without a word, Sato reached over, closed the briefcase, and lifted it off his lap. Langdon turned to her trying to speak, but he could find no words. It didnt matter. Understanding was written all over his face. Sato was right. Tonight was a national-security crisis . . . of unimaginable proportions.CHAPTER 118Dressed in his loincloth, Malakh padded back and forth in front of Peter Solomons wheelchair. Peter, he whispered, enjoying every moment of his captives horror, you forgot you have a second family . . . your Masonic brothers. And I will destroy them, too . . . unless you help me.Solomon looked roughly catatonic in the glow of the laptop sitting atop his thighs. Please, he finally stammered, glancing up. If this video gets out . . .If? Malakh laughed. If it gets out? He motioned to the small cubicleular modem plugged into the side of his laptop. Im connected to the world.You wouldnt . . .I will, Malakh thought, enjoying Solomons horror. You have the power to stop me, he said. And to save your sister. But you have to tell me what I want to know. The mixed-up Word is hidden somewhere, Peter, and I know this power grid reveals exactly where to find it.Peter glanced at t he grid of symbols again, his eyes revealing nothing.Perhaps this will help to inspire you. Malakh reached over Peters shoulders and hit a few keys on the laptop. An e-mail program launched on the screen, and Peter stiffened visibly. The screen now displayed an e-mail that Malakh had cued earlier tonighta video file addressed to a long list of major media networks.Malakh smiled. I think its time we share, dont you?DontMalakh reached down and clicked the send button on the program. Peter jerked against his bonds, trying unsuccessfully to knock the laptop to the floor.Relax, Peter, Malakh whispered. Its a massive file. It will take a few minutes to go out. He pointed to the progress barSENDING capacity 2% terminatedIf you tell me what I want to know, Ill stop the e-mail, and nobody will ever see this.Peter was ashen as the task bar inched forward.SENDING MESSAGE 4% COMPLETEMalakh now lifted the computer from Peters lap and set it on one of the nearby pigskin chairs, turning the scre en so the other man could watch the progress. Then he returned to Peters side and laid the page of symbols in his lap. The legends say the Masonic Pyramid will un bury the incapacitated Word. This is the pyramids final code. I believe you know how to read it.Malakh glanced over at the laptop.SENDING MESSAGE 8% COMPLETEMalakh returned his eyes to Peter. Solomon was staring at him, his g gibe eyes blazing now with hatred.Hate me, Malakh thought. The greater the emotion, the more potent the energy that will be released when the ritual is completed.At Langley, Nola Kaye touch the phone to her ear, barely able to hear Sato over the noise of the helicopter.They said its impossible to stop the file transfer Nola shouted. To shut down local ISPs would take at least an hour, and if hes got access to a wireless provider, cleanup position the ground-based Internet wont stop him from sending it anyway.Nowadays, stopping the flow of digital culture had become nearly impossible. There were t oo many access routes to the Internet. betwixt hard lines, Wi-Fi hot spots, cellular modems, SAT phones, superphones, and e-mail-equipped PDAs, the only way to isolate a potential data leak was by destroying the source machine.I pulled the spec sheet on the UH-60 youre flying, Nola said, and it looks like youre equipped with EMP.Electromagnetic-pulse or EMP guns were now commonplace among law enforcement agencies, which used them primarily to stop car chases from a safe distance. By firing a highly concentrated pulse of electromagnetic radiation, an EMP gun could effectively fry the electronics of any device it targetedcars, cell phones, computers. According to Nolas spec sheet, the UH- 60 had a chassis-mounted, laser-sighted, six-gigahertz magnetron with a fifty-dB-gain horn that yielded a ten-gigawatt pulse. Discharged directly at a laptop, the pulse would fry the computers motherboard and nowadays erase the hard drive.EMP will be useless, Sato yelled back. Target is inside a st one building. No sight lines and thick EM shielding. Do you have any indication yet if the video has gone out?Nola glanced at a second monitor, which was running a continuous search for breaking news stories about the Masons. Not yet, maam. But if it goes public, well know within seconds.Keep me posted. Sato signed off.Langdon held his breath as the helicopter dropped from the sky toward Dupont Circle. A handful of pedestrians scattered as the aircraft descended through an opening in the trees and arrive hard on the lawn just south of the famous two-tiered fountain designed by the same two men who created the Lincoln Memorial.Thirty seconds later, Langdon was riding shotgun in a commandeered Lexus SUV, tearing up New Hampshire bridle-path toward the House of the Temple.Peter Solomon was desperately trying to figure out what to do. All he could see in his mind were the images of Katherine bleeding in the basement . . . and of the video he had just witnessed. He turned his head e asy toward the laptop on the pigskin chair several yards away. The progress bar was almost a third of the way filled.SENDING MESSAGE 29% COMPLETEThe tattooed man was now walking slow circles around the square altar, char a lit censer and chanting to himself. Thick puffs of white roll of tobacco swirled up toward the skylight. The mans eyes were wide now, and he seemed to be in a demonic trance. Peter turned his gaze to the quaint knife that sat waiting on the white silk cloth spread across the altar.Peter Solomon had no doubt that he would die in this temple tonight. The capitulum was how to die. Would he find a way to save his sister and his brotherhood . . . or would his death be entirely in vain?He glanced down at the grid of symbols. When he had first laid eyes on the grid, the shock of the moment had blinded him . . . preventing his vision from piercing the veil of chaos . . . to glimpse the startling truth. Now, however, the real significance of these symbols had become cr ystal clear to him. He had seen the grid in an entirely new light.Peter Solomon knew exactly what he needed to do.Taking a deep breath, he gazed up at the moon through the oculus above. Then he began to speak.All great truths are simple.Malakh had learned that long ago.The solution that Peter Solomon was now explaining was so graceful and pure that Malakh was sure that it could only be true. Incredibly, the solution to the pyramids final code was far simpler than he had ever imagined.The disjointed Word was right before my eyes.In an instant, a bright ray of light pierced the murkiness of the history and myth surrounding the Lost Word. As promised, the Lost Word was indeed written in an ancient language and bore mystical power in every philosophy, religion, and cognition ever known to man. Alchemy, astrology, Kabbalah, Christianity, Buddhism, Rosicrucianism, Freemasonry, astronomy, physics, Noetics . . .Standing now in this initiation chamber atop the great pyramid of Heredom, Mal akh gazed upon the treasure he had sought all these years, and he knew he could not have prepared himself more perfectly. shortly I am complete.The Lost Word is found.In Kalorama Heights, a alone(predicate) CIA agent stood amid a sea of garbage that he had dumped out of the drinking glass bins that had been found in the garage.Ms. Kaye? he said, speaking to Satos analyst on the phone. severe thinking to search his garbage. I think I just found something. Inside the house, Katherine Solomon was feeling stronger with every passing moment. The infusion of lactated Ringers solution had successfully raised her blood pressure and quelled her throbbing headache. She was resting now, seated in the eat room, with explicit instructions to remain still. Her nerves felt frayed, and she was increasingly anxious for news about her brother.Where is everybody? The CIAs forensics team had not yet arrived, and the agent who had stayed behind was still off searching the premises. Bellamy had been s itting with her in the dining room, still wrapped in a foil blanket, but he, too, had wandered off to look for any information that might help the CIA save Peter. futile to sit idly, Katherine pulled herself to her feet, teetered, and then inched slowly toward the living room. She found Bellamy in the study. The Architect was standing at an open drawer, his back to her, apparently too draped in its contents to hear her enter.She walked up behind him. Warren?The old man lurched and turned, quickly shutting the drawer with his hip. His face was lined with shock and grief, his cheeks streaked with tears.Whats wrong? She glanced down at the drawer. What is it?Bellamy seemed unable to speak. He had the look of a man who had just seen something he deeply wished he had not.Whats in the drawer? she demanded.Bellamys tear-filled eyes held hers for a long, sorrowful moment. Finally he spoke. You and I wondered why . . . why this man seemed to hate your family.Katherines brow furrowed. Yes?We ll . . . Bellamys voice caught. I just found the answer.

My Leadership Style Essay

Abstractdrawing cardship is defined as a social limit process in which an someone seeks the familiarity of subordinates in an effort to seek organizational goals. (Kinicki-Kreitner (p.346). My personal star topologying sprint is based on the situational guess of attractership. Based on the type of situation my ability to adapt my leadhip style is what makes me an effective manager.My Leadership StyleLeadership is defined as a social influence process in which an individual seeks the participation of subordinates in an effort to research organizational goals. (Kinicki-Kreitner p.346) organism a draw in today environment is even challenging than ever. This is due to the wardrobe for increased transp arncy due to corporate greed, government pressure and individual corruption. There are great leaders without our history such(prenominal)(prenominal) as Martin Luther King, George Washington, and Jack Welsh. However, great leaders dont rent to be good. Barbara Kellerman note s that leaders are like the rest of us are wantworthy and deceitful, cowardly and brave, greedy and generous. (Kinicki-Kreitner p.346)Hitler, Mussolini, and Stalin are examples of great leaders that use their influence for their own personal gain. Kinicki-Kreitner states that to assume that all leaders are good is to be willfully blind (p.346). There are many different lead styles and different leadership theories that individuals and corporations use. My personal leadership style is based on the Situational Theory. It is also transactional and adaptive compassionate and open.The situational supposition of leadership is based on the effectiveness of a particular style of leader behavior depends on the situation. As the situation changes, so does the leadership style of the leader. As a retail manger managing 103 employees, my leadership styles changes on a chance(a) basis. Things are always changing in this steadfast pace environment. Rules,regulations, personal challenges, cus tomer issues, are some of the many challenges that my managers and I face on a daily basis. I relate really well to Fiedlers situational model of leadership. His model is based on two computes. The initiatory factor is that the degree which the situation repays the leaders control and influence is the likeliness the leader can successfully accomplish the job (Kinicki-Kreitner p.352). The second factor is based on how the leader is motivated. Is he or she motivated for deed of the task or for c bear and personal relations? (Kinicki-Kreitner p.352)Based on these assumptions, my leadership style is based on build relationships. I measure out building relationships with people. I believe that building structured relationships with my employees will give them confidence in me and my ability to lead them. Making hard decisions such as hours reduction was easier to communicate to my employees because of the relationship that I built with them. They were fit to understand and accept that this was necessary for the greater good of keeping the interpose open and profitable. This leads me to believe that I have a high do of situational control within my environment.Situational control refers to the amount of control and influence a leader has in his or her environment (Kinicki-Kreitner p.352) There are triple dimensions of situational control. They are Leader member relations, task structure and position power. I relate to all three dimensions with leader-member relations being the highest. Due to the relationships that I have built within my organization, I have the support, loyalty and trust of my assistant managers and my hourly employees.Leaders in todays economical and political conditions must me servants and not dictators. Robert Greenleafs servant-leadership approach emphasizes increased service to others through a holistic approach.(Spears p.1) Larry Spears in Practicing Servant-Leadership states that the great leader is first go through as a servan t to others work, promoting a sense of community, and a the communion of power in decision making (p.1) Being a servant-leader is a approach that I use within my organization.By holding daily huddles and having my employees state their opinion on any issues allows them to feel involved in the daily operation of running the store. Having an open heart is also an authorized aspect to my leadership ability. Ronald Heifetz and Marty Linsky in trail with an Open Heart, states thatif we lose our capacity for innocence, curiosity, and compassion. Our innocence turns to cynicism, our curiosity turns into arrogance and our compassion turns into callousness. (p.2)Being a leader in my organization is very challenging. However, the situation possibleness allows me to adapt to each and every challenging situation on a daily basis. Managing with an open heart and being a servant leader will allow me to take on any challenges without becoming a dictator or being resentful in the decisions that I make. The net key to my leadership style is building relationships. Building structured relationships allows loyalty, look on and confidence that I get from my employees knowing that I will lead them in any situation.ReferencesKinicki, A., & Kreitner, R. (2009). Organizational Key concepts, Skills, & Best Practices. (4th ed.). Ashford University Heifetz, R. & Linsky, M (2002) Leading with an Open Heart. In the Leader to Leader Journal Retrieved February 10, 2010 from http//www.leadertoleader.org/knowledgecenter/journal.aspx?ArticleID=127 Spears, L. (2004 Practicing Servant-Leadership. In the Leader to Leader Journal Retrieved February 10, 2010 from http//www.leadertoleader.org/knowledgecenter/journal.aspx?ArticleID=51.

Reflective Learning

Induction Module 1. In your answer, identify the main lines of ground and differences in points of watch surrounded by the commentators and the author. Justify your own point of view regarding the importance of hypothecateion to various(prenominal) and organisational action. DiChiara (2002) states that on that point be a confluence of companies that seek to create an environment where learning and creativity heap buoy flourish, alone in send fall short due to a drop of understanding of what is truly required to facilitate wistful learning.DiChiara concerns his comments around the delegacy in which the organisation can engage groups to nurture and amplify communities where ruminative entrust takes place. In contrast, Raelin (2002) concentrates on the reflective clevernesss (Raelins five principal skills) that can be dod by persons in a group pose to encourage reflective use. The main focus of DiChiara is around the importance of a safe space to provide the envi ronment conducive to objurgation and the development of communities of practice.Indeed, this is set as the essential building block necessary, which indicates that the responsibility of learning is mainly placed on the organisation and non on the skill of the individual as Raelin suggests. McArthur (2002) uses his interpretation to highlight the point that reflective practice does not necessarily require additional time, as reflection can be done during the heretoforet, coined as reflection-in-action by Schon (1983). Based on this train of thought, McArthur introduces devil related points at which he disagrees or questions the conclusions of Raelin.Firstly, Raelin sets out guidelines regarding observing judiciousnesss where he states responsive thoughts should be examined to allow a more even-handed way of being, inferring that the reactive observation will ultimately be wrong. McArthur offers an alternative solution where the idea may actually be correct and it is the meth od in which the judgement is communicated that is important. Secondly, McArthur questions if the core skills, particularly of testing and probing, are indeed only relevant in group or individual situations as Raelin suggests.McArthur points out that there are three parts to our thoughts the reactive and reflective which are indispenscapable voices and the collective which is an external voice. Skilled reflective practitioners must be able being able to distinctly separate these thoughts to arrive at the nearly appropriate response. McArthur argues that it is only through applying all of the core skills that this response can be found, regardless of the type of interaction involved. The obvious difference between Schein (2002) and Raelin is the focus on group or individual reflection.Schein focuses on mysterious reflection and discusses how this can be real(a)istically achieved. The central tenet of his commentary is that we can find time to reflect on events within our dayligh t and perhaps more importantly, this time would not be identifiable as s neglect or wasted time within a disapproving or unsympathetic organisational culture. It could be interpreted that the purpose of this commentary is to trigger individual reflection and that this may in turn provide some of the skill and openness required for group reflection to occur.If so, this is linked to the conclusion McArthur makes regarding the lack of skill, not time, being the primary reason for not reflecting. I retrieve there are a few distinct benefits of reflective practice for both the individual and the organisation. Raelin states that reflection offers the opportunity to examine actions of the past, thoughts of the present and decisions of the time to come and allows all three to be linked. The individual and organisation can use this to allow decisions to be made with a deeper understanding and more effrontery that the situation is fairly assessed with the best interest at heart.Reflection t urns experiences in to knowledge and allows skills to be developed to apply this knowledge in otherwise situations with an entirely different context. In my opinion, the importance of reflection to individual exploit is based around knowing oneself. By reflecting, the individual is able to develop a more candid assessment of themselves how they recover, what drives them and how they present their thoughts to others. By doing this, insights are gained in to internal assumptions and motivations and this allows better understanding of the aline issues hindering performance.This is a powerful tool for targeting real areas for performance improvement, and by continuing to reflect as the individual takes strides to change will also provides a federal agency of measuring improvement. Based on personal experience, Argyris (1991) accurately describes the importance of reflection to the organisation. That is, without some level of reflective practice there is a real danger of externalisi ng issues and a blame culture being adopted even within organisations with motivated and committed individuals.The inability to reflect, for whatever reason, results in the true root cause of issues to be girlfriended, which means the same mistakes will be made again and again. All too often we will throw away issues and accept the superficial. In my opinion, ultimately the true value of reflection to organisational performance resides in the ability to ask and find answers to the difficult questions that we otherwise miss or ignore. References Argyris, C. , 1991, Teaching Smart People How to Learn, Harvard Business Review, May-June, Pages 99-109. Cameron, S. (2001), The MBA vade mecum Study skills for Postgraduate Management Study, Pearson Education Ltd, Harlow. DiChiara, P. , scuttlebutt on Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Kolb, D. A. , Rubin I. M. and McIntyre, J. M. , 1974, O rganizational Psychology An Experiential Approach, Englewood Cliffs, NJ, Prentice Hall. McArthur, P. W. , Commentary on Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. , Issue 1, Pages 66-79. Orton, S. , (2003), The Higher Education Academy, societal Policy and Social Work. Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schein, E. H. , Commentary on Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schon, D. A. , 1983, The Reflective Practitioner How Professionals ideate in Action, New York, Basic Books.

Dekalb County School System teaching Essay

fourteen years in the Dekalb County School System teaching special breeding makes Dr. Monica ReVonda Ellerbe a strong believer in the value of p arnts involvement in the education of their children, especially in the elementary years. The home has to be an generation of school, in a way that parents have to be aware of what their children are being taught on a daily basis, so there would be less discipline referrals on the part of their teachers, Ellerbe says.Her doctorate in Education, computer programme and Instruction from Argosy University in Sarasota, Florida was secured after having formalized and documented how learning in some American schools is made more effective due to the encumbrance of students parents, since such familial attention can address discipline concerns. Ellerbe, who obtained a bachelors degree in Psychology from Saint Augustines College in North Carolina and an M. A.in Behavioral Disorders from the Clark Atlanta University, also believes that parents and teachers social occasion is not only to provide knowledge to children, but to point emerge opportunities for them to develop themselves. Parents, after all, are students first and lifelong teachers. As the fret of Chandler Myers Ellerbe, the daughter of loving parents John and Dorothy, and an education specialist, Monica definitely walks the talk. Even with some(prenominal)(prenominal) feathers in my cap, my role in the family is what I most take felicitate in, she says. But I think my knowledge in education permeates in all aspects of my life. As a holistic educator, however, Ellerbe does not limit her pedantic interests in behavior and parental involvement. She has also received certifications in ESOL endorsement, indue endorsement, language arts, mathematics and social science. She is also involved in several professional organizations namely Delta Sigma Theta Sorority, National Education knowledge (NEA), Georgia Association of Educators (GAE), Organization of Dekalb Edu cators (ODE), Georgia Association of Gifted Children (GAGC) and Teachers of English to Speakers of Other Languages (TESOL).

Putting the Enterprise Into the Enterprise System

Davenports article move the Enterprise into the Enterprise formation discusses the pros and cons of Enterprise Systems. These clays gather datamanufacturing, sales, logistics, financial, etc. , and then pull this data into a central warehouse that helps companies install(a) informed vexation decisions. However, the conditions main theme is, that eyepatch these can be powerful tools for an organization, the adoption of a cookie pinnace solution may be counterproductive.The part that most interested me was the Articles discussion that very often a software system designed by the software experts may, in fact, remove the competitive pass on of that keep comp any. While we tend to think of computing systems as enhancing operations and fashioning them more efficient through faster communication, automation, removing the need for people, etc. , I had never thought of them as having the potential to remove a attach tos competitive advantage.Competitive advantage, of course, is doing something different that makes your company better than the others. The difference, as cited in the Article, is typically the service, speed of delivery, etc. , and not the product itself. If, however, you and your competitor all sign up for the same or similar systems that define your business methods, then you begin to operate the same. Now all you have to deal on is price, which is going to squeeze margins.Of course there is a itinerary around this, as the Article discusses, and that is to customize the system to match your living processes and differentials so that you take out the benefits of the efficiencies where you want them, but still maintain the singularity that makes your customers continue to come to you. This Article should be read by any company that is about to embark on the integration of an Enterprise System into their organization.The Article gives a lot of good pointers, particularly on the pass page of the items to consider and the need for people w ho truly understand the companys methods of operations and DNA to ensure that these carry on even off after the software is introduced. For the cost investment of such software, it is vitally all-important(a) that an organization comes out with a product that makes them better and stronger and doesnt get pulled down to be just another one of the pack.

Human a&P Ch. 22 Respiratory System

NameDate tangency to 22.1 Inhaled stock travels in the pep pill respiratory carcass1. Which of the spargon-time activity is not part of the focal ratio respiratory carcass? A)Nose B)Oral cavity C)Pharynx D)Trachea E)Nasal meatuses autonomic nervous trunkD splice to 22. 1 Inhaled disseminate travels in the f number respiratory carcass2. The conducting zone does non act to A)clean railway discover of debris. B)conduct pass around into the lungs. C)add water to walkover. D)warm pains. E)It does totally of the higher up. autonomic nervous brassE get in touch to 22. 1 Inhaled ancestry travels in the speeding respiratory brass3. Which of the side by side(p) is a passageway for argumentation and nutriment? A)Pharynx B)Larynx C)Paranasal sinuses D)Trachea E)Esophagus autonomic nervous transcriptionA have-to doe with to 22. 1 Inhaled way travels in the pep pill respiratory sc hematin4. The opening to the pharynx from the m come outh is called A)Palatine B)Hypopha rynx C)Meatuses D)Fauces E)Vestibule autonomic nervous dodgeD assort to 22. 2 Inhaled course travels in the get respiratory form5. This structure foresees food for thought or water from entering the trachea. A)Arytenoid gristle B)Epiglottis C)Nasopharynx D)thyroid gland gristle E)Paranasal sinus autonomic nervous corpseB unite to 22. Inhaled personal credit line travels in the swallow respiratory arrangement6. During swallowing, which structure rises? A)Pharynx B)esophagus C)Trachea D)Palatine tonsils E)Primary bronchi autonomic nervous sc hematinA connexion to 22. 2 Inhaled air travels in the overthrow respiratory schema7. These argon trilateral pieces of mostly clear cartilage located at the posterior and gilt-edged border of the cricoid cartilage. A)Corniculate cartilage B)Arytenoids cartilage C)Cricotracheal cartilage D)Cuneiform cartilage E)Laryngeal cartilage autonomic nervous system of rulesB connecter to 22. 2 Inhaled air travels in the demean respirato ry system8. flip over is ascendanceled by A)vibration of the outspoken chords. B) tautness of the vocal chords. C) socio-economic classs of cartilage in the vocal chords. D)arrangement of the vocal chords. E)None of the above autonomic nervous systemBLink to 22. 2 Inhaled air travels in the disgrace respiratory system9. This is located earlier to the esophagus and carries air to the bronchi. A)Trachea B)Larynx C)Nasopharynx D)Pharynx E)None of the above autonomic nervous systemALink to 22. 2 Inhaled air travels in the turn down respiratory system10. This is the primary muck up alter site. A)Trachea B)Bronchiole C)Nasal sinuses D)Alveolus E)Bronchus autonomic nervous systemDLink to 22. 2 Inhaled air travels in the lower respiratory system11. Which of the below wind papers maintains open airlines in the lower respiratory system? A)Stratified squamous epithelium with keratin B)Ciliated pseudostratified columnar epithelium with chalice cells C)Hya bourn cartilage D)Mucus tis sue layer E)Bone autonomic nervous systemCLink to 22. 2 Inhaled air travels in the lower respiratory system12. Which of the below tissues provides the functions of the inner layer of the conducting organs? A)stratified squamous epithelium with keratin B)ciliated pseudostratified columnar epithelium with goblet cells C)cilated cubelike epithelium with goblet cells D)transitional epithelium with cilia E)columnar alignment tissue with goblet cells autonomic nervous systemB Link to 22. 2 Inhaled air travels in the lower respiratory system13. The organize where the trachea divides into right and left primary bronchi is a ridge called A)Carina B)Secondary bronchioles C)Parietal pleura D)Visceral pleura E)Diaphragm autonomic nervous systemA Link to 22. 2 Inhaled air travels in the lower respiratory system14. Which of the below tissues forms the transfer show ups of the alveolus? A)Stratified squamous epithelium B)Ciliated pseudostratified columnar epithelium with goblet cells C)Simple squamous epithelium D)Hyaline cartilage E)Columnar connective tissue with goblet cells autonomic nervous systemC Link to 22. 2 Inhaled air travels in the lower respiratory system15. These ar cells of the alveoli that produce surfactant. A)Type I dental cells B)Type II alveolar cells C)Type III alveolar cells D)Surface cells E)Macrophages autonomic nervous systemB Link to 22. 3 dream and departure16. This is management of public exposure of grease-gunes at capillaries skillful systemic cells. A)type O into prodigal, speed of light dioxide into allianceB)type O out of race, snow dioxide into pipeline C)Oxygen into stock, speed of light dioxide out of tear D)Oxygen out of logical argument, snow dioxide out of blood E)None of the above is correct. autonomic nervous systemB Link to 22. 3 consumption and exhalation17. This is direction of diffusion of gaseous statees at the alveoli of the lungs. A)Oxygen into blood , Carbon dioxide into blood B)Oxygen out of blood , Carbon dioxide into blood C)Oxygen into blood , Carbon dioxide out of blood D)Oxygen out of blood , Carbon dioxide out of blood E)None of the above is correct. AnsC Link to 22. 3 aspiration and exhalation18. Exhalation begins when A)Inspiratory muscles relax B)Diaphragm contracts C)Blood circulation is the last D)Inspiratory muscles relax and the blockage contracts E)All of the above AnsA Link to 22. 3 Inhalation and exhalation19. This means the lungs and the chest wall expand easily. A)High come near tension B)Low fall out tension C)High accordance D)Low compliance E)None of the above AnsC Link to 22. 4 Lung volumes20. The conducting airways with the air that does not undergo gas exchange argon known as the A)inspiratory volume. B)expiratory accommodate volume. C)minimal volume. D) eternal sleep volume. E)anatomic dead space. AnsE Link to 22. 4 Lung volumes21. This is the sum of the residual and the expiratory reserve volume. A)Total lung capacity B)Functional residual cap acity C)Inspiratory capacity D)Vital capacity E)Minimal volume AnsB Link to 22. 6 cellular respiration22. Which of the following is not a factor that the tramp of pulmonary and systemic gas exchange depends on? A)Partial squeeze end of the gases B)Surface area for gas exchange C)Diffusion distance D)Molecular weight and solubility of the gases E)Force of compression of diaphragm AnsE Link to 22. 7 Oxygen is in the first place transported23. Which is the dominant method of carbon dioxide transport? A)Bound to hemoglobin B)Bound to type O C)Dissolved in plasma as a gas D)Dissolved in plasma as bicarbonate ions E)Diffusion AnsD Link to 22. 10 Acid-base balance24. When blood pH drops then the amount of oxyhemoglobin _______ and atomic number 8 delivery to the tissue cells ________________. A)increases, increases B)Increases, decreases C)Decreases, increases D)Decreases, decreases E)Does not change, does not change AnsC Link to 22. 7 Oxygen is primarily transported25. Which is a factor that does non affect hemoglobins simile for oxygen? A)pH of blood B)Partial cart of the oxygen C)Amount of oxygen available D)Temperature E)Respiratory prise AnsE exercising the following to help questions26-36 reviewererence referee 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system26. Where are the nasal conchae? A)A B)C C)T D)U E)V AnsB source reviewer 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system27. Where is the lingual tonsil? A)C B)E C)N D)P E)F AnsE theatrical role referee 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system28. Which tonsils are found in the oropharynx? A)V B)R C)S D)Q E)U AnsB savoir-faire referee 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system29. What is also referred to as the Adams Apple? A)G B)H C)I D)J E)K AnsD reference referee 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system30. Where is the larynx? A)I B)M C)L D)N E)O AnsA summ ons reader 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system31. This is a ring of hyaloid cartilage that forms the inferior wall of the larynx. A)J B)K C)G D)H E)O AnsB beginning ref 22-1Link to 22. Inhaled air travels in the upper respiratory system32. Where is the uvula? A)E B)F C)Q D)S E)U AnsD pen Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system33. Where are the palatine tonsils? A)E B)F C)R D)U E)None of the above AnsC reservoir Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system34. Where is the soft palate? A)C B)E C)G D)Q E)S AnsB file name extension Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system35. Where is the epiglottis? A)O B)R C)S D)F E)Q AnsA seed Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system36. Where are the olfactory receptors found? A)A B)B C)C D)D E)U AnsB Use the following to serve well questions 37-40 Reference Ref 22-2Link to 22. 2 Inh aled air travels in the lower respiratory system37. What is line D pointing to? A)Thyrohyoid membrane B)Arytenoid cartilage C)Cricothyroid ligament D)Cricoid cartilage E)Tracheal cartilage AnsB Reference Ref 22-2Link to 22. 2 Inhaled air travels in the lower respiratory system38. Where is the cricoid cartilage? A)D B)E C)F D)G E)H AnsE Reference Ref 22-2 Link to 22. 2 Inhaled air travels in the lower respiratory system39. Where is the tracheal cartilage? A)J B)I C)H D)G E)F AnsA Reference Ref 22-2 Link to 22. 2 Inhaled air travels in the lower respiratory system40. What is line A pointing to? A)Hyoid mug up B)Trachea C)Adams Apple D) Thyroid E) Epiglottis AnsE Use the following to answer questions 41-45 Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system41. What line is pointing to the left ending bronchiole? A)G B)N C)H D)A E)None of the aboveAnsB Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system42. What is line J pointing to? A)Right secondary bronchial tube B)Left secondary bronchus C)Right primary bronchus D)Left primary bronchus E)Carina AnsD Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system43. Where is the right bronchiole? A)F B)G C)H D)L E)M AnsB Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system44. What lines are pointing to tertiary bronchi? A)E and K B)D and J C)F and L D)H and M E)A and BAnsC Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system45. What is line B pointing to? A)Carina B)Visceral pleura C)Parietal pleura D)Pleural cavity E)Diaphragm AnsC Use the following to answer questions 46-48 Reference Ref 22-4Link to 22. 2 Inhaled air travels in the lower respiratory system46. Identify the alveolar sac. A)A B)B C)C D)D E)E AnsD Reference Ref 22-4Link to 22. 2 Inhaled air travels in the lower respiratory system47. What is line C pointing to? A)Terminal bronchiole B)Respiratory bron chiole C)Alveolar ductsD)Alveolar sac E)Alveoli AnsC Reference Ref 22-4Link to 22. 2 Inhaled air travels in the lower respiratory system48. Where is the terminal bronchiole? A)A B)B C)C D)D E)E AnsA Use the following to answer questions49-51 Reference Ref 22-5Link to 22. 2 Inhaled air travels in the lower respiratory system 49. This provides malady resistance inwardly the lungs. A)A B)B C)C D)D E)None of the above AnsD Reference Ref 22-5Link to 22. 2 Inhaled air travels in the lower respiratory system50. Which cells are the main sites of gas exchange? A)A B)B C)C D)DE)All of the above AnsC Reference Ref 22-5Link to 22. 2 Inhaled air travels in the lower respiratory system51. Which cell secretes surfactant? A)A B)B C)C D)D E)None of the above AnsA Link to 22. 8 The basic musical rhythm of respiration52. The basic rhythm of respiration is controlled by the A)pons. B)medulla oblongata. C)hypothalamus. D)pneumotaxic area. E)apneustic area. AnsB Link to 22. 6 Respiration occurs betwee n alveoli53. The exchange of gases between blood in the systemic capillaries and tissue cells is called A)pulmonary ventilation. B)internal respiration. C)external respiration. D)expiration. E) breathing in. AnsB Link to 22. 3 Inhalation and exhalation54. For air to enter the lungs during intake A)the bosom intimate the lungs essential become lower than the atmospheric pressure. B)the pressure privileged the lungs must be higher than the atmospheric pressure. C)the pressure inside the lungs must be equal to the atmospheric pressure. D)the size of the lungs must be decreased. E)the diaphragm has to be relaxed. AnsA Link to 22. 6 Respiration occurs between alveoli55. Which of the following affect(s) the release of oxygen from hemoglobin? A)partial pressure of oxygen B)temperature C)acidity D)carbon dioxide in the tissue E)all of the above. AnsE Link to 22. 7 Oxygen is primarily transported56. Carbon monoxide A)binds infirm to amino acids within hemoglobin B)binds to the heme gr oup of hemoglobin C)binds more strongly to the heme than oxygen does D)binds weakly to amino acids within hemoglobin and binds to the heme group of hemoglobin E)binds to the heme group of hemoglobin and binds more strongly to the heme than oxygen does AnsE Link to 22. 3 Inhalation and exhalation57. Name and curtly describe the deuce-ace basic processes of respiration. Ans1. Pulmonary ventilation is the campaign of air in and out of the lungs due to contraction and relaxation of muscles that control the size of the thoracic cavity. 2. External respiration is the exchange of gases between the air in the alveoli and the blood in the pulmonary capillaries. 3. Internal respiration is the exchange of gases between the blood in the systemic capillaries and tissues. Link to 22. 3 Inhalation and exhalation58. expose the inward forces of elastic confine, and explain why the lungs do not commonly collapse during expiration. AnsElastic recoil is the recoil of elastic fibers stretched duri ng inspiration and the pull of the surface tension of alveolar fluid. Intrapleural pressure is always subatmospheric during formula breathing, which tends to pull lungs outward and to keep alveolar pressure from equalizing with atmospheric pressure. bedwetter in alveolar fluid decreases surface tension to help prevent collapse. Link to 22. 3 Inhalation and exhalation Inhalation and exhalation, 22. 5 Oxygen and carbon and 22. 6 Respiration59. In degenerative emphysema, some alveoli coalesce together and some are replaced with fibrous connective tissue.In addition, the bronchioles are often inflamed, and expiratory volume is reduced. Using decorous respiratory system terminology, explain at least four reasons why affected individuals depart have problems with ventilation and external respiration. AnsAnswers could entangle reduced compliance (reduces ability to increase thoracic volume) increased airway resistance (decreases tidal volume) decreased diffusion due to increased dif fusion distance, decreased surface area, and changes in partial pressures of gases (altering gradients). Other answers may be acceptable.Human a&P Ch. 22 Respiratory SystemNameDateLink to 22.1 Inhaled air travels in the upper respiratory system1. Which of the following is not part of the upper respiratory system? A)Nose B)Oral cavity C)Pharynx D)Trachea E)Nasal meatuses AnsDLink to 22. 1 Inhaled air travels in the upper respiratory system2. The conducting zone does NOT act to A)clean air of debris. B)conduct air into the lungs. C)add water to air. D)warm air. E)It does all of the above. AnsELink to 22. 1 Inhaled air travels in the upper respiratory system3. Which of the following is a passageway for air and food? A)Pharynx B)Larynx C)Paranasal sinuses D)Trachea E)Esophagus AnsALink to 22. 1 Inhaled air travels in the upper respiratory system4. The opening to the pharynx from the mouth is called A)Palatine B)Hypopharynx C)Meatuses D)Fauces E)Vestibule AnsDLink to 22. 2 Inhaled air tr avels in the lower respiratory system5. This structure prevents food or water from entering the trachea. A)Arytenoid cartilage B)Epiglottis C)Nasopharynx D)Thyroid cartilage E)Paranasal sinus AnsBLink to 22. Inhaled air travels in the lower respiratory system6. During swallowing, which structure rises? A)Pharynx B)esophagus C)Trachea D)Palatine tonsils E)Primary bronchi AnsALink to 22. 2 Inhaled air travels in the lower respiratory system7. These are triangular pieces of mostly hyaline cartilage located at the posterior and superior border of the cricoid cartilage. A)Corniculate cartilage B)Arytenoids cartilage C)Cricotracheal cartilage D)Cuneiform cartilage E)Laryngeal cartilage AnsBLink to 22. 2 Inhaled air travels in the lower respiratory system8. Pitch is controlled by A)vibration of the vocal chords. B)tension of the vocal chords. C)layers of cartilage in the vocal chords. D)arrangement of the vocal chords. E)None of the above AnsBLink to 22. 2 Inhaled air travels in the lower respiratory system9. This is located anterior to the esophagus and carries air to the bronchi. A)Trachea B)Larynx C)Nasopharynx D)Pharynx E)None of the above AnsALink to 22. 2 Inhaled air travels in the lower respiratory system10. This is the primary gas exchange site. A)Trachea B)Bronchiole C)Nasal sinuses D)Alveolus E)Bronchus AnsDLink to 22. 2 Inhaled air travels in the lower respiratory system11. Which of the below tissues maintains open airways in the lower respiratory system? A)Stratified squamous epithelium with keratin B)Ciliated pseudostratified columnar epithelium with goblet cells C)Hyaline cartilage D)Mucus membrane E)Bone AnsCLink to 22. 2 Inhaled air travels in the lower respiratory system12. Which of the below tissues provides the functions of the inner layer of the conducting organs? A)stratified squamous epithelium with keratin B)ciliated pseudostratified columnar epithelium with goblet cells C)cilated cuboidal epithelium with goblet cells D)transitional epithelium with cilia E)columnar connective tissue with goblet cells AnsB Link to 22. 2 Inhaled air travels in the lower respiratory system13. The point where the trachea divides into right and left primary bronchi is a ridge called A)Carina B)Secondary bronchioles C)Parietal pleura D)Visceral pleura E)Diaphragm AnsA Link to 22. 2 Inhaled air travels in the lower respiratory system14. Which of the below tissues forms the exchange surfaces of the alveolus? A)Stratified squamous epithelium B)Ciliated pseudostratified columnar epithelium with goblet cells C)Simple squamous epithelium D)Hyaline cartilage E)Columnar connective tissue with goblet cells AnsC Link to 22. 2 Inhaled air travels in the lower respiratory system15. These are cells of the alveoli that produce surfactant. A)Type I alveolar cells B)Type II alveolar cells C)Type III alveolar cells D)Surface cells E)Macrophages AnsB Link to 22. 3 Inhalation and exhalation16. This is direction of diffusion of gases at capillaries near systemic c ells. A)Oxygen into blood, Carbon dioxide into bloodB)Oxygen out of blood, Carbon dioxide into blood C)Oxygen into blood, Carbon dioxide out of blood D)Oxygen out of blood, Carbon dioxide out of blood E)None of the above is correct. AnsB Link to 22. 3 Inhalation and exhalation17. This is direction of diffusion of gases at the alveoli of the lungs. A)Oxygen into blood , Carbon dioxide into blood B)Oxygen out of blood , Carbon dioxide into blood C)Oxygen into blood , Carbon dioxide out of blood D)Oxygen out of blood , Carbon dioxide out of blood E)None of the above is correct. AnsC Link to 22. 3 Inhalation and exhalation18. Exhalation begins when A)Inspiratory muscles relax B)Diaphragm contracts C)Blood circulation is the lowest D)Inspiratory muscles relax and the diaphragm contracts E)All of the above AnsA Link to 22. 3 Inhalation and exhalation19. This means the lungs and the chest wall expand easily. A)High surface tension B)Low surface tension C)High compliance D)Low compliance E) None of the above AnsC Link to 22. 4 Lung volumes20. The conducting airways with the air that does not undergo gas exchange are known as the A)inspiratory volume. B)expiratory reserve volume. C)minimal volume. D)residual volume. E)anatomic dead space. AnsE Link to 22. 4 Lung volumes21. This is the sum of the residual and the expiratory reserve volume. A)Total lung capacity B)Functional residual capacity C)Inspiratory capacity D)Vital capacity E)Minimal volume AnsB Link to 22. 6 Respiration22. Which of the following is not a factor that the rate of pulmonary and systemic gas exchange depends on? A)Partial pressure difference of the gases B)Surface area for gas exchange C)Diffusion distance D)Molecular weight and solubility of the gases E)Force of contraction of diaphragm AnsE Link to 22. 7 Oxygen is primarily transported23. Which is the dominant method of carbon dioxide transport? A)Bound to hemoglobin B)Bound to oxygen C)Dissolved in plasma as a gas D)Dissolved in plasma as bicarbon ate ions E)Diffusion AnsD Link to 22. 10 Acid-base balance24. When blood pH drops then the amount of oxyhemoglobin _______ and oxygen delivery to the tissue cells ________________. A)increases, increases B)Increases, decreases C)Decreases, increases D)Decreases, decreases E)Does not change, does not change AnsC Link to 22. 7 Oxygen is primarily transported25. Which is a factor that does NOT affect hemoglobins affinity for oxygen? A)pH of blood B)Partial pressure of the oxygen C)Amount of oxygen available D)Temperature E)Respiratory rate AnsE Use the following to answer questions26-36Reference Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system26. Where are the nasal conchae? A)A B)C C)T D)U E)V AnsB Reference Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system27. Where is the lingual tonsil? A)C B)E C)N D)P E)F AnsE Reference Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system28. Which tonsils are found in the orophar ynx? A)V B)R C)S D)Q E)U AnsB Reference Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system29. What is also referred to as the Adams Apple? A)G B)H C)I D)J E)K AnsD Reference Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system30. Where is the larynx? A)I B)M C)L D)N E)O AnsA Reference Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system31. This is a ring of hyaline cartilage that forms the inferior wall of the larynx. A)J B)K C)G D)H E)O AnsB Reference Ref 22-1Link to 22. Inhaled air travels in the upper respiratory system32. Where is the uvula? A)E B)F C)Q D)S E)U AnsD Reference Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system33. Where are the palatine tonsils? A)E B)F C)R D)U E)None of the above AnsC Reference Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system34. Where is the soft palate? A)C B)E C)G D)Q E)S AnsB Reference Ref 22-1Link to 22. 1 Inhaled air travels in th e upper respiratory system35. Where is the epiglottis? A)O B)R C)S D)F E)Q AnsA Reference Ref 22-1Link to 22. 1 Inhaled air travels in the upper respiratory system36. Where are the olfactory receptors found? A)A B)B C)C D)D E)U AnsB Use the following to answer questions 37-40 Reference Ref 22-2Link to 22. 2 Inhaled air travels in the lower respiratory system37. What is line D pointing to? A)Thyrohyoid membrane B)Arytenoid cartilage C)Cricothyroid ligament D)Cricoid cartilage E)Tracheal cartilage AnsB Reference Ref 22-2Link to 22. 2 Inhaled air travels in the lower respiratory system38. Where is the cricoid cartilage? A)D B)E C)F D)G E)H AnsE Reference Ref 22-2 Link to 22. 2 Inhaled air travels in the lower respiratory system39. Where is the tracheal cartilage? A)J B)I C)H D)G E)F AnsA Reference Ref 22-2 Link to 22. 2 Inhaled air travels in the lower respiratory system40. What is line A pointing to? A)Hyoid bone B)Trachea C)Adams Apple D) Thyroid E) Epiglottis AnsE Use the following to answer questions 41-45 Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system41. What line is pointing to the left terminal bronchiole? A)G B)N C)H D)A E)None of the aboveAnsB Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system42. What is line J pointing to? A)Right secondary bronchus B)Left secondary bronchus C)Right primary bronchus D)Left primary bronchus E)Carina AnsD Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system43. Where is the right bronchiole? A)F B)G C)H D)L E)M AnsB Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system44. What lines are pointing to tertiary bronchi? A)E and K B)D and J C)F and L D)H and M E)A and BAnsC Reference Ref 22-3Link to 22. 2 Inhaled air travels in the lower respiratory system45. What is line B pointing to? A)Carina B)Visceral pleura C)Parietal pleura D)Pleural cavity E)Diaphragm AnsC Use the following to answer questio ns 46-48 Reference Ref 22-4Link to 22. 2 Inhaled air travels in the lower respiratory system46. Identify the alveolar sac. A)A B)B C)C D)D E)E AnsD Reference Ref 22-4Link to 22. 2 Inhaled air travels in the lower respiratory system47. What is line C pointing to? A)Terminal bronchiole B)Respiratory bronchiole C)Alveolar ductsD)Alveolar sac E)Alveoli AnsC Reference Ref 22-4Link to 22. 2 Inhaled air travels in the lower respiratory system48. Where is the terminal bronchiole? A)A B)B C)C D)D E)E AnsA Use the following to answer questions49-51 Reference Ref 22-5Link to 22. 2 Inhaled air travels in the lower respiratory system 49. This provides disease resistance within the lungs. A)A B)B C)C D)D E)None of the above AnsD Reference Ref 22-5Link to 22. 2 Inhaled air travels in the lower respiratory system50. Which cells are the main sites of gas exchange? A)A B)B C)C D)DE)All of the above AnsC Reference Ref 22-5Link to 22. 2 Inhaled air travels in the lower respiratory system51. Which cell secretes surfactant? A)A B)B C)C D)D E)None of the above AnsA Link to 22. 8 The basic rhythm of respiration52. The basic rhythm of respiration is controlled by the A)pons. B)medulla oblongata. C)hypothalamus. D)pneumotaxic area. E)apneustic area. AnsB Link to 22. 6 Respiration occurs between alveoli53. The exchange of gases between blood in the systemic capillaries and tissue cells is called A)pulmonary ventilation. B)internal respiration. C)external respiration. D)expiration. E)inspiration. AnsB Link to 22. 3 Inhalation and exhalation54. For air to enter the lungs during inhalation A)the pressure inside the lungs must become lower than the atmospheric pressure. B)the pressure inside the lungs must be higher than the atmospheric pressure. C)the pressure inside the lungs must be equal to the atmospheric pressure. D)the size of the lungs must be decreased. E)the diaphragm has to be relaxed. AnsA Link to 22. 6 Respiration occurs between alveoli55. Which of the following affect(s) the r elease of oxygen from hemoglobin? A)partial pressure of oxygen B)temperature C)acidity D)carbon dioxide in the tissue E)all of the above. AnsE Link to 22. 7 Oxygen is primarily transported56. Carbon monoxide A)binds weakly to amino acids within hemoglobin B)binds to the heme group of hemoglobin C)binds more strongly to the heme than oxygen does D)binds weakly to amino acids within hemoglobin and binds to the heme group of hemoglobin E)binds to the heme group of hemoglobin and binds more strongly to the heme than oxygen does AnsE Link to 22. 3 Inhalation and exhalation57. Name and briefly describe the three basic processes of respiration. Ans1. Pulmonary ventilation is the movement of air in and out of the lungs due to contraction and relaxation of muscles that control the size of the thoracic cavity. 2. External respiration is the exchange of gases between the air in the alveoli and the blood in the pulmonary capillaries. 3. Internal respiration is the exchange of gases between the blood in the systemic capillaries and tissues. Link to 22. 3 Inhalation and exhalation58. Describe the inward forces of elastic recoil, and explain why the lungs do not normally collapse during expiration. AnsElastic recoil is the recoil of elastic fibers stretched during inspiration and the pull of the surface tension of alveolar fluid. Intrapleural pressure is always subatmospheric during normal breathing, which tends to pull lungs outward and to keep alveolar pressure from equalizing with atmospheric pressure. Surfactant in alveolar fluid decreases surface tension to help prevent collapse. Link to 22. 3 Inhalation and exhalation Inhalation and exhalation, 22. 5 Oxygen and carbon and 22. 6 Respiration59. In chronic emphysema, some alveoli merge together and some are replaced with fibrous connective tissue.In addition, the bronchioles are often inflamed, and expiratory volume is reduced. Using proper respiratory system terminology, explain at least four reasons why affected individ uals will have problems with ventilation and external respiration. AnsAnswers could include reduced compliance (reduces ability to increase thoracic volume) increased airway resistance (decreases tidal volume) decreased diffusion due to increased diffusion distance, decreased surface area, and changes in partial pressures of gases (altering gradients). Other answers may be acceptable.