Planning a Nutritional Education Program

Planning a Nutritional Education Program Nutrition Education Needs Majority of female prisoners have the thought of whether they will have enough food for themselves or for their families due to their incarceration. Half of them were incarnated most of their life and did not know what had happened outside those walls, so they might not be knowing how to shop and where to get food, lacking the skills to cook a meal, and do not know anything about food assistance programs (1). They were so used of having people to cook for them and because of restricted time they were not able to have much physical activity. The usage of literacy sources such as nutritional pamphlets and recipes could enable the prisoners to cultivate a healthy diet with regular physical activities. Preventing them from any nutrition-related chronic disease and help them to maintain a healthy lifestyle. Implementing and developing intervention that focuses on skill building and developing healthy lifestyle that incorporate good nutritional practices and physical activity (1). In addit ion, implementing education program on portion sizes and calorie estimation, healthy food purchasing with budget, cooking classes and even food sanitation classes, as well as focusing on healthy eating with a balance diet helps decrease the risk of chronic disease. In summary, a curriculum for this target population should include lessons on nutrition and childhood nutrition (portion sizes, nutritional balance and choice of food), skill in relation to cooking, budgeting, purchasing, and preparing (safe food handling practices and procedures), and physical activity habits. Social Cognitive Theory The major focus of this nutrition intervention is to apply and develop food management skill and making healthy food choices that include meal planning, shopping, and with limiting budget. By providing this skill to the female inmates allow and ensure them the skills they need by following the Social Cognitive Theory (SCT) for behavior change. The implementation of this theory was used by the Healthy Cents curriculum that will be followed for this nutrition intervention (2). SCT is based on the idea of having a comfortable learning environment, goal setting, providing opportunities to participate, and skill development to help foster behavior change (2). There are eight key concepts in SCT which consist of environment, reciprocal determinism, self-regulation, behavioral capability, expectations, self-efficacy, observational learning, and reinforcement (3). In Healthy Cents, this program stresses on using teaching lessons in a series to approach in influencing behavior change, providi ng a comfortable learning environment, dynamic interaction of the person, by knowing a person knowledge and skill, help individuals to apply with the knowledge, group work is encouraged, and goal setting using the information that are being introduced during the lesson (4). Participants are express to improve their nutrition and food shopping skills through this program. The main issue with this target population is the lack of knowledge of how to shop and plan a meal with budget. When these female prison inmates are released and re-enter into the society, they will seek for jobs but with their limited education and low literacy levels the chances of getting employed are lower (5). Without a job, they will not have enough money to buy food. Therefore, with this program enabling them to plan and shop on budget yet having a healthy lifestyle. This intervention started with addressing the reciprocal determinism of female inmates participating in Healthy Cents. In Lesson 1 discussed how to make healthy choices on a budget (2). The objectives about this lesson is to allow individual to practice choosing healthier alternatives familiar food and by teaching them the true meaning of healthy foods. The curriculum emphasis on lecturing, focusing on content, provides information, and asking recall questions, focusing on dialogue learning techniques to generate interest and excitement about the topic lesson (2). Each lesson content activities for the participation to apply, they will be divided into a small group setting to do some group activities such as practicing with the information they learn, food tasting, and goal setting for individual. At the end of the class, the participation get to take home tips or message handouts and recipe they tried in the lesson. Concept Need for Nutrition Education Strategies for Change in Lesson Environment Female inmates may not have access to healthy and nutritious foods because of where they live, lack of knowledge of what foods are considered healthy, and do not have enough money to buy foods. Provide information on what foods that are healthy, provide resources (MyPlate) and handouts that are consider healthy foods, and display ways to shop with budget (L1 -L6) Reciprocal Determinism Majority of the female inmates that are being release are from low socioeconomic with limited access to food, limited nutrition education, low literacy which might cause this populations ability to change. Teach about smart shopping for fruits and vegetables (L1), having healthy snacks that they can afford (L2), developing a food budget (L3-L4), educate in planning a meal (L5), and food shopping on a budget (L6). Discuss the importance of these helps them to change the idea that they able to have a healthy lifestyle with a limited budget. Self-Regulation Many inmates who got release currently not practicing healthy eating habits, may need assistance in selecting appropriate goals, problem solving, monitoring, and even decision making. Aid with goal setting, problem solving, and decision making by encouraging the participants to take home handouts and recipes (L1-L6). Also, encourage participants to use what they learned and participate in the discussion concerning their goals and decision (L1-L6). Behavioral Capability Prisoners need the knowledge and skill to manage their food after they are release, so they need assistance and education on how to prepare healthy meals with alternatively cheap healthy food options. Provide information and demonstration on how to shop and plan healthy meals and snacks in way that is easy to follow (L1, L2, L4-L6). Expectations While many female inmates may know that fruits, vegetables, whole grains are healthy for them, they may not believe that is impossible for them to purchase healthy items with low budget. Introduce new ways to purchase healthy food options and encourage participants to try new recipes. Handouts and recipe sheets will be provided additional information and ideas to try after the lessons (L1-L6). Self-Efficacy The target population may not live at the area where they are easily access to grocery store, therefore, they may not try before some of the foods. Promote and motivate the participants in trying new foods and make some changes with their diets. Handouts and recipe provided with additional recipe of trying other food options. (L1-L6) Observational Learning Inmates are being confined with other prisoner in the cells so they often talked and learned from each other. Lessons are taught through observational learning that involved group problem-solving discussion, listening, seeing, hearing and even asking can engage in and to promote understanding to participants (L1-L6) Reinforcements The target populations may not implement on healthy meals option because after they are released the chances of them getting employed are low (5) therefore lack of financial resources which lead to limited access to healthy food. Having low-income which eligible them to participate in food assistance programs. Inform the participants about food assistance programs can help them to access and choose foods with higher nutritional quality (L3). Curriculum The Healthy Cents program in an extension of Food Supplement Nutrition Education (FSNE) by University of Maryland. It is published in the year 2015 and is funded by United States Department of Agricultures SNAP-Ed. This curriculum is designed for adults, parents/fathers/mothers with low-income individuals and families who have limited food resources, limited budget to purchase and prepare healthy food at home. This program combines nutrition education and food resource management principles to encourage limited resource families to make healthy food choices that include making healthy choices on a budget, decreasing food expenses, developing a food budget, planning a meal, and food shopping on a budget (6). The curriculum links tools and methods for improved food resource management with USDA nutrition messages to stretch food dollars and encourage healthy food choices using MyPlate (6). These lessons were developed using the Social-Cognitive Theory. The program was created to last f or 60 minutes per lesson and with the total of 12 lessons. The lesson will be started off with the whole group then will be divided into smaller group of 4 participants each for discussion and activities. Educators able to easily follow along with the lesson plans because it is well-organized format. In the curriculum, there are handouts for the educators about materials that they need and things that are require for each lesson. There is a free downloadable file called Healthy Cents from the USDA website with all the complete information needed to facilitate the lessons. The lesson will inform about who, why, lesson length, where, and what about each topic, materials and supplies that are needed for the class, things to say and side notes for the educators, discussion questions for the participants, activities that will be doing for each lesson, new recipe to try, as well as handouts for the learners. After taking a sample handout from the take home tips, the handout was found to be a 4.3 Flesch-Kincaid Grade Level on Microsoft Word. However, not all handout contains the same literacy level. One of the handout has a grade level of 8.9. Some of the handouts are appropriate yet some is not appropriate for the target population, because with their limited education and low literacy levels (5) and about 68% did not receive high school diploma (7), it will be hard for them to comprehend the harder and higher literacy information on their own. It is important to point out that Healthy Cents contain total of 12 lessons in the curriculum. In this assignment, it will be shorten to 6 lessons that are relevance to this target populations needs. Everyone is provided with a copy of handout about the lesson and recipe to bring home with them. Lesson 1: Making Healthy Choices on a Budget. The first lesson stresses the importance about what is healthy food using MyPlate poster and how to afford and shop smartly for fresh produces. The major goal is to able to choose healthier alternatives to familiar foods and able to identify different ways to buy fresh produce using coupons and with limited budget. Lesson 2: Decreasing Food Expenses. The objective of this lesson is to help individual or families to buy healthy snacks that are affordable. Participants will compare the cost of buying individually packaged snacks to bulk package, make their own snacks and understand that snacks can be affordable to made at home and healthy. they will also practice to read nutrition facts labels to identify healthy foods. Lesson 3: Developing a Food Budget. This lesson is intended to teach the participants to choose between food needs and food wants also developing a plan on estimation food expenses. The participants will learn the 5 food groups that made up of a healthy plate and learn to plan for monthly food budget. They will play a board game that related to the lesson and try some new food that they can make for themselves. Lesson 4: Community Food Assistance Programs. Participants will have the opportunity to get resources and examine the food assistance programs that are available in the community. Practice saving money using coupons to purchase healthier items. Lesson 5: Planning a Meal to Make Life Simpler. This lesson will allow the participants to know the benefits of meal planning and acquire skills needed for developing a weekly meal plan. The learners will taste a healthy recipe that is simple to prepare. Lesson 6: Food Shopping on a Budget. Participants will learn about shopping strategies Practice using unit price compare to prices at the grocery store. Explore the layout of a grocery store and how to find lower cost items by looking at the products on shelves below eye level. Ask the participants to choose one new strategy to try for saving money at the grocery store. This curriculum is quite complete, however there is a gap in the program. The involvement of others who have chronic disease in the program will face challenges. As we know, from the nutrition assessment that there are quite many of inmates have chronic disease due to the foods being served in the prison and lack of physical activities, therefore some might face the challenge of health-related nutrition concerns. They do not have the knowledge on what kind of food and nutrition that meet the needs of their body. Perhaps modifying the intervention to involve lesson on obesity, malnutrition, diabetes, and other chronic diseases that require certain kind of foods and provide alternative food options to help lower health risks that would make it more complete. Other Program Components As the target population focuses on female inmates, it is important to consider a wider age range. This intervention educates on budgeting and how to shop with limited resources. It educates and incorporation of knowledge for healthy food options. It shows about meal planning and budgeting shopping, however it did not educate about portion sizes. American food culture is well known for big portion; they might have calculated and plan their meal but without the proper portion sizes will cause them to over eat which will lead to overweight and obese. Other than portion size, providing hands-on approach and educating on how to prepare meals will have beneficial to the target population. In addition, studies have showed that female inmates must overcome their unique social, mental, emotional, and physical challenges that prevent their ability to blend smoothly back into the society (8). Therefore, emphasis on discussing healthy lifestyle choices and habits for individual or families to create an environment that allows for positive behavior change (8) is extremely important to this population. References Decker, Jennifer and Dharod, Jigna. Nutrition Education Needs of Women Being Released from Prison. Maine Nutrition Network, USM. USDA, Food Stamp Nutrition Education, 2006. Website. Available at https://snaped.fns.usda.gov/snap/resourcefinder/WomenReleasedFromPrison.pdf. Accessed March 1, 2017. Boyle Marie A. Community Nutrition in Action: An Entrepreneurial Approach 7th ed. Boston, MA; pp 87. Textbook. Published 2016. Accessed March 25, 2017. United States Department of Agriculture. Healthy Cents. 2015. Website. Available on https://snaped.fns.usda.gov/materials/healthy-cents. Accessed on March 26, 2017. Astray-Caneda, Vivian, Busbee, Malika and Fanning, Markell. Social Learning Theory and Prison Work Release Programs. Florida International University, USA. 2013. Website. Available at http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1165context=sferc. Accessed March 26, 2017 Learning to Shop Wisely for Nutritious Foods Makes Healthy Cents. Food Supplement Nutrition Program. University of Maryland Extension. 2017. Website. Available at http://extension.umd.edu/fsne/fsne-adult-programs/learning-shop-wisely-nutritious-foods-makes-healthy-cents. Accessed March 26, 2017. Harlow, Caroline Wolf. Ph.D. BJS Statistician. Education and Correctional Populations. Bureau of Justice Statistics. Revised January 2003. Website. Available at https://www.bjs.gov/content/pub/pdf/ecp.pdf. Accessed March 27, 2017. Reentry Programs for Women Inmates. Washington, DC: U.S. Department of Justice, National Institute of Justice. Journal Issue No. 252. June 2003. Website. Available at https://nij.gov/journals/252/Pages/reentry.aspx. Accessed March 26, 2017.

Biology :: essays research papers

Biology   Ã‚  Ã‚  Ã‚  Ã‚  1. The virus is made up of five parts and is in the size range of 10 nm-300 nm in diameter. The first is the coat made up of protein that protects the virus to a point. Next is the head that contains the genetic material for the virus. The genetic material for a virus is DNA. The two other parts are the tail sheath and the tail fibers that are used for odd jobs. I believe that a virus is not considered to be a living creature due to the fact it is a parasitic reproducer. To me it is just like ripping up a piece of paper because it is still the same thing and it isn't carrying out any other function besides reproduction. Since the virus cannot continue to do its functions without taking from a host and being a parasite it is considered an obligated parasite.   Ã‚  Ã‚  Ã‚  Ã‚  2. The adult fern plant in its dominate generation (sporophyte) develops sporangium on one side of its leaf. When meiosis is finished inside the sporangia and the spores are completed the annulus dries out releasing the spores. The spore germinates and grows into a prothallus which is the gametophyte generation. The antheridia and the archegonia are developed on the bottom of the prothallus. The archegonia are at the notch of the prothallus and the antheridia are located near the tip. Fertilization occurs when outside moisture is present and the sperm from the antheridia swim to the eggs of the archegonia. A zygote is formed on the prothallus and a new sporophyte grows.   Ã‚  Ã‚  Ã‚  Ã‚  4. Flowering plants have unique characteristics that help them survive. One is the flower itself that contains the reproductive structures. The color of the flower helps because it may attract birds and insects that spread the plants pollen which diversify the later generation of plants. Flowers also produce fruits that protect their seeds and disperses them with the help of fruit eating animals.   Ã‚  Ã‚  Ã‚  Ã‚  5. Fungi, Animalia, and, Plantae are all believed to be evolved from Protista. All 3 of these kingdoms are eukaryotic and their cells have a nucleus and all the other organelles. Fungi live on organic material they digest, Plants produce their own organic material, and Animals go out and find their food. Animalia are heterotrophic whereas Plantae are photosynthetic. Fungi who digest their own food on the outside are different from animals who digest their food on the inside. Plants and animals both have organs systems but animals have organized muscle fibers and plants do not.   Ã‚  Ã‚  Ã‚  Ã‚  8. The Gasreopoda , Pelecypoda, and the Cephalapoda all have three of

Ethiopian Culture and History

Ethiopia – The Oldest Civilization The Great Blacks in Wax Museum The culture I decided to experience was the ancient culture of Ethiopia. The Great Blacks in Wax Museum introduced me to this most ancient but formally organized culture that still influences governing systems today. An intriguing fact about Ethiopia is that it is world’s oldest civilization and the founder of Egypt another old and great civilization. Ethiopian, also originally known as Sheba, history begins its existence around 10th century B. C. y Solomon’s first son, Melenik I, who the Queen of Sheba was the supposed to have mothered. Its documented history begins in the ancient city of Askum in about 2nd century AD, thus making it one of oldest independent African nations and one of the most ancient cultures in the entire world. The exhibit provided an excellent array of facts about Ethiopian life, history, culture, tradition and government. The display also showed a number of ancient Ethiopian artifacts as well as lifelike wax figures of some of Ethiopian rulers and leaders.The Ethiopian exhibit at the Great Blacks in Wax Museum displayed how this country and its culture is the world’s oldest civilization and it is responsible for many systems and values that are still continued throughout the world today. The artifacts in this exhibit were interesting and varied greatly in purpose and practical use. There were no artist or artisans noted in the exhibit. All the artifacts date back to the age of the history of the Ethiopians around 10th century B. C. Understanding the ancient history helps explained some of the artifacts in the exhibit.The spear was shown in many different areas of the display. The spear was an essential part of the history from the earliest historical days especially since there were many tribal wars within and from external opposition. It was used for a variety of uses including as a weapon in wartime as well as a tool to kill animals for consum ption. It was individually handcrafted of a two-part tool/weapon with a spear head (arrow-like from sharpen rock) and a shaft kept together with a sturdy vine to hold the parts together. It often had etchings, paint from berry dyes, or adornment of some kind.The spear is often shown and was used by the males in the villages and was proudly displayed in rituals including war dance, tribal dances to denote power and virility. It was a daily part of the Ethiopian life. Another artifact that was prevalent in the display was masks of a variety of materials, expressions, and sizes. The mask was an important part of the Ethiopian traditional and cultural rites and rituals. The masks were often used during celebrations including religious ones and part of medical rituals. The masks were handcrafted from fine wood and painted with paints made from dyes of berries and fruits.The masks were also used in wartime in confrontation with enemy warriors. The masks were used to celebrate joyous event s also. The masks is still crafted and used in traditional celebrations in Ethiopia today. There were many ancient instruments displayed in the exhibit. The instruments include an ancient guitar like instrument made form handcrafted wood, animal with vines for strumming. There were many different types of drums and bongo type instruments. These drums were made from handcrafted fine wood with animal skins pulled across the open wood tube and tied with vine or rope.These drums were used for a variety of uses included celebratory traditions, communicating across distance of danger, need, or information. Music and ceremonial dance were an everyday part of ancient Ethiopian and this musical tradition is still greatly part of Ethiopian culture. The Ethiopian cultures appreciation for intricate color, design and hand-dyed fabrics is prevalent in their ancient culture and their instruments were decorated and adorned as well. The original cultural attire today differ not much from their anci ent ancestors and may still be seen in Ethiopia’s heritage rich attire today.The Ethiopian exhibit provided an eye-opening insight into how its ancient systems, values, traditions, rituals and dress have shaped the current Ethiopia and many other world cultures. Egypt was a city founded by Askum (ancient Ethiopia). These ancient and great civilizations laid the cornerstone of many other past and current governments. The ancient Kemet, now Egypt was ruled by the Queen of Sheba. Her prosperity and governing were the foundation of the Greek, Roman, Hebrew, Phoenician and Indian civilization.One of Ethiopia’s most important contributions was that it had a systematic form of government and rule. Another famous woman ruler of the culture was Egypt’s Cleopatra. Though there was a period of Roman history were few women ruled with any true power, the strong Ethiopian women rulers help to set a pattern of women in government that has return to culture today. Ethiopian cul ture was responsible for many advancements in communication, commercial and architectural contributions that have affected all cultures throughout history.They were responsible for communication achievements such as being credited with the first alphabet system, the first use of chronology and history recording, and a development of a language that was more widely used than the Semitic and Aryan languages of ancient times. The ancient Ethiopians were commerce and industry masters in the art of navigation, the world’s first and most vast commercial trading system that did business with India, Persia, Arabia and Chaldea. It has been evidenced that Ethiopians sailors explores the Americas 2,000 years before Columbus. There artisans and developers of textile trade and smelting iron.They were early miners of silver, copper, gold and other raw minerals. The architectural achievements are legendary which include expert use of sandstone, limestone and granite in building construction . They are credited with the method of carving buildings and pyramids out of solid rock. They forged extensions over mountains and made the first arches, aqueducts and bridges long before the founding and rise of Rome or Greece. A wax figure of Imhotep, ca 2980 B. C. , a revolutionary architect, was the noted designer of the great step pyramid of Egypt was part of this exhibit.The advancements of this society in these areas are very much still part of Ethiopia’s history and culture but even more astounding critical to the development of multi-cultures and cross-cultures all over the world throughout mankind’s history and development. The ancient Ethiopian culture made some significant values and ideas in the area of philosophy and religion. The ancient Ethiopian culture was one of the foremost cultures that worshipped a Supreme being. They were mentioned in the Bible because they provided a place of refuge for Moses and Jesus Christ.Ethiopian (Askum) was one of the fir st African nations to adopt the then new religion of Christianity. This adoption of Christianity was significant in Christianity’s early history and a source of war confrontations with neighboring Islamic nations. In its history, Ethiopia is also noted for their protection of Christianity during the African invasion of Islamic Arabia. The wide spread popularity and acceptance of Christianity crosses multi-cultural lines and significantly affects the religious belief and lifestyle of millions of Christians even today.The Ethiopian exhibit at the Great Blacks in Wax museum was just a starting point of a long continuing rich and thriving history of African culture. The other exhibits were a direct link to this most ancient of civilizations. By observing the history of African and Black American culture and history, I reviewed many other cultures as well. Reviewing Ethiopia’s history and observing its artifacts made the rest of the museum experience more understandable. Th e ties of the Ethiopian culture – life, traditions, costumes, dress, government, architecture, commerce and industry are seen in most cultures history and present day life.The museum went on to show exhibits in the following areas of African-American and Black History: †¢ SlaveryEmancipationSlave Revolts †¢ The Underground RailroadJourney to freedomSharecropping Life †¢ Western FrontierCivil War ContributionsAbolition & Women’s Rights †¢ Black ReconstructionEducators, ScientistArtic Exploration †¢ Black Labor MovementMilitary LeadersFather of Black Nationalism †¢ Black Renaissance ManAfrican Freedom FightersRastafarians †¢ Modern Civil Rights Jim Crow EraSegregation LynchingBlack Women LegendsAthletes †¢ Space ExplorationBlvd. of Broken DreamsWriters and Poets Having observed all the exhibits the affects of the ancient Ethiopian value system, traditions were very evident in the development of multi-cultures especially in Africa, European and American history. The exhibits often made my heart heavy and even bought tears to my eyes, but I noted, that though struggle has always been part of Ethiopian and its ancestral history and urrent minority life and all cultural life; there is always hope and significant contributions throughout every culture. Through the exhibits, I observed that though much of man’s culture and history is hard to view and acknowledge, that there is a determination and drive to survive from that most ancient civilization that has carried through to this today in every culture.Struggle brings about significant change and adaptation in all cultures. It showed me that every culture is co-linked through history and shares many significant cultural anthropologic relationships despite what appears to be insurmountable differences when it is all said and done we are all the same and want what is good and right for our survival just as ancient Ethiopia wanted. ———â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [pic] Page 2 Page 3

My college essay Essay

Your GPA, class rank, SATI and SATII scores are all important to a college admissions officer in helping to assess your academic abilities. But they are only numbers – they have no personality. What can make your application stand apart are the personal essays. The college essay will allow an admissions officer to look beyond those numbers and see you as a person. A well-written essay should convey your thoughts, attitudes, personal qualities, imagination, sense of humor and creativity. It will round out the rest of your application and help you stand out from other applicants. In the end, it is one of the only parts of your application over which you have complete control, so it is important to take the time to do your best work. WRITING THE ESSAY To write a college essay, use the same three-step process that you would use to write an essay for class: first prewrite, then draft, and finally, edit. Taking the time for this process will help you to identify a focus for your essay and gather details you’ll need to support it. Prewriting: To start, you need to organize potential ideas for the main points of your essay. Since the purpose of the essay is to share more about you with the admissions dean, begin with YOU. Brainstorm for a few minutes, making a list of your strengths and outstanding characteristics. Focus on your strengths of personality, not your accomplishments (i. e. , you are responsible, not â€Å"an Eagle Scout;† committed, not â€Å"a three-year starter for the basketball team†). Your accomplishments are important, but more appropriate for the activities section of the application. Discover your strengths by doing a little research about yourself. Ask friends, parents and teachers what they see as your strengths. Create an outline, listing several pieces of evidence from your life next to each of the strengths that you have discovered to prove your point. Look for patterns and connections in the information that you have brainstormed. Group similar ideas and events together in logical ways (i. e. , was basketball more about the sport or about the friendships? Does your passion for numbers show itself in your performance in the state math competition and your summer job at the computer store? Drafting: Getting started is often the hardest part of essay writing. Use the information that you have learned about yourself in the prewriting phase to jump-start the process. While drafting, your job is to further organize this information into a typical essay with an introduction, the body of the essay, and conclusion. The introduction gives your reader an idea of the essay’s contents and can be short when you need to be concise. Often a vivid sentence is sufficient, such as â€Å"My favorite science project was a complete failure. † The body presents the evidence that supports your main idea. Use narration and details about the incident to show rather than tell. The conclusion can be brief as well, with a few wellselected sentences that tie together the events and incidents that you’ve described and solidify the meaning they had to you. Editing: After your draft, allow yourself time to make improvements: find and correct any errors, strengthen your focus if need be, and get feedback from another reader. Remember, this is your essay, making you your own best editor. No one can tell your story. Your words and ideas are the best way to go. Let it cool; take a break from the work for a few days before beginning an edit. Does your main idea come across clearly? Do you prove your points with specific details? Is your essay easy to read aloud? Seek feedback from someone you like and trust (but someone likely to be honest about your writing). Ask them to tell you what they think the essay is really about. Did they get it right or do you need to do another edit? Edit even more, making your language simple, direct and clear. This is a personal essay, not a term paper. Most colleges set word limits for each essay, so every word counts (say, â€Å"now† instead of â€Å"in today’s society†). Proof read at least two times before thinking that you are done. Careless spelling or grammatical errors, awkward language, or fuzzy logic will make your essay memorable – for all of the wrong reasons.

Conjugating Servir in Spanish

Conjugating Servir in Spanish The Spanish verb servir has most of the meanings of to serve but is used more often than the English verb in describing how things are used. The cognates come from the Latin servire, which originally referred to being a servant or slave. Its meaning of being beneficial developed later. Servir is conjugated irregularly, using the same pattern as pedir and competir. The stem of serv- changes to sirv- when stressed in the indicative mood and always when used in a simple form of the subjunctive mood. The conjugations of the present-tense indicative (the most-used conjugation) are as follows: yo sirvo, tà º sirves, usted/à ©l/ella sirve, nosotros/nosotras servimos, vosotros servà ­s, ustedes/ellos/ellas sirven. Using Servir To Indicate Use or Suitability Although it can stand alone, servir is often followed by the preposition para to indicate how something is used and/or what it is used or useful for. Less common is using the reflexive form servirse followed by the preposition de. Examples with possible translations: Mi mà ³vil me sirve para estar en contacto en las redes sociales. (My cellphone is useful for me to stay in touch with the social networks.)Las vitaminas sirven para la adecuada funcià ³n del cuerpo humano. (Vitamins are used in the proper functioning of the human body.)No todos servimos para todo, pero todos servimos para algo. (Not all of us are good at everything, but all of us are good for something.)No sirve para nada. (Its not helpful for anything.)La jefa de la policà ­a quiere dos perros que sirvieron para detectar narcà ³ticos y explosivos. (The police chief wants two dogs that would be used to detect drugs and explosives.)Nuestro programa de seguridad puede servir como modelo para otras escuelas. (Our security system can be used as a model for other schools.)Esta clase sirve a alumnos con discapacidades graves. (This class serves students with severe disabilities.)Me servà ­ de la llave para abrir la puerta. (I used the key to open the door.)Muchos oradores se sirven h istorias humorà ­sticas para establecer una relacià ³n con la audiencia. (Many speakers use funny stories to make a connection with the audience.) Using Servir To Refer To Serving Someone Although servir often has a domestic connotation such as when it refers to serving food, it can be used in a wide variety of contexts involving helping someone or something. El mesero puso azà ºcar en las tazas e inmediatamente sirvià ³ el tà ©. (The waiter put sugar in the cups and immediately served the tea.)Hay varios mà ©todos de servir la mesa. (There are several ways of setting the table.)Mi abuelo sirvià ³ en el ejà ©rcito durante la guerra. (My grandfather served in the army during the war.)El gobernador dice que quiere servir al pueblo. (The governor says he wants to help the people.) ¿Dà ³nde se sirve el desayuno? (Where is breakfast served?)Me servà ­ la leche en el refrigerador. (I helped myself to the milk in the refrigerator.) ¿En quà © puedo servirte? (How can I help you?) Using Servir in Sports Sports where a ball is served in English typically use servir in Spanish: Si un jugador sirvià ³ fuera de su turno, ese juego queda anulado. (If a player serves out of order, that game wont count.)

Free Essays on Research On Paralegal Case

MEMORANDUM INTRODUCTION You have asked me to determine whether our client Diana Lewis committed unauthorized practice of law by providing her services. I have done research on statutes and cases. This memorandum will address the issue of this case, California Bar’s claim, and Ms. Lewis’s possible defense. STATEMENT OF FACTS In May 2001, Diana Lewis earned her Associate of Art degree and Paralegal Certificate from City College of San Francisco. In June 2001, Ms. Lewis opened her business to prepare legal paperwork for clients involved in uncontested divorces. She advertises her business in the Daily Journal and the Recorder. She charges no more than $75 for the complete package of paperwork and has assisted 25 clients to date. Because Ms. Lewis’s clients are not familiar with the legal terminology and some of them are illiterate, Ms. Lewis is compelled to ask questions and hold conferences with them. The day before the client’s court hearing, Ms. Lewis meets with her client to discuss what he or she can expect during the hearing. Ms. Lewis does not accompany the client to the hearing. Diana Lewis has been charged by the California Bar with unauthorized practice of law. ISSUE Did Ms. Lewis practice law when she provided such legal document service? BRIEF ANSWER No. California Bar could make a case that Ms. Lewis gave legal advice. But when she helped her clients with â€Å"uncontested† divorce document, she did not give specific advice by which the client’s particular legal rights were secured. She simply helped interpret instructions on preparing the general legal forms at her clients’ request. Such sales and services are legitimate. DISCUSSION In Cal Bus & Prof Code  § 6125, â€Å"[n]o person shall practice law in California unless the person is an active member of the State Bar.† Diana Lewis dose not have law school education and did not pass California Bar Exams. She is not an active... Free Essays on Research On Paralegal Case Free Essays on Research On Paralegal Case MEMORANDUM INTRODUCTION You have asked me to determine whether our client Diana Lewis committed unauthorized practice of law by providing her services. I have done research on statutes and cases. This memorandum will address the issue of this case, California Bar’s claim, and Ms. Lewis’s possible defense. STATEMENT OF FACTS In May 2001, Diana Lewis earned her Associate of Art degree and Paralegal Certificate from City College of San Francisco. In June 2001, Ms. Lewis opened her business to prepare legal paperwork for clients involved in uncontested divorces. She advertises her business in the Daily Journal and the Recorder. She charges no more than $75 for the complete package of paperwork and has assisted 25 clients to date. Because Ms. Lewis’s clients are not familiar with the legal terminology and some of them are illiterate, Ms. Lewis is compelled to ask questions and hold conferences with them. The day before the client’s court hearing, Ms. Lewis meets with her client to discuss what he or she can expect during the hearing. Ms. Lewis does not accompany the client to the hearing. Diana Lewis has been charged by the California Bar with unauthorized practice of law. ISSUE Did Ms. Lewis practice law when she provided such legal document service? BRIEF ANSWER No. California Bar could make a case that Ms. Lewis gave legal advice. But when she helped her clients with â€Å"uncontested† divorce document, she did not give specific advice by which the client’s particular legal rights were secured. She simply helped interpret instructions on preparing the general legal forms at her clients’ request. Such sales and services are legitimate. DISCUSSION In Cal Bus & Prof Code  § 6125, â€Å"[n]o person shall practice law in California unless the person is an active member of the State Bar.† Diana Lewis dose not have law school education and did not pass California Bar Exams. She is not an active...

Biography of Enrico Dandolo, Doge of Venice

Biography of Enrico Dandolo, Doge of Venice Enrico Dandolo was known for funding, organizing, and leading the forces of the Fourth Crusade, who never reached the Holy Land but instead captured Constantinople. He is also famous for taking the title of Doge at a very advanced age. Occupations DogeMilitary Leader Places of Residence and Influence Venice, ItalyByzantium (Eastern Roman Empire) Important Dates Born: c. 1107Elected Doge: June 1, 1192Died: 1205 About Enrico Dandolo The Dandolo family was wealthy and powerful, and Enricos father, Vitale, had held several high administrative positions in Venice. Because he was a member of this influential clan, Enrico was able to secure a position in the government himself with little difficulty, and eventually, he was entrusted with many important missions for Venice. This included a trip to Constantinople in 1171 with the doge at that time, Vitale II Michiel, and another a year later with the Byzantine ambassador. On the latter expedition, so diligently did Enrico protect the interests of the Venetians that it was rumored the Byzantine emperor, Manuel I Comnenus, had him blinded. However, although Enrico suffered from poor vision, the chronicler Geoffroi de Villehardouin, who knew Dandolo personally, attributes this condition to a blow to the head. Enrico Dandolo also served as Venices ambassador to the King of Sicily in 1174 and to Ferrara in 1191. With such prestigious accomplishments in his career, Dandolo was considered an excellent candidate as the next doge even though he was quite elderly. When Orio Mastropiero stepped down in order to retire to a monastery, Enrico Dandolo was elected Doge of Venice on June 1, 1192. He was believed to be at least 84 years of age at the time. Enrico Dandolo Rules Venice As doge, Dandolo worked tirelessly to increase the prestige and influence of Venice. He negotiated treaties with Verona, Treviso, the Byzantine Empire, the Patriarch of Aquileia, the King of Armenia and the Holy Roman Emperor, Philip of Swabia. He fought a war against the Pisans and won. He also reorganized Venices currency, issuing a new, large silver coin known as the grosso or matapan that bore his own image. His changes to the monetary system were the beginning of an extensive economic policy designed to increase trade, most especially with lands to the east. Dandolo also took a keen interest in the Venetian legal system. In one of his earliest official acts as ruler of Venice, he swore the â€Å"ducal promise,† an oath that specifically laid out all of the duties of the doge, as well as his rights. The grosso coin depicts him holding this promise. Dandolo also published Venices first collection of civil statutes and revised the penal code. These achievements alone would have earned Enrico Dandolo an honorable place in the history of Venice, but he would earn fame or infamy from one of the strangest episodes in Venetian history. Enrico Dandolo and the Fourth Crusade The idea of sending troops to the Eastern Roman Empire instead of to the Holy Land did not originate in Venice, but it is fair to say that the Fourth Crusade would not have turned out as it did were it not for the efforts of Enrico Dandolo. The organization of transportation for the French troops, the funding of the expedition in exchange for their help in taking Zara, and the persuading of the crusaders in helping the Venetians take Constantinople all of this was Dandolos work. He was also physically in the forefront of events, standing armed and armored in the bow of his galley, encouraging the attackers as they made their landing at Constantinople. He was well past 90 years old. After Dandolo and his forces succeeded in capturing Constantinople, he took the title lord of the fourth part and a half of the whole empire of Romania for himself and for all the doges of Venice thereafter. The title corresponded to how the spoils of the Eastern Roman Empire (Romania) were then divided as a consequence of the conquest. The doge remained in the capital city of the empire to oversee the new Latin government and to look out for Venetian interests. In 1205, Enrico Dandolo died in Constantinople at the age of 98. He was entombed in the Hagia Sophia. Resources and Further Reading Madden, Thomas F.  Enrico Dandolo the Rise of Venice. Baltimore, Md: Johns Hopkins Univ. Press, 2011.Brà ©hier, Louis.  Enrico Dandolo.  The Catholic Encyclopedia.  Vol. 4.  New York: Robert Appleton Company,  1908.