Getting into Shape Essay Example for Free

Getting into Shape Essay Fitness is the quality or state of being fit. (Merriam-Webster, 2011) On September 26th, 2011 I took a physical fitness test. The fitness test measured four areas of my wellbeing, cardiovascular fitness, strength, flexibility, and body composition. After taking the test I was really interested in how I scored related to the standard set by other Men of my age. Cardiovascular fitness is the ability of the heart, lungs and circulatory system to supply oxygen and nutrients to working muscles efficiently. Having good cardio fitness allows you to enjoy life to the fullest. Cardio fitness reduces your risk of heart disease, lowers blood pressure, reduces cholesterol and helps you look and feel better. On the fitness test I scored a Maximum oxygen consumption of 58. This score placed me in the 95th percentile of males between the ages of 14-19 and at the low end of the very good category. Scoring high in this area did not surprise me since I do cardio for 3 hours a week. Yet, to improve my fitness and get in to the elite category I am going to incorporate more interval training in my cardio workouts. Strength is the second area that was tested during my fitness test. Muscular strength is the amount of force that your muscles can exert against resistance. (Healthy Flesh, 2011) To measure strength I was asked to bicep curl a bar for twenty seconds. At the end of the twenty seconds I scored 99 pounds and was in the upper end of the good category. If I would have curled 1 more pound I would have been in the excellent category. To get into that excellent category I am going to incorporate a new bicep regimen. The third test was the flexibility test. I knew going into the test that I wouldn’t do well since I do not stretch often. On the test I score 12. 4 inches. Compared with other males aged 14-19 I scored fair. To increase my flexibility I plan on stretching, by stretching after my warm-up, holding each stretch for 10-60 seconds and doing 2-6 repetitions per muscle group. (Liguori Carroll-Cobb, 2012) If I incorporate this stretching plan into my workout routine I should be able to get my flexibility level up to average for my age. The fourth and final test of my fitness was a body composition test. A three site skin fold test was used to determine my body composition for the test. The measurements were chest 3. 5mm, abdomen 12mm, and thigh 11mm. My body weight at the time of the test was 189 pounds. This combined with the skin fold measurements resulted in giving me a body fat percentage of 6. 5. The level of body fat I am at is low for men ages 14-19; it is also the optimal body weight for athletes. I plan on keeping my body fat percentage low by keeping up with my exercise routine and incorporating more cardio. The fitness test measured four areas of my wellbeing, cardiovascular fitness, strength, flexibility, and body composition. In the cardiovascular portion I scored very well. For strength I scored well, while in flexibility I scored fair. My body composition was 6. 5%. Overall, according to the fitness test, I am in excellent physical condition. I plan on continuing to work out, while improving on areas of flexibility and cardiovascular fitness. If I improve on those two areas while maintaining my strength and body composition, I shall live a long healthy life.

Tense and aspect

Tense and aspect Tense and aspect are the most important grammatical categories for expressing time and temporal relations in English. For me, I will share my experience Now I am an English teacher at Udonthani Vocational College. I teach many English courses such as English for communication 2 , English Conversation , Business English .In each course I have taught 4 language skills such as listening skill, writing skill, speaking skill and reading skill. Students must learn every language skills because English is very important . If you want to communicate English very well you must practice 4 language skills. According to the topic 28 Tense and aspect They are very necessary in teaching grammar. Students must learn how to use tense and aspect. I will teach every English course but I dont teach them all at the same time. The aim of teaching tense and aspect is to study various linguistic approaches to the description of tense and aspect in English Moreover the course description will be the focus of the ways of expressing present, past, future time. Now I will explain you some English course that I teach in this semester. Before start teaching I will study the course discription from the Vocational Education Commission curriculum. After that I will construc the course syllabus follow the the curriculum. I do the course outline by myself. Then I will study the content and provide the lesson which related the course description from many textbooks. I choose some content and combine to one book. For example I teach English for Conversation 2 (2000-1202) for the first year student in accounting field. I teach 18 Weeks in each semester. I must plan my teaching 9 units (1 unit per 2 week) I will choose some tense and aspect to teach in each unit . In unit one I taught about family . I will choose Present Tense of verb to be and verb to do. Students must know the structure of Tense . How or when to use it? How to make Wh-question. In unit 2 I taught about keeping a diary. Students must know and understand Past Simple Tense. They can tell the story in the past . The most important thing before to teach teacher must prepare their teaching and lesson plan . Teacher must improve teaching method and strategies The teachers must know the meaning of tense and aspect and also had understanding .I will show you the content as follow: What is Tense? The Definition of Tense (noun) : a form of a verb used to indicate the time . Tense is a method that we use in English to refer to time. There are three main principle of tenses . They are past tense , present tense and future tense. I will explain the meaning of each Tense. First, Present Tense verb show something is happening right now or at the present time. Second, Past tense verbs which tell about actions which happened some time ago are past tense verbs . Third, Future tense mean verbs which tell about actions which are going to happen are future tense verbs. Many languages use tenses to talk about time. Other language have no tenses, but of course they can still talk about time, using different methods. I will talk about time in English with tense. For example: Jirapon goes to temple. ( Present Tense) Udom went to school yesterday ( Past Tense) Suki will go to school tomorrow ( Future Tense) What is aspect? Aspect expresses a feature of the action related to time such as completion rod duration. Present simple and past simple tenses have no aspect. Aspect always include Perfect Tenses and Progressive or continuous Tense .For example: Perfective aspect ( be+ ing) My parents have lived in Udon Thani since last October. I have studied English since last year. Progressive aspect ( have+ past participle) They are reading newspaper in the room. David is washing his car at home. There are many words that are time clues; some can be used to indicate a number of tenses, for instance that something happened in the past or that it will happen in the future. If you learn to recognize these time clues, you will find them very helpful. Note that some time clues can be used with more than one verb tense and also that this table is not a complete listing of all the time clues that can be used with all of the tenses Lesson Plan Subject: English For Communication 2 Level: Certificate 1 Instructor : Mrs. Sutida Intawai Objectives : Students will be able to: 1.to inductively review both struture and names of basic tenses Content: Vocabulary : Food, nationalities, dates and time, restaurants Structures : Present simple tense Present continuous tense Present perfect tense Present perfect continuous tense Past simple tense Past continuous tense Past perfect tense Past perfect continuous tense Future simple tense Future continuous tense Future perfect tense Future perfect continuous tense Functions : 1. Talking about Tense and aspect Teaching procedures /Activities: Warm up / Lead in : 1. The teacher greets students and tell them that they are going to learn about outline goals for todays class. Presentation: 1.Teacher presents the charts of structure of tense and aspect .Let them guess the kind of tense and aspect. Practice: Teacher divide students into groups of 2 to 4 Have students take personal information quiz in groups Check answers as a class, ask students to quickly speak about what they have learned about their fellow students Production: Have groups identify tense names used in question Give auxiliary verb exercise to students to be done individually Correct auxiliary exercise in class Wrap up: Teacher and students discuss and summarize about this unit together. Teacher suggests students for further study by searching for more information from other resources for example, internet , library , newspaper and Self Access Learning Center in the college. Teaching aids/materials: Chart Authentic material; newspaper , food menu Textbook Evaluation and measurement: Observing the participation in class Correcting the exercises Personal note: Language Points: Affirmative Sentence: Present Simple (I do, work, like etc.) She works in the office. They talk about their project. Subject Verb I / We / You /They work talk use play watch do He / She / It works talks uses plays watches does Example: I live in Nakonnayok but my sister lives in Prachinburi. ( We use the present simple for things that are true in general, or for things that happen sometimes or all the times) I walk to school. The museum open at 09.00 a.m. and closes at 05.30 p.m. Suda goes to work in the morning. He does everything that she asks. (We use the present simple with always/ never/ often / usually / sometimes) We always travel by train. I often try to fix my computer. He washes his car every weekend. She usually carries her note book computer to work. Negative Sentences: Pattern: I dont + verb (present simple negative) Example: Santa doesnt come. The racing car doesnt slow. Subject Auxiliary Verb + not Verb I / You / We / They don t work He / She / It doesnt work I drink coffee but I dont drink tea. The children dont play in the park. Mary doesnt go to the library. She drinks tea but she doesnt drink coffee. Question Sentence: Pattern: Do you.. (Present simple question).? Example: Do they work? Does she work? Auxiliary Verb Subject Verb +? Do I /we / you / they work? Does He / she/ it work? Do you smoke? No, I dont. Do they speak English? Yes, they do. Does she work hard? Yes, she does Does your brother live in Bangkok? No, he does. Worksheet 1 Personal Information Quiz 1. When did you last see a film? 2. How many times have you been abroad? 3. What type of books do you like reading? 4. When were you born? 5. How long have you been learning English? 6. What will the weather be like tomorrow? 7. What were you doing at 7 oclock yesterday evening? 8. What are your parents doing? 9. Where are your classes taught? 10. What are you going to do after this course finishes? What are the names of the tenses used in the above question? 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8 Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense From http://esl.about.com Worksheet 2 Complete the table using examples from the text in activity B1 Worksheet 3 Match the verb forms (1-6) with their main concepts (a-f) Worksheet 4 Writing : Simple present Tense In conclusion, Tense and aspect are still problem for Thai learners. There are many error when do they speak and confuse because they speak English similar Thai speaking. They have many problems such as word order and use tense mistake. For example: I am not enjoy this film. Lets leave. What do you eating now? etc. So the teacher of English should develop their teaching and try to teach students learning by doing. Students will gain English language skill especially Tense and aspect from teacher as well. Reference Heather Jones Ken Method Fast track 1 A communication Course in Everyday English ( 20001201) Educated Co.,Ltd. 2003 Tawee Omak .English for communication 2 ( 2000-1202) Aimphan Press Co.,Ltd. 2009 Tricia Hedge Teaching and Learning in the Language Classroom . Oxford University press.2008 http://esl.about.com www.athabascau.cea

mummies :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When you think of a mummy what comes to mind? Most of us usually picture an Egyptian mummy wrapped in bandages and buried deep inside a pyramid. While the Egyptian ones are the most famous, mummies have been found in many places throughout the world, from Greenland to China to the Andes Mountains of South America. A mummy is the body of a person (or an animal) that has been preserved after death. Normally when we die, bacteria and other germs eat away at the soft tissues (such as skin and muscles) leaving only the bones behind. Since bacteria need water in order to grow, mummification usually happens if the body dries out quickly after death. The body may then be so well preserved that we can even tell how the dead person may have looked in life. Mummies are made naturally or by embalming, which is any process that people use to help preserve a dead body. Mummies can be dried out by extreme cold, by the sun, by smoke, or using chemicals such as natron. Some bodies become mummies because there were favorable natural conditions when they died. Others were preserved and buried with great care. The ancient Egyptians believed that mummifying a person's body after death was essential to ensure a safe passage to the afterlife.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Last updated February 4, 1997 by CHICO WHAT IS A MUMMY Mummification in ancient Egypt was a very long and expensive process. From start to finish, it took about seventy days to embalm a body. Since the Egyptians believed that mummification was essential for passage to the afterlife, people were mummified and buried as well as they could possibly afford. High-ranking officials, priests and other nobles who had served the pharaoh and his queen had fairly elaborate burials. The pharaohs, who were believed to become gods when they died, had the most magnificent burials of all. In the case of a royal or noble burial, the embalmers set up workshops near the tomb of the mummy. The art of Egyptian mummification consisted of many steps. First, the body was washed and ritually purified. The next step was to remove the deceased person's inner organs. A slit was cut into the left side of the body so that the embalmers could remove the intestines, the liver, the stomach and the lungs. Each of these organs was embalmed using natron, which served to dry out the organs and discourage bacteria from decaying the tissues.

The Interview :: essays papers

The Interview I never thought I would have to go as far as Australia to write a story on a fellow High School alumnus, Monica Confides. I was of course always familiar with her track breaking record all through school, but I never had the opportunity to talk with her one on one. Now here I am in beautiful Sydney, waiting patiently with pen and paper in hand for Monica to finish her interview with NBC. It’s a delightful day with a temperature of about 85 degrees, and the sun shimmering down brightly. I can almost feel the same excitement in the air as Monica must have felt when winning the gold metal. Nearly an hour and an half after arriving to the Olympic tent I spot Monica trying to escape a gaggle of anxious reporters. Eventually I get her attention and she calls me over to where she is sitting, the infield grass of the track. After all the congratulations and formalities our interview begins. She is friendly and open so I enjoy her company Immediately. She starts off by telling me of her Uncle who was in the 1976 Olympics running for Poland. â€Å"He was my mentor, whenever I felt my practices were becoming to intense and wanted to quit he was always there to encourage me to thrive for success.† Unfortunately, Monica’s Uncle Peter passed away in 1996, but Monica says that despite the pain she felt she knows her Uncle is smiling down on her today: â€Å"I used to fear the death of a loved one the most, but I realize now that death is a part of life and that a death in this life might signify a birth in another.† Most people don’t realize the nervousness and anxiety that accompany someone to the Olympics. For Monica this plague attacked before her big day. â€Å"I went out to dinner with my teammates that evening. It wasn’t until 2 o’clock that morning when it starting feeling as if the kangaroo steaks I had for dinner were shill hopping around in my stomach.† Monica thought that she wouldn’t even be able to compete in, let win the race the next day. But the key break came when she was awarded the inside position, which saves the runner some advantage at the beginning of the race. What are your plans for the immediate future?

The Views of Rupert Brooke and Wilfred Owen on War Essay -- Poets War

The Views of Rupert Brooke and Wil My selected poems are 'The Soldier' by Rupert Brooke and 'Dulce et Decorum est' by Wilfred Owen. Both war poems but conveying their different feelings and presenting their views of war in radically different ways. The poets have polarized views of war with Rupert Brooke writing his poem in a romanticized and patriotic way referring to the possibility of death as a noble cause, for England the land that gave him life. This is at odds to how Wilfred Owen views the reality and horror of war. The poets choice of title 'Dulce et Decorum est' which translated means 'It is lovely and honourable to die for your country' which in its self is irony, misleads you to think that the poem is going to be about how blissful it is to die for your country and how proud you should be, when the reality is so different. The title 'The Soldier' is also very misleading. The title suggests it's going to be about a solider at war and facing death when in fact it's about the glorification and pride or the author Brookes at the thought of serving his country. 'Dulce et decorum est' is a poem about Soldiers in 1st world war. The poet Wilfred Owen has created and described images in great detail. He creates the horrific images of war and the soldier's pain. The poem begins, 'Bent double. Like old beggars under sacks' Which instantly has great impact on my feelings and creates the image of the young soldier's hunched backed in pain and agony carrying enormous packs, walking slowly and haggard like old women. The pain that the soldiers are feeling is shown 'Knock-kneed, coughing like old hags, we cursed through sludge' implying that the soldiers were cold and afraid and feeling very ill... ...ormat to write a war poem in. It is written in the form of a sonnet because it is very romanticised poem e.g. 'Gave once her flowers to love, her ways to roam' 'Dulce et decorum est' was my favourite poem of the two, it's a very emotional poem and shows the harsh realities of war rather than a dreamy, imaginative poet writing about his fairy tale life style. Also it seems to me that as Rupert Brookes didn't fight in the war and lost his life to a measly mosquito bite, his poem is party deceptive and untruthful. I have come to the conclusion that both poets have polarized view on war. Wilfred Owen believed that war was a useless thing, risking young lives and seeing the pain that many of the men went through and Rupert Brookes saw war as a noble act. Brilliant and consequential thing risking your life to show you are faithful towards your country.

Macbeth †Study Guide †Act I Essay

1.Why is Scotland at war at the opening of the play? Scotland is at war at the opening of the play because Mackdonwald, a rebel, was trying to overthrow Duncan and make a deal with the King of Norway. 2.What three predictions do the witches make in Scene 3? -Macbeth will be Thane of Glamis -He will be Thane of Cawdor -He will be King of Scotland. 3.Who is named heir to the Scottish throne? Malcom is named heir to the Scottish throne since he is King Duncan’s oldest son. 4.What is the â€Å"double trust† that makes Macbeth hesitate to kill Duncan? In Macbeth’s first soliloquy, he expresses his doubts about murdering the king. Among the reasons he should not kill the king are his â€Å"double bond† as kinsman (countryman) and subject, which should make him oppose the deed he is contemplating. 5.How do the murderers plan to implicate Duncan’s grooms? They will smear the blood of Duncan on the sleeping chamberlains to cast the guilt upon them. 6.What atmosphere and tone are created in the short opening scene? Macbeth opens with a scene which creates an atmosphere of foreboding and introduces the evil powers which are about to tempt Macbeth to his ruin. The tone of this scene is evil and intimidating. 7.When we are first introduced to Macbeth by the nobleman to Duncan, what is the reader’s initial impression? The reader’s initial impression when we are first introduced to Macbeth by the nobleman to Duncan, is a good one regarding Macbeth. Duncan and the nobleman make us picture Macbeth as a brave, victorious general who knew what to do and who saved Scotland from losing the battle. Macbeth seems loyal to his King, Duncan! 8.In what ways is Banquo â€Å"lesser than Macbeth, and greater†? Banquo is lesser than Macbeth meaning potentially since Macbeth is the King and has more power, but he (Banquo) is greater than Macbeth, not as happy as him, yet happier! 9.What impression do you form of Lady Macbeth Act I? Lady Macbeth has a passion of ambition. Her disposition is high, proud, and commanding. We observe in her no love of country, and no interest in the welfare of anyone outside her family. Her habitual thoughts and aims are, and, we imagine, long have been, all of station and power. She supports and loves Macbeth but does not overshadow her husband. 10.How is Macbeth feeling in his soliloquy in the beginning of Scene 7? What is his state of mind? Macbeth’s soliloquy shows that he shrinks from the murder of Duncan; his wife, however, forces him into action with her taunt that he is a coward. His fear foreshadows the way that his deeds will eventually come back to haunt him. 11.Shakespeare ends Act One with Macbeth and Lady Macbeth plotting the murder of Duncan. a.How exactly do they plan to kill him? While Duncan sleeps, she will give his chamberlains wine to make them drunk, and then she and Macbeth can slip in and murder Duncan. b.What is the dramatic effect of concluding the act by letting us see the murder plot as it crystallizes? Will he or won’t he? Audience is kept in a state of dramatic tension and suspense†¦

Relationships between Indians and English at Jamestown Essay

Before the English founded Jamestown in 1607, the Pamunkey Americans who lived in the Chesapeake Bay area were aware of the other culture overseas (Kupperman, 1). The Americans had watched the establishment and eventual abandonment of the Roanoke settlement some twenty years before Jamestown and gained knowledge of English society (1). European ships frequented the bay for trade. A Pamunkey man, who the Spaniards took back to Spain and baptized as Don Luà ­s de Velasco, returned to his homeland in 1571 and further informed the Pamunkeys (1). Though the English would become dominant, the Native Americans might have been the more erudite of the two cultures to clash. Europeans sent reports home from America and told of complex native civilizations and formidable tribes (Kupperman, 1). In time, the English came to assume that Americans were â€Å"accomplished people living in highly developed societies† and to rely their crops and supplies when needed (1). If one successful population could thrive on that land, then another could surely overtake it ultimately (2). The Pamunkeys had their own sights for a newly established Jamestown (Kupperman, 1). They understood the typical European behaviors and manipulated them to exert control (1). With over thirty tribes under Pamunkey leader Powhatan’s command, the natives kept the mostly inept English apprehensive and directed the trading of goods (1). The colonists traded for and exported furs and gold to Europe (1). For the Americans, metal tools, copper ornaments, glass beads and other Europeans products benefited them greatly in exchange (1). The Pamunkeys and their allies had power over the trade westward inland, therefore expanding their influence (2). True to form, the English settlers were incompetent with coping in the New World and became dependant to the natives for support (Kupperman, 2). As the two sides learnt more of each other as they mingled, mutual relationships formed (2). The English wasn’t completely destitute, however, and recuperated under Captain John Smith’s leadership (2). The Americans and the English became relatively amicable, but after Smith left the colony, the  relations deteriorated and conflicts rebounded (2). Meanwhile, retrogression in Europe drove more desperate people to seek life elsewhere, even in a foreign land. Despite that the battle-mottled situation in Jamestown, the English colony grew stronger, invested successfully in tobacco exportation, and ceased to count on Native Americans for help (Kupperman, 2). Instead of being exploited, the balance of power shifted and became more advantageous for the English. This has been: Examination of Relationships found in Indians and English Meet on the James by Karen Kupperman, www.iath.virginia.edu/vcdh/jamestown/essays/kupperman_essay.html