Bible Scripture Virture Research Paper Example | Topics and Well Written Essays - 1000 words

Bible Scripture Virture - Research Paper Example Love rejoices in the truth (1 Corinthians 13:6 New International Version). Therefore, love needs to be an integral part of the professional code of conduct. According to the Christian faith, love must be protective and hopeful. This means that love is consolidative and inclusive. The virtue of love encourages mutual trust and responsibility. This responsibility leads to preservation of life (Roger, 2003). Faith in the lordship of Jesus is the cornerstone of Christianity and New Testament. Those claiming to follow Him must love others just like He did (John 13:34 New International Version). According to the synoptic gospels, the virtue of love is the only unique identity of believers (Ostriker, 2007). Jesus advised the disciples to love their enemies (Mathew 5:43 New International Version). Love never fails (1st Corinthians 13:8 New International Version). This implies that love is strong enough to resist both the professional and ethical challenges of any nature. In the case of nursi ng profession, the patients seeking medical attention deserve unconditional attention and commitment. This is a professional and ethical requirement (Smith, 1995). Love incorporates kindness and patience (1st Corinthians 13:4 New International Version). Love must be viewed in the context of service and applicability in the any profession. The omnipotent and protecting love of God does not necessarily spare Christians from the calamities. However, the faith brings timeless joy from God (Ostriker, 2007). According to research, God never promised exclusion from persecution and trials. However, God uses love to bring people through temptations and to increase their strength. All things work together for good to those who love God, and are called according to His purpose (Romans 8:28 New International Version). The chapter suggests that nothing can separate believers from the love of God. This implies that the virtue of love is absolute and crucial in any serious undertaking. There is no greater love than a man having to lay down his life for his friends (John 15:13 New International Version). In this analogy, Jesus used the power of sacrifice to explain the power of love. The analogy explains the depth which loves goes when it comes to sacrifice. According to Brown (`1983), Christians are required to love and express the love through actions and words. This entails taking risks to fulfill the spirit of love. Faith, hope and love are important milestones when it comes to Christian faith (1 Corinthians 13:13 New International Version). However, the bible states that love is the greatest of all the virtues. Love inspires the devout to receive and understand each other with an open heart (Roger, 2003). In the context of the Christian faith, love is crucial when it comes to career life (Smith, 1995). The character of God never changes. This means that His promises can be trusted. Love remains inconsequential unless it is demonstrated through actions. In other words, lo ve should not be likened to an exchange program. It should be offered freely to all. The Lord does not change (Malachi 3:6 New International Version). This means that His love is sure and people can rely on Him. The bible also likens God to love. This means that His nature is deeply entrenched to in the virtue of love. Christians are required to love one another in the same way God loves them. In the practice of professionalism, God expects that those called by His Name to spread His nature and values. At the same

Waterlogging of Soil :: Environmental, Informative,

What is it? Waterlogging is the lower in land productivity through the rise in groundwater close to the soil surface, and also where the water table rises above the surface. The raised water table results in the soils becoming waterlogged and air spaces in the soil are filled with water, and plant roots, in effect, suffocate from the lack of oxygen, limiting plant growth in those areas. Where does it occur? Waterlogging occurs where bad irrigation methods are used and in poorly drained soils where water can't penetrate deeply. For example, there may be an impermeable clay layer below the soil. It also occurs on areas that are poorly drained topographically. Worldwide, about 10% of all irrigated land suffers from water logging. Currently Victoria has 1.8 million ha affected by waterlogging. Waterlogging occurs mostly on flat floodplain areas or gently sloping landforms with high rainfall and red duplex or heavy clay soils. What causes it? Water logging is caused by excessive irrigation on poorly drained soils, i.e. water enters the soil faster than it drains away. It occurs even worse where there is compaction of subsoil layers; where water quickly enters the topsoil but is then blocked by a water-resistant clay layer, which may occur naturally or may be induced through excessive use of agricultural machinery. Irrigation water and/or seepage from canals eventually raise the water table in the ground. What are the impacts? Water logging causes:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Damage to the soil structure.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Suffocation of Plant roots.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fall of productivity by about 20% in those areas affected. Waterlogging of Soil :: Environmental, Informative, What is it? Waterlogging is the lower in land productivity through the rise in groundwater close to the soil surface, and also where the water table rises above the surface. The raised water table results in the soils becoming waterlogged and air spaces in the soil are filled with water, and plant roots, in effect, suffocate from the lack of oxygen, limiting plant growth in those areas. Where does it occur? Waterlogging occurs where bad irrigation methods are used and in poorly drained soils where water can't penetrate deeply. For example, there may be an impermeable clay layer below the soil. It also occurs on areas that are poorly drained topographically. Worldwide, about 10% of all irrigated land suffers from water logging. Currently Victoria has 1.8 million ha affected by waterlogging. Waterlogging occurs mostly on flat floodplain areas or gently sloping landforms with high rainfall and red duplex or heavy clay soils. What causes it? Water logging is caused by excessive irrigation on poorly drained soils, i.e. water enters the soil faster than it drains away. It occurs even worse where there is compaction of subsoil layers; where water quickly enters the topsoil but is then blocked by a water-resistant clay layer, which may occur naturally or may be induced through excessive use of agricultural machinery. Irrigation water and/or seepage from canals eventually raise the water table in the ground. What are the impacts? Water logging causes:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Damage to the soil structure.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Suffocation of Plant roots.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fall of productivity by about 20% in those areas affected.

Reflective Statement Cit Sem1

Reflective Statement CIT Sem1 In the last two years I have had two major transitions, the first was when I transferred from industry into lecturing, finding myself in a college on the one side of the desk. The second was then being enrolled as a student and discovering myself on the other side of the desk. Both steps have taken me very much away from my comfort zone of getting production lines to work, to all the way back to my university days staring at a blank page trying to get my brain to work. The first session of the CIT course has gone very quickly with a surprising amount of material covered leaving me with a lot to take on board.Watching someone teach seemed to be a good place to begin, our first opportunity was to watch a video of a Vocational lesson taking place with level 2 and level 3 students, a similar setup to my Engineering TFS class. Reflecting on this lesson, some of the strategies I could take from it were the way the lesson was structured with clear instructions at the start, a variety of activities, using the more experienced students to help the first year students, motivating them and consolidating what they have learned.Peer observation was a good opportunity to see how an experienced teacher within my own college and subject structured their lesson and the techniques they used, it also made me appreciate how difficult it is to formally reflect on someone else’s teaching. The Gardner’s theory of various learning styles of visual, kinaesthetic and auditory showed me that not all activities are going to work for all students, hence the need for variety with in the lesson to stimulate the learner.The introduction to the LLUK and the Domain A professional values and practice was probably the biggest step in the course, where you are asked to plan the learning by creating schemes of work and detailed lesson plans. â€Å"Fail to Plan, Plan to Fail†. This was then broken down further in the Domain D where the individual ne eds of the students being taught had to be considered. This was put into practice, first in a group activity, were a scheme of work was designed and lesson plan extracted from it. This gave a good opportunity to coordinate or efforts as a group and presents our work to the rest of the class.The second opportunity to do this and receive feed back was during the first class observation which allowed us show progression within our teaching and start putting in practice what had been learned so far. Teachers and the Law, was a useful reminder of the responsibility we have as teacher within the class room, that we have a duty of care towards the learner, especially when they are under 18. Not only is it a legal obligation, but it is set out as a contractual duty of care also covered in the LLUK in Domain A and our signed contract of employment.The most inspirational part of the course to date would be the Behaviour Management presentation, which served to confront the teacher’s fe ar of the disruptive class or impossible child. Developing positive relationships with the students seems to be at the heart of this topic, which in some cases could be time consuming and hard work, but inevitably rewarding. Key skills in achieving good classroom management are rewarding the student with constructive praise, giving clear instruction and introducing novel stimuli and humour to create a stress free environment.In addition to the presentation on Behaviour management, I have been able to sign up to the Behaviour Needs mini course and receive some very useful materials and tools that have help with my class room management to try an make it a more stimulating learning experience. Domain BK1. 2 Probably the most nerve wrecking experience of the first session, more so than the lesson observation was the Micro Teaching activity. Looking back, it was actually enjoyable and worthwhile when you could see yourself in the playback, and identify the type of teacher you are, again laid out in Domain BK2. 6 which ask you to evaluate your own practice.This gives me the opportunity not just to suit lessons to fit the learner but also my own teaching style. The exercise made me really think of what goes into the different stages of a lesson, i. e. the BEM principle. â€Å"The view is that we learn more in the first 12 minutes and the last 8 minutes of a lesson† (Duckett. I and Tatarkowski. M; 2005,27), taking that into consideration we should have 3 BEM’s in a typical lesson. The function of a good opening is â€Å"To induce in participants a state of readiness appropriate to the task to follow, through establishing rapport, arousing motivation and gaining attention† ( Hargie.O and Dickson. D 2004,262). Setting out the objectives, displaying them for the students to see, so they know what the expectations of the lesson will be has now become a fundamental part of my teaching. Before we looked into Blooms taxonomy, I thought there were just q uestions and answers, now I am aware of effective questioning on so many different levels. In the past I have used questioning considerably within my lesson, but would like to develop this skill so that it can be more â€Å"effective†. Conclusion.Experiencing teaching for only one year, with no formal training, was a huge challenge, but one which I felt I dealt with to best of my abilities. The course so far, has enhanced my teaching abilities, which should make me a more reflective teacher willing to try new strategies and learning from want can go wrong in a class and maximising on what went right. (958) References: Duckett,I. and Tatarkowski, M. , 2005. Practical strategies for learning and teaching on vocational programmes. London: Learning and Skills Development Agency, p. 27. Hargie, O. and Dickson, D. 2004. Skilled Interpersonal Communication. 4th ed. London: Routledge, p. 262.

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