Louis and clark essays

Louis and clark essays With the United States nearly doubling in size resulting from the Louisiana Purchase by president Jefferson on April 30, 1804, a vast new area remained undiscovered. Stemming from Jeffersons anti- federalist views, this purchase would extend the agricultural character of the United States.. (Barth pg. 6). Jefferson not only hoped farmers for centuries to follow would benefit from the purchase, but that the sheer amount of land that was acquired during the purchase would prevent the federal government from having too much influence on its citizens. Not everyone approved of Jeffersons decision, Federalist businessmen anticipated economic chaos and coin rushing into infinite space (Barth pg.6). With Jeffersons design for the new and much larger nation now in place, the expedition he envisioned long before the Louisiana Purchase even took place was now needed to explore the newly acquired land, The brainchild of President Thomas Jefferson, it was a high point of his preoccupation w ith the American West. The expedition was republican in nature due to the expansionist views Jefferson had in mind for it to achieve. Jeffersons idea of a waterway through this new and uncharted territory would make access to the west and maybe even all the way to the Pacific far much easier, thus providing easier trade routes to the west. Jefferson suggested in 1783 to George Rodgers Clark and older brother William Clark that he lead an expedition to explore the land west of the Mississippi in hopes of discovering a waterway to the west. Clark declined because he did not receive reimbursements from the government for expenditures during the war and was broke. Jefferson continued to push for expeditions into this uncharted territory but had little success. When Jefferson became president in 1801 he wanted this land to be reserved for the United States. When the land was acquired after the Louisi...

For Example in French and Its Synonyms

'For Example' in French and Its Synonyms We say for example when we want to illustrate, expand upon, or explain something, and so do the French, who say par example.  Same construction, same meaning. Par exemple is also one of those everyday expressions thats just as common in French as it is in English. In fact, its one of the ​most common phrases in the French language, along with such famous expressions as  bon appà ©tit,  dà ©j vu, and  je taime. Here are a couple of examples of how to use par exemple: Il est important de faire du sport. On peut, par exemple, faire du tai chi.It’s important to practice a sport. You can, for example, practice tai chi. On pourrait proposer ce garà §on, par exemple, a toutes les filles.We could suggest this boy, for example, to all the girls. Par Exemple Without a Verb Note that when using par exemple, we often omit part of the sentence, which is implied. Il est important de faire du sport : du tai chi, par exemple.It’s important to practice a sport: tai chi, for example. The repetitive words â€Å"one can practice† are implied after the colon in the above English language example. Synonyms of Par Exemple There are two approximate  synonyms for par exemple in French but nothing as direct as the English for instance. As French instructors will tell you, French is poor in vocabulary, rich in syntax. So instead of par exemple, you could say: Ansi, meaning literally  thus  or thereforeThis word is quite old-fashioned and not used as much as par exemple.Il aime les fruits. Ainsi, il mange une banane tous les jours.He likes fruits. Thus, he eats a banana every day.Comme, meaning literally such asTu peux manger quelque chose de là ©ger. Comme un fruit.You can eat something light. Such as (or Like) a piece of fruit. Meaning of the French Expression Ça Par Exemple Ça par example  is an interjection that expresses surprise and sometimes disapproval, but not always. The expression is  a bit old-fashioned, though, and it’s not so common these days. Instead, a French speaker today would probably prefer a more literal expression like, Je ne peux pas le croire, or â€Å"I can’t believe it.† Finalement, aprà ¨s t’avoir fait la cour pendant des mois, il t’a posà © un lapin! Ça par exemple!Finally, after courting you for months, he stood you up! I can’t believe it! Mistakes to Avoid When Using Par Exemple The word exemple in French is written with an e in the middle, not the  a  we use in the English word â€Å"example.† Also, the for is not translated as pour (literally for) but as par (literally by). So the  French expression literally translates to by example, and many French speakers  make the mistake of saying by   (instead of for) when they try to say for example in English.

Lessons to a Stubborn and Rebellious People in a Weary Land Research Paper

Lessons to a Stubborn and Rebellious People in a Weary Land - Research Paper Example Throughout the Old Testament of the Bible, God has used man and his imperfections to teach mankind many lessons, oftentimes using nations and lands outside of Israel to fulfill His divine purpose. Whether it is the Egyptians in the time of Moses, the Philistines in the time of David, the Babylonians in the time of Daniel, or the Persians in the time of Esther, God used His people – the Jews – to achieve mighty works that would serve as examples of faith to future Hebrew generations and as warnings to outside nations that worshiped false gods and opposed His people. But this is not the full picture. God often worked within His own camp – the people of Israel – to expose their corrupt nature, punish them, purge them of their sins, and bring them back into His mercy and blessings. With Adam and Eve, Cain and Abel, Job, Noah, and others figures in the Old Testament, God used traumatic or catastrophic events in order to steer man back on the right path of godli ness and submission to Him. The best place to start when examining how God used the people and places of the Bible is the book of Genesis, which means â€Å"origins† in Greek and â€Å"in the beginning† in Hebrew, (Hamilton 1). And the genesis of mankind, of course, dates back to Adam and Eve in the Garden of Eden, a perfect paradise on earth devoid of any of the toils or strife that we experience every day on earth. But when God put Adam and Eve in the midst of this unblemished land, corruption was speedily on its way. Soon after God created Adam from the dust, He chose to create Eve out of his rib because He said â€Å"It is not good for the man to be alone. I will make a helper suitable for him,† (NIV Study Bible, Gen. 2.18). But not long after God had given the warning not to eat from the tree of the knowledge of good and evil, Satan – through the guise of a serpent – persuaded Eve that God did not want her and Adam to eat the tree’s fruit because He was afraid the y would become like Him. In essence, Satan called God a liar, telling Eve that if she ate the fruit, she would not die, going against what God had said. Eve took the bait, and the horrific legacy of sin has permeated every facet of man’s life ever since. Once Eve and Adam had partaken of that cataclysmic snack, Satan’s wrath of sin, misery, and treachery was ushered into the world. Adam and Eve soon discovered shame, guilt, fear, and all the other trappings that come with sin and disobedience. God quickly banished the first couple from the garden – which was located in the area of modern-day Iraq – and the two experienced grief, pain, and suffering for the first time. Reaping the consequences for this initial disobedience was a tough lesson to learn, and even though the inheritance of this sinful nature has perpetuated for 7,000 years ? from early Old Testament times up through today – God has shown man in many miraculous ways that He has the victo ry over Satan and sin. Cain and Abel were the first offspring to inherit their parents’ sinful nature, yet where there is sin, there is grace. Through these two brothers, we also witness the world’s first sibling rivalry. Whereas the firstborn – Cain – worked the soil and harvested crops, his younger brother Abel tended the flocks as a shepherd. When they went before God to offer a portion of their livelihoods, Cain brought some of his fruits, while

Hospitality Facilities Management Essay Example | Topics and Well Written Essays - 2500 words

Hospitality Facilities Management - Essay Example People who have relatives in other states or countries never bothered to think about their accommodation as they had an option to live but for people who were going for business trips or for leisure had to first think about it before they plan their trip. However, hospitality business came into existence keeping in mind this notion and with the increase in hotel ranges and chains, it became easier for all classes to afford their accommodation in different parts of the world depending upon their profile and their need. The term hospitality was coined keeping in mind the service which hotel industry is serving. The term refers to the relationship between a guest and a host in which guest is the visitor of the hotel and the host is the team of hotel serving. Hotel services just not mean to provide space to stay. The whole concept is referred to serving the guest with all the possible and necessary things required by one. It includes food, entertainment of the guests, clubs, resorts and many other things. Hospitality is also regarded as the act of generously providing care and kindness to whoever is in need as it means serving the guests. The background of this term is that it was derived from a Latin word hospes which is originated from hostis. It means stranger. Along with that, a word hostire which means to compensate was also merged to derive the word hospitality. It even has a story of Telemachus and Nestor of Greek mythology attached to the background which explains the sacred hospitality notion. Concept of Hospitality The concept of hospitality has been changing with the changing times. It has become more challenging with the fast development taking place around the world. However, the concept of hospitality has been way different in the past. In the past, it was considered as a duty of all to serve the guest as much as possible taking it into the ethical boundaries and teachings of one. It was counted as an act of discipline to host someone (Hospitality industry Business solutions from AllBusiness_com). If we observe the contemporary notion of hospitality, we would see a major difference from the past concept. Today, it has become more as of entertainment, throwing parties, providing leisure entertainment and to facilitate tourist businessman. As hospitality has now become a source of money making, people surviving in this industry are very much cautious about their acts and facilities to hold a strong position in the market. However, the biggest selling proposition for this industry is the custo mer satisfaction which a customer may experience while using the service of any hotel. This notion is the key component of the success of the business of hospitality. What is Customer Value In the past, when the concept of

The Impact of Training and Development on the Employees of the Insurance Sector in Jordan Essay Example for Free

The Impact of Training and Development on the Employees of the Insurance Sector in Jordan Essay The focus of all aspects of Human Resource Development is on developing the most superior workforce so that the organization and individual employees can accomplish their work goals in service to customers , All employees want to be valuable and remain competitive in the labour market at all times. This can only be achieved through employee training and development. Employees will always want to develop career-enhancing skills, which will always lead to employee motivation and retention. There is no doubt that a well-trained and developed staff will be a valuable asset to the company and thereby increasing the chances of his efficiency in discharging his or her duties, so our main focus about the practises of training and development in the insurance sector as it is a very important service sector . And to study the relationship between training and development with job satisfaction and morale among employees , inter personal relationship and customer satisfaction , employee motivation, efficiencies in processes, financial gain , capacity to adopt new technologies and methods , innovation in strategies and products , employee turnover , company image and productivity. METHODOLOGY: We are going to examine two of the most well-known companies in Jordan (Arab insurance company and Jordanian insurance company) through a qualitative research , data will be collected through a couple of interviews with some of the employees of the two companies from many managerial levels and by gathering primary information through literature review from recent journal papers and books. GROUP MEMBERS: * Sara khano * Bashar Kafafi * Lama Daas * Eman Khalil * Shireen Shakaa

Antigone Son :: essays research papers

In one of the three plays of Sophocles, â€Å"The Antigone† we come across a character who is trying to change the mind of a king who is his own father. In the middle of the play the character Haemon comes and tells Creon, â€Å" I beg you, do not be unchangeable: Do not believe that you alone can be right. The man who thinks that, The man who maintains that only he has the power to reason correctly, the gifts to speak, the soul – a man like that, when you know him, turns out empty. It is not reason never to yield to reason!† Haemon tells his father this because he realizes that Creon is not going to change his mind on executing Antigone. Haemon realizes that the approach his father has taken towards this situation was wrong and that he is also wrong with his final decision. Antigone is the women who Haemon is suppose to marry and she is sent to die by Creon because she broke the rules that Creon set. The rule of the state that Antigone broke was that she gave he r brother Polynices a proper burial knowing that Creon declared him as an enemy of the state and did not deserve the burial. Antigone had a right to bury her brother and she did do the right thing by going against Creon’s rules. Not everyone in this play including Creon did not realize what the life of Antigone was like as she was growing up. Knowing that your father was also your own brother must have brought plenty of pain in her life. Throughout the entire play the audience knows what the life of Antigone was like and know all the pain she has had in her life. Most of her family has already past away and all the family she had left were her two brothers and her sister. Once she realizes that her two brothers are also gone she wants to give them both the proper burial that they deserve because they to experienced the same amount of pain that Anitgone faced in the course of her life. Antigone probably wanted to give both her brothers a proper burial because she never got to give her mother or her father one. Her dad went into exile after finding out that he killed his own father and interacted in s exual intercourse with his own mother.

Beatrice and Benedick in “Much Ado About Nothing” Essay

Dramatically, the two scenes in which the friends of Beatrice and Benedick deceive them into believing that the love of the other is whole-heartedly directed towards them, is very appealing, and on of the reasons for this is the dramatic effects. Shakespeare delves into the deeper and more continuous themes of the play in this scene, both through the language and the visual actions, and one of the themes explored is the emerging of true emotions from behind a mask. When Don Pedro, Leonato and Claudio enter, Benedick mocks â€Å"the Prince and Monsieur Love!† and hides â€Å"in the arbour†. As well as Benedick’s outward demonstration of the cynicism he has towards affectionate emotions being humorous for the audience, it also implies a deeper impact that the developing relationship of Claudio and Hero is having on him. The audience has learnt from Act 1 Scene 1 his seemingly obvious distaste for love, as Benedick proudly states that he would look pale â€Å"with anger, with sickness, or with hunger †¦ not with love†. This demonstrates that he considers it dull and inhibiting, and further that it makes a man a domestic creature, leaving him only to â€Å"sigh away Sundays†. Yet in the same scene, when Claudio tentatively requests Benedick’s opinion of Hero, he replies, â€Å"Do you question me as an honest man †¦ or would you have me speak after my custom, as being a professed tyrant to their sex?† Benedick utters this with a dismissive tone, and yet it implies that inwardly he struggles with the persona that initially he willingly created for himself, yet now is assumed by others. There is a slight vulnerability suggested through the way Benedick hints at a subconscious desire to experience love despite his tendency to scorn it, and Shakespeare uses this to allow his friends to manipulate and play upon his emotions. Don Pedro initiates the comical deception, asking whether the others have noticed â€Å"where Benedick hath hid himself†, and thus the gulling begins. The exploration of this theme is mirrored with the women and Beatrice’s  deception. Beatrice and Benedick are similar in several personality traits that they portray, perhaps indicating the suitability of their match, and Beatrice too struggles with the restrictions of adopting a contemptuous attitude to both love and Benedick. She claims that she would rather hear her â€Å"dog bark at a crow that a man swear he loves† her, and again although this is very convincing, there is a suggestion later on that this is not entirely honest. After the dramatic scorning of Hero by Claudio on their wedding day, Beatrice vehemently declares, â€Å"O that I were a man for his [Claudio’s] sake† and this is because she understands she cannot rebel against the traditional man-woman divide. This indicates that to compensate for this, her words have become her weapon, and therefore her sharp distaste for love may not be true. Another theme that Shakespeare develops in the gulling scenes is that of traditional values, and again this is both through language and actions. There is a clear gender division throughout the play as this reflects the way society was in the time of Shakespeare, and the most clear indication of this is the way that Benedick is deceived by men – Claudio, Leonato, and Don Pedro – and Beatrice is deceived by women – Ursula and Hero. This is a very symbolic, and is furthered by the use of different language. The men’s gulling scene is entirely written in prose, with the men using powerful and emotive imagery, for example, that of Beatrice loving Benedick with â€Å"an enraged affected† that â€Å"is past the infinite of thought†. As well as emphasising the masculinity of the scene, this also outlines the effect that flattery has on people. Claudio comments that he â€Å"never did think that lady would have loved any man†, and thought to the audience it is clear that this is spoken with an edge of humour, to Benedick it appears entirely serious as he is unaware of their knowledge of his presence. Therefore the frenzied and angry love that the men profess Beatrice must, in his opinion, be anything but false, and this Leonato confirms by saying. â€Å"Counterfeit?! There was never counterfeit of passion came so near the life  of passion as she discovers it.† The affect of this revelation is a subtle weave of both pity and obsequiousness. Benedick is astounded and immensely pleased, and he displays his clear pleasure in saying, â€Å"By this day, she’s a fair lady! I do spy some marks of love in her.† Yet on the other hand, when he declares that â€Å"it must be requited†, his tone implies that this is just as much a favour to Beatrice as to himself, and is merely trying to save her from the way â€Å"she falls, weeps, sobs, beats her heart, tears her hair, prays, curses†, as Claudio disclosed. The women’s scene is contrasting, as it is written in blank verse, which is far more poetic, and suggests a richness and value which symbolises the femininity of the characters. The imagery is far more delicate, as Hero talks of â€Å"honeysuckles, ripen’d by the sun†, and the â€Å"sweat bait† that they are laying for Beatrice. The latter image is particularly effective, as it suggests a beautiful reward at the end of their light-hearted deception, and steers away from the men’s use of particularly forceful language. The scene also differs slightly in a different employment of flattery. Whereas the men launched firstly into language that would relax Benedick and so encourage him to believe their supposed falsehoods, Hero, knowing Beatrice can hear her, calls her â€Å"disdainful†, â€Å"coy and wild† The ironic comedy played on Benedick in the previous scene is repeated here on Beatrice. Shakespeare ensures audience participation in the plot enacted by Hero and Ursula, while Beatrice is unaware of it. By indulging in the pretense that Beatrice is too scornful to accept Benedick, who is presented as both wise and noble, they produce the intended reverse effect. Beatrice decides she is in love with Benedick. Appearance and reality are constantly juggled to produce the desired effect. This appears to be the stock theme in most of Shakespeare’s comedies. The trio of Claudio, Leonato, and Don Pedro are extremely ingenious in  executing their plan, originally conceived by Don Pedro. Benedick automatically falls into the trap because of his great respect and trust for Leonato, whom he cannot believe guilty of such deception. Don Pedro’s conversation with his friends appeals greatly to Benedick’s self-love. That a lady of such an excellent nature as Beatrice should be attracted to him boosts his pride greatly. It increases his opinion of himself. His soliloquy gives ample proof of his thoughts and is one of the best examples of comic irony in the play. His views on marriage have all of a sudden undergone a drastic change. â€Å"The world must be peopled,† he emphasizes. There is a great deal of audience participation in this scene. The supposed plot gives an additional role to the audience in that its members share in the inside story–the fooling of Benedick. The irony lies in the fact that the plotters know that Benedick is listening to them. Benedick does not ‘note’ that the conspirators know his hiding place while the audience ‘notes’ both deceptions.

Philosophical Analysis Essay

â€Å"In the case of an ordinary illusion of the senses we often say: This object seems thus or so; but in reality it is thus †¦ (but) the seeming is opposed to the reality only in so far as the chance experience of one point of view gets contrasted with what would be, or might be, experienced from some larger, more rationally permanent, or more exclusive and uniting point of view. † Truth is the embodiment of reality; reality is the embodiment of experience. Yet, truth and reality are problematic concepts. Reality, when expressed in categorical terms, is in itself manifest-creating concept; that is, there is no clearly defined boundary of finding the essence of entities. In short, an attempt to define reality will result to more questions. An attempt to examine the source or basis of reality will inevitably result to ambiguity. What is the implication of this fact to truth? Truth also becomes a manifest-creating concept. Its basis is, from a vantage point, a derivation of reality (Kant, 1786/1926). Here, there is a need to mention two bases of truth and reality. For some philosophers, reality and truth are generally derived from sense experience. Aristotle once argued that the fundamental basis of reality is actual reference to existing objects. Here, reality is objective; truth is absolute. For other philosophers, rationality rather than sense experience is the formal basis of reality. Descartes, for example, argued that sense experiences often result to disconcerting assumptions of what is real and ought to be real (Descartes, 1637/1999). An example may suffice this point. Suppose an individual sees an oar in the water. From sense experience, the individual will interpret the phenomenon as genuine phenomenon. However, the individual perception of what is real is compounded by illusory assumption of what ought to be real. Descartes argued that the oar in the water, when rationality is used as means to discern truth, is a reflection of an actual oar. 2) â€Å"The best definition of truth from a logical standpoint is that which is fated to be ultimately accepted by all investigators †¦ (and not something to be identified with) some purely personal end, some profit upon which a particular individual has set his heart. † For many centuries, philosophers pondered on the best definition of truth. Perhaps, the most influential philosopher who developed a systematic approach in analyzing the nature of truth is Immanuel Kant. According to Kant, truth in categorical definition is a derivation of collective facts (Kant, 1786/1926). Kant argued that when a set of facts are accepted to be truth by rational individuals, then it is by definition, part of truth. Subsequent philosophers such as Whitehead and Russell expounded on the concept of truth. According to these philosophers, there exists a set of truths which in character is both relative and self-sufficient. Truth is relative because the discretion of a group of rational individuals is also relative. It is self-sufficient because its consequence is self-compelling. When presented to different individuals, a truth compels the individual to believe and accept it as true. What is the general consequence of these assumptions of truth? In essence, such assumptions reject the notion of absolute truth. Absolute truth defines an epistemological basis of reality; that is, reality bounded not by the laws of nature, but by the law of necessity. One can refer to this reality as Being, Divine entity, or God. However, absolute truth is not necessarily a definitive clause of a Divine entity. Absolute truth is assumed by some philosophers to be manifested in quintessential entities; entities which are purported to exist in reality. It may be argued that this interpretation of reality may be a personalistic interpretation of ends. In any case, it is possible to prove this assumption. References Descartes, Rene. 1637/1999. Discourse on the Method. London: London Publishing House. Kant, Immanuel. 1786/1926. The Critique of Pure Reason. New York: Macmillan Publishing Company.

Free Essays on A Literary Analysis Of Porphyrias Lover

The Demented Mind of Porphyria’s Lover Audience: Person’s interested in learning more about Robert Browning’s â€Å"Porphyria’s Lover.† Purpose: To Educate. Proposal: I will tell you my interpretation of Robert Browning’s â€Å"Porphyria’s Lover.† Tone: Objective Constraints: The poem is from the nineteenth century which brings a whole new aspect to some of the customs in dating and life. The Demented Mind of Porphyria’s Lover Is it truly love if you would kill your lover so you can be together forever? Sounds like dementia, does it not? In Robert Browning’s â€Å"Porphyria’s Lover† the speaker of the poem kills his lover. He does this because he fears she will go back to her family and leave him. He believes that if he kills her they will be together happily ever after. From the beginning of the poem there is a feeling that something is wrong, a rainy windy night when trees are getting blown down. Then Porphyria comes home to her lover and, in his eyes â€Å"She shut the cold out and the storm† (7). The speaker of this poem views Porphyria as somebody who can make everything okay. She also brings happiness and warmth to his life. This is symbolized in the fact that she â€Å"made the cheerless grate/ Blaze up, and all the cottage warm† (8). Throughout the first twenty five lines of the poem the anaphora â€Å"And† is used to emphasize Porphyria’s life and her caring actions. It is always used to begin a line where she is doing something for the speaker. However, there is a volta at the beginning of line twenty six â€Å"But passion sometimes would prevail† (26). Here a negative attitude is emitted by the speaker and this anaphora ends, at least until after Porphyria is dead. After starting a fire and warming the cottage Porphyria removed all of her wet clothing and sits beside her lover. At this point she is talking to him but there is no response. This is probably because he is already contemplat... Free Essays on A Literary Analysis Of Porphyria's Lover Free Essays on A Literary Analysis Of Porphyria's Lover The Demented Mind of Porphyria’s Lover Audience: Person’s interested in learning more about Robert Browning’s â€Å"Porphyria’s Lover.† Purpose: To Educate. Proposal: I will tell you my interpretation of Robert Browning’s â€Å"Porphyria’s Lover.† Tone: Objective Constraints: The poem is from the nineteenth century which brings a whole new aspect to some of the customs in dating and life. The Demented Mind of Porphyria’s Lover Is it truly love if you would kill your lover so you can be together forever? Sounds like dementia, does it not? In Robert Browning’s â€Å"Porphyria’s Lover† the speaker of the poem kills his lover. He does this because he fears she will go back to her family and leave him. He believes that if he kills her they will be together happily ever after. From the beginning of the poem there is a feeling that something is wrong, a rainy windy night when trees are getting blown down. Then Porphyria comes home to her lover and, in his eyes â€Å"She shut the cold out and the storm† (7). The speaker of this poem views Porphyria as somebody who can make everything okay. She also brings happiness and warmth to his life. This is symbolized in the fact that she â€Å"made the cheerless grate/ Blaze up, and all the cottage warm† (8). Throughout the first twenty five lines of the poem the anaphora â€Å"And† is used to emphasize Porphyria’s life and her caring actions. It is always used to begin a line where she is doing something for the speaker. However, there is a volta at the beginning of line twenty six â€Å"But passion sometimes would prevail† (26). Here a negative attitude is emitted by the speaker and this anaphora ends, at least until after Porphyria is dead. After starting a fire and warming the cottage Porphyria removed all of her wet clothing and sits beside her lover. At this point she is talking to him but there is no response. This is probably because he is already contemplat...

Complete Guide Job Shadowing for High School Students

Complete Guide Job Shadowing for High School Students SAT / ACT Prep Online Guides and Tips Are you thinking about future careers and wondering what different jobs are like?There are many job shadowing opportunities for high school students, and they're a great way to observe different jobs and help you decide which careers would be best for you. Read this guide to learn about job shadowing for high school students, how you can find great job shadowing opportunities, and tips for making the most of your job shadow experience. What Is Job Shadowing? Job shadowing is an experience where you spend a day or a few days observing a professional on the job.While job shadowing, you can easily learn about different jobs and help decide which careers you would enjoy the most. You can follow a doctor making her rounds in the hospital, observe a teacher conducting class, look over building plans with an architect, or something completely different, depending on who you shadow. Job shadowing is popular withstudents because it introduces them to different careers and helps them decide which jobs would be the best fit for them.Job shadowing for high school students is especially helpful because knowing which jobs you enjoy can help you decide on a major when you begin applying to colleges. What Will You Do While Job Shadowing? What you do while job shadowing depends heavily on where your shadow takes place. In general, job shadowing involves following one worker, often called a mentor, as they go about their work day. A job shadow mostly involves listening and observing, but they often give you the chance to perform some simple job duties. For example, if you shadow a doctor at a hospital, you may be able to discuss different diseases and methods of treatment, be sent to pick up x-rays, and watch doctors interact with patients, but you won't be able to do things that require special training, such as draw blood or examine a patient yourself. You will get to see what your mentor's schedule is like, how much of their time they spend on different duties, who they talk to during the day, and what knowledge and skills they use. You may focus specifically on one job or observe multiple jobs within a company.You will also usually have the chance to speak to other workers and ask them questions about their jobs and career paths. A job shadow usually lasts one day, but there are cases when they can last several days to give you a more in-depth look at a certain career or company. To set up a job shadow, you just need to find a company who is willing to host you and available when you are. This means thatthey can take place at any time of the year. However, because most people work Monday to Friday, it is often easier to schedule a job shadow during the summer when you are not in school during those days. You may also be able to find an opportunity over a weekend or on a school holiday, or you may get permission to miss a day of school to attend a job shadow. What Are the Benefits of Job Shadowing? Job shadowing has many benefits for high school students, and three of the most important are discussed below. Learn About Different Jobs Usually, the biggest benefit of job shadowing is that it lets you directly observe different jobs so you can better understand what different careers entail.Shadowing a job can help you learn if it’s really something you would enjoy. For example, you may have always dreamed of being a journalist, but shadowing one may cause you to realize that you don’t enjoy all the research and editing they have to do. On the other hand, you may find a different job much more interesting than you originally thought it would be. Job shadowing is a great opportunity for high school students because it lets them learn about different jobs in a risk-free way before they choose a major and begin to take college classes. It’s much better to learn which jobs you like and dislike now,rather than wait until after you’ve graduated college to learn that you don’t like any of the careers your major prepared you for. Network With Professionals When you job shadow, you will get the opportunity to speak with professionals in that field.Job shadowing typically involves spending the majority of your time with one person, your mentor, but almost all job shadow experiences also include interacting and speaking with other workers at the company. You can use this opportunity to ask them about their job, what they like about it, what they dislike about it, and what advice they have for a student who wants to go into that career field.Making connections with professionals can also make it easier for you to find a job or an internship in that field down the road because you have already established a relationship with people working there. If you had a great job shadow experience at a place where you'd like to work, try to nurture the relationships you created and keep in touch with the people you met. This can include sending them an e-mail every few months mentioning something you read or learned about that's relevant to their job, meeting them for coffee about once a year to discuss the career field and your goals, or applying for an internship there. There's a long period of time between high school and when you'll begin your job search in college, and keeping up with your relationships will help keep you fresh in their memory, so they are more likely to help you when you're looking for a job. Be Introduced to the Workforce Another benefit of job shadowing is that it lets you experience what having a job and being in the workforce is like.During your job shadow, you can get a better idea of what it’s like to go to work every day, interact with coworkers, and have a boss.This can be useful for students thinking about applying to their first job or internshipbecause it will give them a better idea of what to expect when they begin working. Are There Downsides to Job Shadowing? Job shadowing can provide great experiences and teach you a lot, but if you have a negative experience or a mentor, it can turn you away from a job you had previously been really interested in. If you have a bad job shadow experience, the important thing is to remember that you only spent one day at one place, and that does not represent the entire career by any means. People can have bad days, and people with the same job title can, and often do, have completely different work experiences. If this happens to you, you should try to set up another job shadow, either at a different location but for a similar job, or at the same place but with another mentor. Having a second job shadow can help you determine if it's really the career you dislike, or if it was the specific company or person you shadowed. How Can You Find Job Shadowing Opportunities? So now that you know how beneficial job shadowing for high school students can be, read on to learn how to set up your own. Check With Your School High schools often have connections with various companies who offer job shadowing.Ask your academic adviser or someone at your school’s career office for a list of organizations you can contact.If you aren’t sure where you’d like to do your job shadow, they can talk to you about your career goals and help you choose a place that will fit your interests. Contact Places Where You'd Like to Work If you have a specific place where you may like to work in the future or want to learn more about, you can also contact them directly.Call or e-mail someone from the company’s human resources department (or if they don’t have an HR department, call or e-mail the main contact line). Say that you’re a student interested in learning more about certain careers, and you’d like an opportunity to do a job shadow with someone from the company. List some reasons as to why you chose that particular company. Try Community Boards Your community center or town hall may also offer opportunities for job shadowing. Check community boards or websites for possibilities. If you see interesting companies hiring for workers or interns, you can also contact them to see if they’d be willing to let you job shadow there. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Tips for Job Shadowing The more effort and preparation you put into your job shadow, the more you will get out of it. Follow these tips to have an informative and useful job shadowing experience. Before Your Job Shadow: Do some research on the company so that you’re prepared for when you arrive. Check the company’s website to get this information. Learn basic facts such as what work they do, how many people they employ, and when they were founded. Also, read over the company’s goals and mission statement if they have them to get a better sense of where you’ll be working. If you know who you’ll be shadowing, research their position as well so you have a better idea of what to expect when you shadow. Be prepared to discuss yourself and your career goals. If you’re not sure about your career goals, that’s fine too, just mention you’re still gathering information if you’re asked. Prepare some questions you’d like to ask while shadowing. These questions can be about the job itself, the career field, or advice you’re interested in getting. Sample questions include: What caused you to choose this job? What do you like about this job? What do you dislike about it? What makes a person successful at this job? What classes can I take to help prepare me for a job in this field? What skills are useful for this job? Make sure you know where and when your job shadow will be taking place, and confirm with someone from the company a few days beforehand. During Your Job Shadow: Know how to get to the location and allow extra time to ensure you are not late. Dress appropriately. Unless you will be getting dirty, dress similar to how you would for a job interview. Don’t wear t-shirts, shorts, or flip-flops. Bring a notepad so you can take down notes and things you learn. Keep your phone off during the job shadow and resist the urge to text or check your Facebook messages until you’re back home. Be enthusiastic and participate in each activity suggested. You want to learn as much as possible from this experience. Speak to as many people as you can and ask for their business cards if you're interested in talking with them more. Shake hands and introduce yourself to every person you meet. Remember to be respectful of people's time. While most people you meet will be happy to talk with you, remember that you are at someone's workplace and they need to work as well, so try not to take up too much of any one person's time. After Your Job Shadow: Send thank-you notes to the person or people you shadowed, and mention a few things you learned. Write up a few sentences on your job shadow experience for your own personal use. Describe what you did, what you enjoyed, what you didn’t enjoy, and what you learned. This will be useful information to have in the future when you don’t remember the details of your job shadow as clearly. Store contact information and business cards in a safe place so you can reference them if you need to contact the company again for more information, ask follow-up questions, or if you end up applying for a job there. Key FactsAbout Job Shadowing Job shadowing is a great way to observe specific jobs and help decide which careers you are most interested in. Job shadows are a great opportunity for high school students because they can help you plan your future and decide what to major in at college. During a job shadow, you will observe a typical workday at the company. Your school can help you set up a job shadow, or you can contact companies you’re interested in directly. Beforehand, research the company and career field you’ll be observing so you can ask relevant questions. During your job shadow, make the most of the experience by speaking to as many people and participating in as many activities as you can. What's Next? Thinking about getting a job in high school? Check out our guide to the 8 best jobs for teens and learn how to find yours! Considering doing an internship? Learn how to get an internship as a high schooler, the benefits and drawbacks, andhow to choose the best internship for you. Community service is also a great way to get experience and learn about different jobs. Read our guide to learn what community service is and how it can benefit you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How might Archbishop Romero analyze (comment on) the following passage Essay

How might Archbishop Romero analyze (comment on) the following passage from Gaudium et Spes - Essay Example In his view the Church was not the name of the buildings or of the hierarchical structure of clergymen but was the name of the collective of Catholic people, most of who were poor and oppressed (Brockman). The ‘Gaudium et Spes’ (Joy and Hope) apostolic constitution adopted at the Second Vatican Council in 1965 proclaims a similar view of the Church. In this document, the laity are urged to learn what their faith demands from them in the course of their secular duties. They are told that the role of the clergy in this respect is that of a teacher. The clergy will advise them on what God may want them to do, however they should cultivate their own conscience and religious sensibility and not expect explicit guidance from the clergy on every issue (Second Vatican Council). This passage has many parallels with the work of Archbishop Romero. The ‘Gaudium et Spes’ calls for a sort of spiritual and intellectual emancipation of the laity who are to educate themselves in their religion with the help of the clergy and in many matters where the explicit guidance of the Church is not available, they are to use the wisdom of the clergy to determine for themselves what God wants from them. In this view of the Catholic clergy, the clergymen are not the autocratic leaders of the laity but their guides and spiritual advisors. Archbishop Romero too held that the Catholic clergy should not be the leaders or rulers of the people but their advisors and guides. He called for a physical emancipation of the laity from the forces of exploitation and oppression in addition to their spiritual and intellectual liberation. Another aspect of congruence between the teachings and actions of Archbishop Romero and that of the ‘Gaudium et Spes’ is in proclaiming the role of the Catholic Christianity in the secular sphere of existence for a Catholic lay person.