A List of General Expository Essay Topics

A List of General Expository Essay Topics Expository essays discuss topics by using facts rather than opinions, requiring students to evaluate and investigate while setting forth their arguments clearly and concisely. Teachers often include expository essays as part of assessments, especially in college-level courses, so students can help themselves succeed by practicing writing these types of essays. When teachers are  integrating writing throughout the curriculum, students can use expository essays to demonstrate what theyve learned in other courses. Sample Expository Essay Topics From Students Tenth-graders wrote the following general expository essay topics. Students can practice writing these topics or use the list to come up with topics of their own. The important thing to remember is that these expository essays are based on facts rather than the writers beliefs or feelings. Explain why you admire a particular person.Explain why someone you know should be regarded as a leader.Explain why parents are sometimes strict.If you had to be an animal, which would you be and why?Explain why you especially enjoy a particular teacher.Explain why some cities have curfews for teens.Explain why some students are forced to leave school once they are sixteen.Explain how moving from place to place affects teens.Explain why getting a drivers license is an important event in the lives of many teenagers.Describe the major stressors in teens lives.Explain why you like or dont like working in a team.Describe some nonmaterial things that make you happy.Explain why some teens commit suicide.Explain how music affects your life.Explain the impact of different music genres on society.Explain why students listen to a particular type of music.Explain why some teens skip school.Explain the likely consequences of skipping school.Describe the likely consequences of doing poorly in scho ol. Explain why teens do drugs.Describe the likely consequences of selling drugs.Describe the likely consequences of taking drugs.Explain why teens smoke cigarettes.Explain the likely consequences of being kicked out of school.Explain the likely consequences of skipping classes.Explain the likely consequences of brothers and sisters constantly fighting.Explain why teens wear makeup.Explain the consequences of having alcohol on the school campus.Explain the likely consequences of being sexually active without using protection.Explain why some teens parents do not like to be alone with their childs boyfriend or girlfriend.Explain the likely consequences of increasing the time between classes from five to 15 minutes.Explain why some teens join gangs.Explain the difficulties some teens have once they are in gangs.Explain how life for a teenager changes once she has a baby.Describe what you feel a boy should do if he finds out his girlfriend is pregnant.Explain why you should or should not la ugh at embarrassing moments. Describe the effects of marijuana.Explain the likely consequences of teens becoming sexually active.Explain why it is helpful to organize your materials and activities.Explain why your schoolwork is important.Describe the ways you help out at home.Explain the likely consequences of abolishing capital punishment.Explain the consequences of adopting a pass/fail grading system.Explain the likely consequences of enforcing an 11:00 p.m. curfew.Explain the likely consequences of ending forced busing.Explain why some teenagers dislike saying the pledge to the flag.Explain why some schools dont have open lunch policies.Explain why most teenagers are materialistic.Explain why some teens get jobs.Explain the consequences of having a job while in high school.Explain the likely consequences of dropping out of school.Describe some productive ways students can spend their leisure time.Explain why dealing with their parents divorce can be difficult for many teens.Explain why teens love their parent s even when family situations are difficult. Describe the things that bring you the greatest happiness.Describe three things you would like to change the world and explain why you would change them.Explain why you prefer living in an apartment (or house).Describe the likely consequences of requiring a childbearing license.Describe three objects that symbolize our culture and explain why you selected them.Explain why you are interested in a particular career.Explain the likely consequences of requiring students to wear school uniforms.

The American Liberty Elm - Overview

The American Liberty Elm - Overview American Liberty Elm : The state tree of both Massachusetts and North Dakota, American elm is a beautiful tree but subject to getting a serious disease called Dutch elm disease or DED. The good news is that resistant tree strains are starting to improve the American elms situation. Elm Research Institute (ERI) has developed on of the best, called the American Liberty Elm, and offers matching grants to groups who want to plant the tree. Habit and Range: American elm is one of the most popular of urban shade trees. This tree was planted along downtown city streets for decades. The tree has had major problems with Dutch elm disease and has until now been out of favor when considered for urban tree planting. In North America, American elm attains medium to large tree status and grows 60 to 80 tall. American elm occupies one of the largest north-south ranges in North America - from Canada to Florida. Enter Elm Research Institute (ERI): A new matching tree grant program has been announced by Elm Research Institute (ERI), a nonprofit organization based in Keene, NH. This unique, community-oriented promotion features disease-resistant American Liberty Elms which are the only street proven, purebred, native American elms with a lifetime warranty against Dutch elm disease. This warrenty is backed by ERI. About ERIs American Liberty Elm Grant: How the Matching Tree Grant Program works:For every inch of caliper purchased in trees 3 inch caliper and larger, ERI will donate one 1 inch or 2 inch caliper tree for planting on public property.Your Options:(A) For every inch of caliper purchased in trees Size No. 3 or larger ERI will donate an equal total in Sizes No. 1 or No. 2 trees to be presented as a gift to your municipality for planting on public property.(B) You purchase (4)trees of any size and get {1) tree free. Says the Founder of ERI: “Liberty elms have become extremely popular with new home owners, builders, landscape architects, developers and contractors” says John P. Hansel, Founder of ERI. “We will extend the Matching Tree Grant Program to those who are specifying and planting American Liberty Elms.” Why Plant American Liberty Elms?: The American Liberty Elm has shown superior resistance to disease fungus inoculations over successive years, says ERI. The elm has had more than 20 years of street testing, growing in communities where Dutch elm disease is present. In an ultimate field test, losses among the over 300,000 trees planted have been less than 1 per cent. With more elms now on the market claiming resistance, you need to inquire about the origin and track record of any elm you are considering says Hansel. Why Plant an American Elm?: The American Elm displays a classic elm form, and is perfect for many landscape designs, including elm-lined drives, elm groves and specimen elms. As an elms matures, it displays wide canopies to heights that afford clear views of the architectural details of buildings and deep shade for people to enjoy.A favorite of Fredrick Law Olmsted, the American elm was included in his plans for the U.S. Capitol grounds, New York Citys Central Park and other projects. More on the Matching Tree Grant Program: For more information about the Matching Tree Grant Program, phone Elm Research Institute at 1-800-367-3567 (FOR-ELMS), online at www.landscapeelms.com or write Elm Research Institute, 11 Kit St, Keene, NH 03431. Individuals may also get a free 2-3 ft. tree with a $45 membership. Expert Comments on Elms: It is massive, long lived, tough, easy to grow, adaptable and blessed with an arching, wine-glass-like silhouette, making it the perfect street tree. - Guy Sternberg, Native Trees for North American LandscapesMost trees find life an ongoing struggle, but elms have been through a singular hell.- Arthur Plotnik, The Urban Tree BookFrom a pragmatic viewpoint, it is difficult to recommend this species because of the disease problem. If the newer, resistant selections prove successful, then I would consider planting...- Michael Dirr, Dirrs Hardy Trees and Shrubs

Outline on the benefits of distance learning Essay

Outline on the benefits of distance learning - Essay Example The second main topic was to present a look at distance learning from the standpoint of being independent, but not isolated. It was meant to provide a glimpse of its structure. The third main topic was in reference to the cost. This is often a major obstacle to education and I wanted to end the presentation with it. By this point they will have gotten an interest in distance learning and it was a natural next question to answer. I concluded by summarizing the main topics and highlighting the most relevant issues. I then closed by indirectly referring back to the Twain quote. This will leave the audience back on familiar ground, comfortable with the presentation, and will smooth the transition to a question and answer period. Taylor, T. H., Parker III, G. D., & Tebeaux, E. (2001). Confronting cost and pricing issues in distance education. Educause Quarterly, 16-23. Retrieved October 27, 2006, from http://www.educause.edu/ir/library/pdf/eqm0131.pdf

Two creation story Essay Example | Topics and Well Written Essays - 1000 words - 1

Two creation story - Essay Example Having read through Genesis 1-2, I came with the idea that there are two different creation stories in the bible. The above table gives us some of the ideas that can clearly show us that there are two different stories regarding creation. If you read biblical stories expecting them to tell you exactly what happened, be prepared for a shock as you won’t find the reality less you dig deeper in chapter one of the book of genesis. People are often surprised to realize that God is given two different names in Genesis 1 and 2: God and Lord God. This is not due to some conspiracy by those that translate the Bible into English. â€Å"God† in the first story and the â€Å"lord God†, in the second are used consistently in Hebrew. The different story tellers are just but people. Looking at the way these stories are told, the first story is rather orderly. In that account, God speaks and something comes into existence or being, God sees that it is good, and there is evening and morning respectively: day one ( or two, three, e.t.c) I like to picture God in Genesis 1standing offstage with microphone, booming the lines, â€Å"let there be†¦..† In speaking things into being, instead of being right in our midst, God comes across as somewhat removed. Theologians describe this representation of God as being transcendent. In the second story of creation according to me, Lord God creates things in a slightly different order than what we see in Genesis chapter 1. There are no days that delineated in this account , and God Lord does not speak things into being. This account could almost start with, â€Å"Once upon a time†¦Ã¢â‚¬ ¦Ã¢â‚¬  Here Lord God seems to be right in the middle of things,. Even using hands but the question is, â€Å" does God really and really have physical

Examining Concepts Of Leadership And Reflection In Nursing Essay

Examining Concepts Of Leadership And Reflection In Nursing Essay Western (2008) says that, the term leadership has different meanings and we will aware of leadership when we see it. By the estimates of Durbin (2000), in academic literature there are 35,000 definitions for leadership (Pye,2005;P.32). According to Stodyill (1974;p.257), there are as many people tried to define the idea of leadership as many definitions of leadership as there are. Hemphil and Coons (1957,p.7) defined leadership as the behaviour of an individual directing the activities of a group toward a shared goal. Clark (2009) says that the change in the definition of leadership occurs according to the person, whom we ask to define the term. Houser and Player (2004) concluded in their study of a dozen nurse leaders as that, the nurse leaders have some common characteristics such as innovative, courageous, visionary, scholarly, resilient, creative, committed, responsive, and thoughtful. Tan (2006) suggests that the concept of leadership as, to influence a person or follower, to do what is critical to achieve societal and organizational goals. Nurses are particularly aware about the necessity of reflective practices among health care professionals (Duffy,2007;Manthey,2001, et al.). Same as that practice of reflective leadership have an equal importance in this profession (Deutsch and Sherwood,2008). Oestreich (2009) says that, reflective leaders must know about, how they are opening paths for clear communication and goal fulfilment, where they are in the progress of their own and organizational goals, and how they connect with others. Great leaders have to walk alone sometimes, such aloneness can facilitate reflection(Drucker,1996,p.9). Qualitative researchers says that , more distant reflection is possible through the observation of the participant. In a nutshell, both the individual leader, more than that the organization benefited by the reflective practices. LEADERSHIP CHARACTERISTICS According to Nanus,B (1985), integrity, passion, and vision are the fundamental characteristics of a good leader. Sociability, integrity, determination, self-confidence,and intelligence are the characteristics belong commonly to leaders (Stodgill,1948,1974). Research among 46 magnet hospitals clearly defined the value of leaders as they are knowledgeable and supportive, enthusiastic and visionary, have expectations and high standards, value professional development and education, demonstrate status and power in the organization, are responsive and visible, are active in professional associations and communicate openly (Mc Clure Hinshaw,2002;Scott et al,1999;Kramer,1990;Mc Clure,Poulin,et al,1983;Kramer Schmalenberg,2005). Murphy and DeBack (1991) identified nurse leader have leadership characteristics such as learning and taking initiative, designing organization structure, mastering change, and managing the dream. LEADERSHIP THEORIES Many leadership theories are useful to nursing (Burns,1985). By Patricia Kelly (2010) the major leadership theories classified in to the following approaches: Behavioural, contemporary, and contingency approaches. BEHAVIOURAL APPROACH In behavioural approach the leadership studies by Kurt Lewin et al.(1930) gave information about three widely existing leadership styles. That are autocratic, democratic, and laissez-faire leadership styles. Autocratic style of leadership the opportunity to make decisions centralized in the leader and the leader has the power to control and command the team members. In democratic style the team members have the authority to take decisions and there is a close inter personal relationship between the leader and the individual team members moreover there is sharing of opinions. By Lewin (1939) laissez-faire leaders postpone decision making and are characterized by freedom of behaviour. In this group the negative points are the low productivity and the feeling of dissatisfaction. CONTEMPORARY APPROACH This approach gave importance to the development of learning organizations and lead the process of transforming change. Charismatic theory, transformational leadership theory, knowledge workers, emotional intelligence, and wheatleys new science of leadership are under this approach (Kelly,P,2010). CONTINGENCY APPROACH In this theory the factors in the environment influences the leaders outcomes. This approaches include the situational theory of Hersey and Blanchard, Feilders contingency theory, path goal theory and the idea of substitutes for leadership Among these theories one theory that has become relevant to nursing is the transformational leadership theory (Burns,1985). Transformational leadership is defined as, One who inspires and empowers everyone with the vision of what could be possible(Hood,2010,p.460). The suggestion by IOM (2003,b) is that,the transformational leadership acts as a safety net for the patients. According to Clark (2009,p.17) transformational leadership and authentic leadership are the two different types of leadership styles significantly important for nurses. THE IMPORTANCE OF REFLECTIVE PRACTICE IN NURSING LEADERSHIP The maintenance of a personal professional profile is important for the attainment of maximum reflection in education and practice after the registration of a practitioner, by UKCC. The regularly recording of daily events and preplanned learning activities as a part of reflective process are the bias of this profile (UKCC,1997). One of the inevitable processes in clinical supervision is the reflection. Moreover, clinical supervision helps the practitioner to up bring the standard of care and thus it support in their practice (UKCC,1996). REFLECTION The concept of reflection is difficult to define (James Clarke,1994;Clarke et al., 1996). John Dewey (1933,p.9) defined the term reflection as active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends. By Dewey (1933) the application of scientific methods are possible through experimentation and reasoning and there by challenge and test out true beliefs. His studies influenced the educational ideas and work of Schon,D (1983,1987); Boyd Fales (1983); and Boud et al.(1985). According to Boyd Fales (1983) reflection is the process of internal examination and exploration of a concerned issue, by an event, that self clarify and creates meaning and resulted in a different conceptual perspective. In definitions of reflection, most of them support the ideas of intellectual skills and creativity development, self awareness raising, and new knowledge development (Hancoc k,P,1999). By Boud et al. (1985), to becoming a reflective practitioner, one should consider an issue, triggered by an experience, go back through it, and ponder over it and then they will get a new insight about that particular situation. TYPES OF REFLECTION Schon (1987) noticed two types of reflection in his studies. Reflection-on-action and reflection-in-action. He identified that practitioners use reflection, when they met with unique situations, when they may not be able to use previously learned theories or techniques by formal education. By the concept of his reflection-on-action, to develop as a practitioner or person, critical thinking and construction and reconstruction of events are important. On the other hand, by his reflection-in-action, action from a practitioner reshaped due to his thinking while he is doing it and with out disturbing it. SKILLS NECESSARY FOR REFLECTION By Atkins Murphy (1993) the skills such as description, synthesis, evaluation, judgement, critical analysis, and self-awareness are necessary for reflection. Front-runners in nursing have established some models of reflection, significantly those of Schon (1983,1987); Kolb (1984); Boud,Cohen et al.(1993); Boud,Keogh et al.(1985); and Johns (1992). Their levels of explanations are different, while the retrospective phenomenon of reflection has three fundamental processes. That are retrospection, reorientation, and self-evaluation (Quinn,F,M,).DATE MODELS OF REFLECTION à ¢Ã¢â€š ¬Ã‚ ¢ Reflective Practice was introduced by Donald Schon in his book The Reflective Practitioner in 1983.   There are different models of reflection in practice.   In that I would like to discuss about the two models of reflection Gibbs model, 1988 Johns model, 1995.      GIBBS MODEL OF REFLECTION 1988 Gibbs model is a cyclic process of reflection, in that a practitioner describes the experience and must evaluate and analysis of how they were feeling during the experience.   By the evaluation and analysis of the emotions associated with the situation give the practitioner a chance to understand the situation and come to a conclusion of what else could be done, or what other options could have been taken.   Most importantly,in Gibbs model of reflection the final stage is the formulation of action plan, that give an idea about what actions would be taken if the situation happened again (W http://en.wikipedia.org/wiki/Reflective_practice). JOHNS MODEL It is a structured mode of reflection that provides a practitioner with a guide to gain greater understanding.   In this model of reflection, reflection carried out through the act of sharing of emotions with colleague or a mentor and it provides a faster rate of learning than reflection alone.   In order to achieve reflection looking in on ones thoughts and emotions and looking out at the situation experienced are important steps in this model of reflection.   Mainly five patterns of learning are included in to the guided reflection, that are the practitioners analysis about the aesthetic, personal, ethical, empirical, and the reflexive elements experienced through the situation. REASONS TO PREFER JOHNS MODEL OVER GIBBS MODEL I think Johns model of reflection is better than that of Gibbs model because, in Johns model practitioner get an opportunity to share with a colleague or mentor, about their thoughts and emotions of their own and about the situation experienced.   It seems to me that by the sharing of emotions definitely, we will get a clear cut idea about the feelings of the self and about the situation in a faster rate. Looking in and looking out become easier when the structured questions shared between a colleague or an experienced person.   In Gibbs model of reflection, evaluation and analysis of the emotions associated with the situation experienced is important and there is no sharing of ideas or emotions with anybody.   I feel that with out the sharing of emotions reflection occurs in a slower rate.

Berlin Conference

For three long months, 14 countries from Western Europe and the United States attended the Berlin Conference. This important conference is also known as Congo Conference or Berlin West Africa Conference. The countries that attended include Austria-Hungary, Belgium, Denmark, France, Germany, Great Britain, Italy, Netherlands, Portugal, Russia, Spain, Sweden-Norway, Turkey, and US.Interesting enough, not a single country of Africa attended even though the conference was entirely about the division of land on the African continent. The major players at this conference were the great and mighty countries of France, Germany, Great Britain, and Portugal. This conference that started on November 15, 1884 and ended on February 26, 1885 was called for by Portugal and organized by Otto von Bismarck, chancellor of Germany and minister of Prussia.The original goal of this lengthy conference was to agree that the Congo River and Niger River mouths and basins are neutral and are open to free trade . Before the conference, 80% of Africa remained to be traditionally and locally ruled. The Europeans only controlled the coastal areas. This all changed because King Leopold II wanted glory for Portugal and organized a secret mission to form Congo Free State. King Leopold and other countries wanted to take advantage of its gold, timber, land, timber, and labor power.When France discovered King Leopold II’s scheme, she got mad which eventually resulted in this conference. The final result of this conference culminated in the General Act of BerlinConference. This document prohibited international slave trade, made Congo Free State a private property of Congo Society (although Leopold still uses it as his private property), permit free trade in Congo Basin and Lake Niassa, and allow free ship traffic on the Niger and Congo river.A new map of the African continent was created. It divided the vast continent into 50 geometric countries with no regards for cultural and linguistic bo undaries of the native Africans. The only countries remaining free are Ethiopia and Liberia (US’s country to return slaves to their â€Å"homeland†. All in all, the Berlin Conference caused Africans to lose their autonomy and ushered in heightened colonial activity.

The Jackson Memorial Health System BCG Matrix Analysis

Introduction The Jackson Memorial Health System is based in Miami. This not-for-profit, county run organization has multiple sites, the main one being Jackson Memorial Hospital. The hospital has over 1550 licensed beds and is a teaching facility for the medical school at the University of Miami (JHS Miami, 2012). While the JHS has a number of different programs and facilities, it is important from the perspective of central management to understand the position that each has in the marketplace. JHS has a significant market share, as it is the largest hospital in Miami-Dade County. Its size and its mandate to serve the residents of the country regardless of ability to pay ensures a strong customer flow and substantial market share. The hospitals total revenue for the latest fiscal year was $4.8 billion, and on this it lost $34 million, an amount the county covers through a sales tax levy (Beckers, 2012). BCG Matrix One tool that can help an organization to understand its competitive positioning is the BCG Matrix. This matrix is based on the product life cycle theory and is typically used to help organizations make decisions about what products or services should be given priority over scarce resources (VBM, 2012). In analyzing Jacksons portfolio it is important to bear in mind that not all services are going to be in any one category. With a hospital this large and diversified, there will be things in which it is especially strong and things in which it is especially