Facilitating A Nursing Home Communion Service Religion Essay Example

Facilitating A Nursing Home Communion Service Religion Essay Example Facilitating A Nursing Home Communion Service Religion Essay Facilitating A Nursing Home Communion Service Religion Essay What will be the intent of this session? The intent of the session is to introduce voluntaries with the policies and patterns related easing a nursing place Communion service for Catholic nursing place occupants. The coveted result is the sustaining of the spiritual, religious, mental and societal public assistance institutionalised elderly and frail people. What is the context of this group? The context of the group is aged and frail occupants of a Christian church benevolent aged attention installation who are good acquainted with each other, and lay Christian voluntaries working together in this country of Christian service and outreach. Educational PROGRAM Plan A. Peoples AND CONTEXT Who are the participants in this ministry? The participants in this ministry are laic Christian voluntaries and occupants in a church nursing place Catholic Communion service programme. What are some of the concerns, issues and demands that participants bring to this event? Participant concern of the ballad voluntaries and occupants may include right ritual, fear and format. Furthermore, issues such as domination differences, ecumenism and age infirmities are critical. Need issues may include cognition, spiritualty, and resources. What is the context of this ministry? The context of this ministry is the offering of religious nutriment and Catholic Holy Eucharist through a Communion service for nursing place occupants by ballad voluntary lay church members in a Christian aged attention installation. The occupant participants are predominately Anglo-Saxon, Christian, Protestant, upper in-between category, educated and range from low to high attention dependance with some dementedness. The voluntary participants are laic curates with fiting standards. B. PURPOSE AND HOPES Why are you offering this peculiar educational ministry? This educational ministry is offered to nursing place occupants of aged attention installations for their religious nutriment and counsel, every bit good as their societal and mental well-being. Furthermore, it is an chance to develop and fit ballad voluntaries with the accomplishments and experience to work in this meaningful field and in making so progress their ain religious journey through charitable Acts of the Apostless. As a consequence of this event, what do you trust will happen in the lives of your participants? This on-going event will offer occupants in the nursing place plan societal, emotional, religious comfort and nutriment. Lay voluntaries in the programme will derive spiritual, religious and community experience and satisfaction in their private and ministry lives. Why do you believe participants may take portion in this educational ministry? Residents will take part in this educational ministry because they have relevant wants and needs that will profit from this ministry activity. Lay voluntaries will take part in the programme because it will carry through their Christian desire for service and growing. How will their ownership be achieved? The ownership of the occupants in the ministry activity will be achieved by honoring people s word and fostering their sense of ritual and belonging, peculiarly gained through engagement. This will be enhanced by the attempts of the ballad voluntaries to carry on the service in such a mode as to guarantee they are secluded to a Communion service of exceeding liturgical content and presentation. The ownership of the ballad voluntaries will be achieved by ask foring them to hold their ain voice through sharing their experiences, feeling and ideas on relevant the issues How will this peculiar educational event relate to other educational ministry in your context? This Communion service educational event will associate to others by being portion of an overall ballad ministry for working and volunteering in countries of aged attention and community religious promotion. C. DESIGN What are the best scene, clip and topographic point for this design? The best scene for the occupants is state of affairs offering a religious and peaceable ambiance. The best clip for the occupants is mid forenoon when occupants are most watchful and comfy holding been dressed, toileted and fed. The best topographic point for the occupants is a quiet and secluded sitting room offering comfort and infinite. The best scene for the ballad voluntaries is a quiet state of affairs with a positive ambiance. The best clip is the first lesson of the forenoon. The best topographic point is a good lit, air-conditioned schoolroom with tabular arraies and chairs arranged in a round form equipped with whiteboard, projector and screen, computing machine installations and video/DVD proctor. What is your suggested overall intent and subject for this design? The overall intent and subject for this design is to fit ballad voluntaries with the accomplishments to take a hebdomadal Communion church service event which is fulfilling the expected spiritual religious wants and demands of the Catholic occupants in a nursing place scene. What are your intents and specific purposes for each session? The purpose of each session is to be after and bring forth a Communion service of an first-class criterion and bringing where Jesus is present. The intent of the Communion service is to convey Jesus Christ into the lives of each occupant and to hopefully guarantee that His presence remains with them until the following hebdomadal session. What resources will you necessitate? The resources needed for a Communion service for the nursing place occupants are a suited room, lay voluntaries, an alter tabular array and fabric, chairs, bible, candle, rood, mass sheet, song sheet, organ, event and door marks and other points relevant to running a church service. Resources needed for the voluntaries fall ining in this shared Christian practice design context are: a suited category room, equipped with appropriate learning installations such as a whiteboard, overhead projector and computing machine terminuss. How can you outdo prepare? The best readying for both the ballad voluntaries and nursing place occupants is attachment to the best scene, clip and topographic point demands and a personal committedness to the success of the instruction event/program. D. OUTLINE OF THE EDUCATIONAL EVENT/PROGAM Outline the whole session in sequence ( a running sheet ) Include: cardinal points of any presentation /input Include specific inquiries to steer conversation and any group work. OUTLINE OF THE EDUCATIONAL EVENT/PROGAM 1. Room apparatus: Table and chairs in suited agreement Whiteboard and markers Alter, fabric, rood, taper, bible, aggregate sheet, song sheet Harmonica Clock. Time frame: 45 proceedingss 2. Preamble: ( 2 proceedingss ) Commence with supplication ( ? ) Introduce myself. Explain what I propose to make. Explain why I am making it. Explain the two audience construct. 3. Concentrating Moment: ( 2-3 proceedingss ) Psalm 23 The Lord is My Shepherd Song sheet distributed to the category. Harmonica played by Roger. Candle alight on alter. 4. First Motion: ( 5 proceedingss -Big groups ) Naming Present Action ( Looking at life ) Ask the category As voluntaries what thoughts/images come to you when thought of sharing in a nursing place Communion service? Suggest the category breaks into two treatment groups to encephalon storm. Ask the category to reform into one group. Ask each group to portion their ideas on the inquiry. Write group remarks on the whiteboard. 5. Second Motion: ( 5 proceedingss Small groups ) Critical Contemplation on Present Action ( Sharing our life ) Ask the category What has influenced you to think/feel this manner about the religious wants and demands of the aged and institutional life? Suggest the category breaks into mated groups. Ask the category to reform into one group. Ask each group to portion their ideas on the inquiry. Write group remarks on the whiteboard. 6. Third Motion: ( 15 proceedingss -Big group ) The Christian Story and Vision ( Knowing our religion ) Class press release sheet on the Emmaus narrative. Remark on the nexus between the Emmaus narrative and a Communion service. Outline and show a nursing place Catholic Church Communion service. supplication Song Come As You Are ( press release ) Reading Gospel Holy sacrament Song God In Hidden Majesty ( press release ) Lead the presentation into the Emmaus narrative and the hope of life after decease. Make a statement on meeting God and fulfilling their religious demands and Jesus coming aboard. Reflect on spiritualty of senior old ages Seek engagement. 7. Fourth Motion: ( 10 minutes- Big group? ) Dialectic contemplation between the Christian Story and Vision and the participants narrative and vision ( Making faith our ain ) Having encountered this Emmaus narrative once more, what connexion do you do with the ministry we are involved with? As you reflect once more on the significance and intent of the Communion service and the ways in which Jesus comes along side us what connexion do you do with our ministry. 8. Fifth Motion: ( 5 minutes- Big group ) Decision and practice Response Dialectic Hermeneutic between the Christian Vision and Participants Visions ( Populating our religion ) How will this educational plan and your contemplation on it act upon your function as a prospective aged attention installation voluntary Communion service participant? Complete the session with the vocal Jesus Remember Me. RESOURCES Educational Event Design Class: USB stick ( ? ) Slide show presentation optical maser ( ? ) appropriate frock projector and screen Whiteboard and pens Missal Communion kit Nursing Home: Sacramental manduction curate voluntary helpers tabular array chairs door marks ( silence please church service ) table fabric rood Communion pyx taper bases for rood and taper musical instruments ( mouth organ ) bible vocal sheets Songs: The Lord is My Shepherd. Come As You Are God in Hidden Majesty. Jesus Remember Me. The Emmaus Story Luke 24:13-35A ( NRSV ) Now on that same twenty-four hours two of them were traveling to a small town called Emmaus, approximately seven stat mis from Jerusalem, and speaking with each other about all the things that had happened.A While they were speaking and discussing, Jesus himself came nigh and went with them, but their eyes were kept from acknowledging him.A And he said to them, What are you discoursing with each other while you walk along? A They stood still, looking sad.A Then one of them, whose name was Cleopas, answered him, A Are you the lone alien in Jerusalem who does non cognize the things that have taken topographic point in these yearss? A He asked them, What things? A They replied, The things about Jesus of Nazareth, who was a prophet mighty in title and word before God and all the people, and how our head priests and leaders handed him over to be condemned to decease and crucified him.A But we had hoped that he was the one to deliver Israel.A Yes and besides all this, it is now the 3rd twenty-four hours since these things took place.A Furthermore, some adult females of our group astounded us.A They were at the grave early this forenoon, and when they did non happen his organic structure at that place, the came back and told us that they had seen a vision of angels who said he was alive.A Some of those who were with us went to the grave and found it merely as the adult females had said ; but they did non see him.A Then he said to them, Oh, how foolish you are, and how slow of bosom to believe all that the Prophetss have declared! A Was it non necessary that the Messiah should endure these things and so come in into his glorification? A Then get downing with Moses and all the Prophetss, he interpreted to them the things about himself in all the scriptures.A As they came near the small town to which they were traveling, he walked in front as if he were traveling on.A But they urged him strongly, stating, Stay with us, because it is about evening and the twenty-four hours is now about over. A So he went in to remain with them.A When he was at the tabular array with them, he took staff of life, blessed and broke it, and gave it to them.A Then their eyes were opened, and they recognized him, and he vanished from their sight.A They said to each other, Were non our Black Marias firing within us, while he was speaking to us on the route, while he was opening the Bibles to us? A That same hr they got up and returned to Jerusalem ; and they found the 11 and their comrades gathered together.A They were stating, The Lord has risen so, and he has appeared to Simon! A Then they told what had happened on the route, and how he had been made known to them in the breakage of the staff of life. Lord Is My Shepherd Hymn The Lord is my Shepherd I shall non desire he maketh me down to lie in grazing lands green He leadeth me the quiet Waterss by. Refrain His yoke is easy, His load is light. I ve found it so, I ve found it so he leadeth me by twenty-four hours and by dark where populating Waterss flow. Refrain My psyche crieth out: Restore me once more, and give me the strength to take the narrow way of righteousness, Een for His ain Name s interest. Refrain Yea, Tho I should walk the vale of decease yet why should I fear from ailment? For Thou art with me, and Thy rod and staff me comfort still. Refrain Come As You Are Come as you are, that s how I want you come as you are, feel rather at place near to my bosom, loved and forgiven come as you are, why stand entirely? No demand to fear, love sets no bounds no demand to fear, love neer terminals do nt run off ashamed and disheartened remainder in my love, swear me once more. I came to name evildoers, non merely the virtuous I came to convey peace, non to reprobate each clip you fail to populate by my promise why do you believe I d love you the less? Come as you are that how I love you come as you are, trust me once more nil can alter to the love that I bear you all will be good, merely come as you are. God in Hidden Majesty God in concealed stateliness lies in presence here I, with deep devotedness my true God Revere whom this outward form and signifier in secret contains Jesus in his deity manhood still retains. God lay stretched upon the cross, merely adult male could decease here upon the communion table God and adult male both lie this I steadfastly hold as true, this is my belief and I seek redemption, like the deceasing stealer.

Inflation targeting in monetary economics Essay Example | Topics and Well Written Essays - 750 words

Inflation targeting in monetary economics - Essay Example In the event that the inflation of a country is above the target, the bank raises its interest rates. In the long run, the action results to cooling down of the economy by bringing down the inflation rates. The remedy for inflation rates below the target involves lowering the interest rates. Consequently, there is acceleration in the economy and rise in the inflation rates after some time. Since investors in a country’s economy have a heads up to the inflation targets of the central bank, they factor in fluctuations in interest rates while making their investment decisions. Economists regard inflation targeting as one way of promoting a nation’s economic stability. The goals of inflation targeting are different across the central banks of various nations. However, an observable trend indicates that most central banks aim to stabilize prices in countries. In the United States, the Federal Reserve indicates that its main goals are to stabilize prices, have moderate and stable long-term interest rates as well as facilitate maximum employment through the policy (Bernanke 17). Other banks also list having stability in the exchange rates as among its primary objectives. New Zealand has reaped numerous benefits through inflation targeting. Once the subject of volatile inflation, it was the first country to seriously consider and implement inflation targeting as a way to achieve economic stability and growth. Currently, New Zealand boasts of low inflation rates and stable economic growth (Bernanke 33). Germany was also among others to take up inflation targeting as a productive monetary policy. However, varying dynamics of nations suggest that inflation targeting should not be taken up blindly. In the case of New Zealand, it emerges that there can be movements in policy instruments beyond the expectations of the central bank. This emerges from focusing on a narrow inflation target through strict implementation of inflation

Marxism as a major ideology in the 21st century Essay

Marxism as a major ideology in the 21st century - Essay Example The mere fact that the beginning of the Marxism was 1848, when Karl Marx and Friedrich Engels published the Communist Manifesto, speaks for itself: it was a different time. And the current XXI century is not the XIX century, and, if Marxism was not to gain a foothold in the minds of people in the nineteenth and twentieth centuries, then this will not happen in the twenty-first century. And such notorious Marxist terms and phrases as â€Å"the proletariat†, â€Å"Rent†, â€Å"world revolution†, â€Å"communism - a bright future for all mankind† are can not often be heard even at rallies and demonstrations organized by the Communists at the present time. We know that in the twentieth century the ideology of Marxism was adopted by the Soviet Union, some countries of Eastern Europe, China, Mongolia, North Korea, Vietnam, Cambodia and Cuba. Lots of aforementioned countries still remain the supporters of Marxism nowadays. Even in the most developed capitalist co untries there are always some Communist Parties. With all respect to certain postulates and the noble ideas of Marxist philosophy, our contemporary society can not possibly accept Marxism as a whole, so the given ideology is unlikely to return as a major ideology in the twenty first century. Let us take, for example, such a doctrine of Karl Marx, as his famous theory of surplus value. Marxists believe that under capitalism a great part of the produced surplus value is given to the capital, which inevitably leads to an increasing stratification of society and the growth of class struggle.... Marxists believe that under capitalism a great part of the produced surplus value is given to the capital, which inevitably leads to an increasing stratification of society and the growth of class struggle (â€Å"Karl Marx – Stanford Encyclopedia of Philosophy†). In accordance with this postulate (and the inevitable growth of the class struggle), it is possible to make a conclusion that sooner or later the global economic crisis and revolution will occur. Besides, ultimately the means of production, sooner or later will move to the workers and peasants. Thereafter, in accordance with the following Marxist postulate, productivity growth will sooner or later lead to the fact that human capabilities will outstrip human needs, thus, social wealth will flow an endless stream, comes communism. Under these circumstances, the postulate that â€Å"material existence of any person ultimately determines his or her consciousness† will work. Thus, we can run to the conclusion that each person will receive material benefits according to needs. And all the people will automatically become happy. An era of universal happiness will come. That what is said about the strengthening of the class struggle in the Manifesto of Communist Party, â€Å"Over the past few decades, the history of industry and commerce was nothing but the history of the revolt of modern productive forces against modern conditions of production, against the property relations that are the conditions for the existence of the bourgeoisie and its rule. It suffices to mention the commercial crises that, coming back from time to time, call into question the existence of the entire bourgeois society ... The growing competition among the bourgeois, and the resulting commercial

Effect of violent video games Essay Example for Free

Effect of violent video games Essay There are millions of people who play highly controversial games like Grand Theft Auto and other violence video games, realize that it is a game and do not do things they do in the game in real life. If people believe that video games cause behavior problems, they are underlying issues with the gamer himself, and not with the software, but according to American Psychological Association, almost ninety percent of kids between the ages eight and sixteen are addicted to video game especially the violent one. The average girls spends almost six to eight hour week’s playing video games which does not sound bad comparing to boys who spends an average of thirteen hours a week. Some parents reported that video games only describe virtual reality, and should not translate into real world problem. However, children are more likely to imitate the actions of a character with which they classify themselves with. In all violent video games, players are often required to take point of view of the shooter or perpetrator, which show a change of their behavior. Study shows that repetition increases learning and video games required repetition in order to master control characters movement. If the game is violent, then the effect is a behavioral practice for a violent activity. These children who are involve in playing violent video games are more aggressive than who are not involve with these game, which at some point of their life, they will get heart or might die because of their action. Recently, parents become unaware with their kids behavior in real life. Some of them let their kids do whatever they like to do like playing violent video games for long hours or watching brutal shows on television. Report by American Psychological Association â€Å"disagree that violent video games cause behavior problems, because the choices people make cause violent behavior. Video games, even the violent once, can be good experience. † But parents need to teach their kids those video games need to be separate from reality. The choices they make in their daily life have absolutely nothing to do with video games. In fact they may be able to take out any aggressions that they have on a video game, rather than go out and beat someone up, that what their parents believe, but what they do not know is playing video game frequently for long hours has a huge negative on kids because it feed their brain with aggression, violence, and fighting which creates problems such as poor social skills from kids to their parents and the outside world. Sociology studies shows that boys by the age of twenty-one had spend more than 10000 hours or more just by playing video games American Psychological Association wrote â€Å"97% between the age 12 to 17 in the US played video game†¦ top 10 out of 20 were violent. † USA today made study twenty years ago about sixty percent of American family had sat down as family dinners, same study last year the number drop down to twenty percent. Because kids are spending their times on video game, it creates huge problems such as poor social skills, poor grade in school, and live in hostile environment. Psychologist concludes, that video game is nature requirement activities, because it based on reward system and as human we try to be satisfied and achieved all requirements. For example, in video game Mafia 2, the character is required to rob bank which is the basic objective. But if the player kills all securities without triggering the alarm, the player will receive bounce. Since all players love to achieve more, they will do the mission, after completing the mission they will play it again in order to get the bounces. If parents are worried that their children are addicted to violent video game and spending so much time playing it, they should set limits, like playing video game for an hour after completing their homework, also try to encourage their children to play outside, and do other activity. Parents must check the Entertainment Software Rating Board (ESRB) to learn about the video game’s content and what age range it belongs to. Parents should strongly monitor their children about video games that they are buying, and from online games. Violent video games have been blamed for increase bullying, assaulting women, and school shooting, because violent games teach children that violence is way to solve problems and it is acceptable in this world. Studied showed that sixty percent of middle school children who played at least one video game that rated mature has hit, beat, and assault other students. Also it shows that students who committed this violence act were enjoying inflected pain and become less forgiving. For example, in Bully the character have to fight with teacher and other student in order to be popular in school. In other word, this video game encourages kids to be disrespectful to the elder and to the other student. Female in violent video games are mostly present as explore to sexual contact, like being rape, get killed, and thrown behind the bushes. What make it ironic is the player is rewarded by getting some extra feature. For example, in LA Noire the character is homicide, in one of his chapter the player must solve several of cases that women been rape, nude, murder, and thrown in dumpster or tree. In 1998 study shows that thirty percent of violent video games involve women been attacked and rape. Another example, in Grand Theft Auto, which considers one of the best seller games in 2008, player must gain money to be able to buy armor or guns so the player will target female for two reasons. First, they carry more cash, and second they weak. Schools shooting have been connected to shooting video games. Students who have been exposed to violent video games held more violent attitudes, had more hostile personalities, were less forgiveness, and believed that being sadistic with other is normal. Seung-Hui Cho the student who opened fire at Virginia Tech incident. He was addicted to shooting game called Counter Strike, the objective of that game is to kill the other team where character are allowed to buy guns, armor, and grenade. Every time the character kill member of the other team he rewarded with money. If parents and schools are affected by kids who play violent video games for long hours, it means media and society are affected too. Societies are concern with violence and media including the internet have extend worlds of video game, especially the violent one, such as the Hitman series, Grand Theft Auto, Mortal Kombat, and more. The character in video games may get away when he committed crime or brutal events. As adults they know the different between real life and fiction one, but kids do not know that. Kids might steal money or attack other kids believing they will get away. For example, in Grand Theft Auto player can steal car, run over pedestrian, and hit another car. With kind action the police well attempt to arrest you character. However, if the character were able to drive fast or hide inside building for couple of minutes police will ignore you and let you free.

Edward Albee’s play Who’s Afraid of Virginia Woolf? :: essays research papers

Edward Albee’s play Who’s Afraid of Virginia Woolf? In Edward Albee’s play Who’s Afraid of Virginia Woolf? the major thematic concerns are those involving perception versus reality. In the beginning of the play, both couples seem to be average, loving couples of the nineteen-fifties. Even George and Martha seem to be playful in their insults toward each other. Things do not start to turn until George warns Martha not to â€Å"start in about the bit with the kid†, after which both of them begin to get more hostile toward each other. Even then, their antagonism of each other did not reach the feverish pitch that it had by the end of the play.   Ã‚  Ã‚  Ã‚  Ã‚  Nick and Honey are presented as even more of an ideal couple. They are seemingly devoted to each other and are made uncomfortable by George and Martha’s constant attacks of each other. However, in the following acts, we find that this one is aptly titled â€Å"Fun and Games† when the truth is revealed about the two couples.   Ã‚  Ã‚  Ã‚  Ã‚  In the second act, we learn that the idyllic perception of Nick and Honey’s marriage is exactly that: a fairy tale. George and Martha begin to attack Nick and Honey (as well as each other) and force them to admit the false pretenses on which their marriage is based; namely, that Nick only married Honey because he believed her to be pregnant. Also, the fact that Nick is so easily seduced by Martha makes one doubt the love in his marriage to Honey.   Ã‚  Ã‚  Ã‚  Ã‚  Another perception destroyed in this act is that the men hold the power in the relationships, which was the standard when the play was written. Their sexuality is what gives Martha and Honey their power. Honey used a false pregnancy to force Nick to marry her while Martha, as the daughter of the president of the university, uses sex as a tool to advance the careers of certain professors (although never her own husband).   Ã‚  Ã‚  Ã‚  Ã‚  In the third act, we learn that Nick is perhaps not the athletic sexually voracious man we may have thought he was; his failure to consummate the affair with Martha resulted from his failure to maintain an erection. Also revealed in this last act is the fact that George and Martha do not, in fact, have a son; they simply made him up. With this last fantasy purged, George and Martha finally have a clean break with all the lies that have deteriorated their marriage. Edward Albee’s play Who’s Afraid of Virginia Woolf? :: essays research papers Edward Albee’s play Who’s Afraid of Virginia Woolf? In Edward Albee’s play Who’s Afraid of Virginia Woolf? the major thematic concerns are those involving perception versus reality. In the beginning of the play, both couples seem to be average, loving couples of the nineteen-fifties. Even George and Martha seem to be playful in their insults toward each other. Things do not start to turn until George warns Martha not to â€Å"start in about the bit with the kid†, after which both of them begin to get more hostile toward each other. Even then, their antagonism of each other did not reach the feverish pitch that it had by the end of the play.   Ã‚  Ã‚  Ã‚  Ã‚  Nick and Honey are presented as even more of an ideal couple. They are seemingly devoted to each other and are made uncomfortable by George and Martha’s constant attacks of each other. However, in the following acts, we find that this one is aptly titled â€Å"Fun and Games† when the truth is revealed about the two couples.   Ã‚  Ã‚  Ã‚  Ã‚  In the second act, we learn that the idyllic perception of Nick and Honey’s marriage is exactly that: a fairy tale. George and Martha begin to attack Nick and Honey (as well as each other) and force them to admit the false pretenses on which their marriage is based; namely, that Nick only married Honey because he believed her to be pregnant. Also, the fact that Nick is so easily seduced by Martha makes one doubt the love in his marriage to Honey.   Ã‚  Ã‚  Ã‚  Ã‚  Another perception destroyed in this act is that the men hold the power in the relationships, which was the standard when the play was written. Their sexuality is what gives Martha and Honey their power. Honey used a false pregnancy to force Nick to marry her while Martha, as the daughter of the president of the university, uses sex as a tool to advance the careers of certain professors (although never her own husband).   Ã‚  Ã‚  Ã‚  Ã‚  In the third act, we learn that Nick is perhaps not the athletic sexually voracious man we may have thought he was; his failure to consummate the affair with Martha resulted from his failure to maintain an erection. Also revealed in this last act is the fact that George and Martha do not, in fact, have a son; they simply made him up. With this last fantasy purged, George and Martha finally have a clean break with all the lies that have deteriorated their marriage.

Interview on High School Experience Essay

Russ Posten, neighbor and close family friend, entered the breakfast room of my house for the interview, happy and positive, true to his nature. Sitting down, eager to begin, he gave me a brief over-view of his life. He lived in California until fifth of sixth grade, when he moved to Spokane, Washington. He started off at Jefferson Elementary, â€Å"was poured into Sacajawea Middle School, and dumped into Lewis and Clark. † In elementary and middle school he reported being socially awkward, but for Posten, high school was a time of social prosper. While these four years were a lot of fun, they were also very trying and life-defining. During the high school years, Russ was a social butterfly. Though many factors had an effect on him, he feels that the social set which he belonged to was very important. â€Å"I wasn’t a jock, and I wasn’t a popular kid. [†¦] My set was not singular. † Posten and a few close friends were liked by everyone, and were always busy. He estimates that he dated twenty to thirty girls during high school. His current friendships are very diverse. A lot of my friends are very diverse- some die-hard redneck idiots—why am I friends with these people? But they all have redeeming qualities. † We both chuckle, and Russ agrees to a banana-chocolate chip muffin, just out of the oven. He casually added that not having a clique helped to formulate the interactions he has with others today. For Russ, sophomore year was extremely life shaping, due to the death of two close frien ds. Andrea Richards, a close friend who was dating a buddy, committed suicide. On Russ’ seventeenth birthday, â€Å"She tried to take an entire bottle of Advil, and by the time she realized what she had done, she didn’t want to die, but it was too late. †At this point, Russ’ tone changes dramatically, as he shifts uncomfortably in his seat â€Å"There was a huge ordeal; they were trying to save her. It was very traumatic. † Within six months of Andrea’s death, a close friend, Chip, also died. These experiences continue to affect Russ. â€Å"I guess for me, it made me very pragmatic in life, and steered me towards certain things, like my religion [He is Buddhist]. This is because I saw a lot of death in high school. † Noting that his favorite part of high school was the social aspect, Posten admits that he â€Å"honestly hated high school†. His least favorite part was thinking that, â€Å"the whole educational process was a joke. † In elaboration, Russ told me that he took college much more seriously because he genuinely cared about what he was studying. Wishing he had been a bit more studious, Posten has another major regret: lack of school-sport involvement. Russ recollects, with mock-shame, â€Å"The baseball team drafted me as a pitcher, but I couldn’t play if I didn’t cut my hair. And I didn’t cut my hair. † All most twenty years later, he still finds himself wondering what might have come of it, had he joined the team. Posten needs to pick up his daughter, who is a third-grader at Jefferson, and I need to leave for ballet. As he walks out the door, Russ half-jokingly adds that if my English teacher ever need a guest speaker, 1992’s ASB president is always available.

Speed Dating Practice Conversation

This lesson plan focuses on conversational practice to encourage English learners to use a wide variety of language functions such as demanding explanations, making complaints, giving warning, etc. The activity used is a variation on the popular practice of speed dating. In this exercise, students speed date each other to practice role plays calling for chunks or phrases used for each situation. This type of approach to teaching is based on the lexical approach or the chunks of language we tend to use to speak about certain situations. Speed Dating Lesson Plan Aim: Practicing a wide variety of language functions Activity: Speed Dating Role Play Level: Intermediate to Advanced Outline: Go through a variety of situations calling for specific language functions asking questions like:What would you do if your boss refused to give you a raise?How do you react when someone gives you a compliment?If someone asks you to a party, but you dont want to go, what do you say?Take time to review various language functions such as contrasting ideas, disagreeing, being vague, etc.Arrange the tables in your classroom so that students can change seats quickly. Assign half of your students to remain seated, the other half should move over one chair for each round.Give students the role-play sheet. Assign seated students role ​A or ​B and moving students the remaining role.Start the first speed dating role play. Let students role play the situation for one minute and then say stop.Ask the moving students to switch to the next partner. It helps if students move in one direction. For example, ask students to rotate in a clockwise manner.For the next round, ask students to switch roles i.e. seated students now take role B and moving students take role A.Continue on through the ten role-plays.As a class, discuss phrases used for the various situations. Take note of the helpful phrases and forms on the board for students to use in the next round.Ask students to create five or ten of their own short role-plays.Use the new situation role-plays to play another round of speed dating role-play. Example Speed Dating Role Plays A: Complain to the store manager that your food is cold and inedible.B: Respond to the complaint and explain that the dish the customer bought is supposed to be eaten cold, rather than heated.A: Invite your partner to a party next weekend and insist that he/she attends.B: Try to say no nicely. Be vague in making an excuse for not begin able to come.A: Youve been having difficulties finding a job. Ask your partner for help.B: Listen patiently and make suggestions based on questions you ask about your partners skills and experience.A: State your opinion about the benefits of globalization.B: Firmly disagree with your partner, pointing out various problems caused by globalization.A: Your child comes home after midnight on Tuesday night. Demand an explanation.B: Apologize, but explain why it was necessary for you to stay out so late.A: Explain the difficulties youve been having finding the restaurant Good Eats.B: Explain that Good Eats has closed. Find out what type of food your partner likes and make suggestions based on his / her response.A: Decide on a plan for Saturday with your partner.B: Disagree with most of your partners suggestions and counter with your own suggestions.A: Ask for information on an important political event. Keep asking questions even if your partner is unsure.B: You dont know anything about politics. However, your partner insists on your opinion. Make educated guesses.A: Your partner has just walked into your electronics store. Make suggestions on what he/she can buy.​B: Youd like to buy something at an electronics store.A: Ask your partner out on a date.B: Say no nicely. Try to not hurt his/her feelings.