Ways to stay healthy Essay Example | Topics and Well Written Essays - 500 words

Ways to stay healthy - Essay Example This can be done by involving one’s body in exercises. In the current way of living in which many people sit behind computers all day either for work or pleasure, being involved in exercises is important for the body. Depending on objective of a person intending to start doing exercises, the amount of time and form of exercise varies. However, one hour of exercise is acceptable on a daily basis as way of staying fit and healthy. The most popular ways to exercise include jogging, going to the gym, walking and participating in sports which involve whole body movement as opposed to board games and computer games (Dale 16). Exercises help the body maintain its flexibility, improve the immune system, slow aging and helps one stay free from diseases such as heart attacks and diabetes. It is important to watch out what one eats or drinks in order stay healthy. People should eat a balanced diet in order to give the body all the nutrients it needs (Elson 19). It is believed that eating healthy lowers health risks such as heart disease, obesity, diabetes, cancer and hypertension. A healthy balanced diet involves eating primarily vitamins, carbohydrates and proteins. Vitamins are found in vegetables and fruits. Carbohydrates are found in grains and potatoes among others. Whole grains are best for the purpose of fulfilling caloric requirements of the body. Adequate water consumption is important in order to stay healthy. It is recommended that one should drink at least eight glasses of water on a daily basis (Walter 21). A healthy diet provides energy needs of the body and supports human nutrition without the subjection to excessive or toxicity weight gain from consuming excessive amounts. Last but not least, it is important to undertaking regular checks even when one feels that the he or she is okay. This is important for early detection of diseases and thus increases chances of smooth treatment. Cancer, one of the leader killer diseases,

Sakru japan Assignment Example | Topics and Well Written Essays - 250 words

Sakru japan - Assignment Example Intercultural differences, ambiguity, poor communication, as well as inconsistency could be the major possible cases of the cultural problems experienced in the company. The effects of these problems include hostile and completely unpleasant working environment for workers. This reason calls for a cultural training program aimed to solve cultural problems in the company. Through the cultural program, intercultural problems in the company would be solved through cross-cultural training. This would be done by organizing seminars in which workers from various racial and cultural backgrounds can familiarize with one another. Workers without the Japanese cultural background can learn about the local culture from this kind of interaction. Encouraging employees to work closely with people of different cultures in order to learn about such cultures would as well solve this problem. The training would inform employees about the importance of experiencing various cultures. One of the advantages is the enhancement of communication among employees and customers, which furthers solves yet another problem, the poor communication problem in the company. The problem of inconsistency among employees’ productivity is a major cultural problem that would be solved through the cultural training program. The program would encourage employees from different cultural background to work closely and assist one another. This not only encourages friendship but also makes workers adopt different working styles that can maintain their high performance. The Japanese are generally hard working people, which mean that poor performance can only be attributed to lack of motivation.

Monolingual and bilingual childre

Monolingual and bilingual childre Developmental differences between monolingual and bilingual children The first language acquisition of infants is an astonishing and remarkable phenomenon on its own. It is unbelievable what knowledge these children can acquire in such a short period. There are certain cases, however, when these infants were born into bilingual families: that is, families where parents speak different languages. Bilingual children, thus, are the ones who need to acquire two languages simultaneously, studying both their mothers and their fathers mother tongues. This research aims to discover what developmental differences there are between monolingual and bilingual infants (if there are any) and what difficulties children have acquiring two different languages at the same time. The first major difference between the two sides (apart from the amount of information they have to obtain) lays on the systemization of knowledge. Monolingual infants need to treat the sounds and expressions they hear as part of one united system. In contrast, bilingual infants need not only create a system between the things they are hearing and what they refer to, but they even need to separate and pigeonhole them into two different language systems. This is called Language Discrimination and is a common phenomenon for all bilinguals. Although in bilingual families, language teaching usually occurs in a one-person-one-language context (that is, each parent represents one language only in front of the child), there are several situations when a neutral (previously unknown) person is talking to the infant. This can be the most difficult for the child, as they need to find the proper communicational channel without the familiar face, sound etc. of the parents, which they usually connect the given language to. This can be said to be the first major difference between bilingual and monolingual infants. Not only need bilinguals learn twice as many words and structures as one-language children do, they also need to separate the inputs into two different systems. There is another difficulty, with which monolinguals do not need to deal and that is Code Mixing. Code Mixing is the use of elements (phonological, lexical, morphosyntactic) from two languages in the same utterance or stretch of conversation. It can occur within an utterance (intra-utterance mixing-e.g., see cheval [horse]) or between utterances (inter-utterance mixing) (Genesee Nicoladis, 2007). This phenomenon is prevalent and typical for bilinguals, not only while they are children, but also among grown-ups. In case of infants, code-mixing can usually appear in the form of gap-filling. This means that, while they are speaking in one of their native languages, they substitute certain words or phrases from the other language of theirs. This can be the result of incomplete language knowledge; but it can also derive from the fact that a given word does not come to the childs mind and they substitute it for avoiding communicational breakdown. Code-mixing is based on the context-sensitivity of children; this means that depending on whom they are talking to they use one of their languages as dominant and only borrow inputs from the other system. (This can depend on which parent they are speaking with, for instance.) Since monolingual children have no other systems from which they can borrow resources, this phenomenon is not known for them; thus, only bilinguals face them. The appearance of the first words is at about the same age by mono- and bilingual children alike. They occur at the age of 12 or 13 months. Further vocabulary acquisition (first nouns, verbs, expressions etc.) also come more or less at the same time. However, there is a major difference between the two groups. When monolingual children learn a new word or expression, they connect it to a new referent. As opposed to this, bilingual children have more than one word for everything, thus, the new name does not necessarily comes with a new referent for them. As a result, bilinguals total vocabulary size (total number of words) is different from their total conceptual vocabulary (the total number of nameable concepts). It remains unclear which of these measures is most comparable to simple vocabulary size measured in monolingual infants. (Werker Byers-Heinlein, 2008) This way or another, this is the reason why it is so difficult to contrast their vocabulary and word learning process. Apart from the previously mentioned aspects, we need to cover two more important areas and these are childrens communicative competence and learning flexibility. There are certain problems which are relevant to monolingual and bilingual children equally: production of target-like language forms that are comprehensible to others; getting ones meaning across when language acquisition is incomplete; and use of language in socially appropriate ways (Genesee Nicoladis, 2007). Nevertheless, bilinguals also have to cope with the difficulties of conjugating a given situation with one of their languages, raising further hardships for them. As for learning flexibility, one would assume that bilinguals learn much slower as they need to achieve more language knowledge during the same time. However, research by à gnes Melinda Kovà ¡cs and Jacques Mehler (2009) proved that [t]welve-month-old preverbal bilingual infants [] seem to be more flexible learners of multiple structural regularities than monolinguals. Therefore, the fact that they will later speak two native languages comes with a further advantage that they are (more) able to study two different things simultaneously. Altogether, we can see that beside the similarities, monolingual and bilingual children have several differences, as well. The acquisition of two languages comes along with further difficulties apart from the amount of knowledge they need to achieve such as categorisation hardships, code-mixing and so on. Nevertheless, the process of acquiring two languages needs approximately the same amount of time as learning only one first language. First words and first expressions all appear at about the same age by both groups. In addition to these, beside the later advantages of knowing two languages, the developed learning flexibility of bilinguals will help these children in their later studies as well. References: Genesee, F., Nicoladis, E. (2007). Bilingual first language acquisition. In E. Hoff M. Shatz (Eds.), Handbook of Language Development (pp. 324-342). Oxford, England: Blackwell. Kovacs, à . M., Mehler, J. (2009). Flexible Learning of Multiple Speech Structures in Bilingual Infants. Science, 325. doi:10.1126/science.1173947 Werker, J. F., Byers-Heinlein, K. (2008). Bilingualism in infancy: First steps in perception and comprehension [Electronic version]. Trends in Cognitive Sciences, 12(4), 144-151.

A History of the 714th Tank Battalion Essay -- United States History H

A History of the 714th Tank Battalion, 1942-45 The men of the 714th Tank Battalion served their country in its greatest time of need. A key element of the 12th Armored Division, the 714th fought in harsh conditions against a desperate German enemy for five consecutive months, driving the Nazi Armies from France and back into the German heartland. The 12th Armored Division was activated on 15 September 1942 at a freshly built Camp Campbell, Kentucky, and soldiers from across the nation began arriving to fill the division's ranks on 24 October 1942. The governors of both Kentucky and Tennessee participated in the activation ceremonies, in which Major General Carlos Brewer was named commander of the forming division. Young Roy Zerby was drafted away from his job of washing cars in Bellafonte, Pennsylvania, to eventually become Sergeant Zerby, Communications Chief for Company D, 714th Tank Battalion. Sergeant Zerby postponed his dream of a better job and livelihood to serve his country. Others like Alvin L. Cooper of Northampton, Massachusetts, volunteered "two steps ahead of the draft board" in order to avoid the National Conscription Act. Cooper quit his position as a Glazing Machine Operator at the International Silver Company and left his Public Accounting classes to become a Surgical Technician in the 714th Battalion's Medical Detachment. A month after graduating from high school in June of 1940, young Othal T. Parsons joined the army to "serve my country, beat the draft, and become a bigshot." He was lured by the Army recruiting posters clarioning "I WANT YOU." Parsons worked his way up through four different armored divisions as an enlisted man until he became Second Lieutenant Othal T. Parsons, Mortar Pla... ...r Brownwood." Hellcat News, 20 July 1944. "Hellcat Nickname Now Deserved, Division Thanks." The Stars and Stripes, 10 March 1945. "Hellcats Take Field for Intensive Training." Hellcat News, 30 March 1944. Malis, Steve. "Armor of the 12th Played Role in Hastening V-E." Beachhead News, 14 July 1945. Parsons, Othal T. Interview by author, 17 April 1995. Mail questionnaire. 12th Armored Division Historical Project, Abilene Christian University, Abilene, Texas. "Tank Gunnery Program Gets Official Praise." Hellcat News, 9 March 1944. Zerby, Roy M. Interview by author, 10 April 1995. Mail questionnaire. 12th Armored Division Historical Project, Abilene Christian University, Abilene, Texas. Zerby, Roy M. Interview by author, 28 March 1996. Mail questionnaire. 12th Armored Division Historical Project, Abilene Christian University, Abilene, Texas.

Educational Tour

Banares, Roselyn C. BSBA- Fin. Mgt4 â€Å"Educational Tour† (BSP, PSE and NEDA) BSP destination (Bangko Sentral ng Pilipinas) September 12, 2012 that was the date of our educational tour. 6:00 am in the morning is the call time, that’s why I tried to wake up early morning to fixed my things and go to school in time. We leave at 7:30 am and we’re first destination was Bangko Sentral ng Pilipinas money museum. BSP allowed us to watch the video on how they made money. I leaned that they consumed of ten months in making money. They showed us the minting process of money.It so happened that I enjoyed watching the minting process. I learned also that the money has security features of money and the history. In security features there is a security threads, security fibers, code for the blind on 200 peso bill, florescent printing, optically variable ink, concealed value on 500 peso bill, perfect see- through register and micro prints. Then after we watched the video, th e speaker orients us about the old money that we have in the past. We saw different shapes, color, size and kind of money in the Philippines.I have enjoyed the tour in that part most especially when I tried to play they’re touched screen machine. We played puzzles and trivia and we’re happy that we got 4 number of right out of 5 questions. We also go to the BSP library to search about our report in monetary policy. Ms. Rose Garcia helped us to enter in the library even though we don’t have a letters of reservations. Then after that we take pictures outside the museum for our remembrance. We also want to take pictures of the old money that we have but the management of BSP did not allow us.As its history of the BSP, the museum of Bangko Sentral ng Pilipinas. Inaugurated on January 3, 1999, as part of the celebration of the 50 years of central banking in the Philippines, the museum showcases the Bank's collection of currencies. As repository and custodian of the c ountry's numismatic heritage, the museum collects studies and preserves coins, paper notes, medals, artifacts and monetary items found in the Philippines during its different historical periods. These collections have been placed on permanent display at the useum. Designed to â€Å"walk† the visitor through a number of galleries, individually dedicated to a specific historical period of the country, the museum visually narrates the development of the Philippine economy, parallel to the evolution of its currency. Complementary paintings from the BSP art collection, together with chosen artifacts, enhance each gallery. A panoramic memorabilia of 50 years of central banking in the Philippines showcases the strides made in bringing about price stability, to sustain economic growth in the country.The exhibition hall also carries the busts of the governors of the Central Bank/ Bangko Sentral. We learned all of this inside the BSP money museum. PSE destination (Philippines Stock Exc hange) Our second was Philippine Stock Exchange, and it located in to ortigas city. Sir Harvey told us about the history of PSE which was our speaker. And we knew that the current Philippine Stock Exchange is a conjunction of the Manila Stock Exchange (1927) and the Makati Stock Exchange (1963). The Manila Stock Exchange, when in existence, was the first exchange in Manila and the oldest in the Far East.Regardless of having existed separately for nearly three decades, the two bourses combined in 1992 under President Fidel Ramos. Association was deemed suitable because the two exchanges basically traded the same listings. Ramos also aimed for a more efficient capital market. In 1994, its operations were in full swing with two trading floors – one in Pasig City; the other in Makati City. On January 4 1993, the PSE incorporated the Status Trading System – a mechanical approach for their operations. Six months later, on June 15, they also adopted the MakTrade trading syste m.Although the two systems were linked on March 25 1994 to allow for the same opening and closing prices, it was not until November 13 1995 that the systems were unified under the Unified Trading System – operating under the MakTrade. In 1998 the Philippine Securities and Exchange Commission named the PSE a self regulating organization, which allowed it to execute its own policies and regulations. By 2001, the PSE had formed into a stock-shareholder based organization by taking the shape of a profit earning corporation.It also began trading bonds. By 2003, in an effort to be more publicly held, the exchange only allowed shares to be listed through an opening, rather than an initial public offering. He also gathered a game to us to be listened to him. He gave a cd about PSE in every person who answered correctly to his questioned. He also shows us and discusses to us what happened in the real stocks trading. He teaches us the use of electronic board and how to read it. He also told us on how can we buy or sell our stocks in the trading day.He explained to us the importance of stock brokers and where we can meet the stock brokers. He also told us how much the minimum money that we need to have to buy stocks in the market. NEDA destination (National Economic Development Authority) Our last destination was the National Economic Development Authority. The NEDA was established in 1973 with Dr. Gerardo Sicat as its first director general. With the exception of Sicat, the Prime Minister of the Philippines was usually the head of the agency before the First People Power Revolution. Former President Corazon C.Aquino re-organized the NEDA into its present form July 22, 1987 until the administration of President Ninoy Aquino. Former president Corazon C. Aquino appointed Winnie Monsod as its first director-general after EDSA I. the legal basis of NEDA are the following the present form of the NEDA was organized by President Corazon C. Aquino on July 22, 1987 through Executive Order No. 230. It defined the composition of the NEDA Board and the Secretariat and its powers and functions, the powers and functions of the Authority and its committees. On July 26, 1994, President Fidel V.Ramos signed Memorandum Order No. 222 which reactivated the NEDA Board Executive Committee and mandating that the decisions of the NEDA Board Executive Committee shall be final, executor and binding upon the NEDA Board. On July 27, 1992, President Ramos signed Republic Act No. 7640, which constituted the Legislative-Executive Development Advisory Committee (LEDAC). The LEDAC serves as a consultative and advisory body to the President as the head of the NEDA and gives advice on certain programs and policies, which are essential to the realization of the goals of national development.While we are staying in NEDA the speaker let us to watch their video while he discussing their goal and the importance of NEDA and why NEDA established and their duties and responsibilities . The speaker also let us asked about he discussed and some of our schoolmates asked some questioned and the speaker maybe amazed and he told us that we as a group are having a good questioned regarding to what hi discussed to us. After we reached our last destination we go back to our school and go home. Educational tour picturesThis picture was taken when we are in BSP money museum. We took pictures for remembrance and for compilation of our final product. We also took pictures when we are in the bus and waiting for our tour guide to tell us that we can go inside the BSP money museum. This picture was taken when we are in the NEDA and PSE. Sir Harvey let us to take pictures inside the PSE when he gathered his discussion about the PSE. He told us to take a picture having the trading floor as our background. We asked him if we can take a picture together with him and he agreed.

Metaphors by Sylvia Plath

Pregnancy is supposed to be a time of joy and excitement for the mother to be. However, contrary to popular belief, pregnancy doesn’t protect a woman from becoming depressed. About 20 % of women experience some type of depressive symptoms during pregnancy, and 10% develop major depression (Kahn, Moline, Ross, Cohen, Altshuler par. 3). Depression in America is an area of mental illness that is sometimes undetected and people who are feeling symptoms are unaware that the moods they are experiencing are actually normal signs that can be dealt with by medical experts.According to The American Pregnancy Association, depression that is not treated can have potential dangerous risks to the mother and baby. Untreated depression can lead to poor nutrition, drinking, smoking, and suicidal behavior, which can then cause premature birth, low birth weight, and developmental problems. A woman who is depressed often does not have the strength or desire to adequately care for herself or her d eveloping baby.Babies born to mothers who are depressed may also be less active, show less attention and are more irritable and agitated than babies born to moms who are not depressed (â€Å"American Pregnancy Association†). In the poem â€Å"Metaphors† by Sylvia Plath, her choice of words for the poem seem to express her feelings of depression toward the issue of her pregnancy. Plath chose many metaphors to describe her pregnancy. From her choice of words, one gets the feeling as if she is not enjoying the fact that she is pregnant, nor is she looking forward to giving birth.The beginning line, â€Å"I’ a riddle in nine syllables,† begins the pattern of nine syllable lines, with each line having nine syllables and containing nine lines. This reference to the nine months of pregnancy seemed to be an issue for her, and she unlike many pregnant mothers did not seem to want to relish this period of time. In the second line, Plath used the symbol of an elepha nt to describe how she is feeling about the physical state of her body. She clearly notes that she is getting larger, and the metaphor of an elephant clearly communicates this.In the third line, she denotes her size again with the personification, â€Å"A melon strolling on two tendrils. † One can easily picture an expecting mother’s stomach as a melon and her legs as tendrils, which she definitely needs for support as the melon gets larger and larger. In the fourth line, â€Å"O red fruit, ivory, fine timbers! † she is addressing the actual baby growing inside her. The red fruit is describing the color of the baby. As she refers to the ivory, she seems to be going back to the second line about the elephant.She is the elephant, but the baby is the ivory which she uses to describe the baby’s skin. Finally, as she notes fine timbers, she is again referring back to the second line about a house, and describes the baby as the timbers from which the house is c onstructed. In the fifth line, she continues to mention the growing baby, likening it to a loaf of bread rising in the oven. This seems to refer to the expression of â€Å"having a bun in the oven,† and again she shows her obsession of her body image and size.As she states, â€Å" Money’s new-minted in this fat purse†, she seems to be describing how this new baby will be a financial burden to her because of all the costs associated with raising a child. In the eighth line, when she refers to â€Å"eating a bag of green apples†, one gets the impression that she feels sick. The color green signifies feelings of illness. The saying â€Å"green around the gills† comes to mind as an idiom in which green and sickness are denoted. Green apples could also refer to their ripeness.The idea of unripe â€Å"green apples† could be indicating her feelings of not being prepared or wanting the pregnancy. The ninth line, Plath uses the metaphor; â€Å"Board ed the train there’s no getting off† seems to confirm her feeling of regret about getting pregnant. It seems to infer that Plath realizes that her life will never be the same as it was before and that she is stuck for a train ride that is going to last for many years to come. She seems to infer this baby will change her life and she will never have the freedoms she once had.Pregnancy is an emotional time with hormonal activity triggering mood swings. The general expectation is that the expectant mothers are happy and full of excitement. These expectant mother’s natural maternal instincts are anticipated to kick in and they are supposed to cope beautifully from the beginning of their pregnancy till the birth of the child. In reality, many expectant mothers torment themselves with concerns about their changing bodies and other worries. All of these feelings can trigger a mental disorder called antenatal depression (â€Å"Antenatal depression†).There seems ve ry little emotional support for women who suffer from these types of feelings. When an expectant mother visits her doctor, she is checked physically, but very seldom is checked emotionally. Subsequently, depressed moms feel isolated and inadequate and this state of being intensifies their feelings. Sylvia Plath seemed to be suffering from antenatal depression as she conveyed mixed feelings, issues of weight gain and body change, and life changes throughout the poem. She seemed focused on the symptoms and things that were occurring, rather than the fact that she was bringing another life into the world.She fixated on her misfortunes due to the pregnancy. Women in America today experience feelings similar to those described in the poem â€Å"Metaphors† and sometimes try to hide them because they aren’t â€Å"expected† to experience negative feelings according to modern culture. However, these feelings are very real symptoms and need to be addressed so that the mot her and baby can be healthy throughout the pregnancy and after the birth process. . â€Å"Depression In Pregnancy. † American Pregnancy Association Promoting Pregnancy Wellness.Web. 15 April 2013. ihttp://americanpregnancy. org/pregnancyhealth/depressionduringpregnancy. html Kahn, David, M. D. , Moline, Margarte L, Ph. D. , Ross, Ruth W. , M. A. , Cohen, Lee S. , M. D. , Altshuler, Lori L,. M. D. â€Å"Major Depression during Conception and Pregnancy: A Guide for Patients and Families. † 2001. Web. 14 April 2013. http://www. womensmentalhealth. org/wp-content/uploads/2008/04/mdd_guide. pdf Plath, Sylvia. â€Å"Metaphors. † An Introduction to Literature. 16th ed. Glenview: Pearson, 2011. 620. Print.