7 LITERARY STANDARDS FOR WORLD LITERATURE Flashcard

7 LITERARY STANDARDS FOR WORLD LITERATURE

How to Ace Your Nursing Interview

How to Ace Your Nursing Interview Many nursing interviewers ask similar questions. Fortunately, that means you can be even better prepared to ace the interview. Here are some of the toughest, and the best ways for you to respond: â€Å"Tell me a little bit about yourself.†Translation: Am I going to want to be your colleague? Are you qualified enough? Personable enough?Answer: Make sure to keep this one relevant to nursing, but add in a few personal details. Show how your personality traits and life goals, apart from making you a real nice person, lend themselves nicely to your chosen career. Focus on your strengths without sounding boastful, and you’ll nail it.â€Å"Why did you decide to pursue a career in nursing?†Translation: Are you really dedicated enough?Answer: Prove yourself. Show your dedication and your commitment, not just how much you love helping people (though that can be a good part of your origin story, your â€Å"I first knew I wanted to become a nurse† moment). Give the bi gger, more passionate picture, and then focus on the details of your hard work and tenacity.â€Å"Tell me what you know about us.†Translation: Have you done your homework? Do you really want to work here, or will you accept a job at any hospital?Answer: Actually do your homework. Research the position and the institution. Read patient reviews or ask acquaintances who’ve worked there. Be knowledgeable and able to make your case about why you belong in this particular hospital.â€Å"Why should I hire you?†Translation: What’s your secret weapon? Will you really be an asset if I hire you?Answer: Show them that you’ve done your homework, and prove that you can be part of the solution to whatever problems they might be struggling with, and also your visions for helping them reach their future goals. Don’t be afraid to be innovative!â€Å"How do you handle pressure?†Translation: Are you good enough to be a nurse in the field, and not just in the classroom? Can you handle everything the job is going to throw at you and keep your cool?Answer: You already have. Or if you haven’t- you have some experience you can tweak to demonstrate that you can take the heat. Show what skills and experience have led you to be a supernurse in any environment, no matter how stressful.â€Å"What are your career goals?†Translation: Are you in this to win this? Will we be able to groom you for promotions? Are you going to stick around?Answer: You want to excel in this position, learn everything you can, and then move to new challenges. But be sure to stress you won’t jump ship as soon as you’ve milked this job for all it’s worth! Show how your personal career goals overlap nicely with the institution’s goals.â€Å"What are your weaknesses?†Translation: Everyone has them. How do you deal with yours?Answer: Resist the temptation to say, â€Å"None! I am absolutely perfect; hire me!† Mentio n a couple of weaknesses that show your self-awareness, but also show how you’re already working to strengthen them. Be realistic.â€Å"Are you a team player?†Translation: Are you a diva, or do you realize the importance of teamwork in medicine?Answer: Again, prove it. You have plenty of team experience, and you’re smart enough to recognize how crucial it is for good patient care. Have an answer prepared to show it.â€Å"What are your salary requirements?†Translation: Will you accept the range we’re prepared to offer?Answer: Do a bit of research into the department so you get a sense of what other nurses are making. Avoid an exact figure; give a broad range. And if you truly would be happy with the low end of their range, stress that the position is more important to you than the pay.â€Å"Do you have any questions for us?†Translation: Are you just making the rounds, or are you really interested in working here?Answer: Ask the questions you probably have! The ones you’d have if you were to get the offer: What’s the nurse-patient ratio? How long is the orientation stage? Are there any additional educational opportunities? Whatever interests you most and shows your initiative.

Site assembly and development Dissertation Example | Topics and Well Written Essays - 2000 words

Site assembly and development - Dissertation Example II. The Definition of An Easement Basically, someone who has an easement is someone who can tread on someone else’s property. That person is called the servient. â€Å"The holder of an easement has the right to use a tract of land, called the servient tenement†¦Ã¢â‚¬  but has very little rights otherwise.1 Easements come in an inexhaustible amount of forms, and, for example, adjacent properties might come into play, such as was the case in Bailey v Stevens (1862). Sometimes there are implied easements, as in the case of Wheeldon v Burrows. Whatever the case, it is quite possible that the definition of who owns an easement should actually be defined better. For example, instead of having four requirements for the definition of an easement to be met—basically stating who owns an easement—an easement should be clearly defined in a one-sentence statement or paragraph. This would thus put to rest all the haggling behind what an easement consists of and that of which it does not consist. Easements present a problem, not only in English law, but all over the world. People disagree all the time as to what constitutes an easement, and who has a right to share what. As such, the definition of what an easement is, and why it begs to be defined, are partially societal problems. If English society were more communal rather than individual in nature, most likely there would not be such a problem with the idea of having to share space. But, since like the West, the UK has been â€Å"enlightened† in terms of having to have at least 10 metres of space per person even in office space, it so follows that it would probably be only natural for someone from England demanding justice if a neighbour came to fish in his or her pond, swim in a backyard pool, or use the lavatory at one’s whim. As such, it can be very difficult to actually define an easement, especially if the person using the easement does not want to formally admit that he or sh e is using the other person’s property illegally. Also, the dominant may not want to admit that there is an easement between both the dominant and the servient, as the dominant may feel that, legitimating that relationship might therefore give the servient some type of rights or ownership to his or her property—which it does, but that is almost entirely beside the point. The person who holds the easement doesn’t exactly own the property. It’s more like, they are borrowing it or using it for a certain time and then won’t be there anymore. Usage of an easement is, for the majority, not continuous. Thus, these facts should be taken into account when one is considering either making an easement formal or doing something in order to make the process of acquiring an easement possible. In all circumstances, paperwork should always be filled out so there is no misunderstanding between the dominant and the servient. This is essential for the relationship. I II. What Can Be Done with an Easement Although an easement itself is defined by four strict necessities by law, what can be done with an easement should definitely be clarified. It has been said that â€Å"†¦an easement is extinguished if the dominant and servient tenements come into the same ownership†¦Ã¢â‚¬ 2 That may be true, but unless it was expressly written into the law in such a like manner, one might never know that that had been the case. Even so, there are such things as

Partnership and inter professional practice Essay

Partnership and inter professional practice - Essay Example Additionally, an overview of the key principles governing partnership and interprofessional practise, its positive and negative aspects, and the importance of working effectively within a team, are encompassed in the paper. A study was conducted on a 33-year old homeless British woman who had been admitted for treatment in a psychiatric hospital due to severe depression and a series of suicide attempts as a result of the past abusive relationship she had gone through. The preliminary findings suggested that the subject had been dependent on drugs and alcohol which made her even more vulnerable to exploitation. She also possessed erratic and antisocial behavior, suffered from sleep disturbances and was prone to self inflicted pain. There was also limited information on her family background. To further lay premise on the case study, it is imperative to discuss the component of interprofessional practise (IPP). IPP have been referred to as a practise where several professionals of diff erent expertise and functions work together as team to render improved services on health care. The focal point of this is the significance of pooling practitioner competencies and working in partnership with other sectors of the society to generate positive results that would be beneficial to the healthcare patients overall (Barr 2005). One of the strong points of IPP is that the treatment framework of the team may effectually vary as the requirements of the patient change. Practitioners may even work beyond the scope of their professions. To cite an example, practising nurses or medical assistants can carry out the duties of a general physician as the need arises. IPP focuses on the wellbeing of the patient rather than the individual practitioner’s line of work (Stone, Waller, Smith, Fuller, Bull, & Playford 2007). IPP may involve medical practitioners such as physicians, nurses, therapist to social workers to policy makers (Stone et al 2007). The contributing factors for t he success of IPP are cooperation, commitment, assertiveness, shared responsibility, communication, autonomy, coordination and governance. Basically, these elements refer to teamwork, dedication, open expression of ideas, the ability to deduce or see a health situation from the point of view of other health practitioners, and efficient organisation (Lindeke and Block 1998). Based on the case scenario, the composition of the team which may address the issues of Marilyn Hall are as follows: general physician, mental health nurse, clinical psychologist, psychiatrist, psychotherapist, occupational therapist, social worker and spiritual adviser. It was noted that the subject suffered physical abuse from her past relationship and aborted pregnancy; thus, a general checkup is recommended to evaluate her health condition. Seeking the service of a psychiatrist for counseling and treatment of severe depression is also recommended. Consultation with a clinical psychologist is also advised sinc e the subject had committed several suicide attempts. Professional help from a psychotherapist is needed to address her dependency on drugs and alcohol. The mental health nurse may provide assistance to ensure that the needs of the subject are effectively provided. The social workers can provide the necessary support outside the institution after the subject was discharged. Occupational therap

Legality and Effectiveness Essay Example for Free

Legality and Effectiveness Essay This paper will discuss the aspects of B. F. Skinner’s book Walden Two and the implications toward determinism or free will implied through his characterizations and ideologies. The debate in this paper will present the dichotomy of free will and determinism and will end with support on the side of free will. Definitions for either ideal will be discussed in the paper as well as a presentation of Walden Two being a parody of Plato’s Republic which in turn will also give a succinct definition as to whether or not the book was written in a free will aspect or that pertaining to determinism. The connections between Skinner’s concepts of free will and determinism are rampant throughout the text, and the fashion by which the book exemplifies Plato’s Republic is striking in its context. Plato’s Republic exerts diatribes and discussion between his protagonists match exactly those ideologies presented in altercative fashion in Skinner’s text. Points are present in Skinner’s Walden Two through the debates or seeming debates between the protagonists. The underlying idea behind each writing is that of discovering and reinforcing utopia. Although at times Skinner’s work hinges upon the concepts of determinism as in the statement, â€Å"†¦in the long run man is determined by the state† (257) there is also the dialectical approach which would state that the society or the state in this reference would first have to be formed by the collective of free wills in order for a system of codes to be first instated. The viable principles of this code remark on the importance of salubrious living which is also dominated by general tolerance (148). The subject of utopia evolves in his work through the process of avoiding interpersonal conflict; therefore the free will which so dominates the literature cannot in this utopian state dominate the free will of other societal members and in this paradox is found several conundrums. The ideologies present in Walden Two exert themselves on experimental psychology and behaviorism. This means that Walden Two is an experiment in lieu of understanding behavior as a function of environmental histories of experiencing consequences. These experiences delve into the facet of Walden Two’s society being presented as a utopia due to their practice of scientific social planning and the way in which they condition their children (as mentioned prior in the codes). Walden Two is structured after Thoreau’s Walden (as well as Plato’s Republic) which basis life after a lifestyle in which war is not supported and the fostering of competition is not founded which therefore leads inextricably to social strife being ousted. Also, Skinner presents a society by which minimal consumption is found and a rich social relationships, personal happiness, and a satisfying work and leisure life is deliberately introduced into each area of society through the codes cited in the paper formerly. Free will then becomes a factor in this utopian society due to its infrastructure. Skinner highlights throughout Frazier’s diatribes that the technology of behavior is what makes a society more palatable to the members which inherit and live in that society. Therefore, the autonomous agent is not the driving force of such a society but rather the driving force becomes the original character design of Walden Two. In Skinner’s society free will is further determined through infrastructure by way of Walden Two giving credit to the individual for work accomplished by their own actions. Thus, the society is based on the originating force of a paradigm or code or action and this is where the definition of free will may be found throughout the context of the text. The actions of the characters in the society are not deterministically grounded but instead, the environment and genetic potentials of freedom cause the society to be based on reality whereby reality in this sense is determined by the individual and not by the society or methods of actions found through the environment in which free will becomes an impetus of determinism. The Experimental Analysis of Behavior and Applied Behavior Analysis are techniques intrinsic in human affairs as defined by Skinner. In support of the notion of free will, Skinner writes, â€Å"I have only one important characteristic, I’m stubborn. I’ve had only one idea in my life—a true idee fixe, the idea of having my own way† (271). The idea of determinism is that free will is a characteristic that is nonexistent because factors in a person’s environment do not allow for the paradigm of choice to have any relevance in decisions, desires, wants, or overall personal satisfaction or other emotions characterized through free will (jealousy, love, ego, possessiveness, etc. ). Frazier however points out to Castle that â€Å"determinism doesn’t entail that behavior is always predictable any more than it implies that the weather is always predictable† (391). Society and social as well as psychological behavior are products which hinge upon causal laws which means that we can’t have free will; but counter to this argument it is presented in the body of text that free will is defined through choices that are predictable in advance which is truly counter to the core definition of free will in which determinism of events and actions cannot be measured through prescience or any other advanced indicators. Frazier argues that free will and therefore free choices would be unpredictable, but contrasting this belief, Frazier states, â€Å"â€Å"For the last several thousand days, I’ve chosen of my own free will not to dye my hair orange. Therefore, it is very probable that tomorrow, I will choose of my own free will not to dye my hair orange. † (391). This is not a strong counter argument to determinism and by this omission, it is proven that free will is the factor involved in Skinner’s Walden Two, because Frazier’s own volition in the above argument truly states that he thinks free will is only based on unpredictability. The basis of the argument in Walden Two that is in support of determinism is that if determinism is true then free will by opposition cannot be true, however, in this circular argument there exists fallacies for, Skinner is assuming that there cannot co-habit a society in which both determinism and free will cannot become hegemony; however, this cannot be a reputable argument since its basis is only found in the fact that one cannot be true simultaneously. Castle argues in favor of free will through the basis of experience. Both Castle and Frazier argue that a person’s behavior can be controlled or restricted through the enforcement of force or physical restraint. Through such enforcement however, the propelling of enforcement further leads to the person being forced upon to react by way of such force promoting animosity and feel unfree which furthers the concept of free will in the fact of a reaction to force. Although Skinner does not promote force as a form of punishment in Walden Two there is a definite cause in the restriction of force which leads the reader to believe that free will is trying to be staunched in the society and therefore enforcement cannot be used because it simply incites free will. Instead, Skinner basis his utopia on the process of positive reinforcement. This means members of Walden Two are given items they like or the items they like are taken away from them if they have acted negatively. Thus, positive reinforcement is not determined to be the same as punishment and therefore, the society can be relatively defined as staunching free will which means that the society is in recognition of free will, yet, free will in the society persists because Walden Two designs its infrastructure after scotching free will, at least in the instance of positive reinforcement. Walden Two is furthered designed to bring forth a utopian society by way of defining behavior as being determined through past history of positive reinforcement, as well as the presence of environment. Frazier says â€Å"it’s not control that’s lacking when one feels ‘free,’ but the objectionable control of force. † In the very best society, people will feel free because its rulers use the science of â€Å"reinforcement theory† or operant conditioning to elicit desirable behavior without the use of force. Frazier: â€Å"Now that we know how positive reinforcement works†¦we can be more successful in our cultural design. † (p. 394). Thus, although the concept of positive reinforcement highlights behaviorism, the act of reinforcement is further aiding in the development of free will simply by recognizing that free will is inherent and as an inherent quality measures must be taken in order to counteract free will, in the view of positive reinforcement in Walden Two. The concept of past history being of importance to behaviorism in both free will and determinism, Stace states, â€Å"If a man’s actions were wholly determined by chains of causes stretching back into the remote past, so that they could be predicted beforehand by a mind which knew all the causes, it was assumed that they could not in that case be free. This implies that a certain definition of actions done from free will was assumed, namely that they are actions not wholly determined by causes or predictable beforehand. Let us shorten this by saying that free will was defined as meaning indeterminism. This is the incorrect definition which has led to the denial of free will. As soon as we see what the true definition is we shall find that the question whether the world is deterministic†¦or in a measure indeterministic †¦is wholly irrelevant to the problem† (Stace 1952: 860). Thus, the managers have free will over the utopian society in Walden Two because the citizenry are instructed to go to the managers with any problems and to have them sort out the problems, which means that the managers, the controllers of this utopian society are based after free will in order to determine justice, or even to determine positive reinforcement. Work Cited Doyle, Jim. Treatment for Rapists, Molesters Under Fire Cost, Legality and Effectiveness at Issue In Extended Program. San Francisco Chronicle. (11 July, 2004). (Online). Available: http://www. sfgate. com/cgi bin/article. cgi? file=/chronicle/archive/2004/07/11/MNGB57IU41. DTL Isaacson, Walter. A Declaration of Mutual Dependence. The New York Times. July 4 2004. pg. 4. Skinner, B. F. Walden Two. The Macmillan Company, New York. 1948. Stace, Walter T. Is Determinism Inconsistent with Free Will Staddon, John. On Responsibility and Punishment. The Atlantic Monthly. 275(2) (1995). Pg88.

Digging For a Living :: Digging for Living

Digging For a Living In his poem "Digging," Seamus Heaney describes a unique relationship between a boy and his father. Their relationship closely relates to the one I have with my father. Throughout the poem, the poet's pen is contrasted with the father's spade, using each as a symbol of their vocation and background. Along the same lines, the relationship between my father and myself can be expressed through my keyboard and his pencil. Heaney's poem tells of a boy and his father who have different callings for their career. The father has worked on the family's farm his entire life, digging up potatoes and keeping up the farm. The poet describes his father's digging, as the title infers, with alliteration from the line "Under my window, a clean rasping sound when the spade sinks into gravely ground: My father, digging" (3-5). The poet, on the other hand, would much rather be writing stories or novels than out in the field doing manual labor all day. The father digs physically with his hands while on the contrary, the son digs mentally with his brain. Heaney uses a spade to symbolize the father's ambitions, thus, representing his farm work. He metaphorically describes the son's writing with the passage, "Between my finger and my thumb the squat pen rests" (29-30). My father and I share the same type of relationship that Heaney and his father have in the poem. My father is an architect and designs buildings for a living. He spends most of his day at his drawing table, sketching plans for new buildings. On the other hand, I have a job that involves using computers most of the day. He uses his pencil to get the job done, while I use my keyboard to get the job done. When I was younger, he always wanted me to be an architect with him, but now he accepts the fact that I am not going to be an architect because I have a sufficient job in the computer field. Throughout Heaney's poem, diction highlights certain words and phrases that require extra emphasis. For example, in the line "The coarse boot nestled on the lug, the shaft against the inside knee was levered firmly," the words chosen intensely impact the meaning (10-1). Lug, shaft and levered all intensify the line. Furthermore, most of the words are parts of a gun, which is another metaphor used.

Are students have changed Essay

Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. (Prensky,2001). Prensky further stated that children in the 21st century are classified as Net-gen, and digital-gen but the most useful description Prensky found for these children is Digital Natives. This is evident because in the 21st century children as young as three years are mastering the uses of computers, videogames, internets, tablets, mobile phones and other technological devices. According to Janssen (n.d) digital native is an individual who was born after the widespread adoption of digital technology. Technology is so advance and useful to students it seems like they get so addicted to it and felt like they can’t do without it and the other hand it helps students to improve in learning. Three changes that are seen with the first century learner regards to technology, they are more dependent on technology, misuse of information and unli mited thinking skills. Firstly, the internet is known as one of the greatest invention of modern age; a gateway that is magical to resources, information and communication unlike anything we previous dreamed of. It is claimed by many that it is the greatest single technological advance for education, as it opens opportunities for studying, learning and discovering. But as time goes by and the first generation of students grows up with modern internet technology from birth to teenage years, questions have been asking are children being dependent on technology. The internet provides students with  enormous advantage of a world of information at their finger tip. A single tap of the finger on the keyboard can deliver a hundred of articles under a second; far hours from when students would spend time spinning through library books and journals in days passed by. With the ease of access, the internet comes with disadvantages such as false and incorrect information that is easily distributed and can be difficult to trace sources and support the information. On, on the other side the volume of research materials online can make students to find information they need too easy, allowing them to compile these information by copying and pasting without understanding and analysing the information they are sifting through at all. While students from twent y years and beyond would have to read and absorb a huge amount of information such as putting together a report on tree frogs. These students have to use different sources for each part of the project; while on the other hand digital natives would discover everything needed to know by the internet site, picking up a little knowledge in the process. According to Jannsen (n.d) people believes that children who are digital natives think differently due to their early exposure to technology and have become accustom to using technology to solve the repetitive tasks that form the basis of traditional learning With the rise of different technology, and the fantastic way that produce communication from mobile phones to iPods to Skype and face book, modern students have become available to a wealth of education opportunities. Pupils from Jamaica can now hold an online debate with a class of their contemporaries in United States and others, interactive group webpage, class blogs, and programs that design interactive online animations which allowed educational communication to form. The reliance on the mobile phones and the laptops is taking toll on areas in education such as literacy and writing skills. This is said to be suffering as children write less and more text message expression take preference over their grammar. Also the suffering of simple communication skills and understanding of personal interaction as young people spend more time online communicating using their keyboards rather face to face contact. The reliance of such method for communication can cause students to form unhealthy relationships with others, concerned about critics that was said, and open up possibilities of cyber-bullying that is very dangerous and persecution of people online. Secondly, the expansion of the use and easy  availability of technology makes it easy for society to do negative activities that often violates the law. The main problems are the misuse of copyright, distribution of forbidden materials, violation of privacy or personal data and other serious activities. This activity can be seen in education field where the increase of plagiarism among students. Students can find information on the internet free and plagiarize other’s work whether if it is intentionally or without realising it. According to Lindemann C(2013) among students in grades 7-12, 21% have turned in a paper downloaded from the Internet. More than a third (38%) copied text from a website. The more students rely on the internet such as Google and Wikipedia answers to answer their home work questions, they are required to use less of their minds to come up with independent thoughts and opinions. Instead they simple click, copy and paste. Plagiarism is not the only way of cheating. The internet is not the only way; students can used other technology such as mp3 players, mobile phones, calculators and other technologies. In gaining information using phones this can be done by emails, texts, Bluetooth, as well as phone calls. According to Takahashi (2011) many educators perceive them a slacking more formal ICT skills. The availability and ease of use of technology makes cheating possible. The environment opens possibilities for academic dishonesty which can be difficult to discover. Students find simple and fast way to get through their studies, such way is to share materials, results, papers, information about exams. A majority of website offers a variety of finished work materials for essays, seminar papers, reports, and even degree works, answers to test for final exams in bachelor or master courses. These website are made for students to upload their work voluntary and the provider usually do not get benefit from the sites; while some sites will offer small benefit for uploading the work. Downloading the work can also be free without registration, if not unless the provider creates a user account or a fee. The reason why students plagiarize is the overload of information. The more information you have leads to the first step towards good school paper. Technology is used by teachers and professionals to increase the quality of leaning. The growth and progress in ICT changes education compare to decades ago and introduce methods that increase in students learning. From this students need to learn how to deal with information for assignments,  work tasks, research tasks and other information problems. Thirdly, technology affects students thinking skill. According to Wolpert S (2009) as technology has played a bigger role in our lives, our skills in critical thinking and analysis have declines, while our visual have improved. Thinking is the ability to reflect, draw on conclusions, knowledge, reason and insight. It is what makes students communicate, build, create and become civilized. Thinking is based from learning, observing, remembering, questioning, arguing, judging and others. The exposure of technology as changes learners. Because of students’ brain still developing and malleable, the exposure of technology causes digital natives brain to be wire in ways different from previous generation. Reading encouraged the brain to be focused and imaginative; but pleasure for reading has decline in young people which enhances thinking and creates imagination that visual media such as video games, television cannot. The using of visual media will allow students to process information better but most don’t allow students to get the time to reflect, analyze or imagine. Reading develops reflection, imagination, critical thinking as well as the development of vocabulary. Through reading, these skills are developed. Students today are more visual literacy and are less print literacy thus many students are not being seen reading often and reading for pleasure. Technology strengthens student’s ability to scan information quickly and efficiently. An impl ication for teaching and learning is that workshops or seminars should be implemented for teachers so that they receive training to know how to integrate the different types of technology into their lessons and make learning more engaging for students. As we know that student gravitates to technology and we are living in 21st century. Attending these workshops teachers are able to know more about each technology such as the usage, programs and others. They are able to monitor the technology by themselves and by doing so they are able to carry out the lesson effectively and stimulate children learning. One implication for policy makers is that in order for the teachers to integrate the technology in the classroom to meet the need of his students, firstly you should provide or equipped the schools with the necessary technology. Without these, teachers will unable to do so, which he or she wants to; so that her students can grasp the concepts well. For the school to be equipped policy makers should also develop an infrastructure to  place the technologies. Provide the necessary security and to eliminate outdated hardware and software and replace them with up to date as the years are passing by. â€Å"When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, the y begin to take more control over their own learning†. (Hertz 2014). Technology integration is the use of technology in the classroom that helps to carry out learning concepts and to manage the class, such technology are computers, overhead projectors, digital cameras, internet, tape recorders, and CD-ROMs. Digital camera is a great application in the classroom as it allows collecting and documenting exciting events in the environment. Integrating digital camera properly can help to link lessons to student’s lives. For example class letter, development of stories and community based research. Cameras can be share between classes and capture images quickly and easily, in which pictures provide important context for children learning experience. Images that are culturally relevant can be a very powerful strategy for students to learn about their community. For example teaching about vocabulary, teachers can send students outdoor with the digital camera to take pictures of events, objects or actions that represent the vocabulary that was discussed . Students can be asked to write sentences or paragraph highlighting new vocabulary. Which is a very excited way for students to increase their vocabulary and become better readers; and teachers could give students the opportunity to take pictures of events or actions that reflect in a story that was read to them, downloading pictures from the computer then allowed children to write a sentence or paragraph about each picture. Having students to take pictures of the story event or action will help them to relate what they reading to their own lives in their community. Digital camera can be used to do storytelling which produces narrated short films using music, photos and voices. The grade 3 lesson â€Å"who are the people in my community†, students and teachers can take a walk within the community with the camera and take pictures of community helpers and write sentences about each role within the community. The teacher and students can produce their story by downloading the pictures on the computer using programs such as Photo-Story, Windows Movie Maker, Powe rPoint, that include narration for each. The tape recorder and boom box can be used to engage student and help save time. One activity for the whole class is teachers can use a student to  become the classroom DJ. Using a microphone, the student announces the topic of the day’s lesson. With a book in hand students can read along with their teacher during reading time. Students can even listen to a recording of their teacher who record the book tape before. The boom box can be used to create electronic portfolio that showcase student’s best work and the learning progress during a time period. By doing this teachers can record the students reading or thinking process when solving a problem, a video clip of his or her oral presentation and a CD with the child digital story. The tape recorder can be used to record student’s reading of a text at regular intervals which is assessed at each interval and strategies plan to improve the reading fluency. The overhead projector is a display system that is used to present images, videos, texts to students. It helps to carry out concepts and for students to grasp concepts by which it stimulates learning by watching videos, interactive games and retrieving texts which aid in the development of different learning styles such as audio and visual learners. The teacher faces the students while the notes that are prepared previously revealed. The lesson becomes engaging and students are attentive or focus and not only that but the teacher becomes more efficient by sharing and creating reusable work. . An example of how teachers can make the projector a part of her lesson is if a teacher is trying to bring across the lesson of the topic family to a grade two class, students will watch a video of the family then have a discussion with the teacher, from the video students will define the term family in their own words. Students will use family related terms seen in the video to write at least five sentences. The family related terms are like: grandmother, brother and sister. References Prensky M (2001) Digital Natives, Digital Immigrants Retrieved February 19, 2014 from http://www.marcprensky.com/writing/Prens†¦igrants%2520-%2520Part1.pd Hertz MB (n.d) How to Integrate Technology Retrieved February 21, 2014 from http://www.edutopia.org/technology-integration-guide-implementation Wolpert S (2006) Is technology producing a decline in critical †¦ – UCLA Newsroom Retrieved February 21, 2014 from http://newsroom.ucla.edu/portal/ucla/is-†¦ducing-a-decline-79127.asp Lindemann C (2013) How to Stop the Plagiarism Plague | Education.com Retrieved February 21, 2014 from http://www.education.com/magazine/articl†¦cle/stop-plagiarism-plague Janssen C (n.d) What is a Digital Native? – Definition from Techopedia Retrieved February 21, 2014 from www.techopedia.com/definition/28094/digital-native Takahashi (2011) Academia.edu | Documents in Digitalian – Academia.edu Retrieved February 23, 2014 from www.academia.edu/Documents/in/Digitalian