Backpacking A Different Way Of Camping free essay sample

Backpacking: A Different Way Of Camping Essay, Research Paper Backpacking: A Different Way of Camping What is bivouacing? To most people, it is perceived as a clip to pack up the auto, thrust to local cantonment evidences, and spend the weekend in the great out-of-doorss. It is a clip to lark with household and friends around a campfire, singing vocals, playing games, and roasting marshmallows while listening to ghost narratives that can merely be heard while bivouacing. However, to the avid backpacker, bivouacing takes on a different position. While sing the great out-of-doorss is really similar to auto encampment, backpacking is really different in many respects. Preparation for backpacking and auto encampment and the venues where one can put up cantonment are really different. In either instance, sing the great out-of-doorss and its natural beauty can non be surpassed. With auto bivouacing the lone existent restriction is one # 8217 ; s vehicle. A individual is limited to the vehicle # 8217 ; s capacity to carry or tow. For illustration, a camper will convey a range, a 12 adult male collapsible shelter, two ice chests of meat and murphies, five gallons of H2O, and possibly tow a camper. On the other manus, when backpacking, the fortunes are really different. One is limited to his or her ain capablenesss: the sum of weight that can be carried, endurance degrees, merely to call a few. Commissariats must be carefully measured. If overloaded, it can impact public presentation while boosting to one # 8217 ; s finish, but if non adequate commissariats are carried it, will impact how long one can last out in the wilderness. The equipment must be minute in size and weight. Particular lightweight ranges, collapsible shelters, kiping bags, and apparels must be used when backpacking. The mean weight of a full back pack is about thirty- five lbs. A camper is wholly dependent on what is in his or her back pack to last in nature. Reaching one # 8217 ; s concluding finish for auto encampment and backpacking are besides really different. To acquire to the campground while auto encampment, one follows a Ro ad map to the park, drives to the Texas Ranger station, picks up a base on balls, and pulls in to the campground. Depending on the size of the park, there are normally 50 to one hundred campgrounds filled with weekend warriors. While backpacking, making the campground is a greater undertaking. First, the backpacker enters the park, gets a base on balls from the Texas Ranger station, and drives to the trail head. At the trail head one loads his or her cogwheel in the back pack and steadfastly attaches it to their waist and back. Finally, the backpackers hikes two to twelve stat mis to make their finish, following a topographical map and using a compass. If one is fortunate, there will be person bivouacing at the same site. Backpacking is normally done by oneself or in a group. Traveling to the public toilet is besides really different in both instances. For one, there are no portable public toilets while backpacking. A shovel and lavatory paper are a backpacker # 8217 ; s merely agencies. One picks a topographic point, digs a hole, and knee bends. It is a really peaceable experience with the birds chirping, the air current blowing, and trees rocking. While auto encampment, there is normally a communal public toilet that about ever odors of germicides or deodourants. Car encampment and backpacking are two signifiers of bivouacing that differ from each other in the regard that backpacking is a more independent signifier of bivouacing. If one feels like get awaying the metropolis merely for a few yearss, one can skip into a auto and thrust to a campsite. It is comparatively easy to fix for auto encampment, but backpacking is much more strict and requires much planning. Though more modification in what one can transport, backpacking allows a individual to see the out-of-doorss in a manner that auto encampment can non. The most beautiful sights are seen while backpacking, and this is because a auto can merely take one so far. Most backpackers experience something that most auto campers will neer see: the beauty of nature untouched by common adult male. Regardless of the manner of researching the great out-of-doorss, an exciting escapade awaits.

Cbt Case Study free essay sample

Case Study Identifying Information For the purposes of the case study the client will be called Jane. Jane is a 22 year old single white British female who lives with her parents in a house outside the city. She is heterosexual and has had a boyfriend for seven years. She feels unable to discuss her issues with her boyfriend. Her parents both have mental health issues and Jane does not feel able to talk to her mother about her problems. She has an older brother she has a good relationship who lives with his girlfriend, a four hour drive away. Jane is educated to degree level, having studied Criminology and is currently working part-time for her father managing his client accounts for a business he runs from home. A typical day involves organising all receipts and creating spreadsheets for each client’s accounts. Jane states she would like to get a full time job and be normal like her friends. Jane has a small circle of friends from university who she states have all gone onto full time employment. Jane also has a puppy she spends time looking after and taking for regular walks. Assessment Jane was referred following a health check at her GP surgery. She had been prescribed Citalopram 20mg by her GP for anxiety symptoms and panic attacks she had been having for two years. Jane has no previous contact with mental health services. Jane’s father had a diagnosis of Bi-Polar Disorder, her brother has Depression and her boyfriend has a diagnosis of Obsessive Compulsive Disorder which he is continuing treatment for. Jane’s anxiety/panic has increased over the past two years. She had read about Cognitive Behavioural Therapy on the Internet and was willing to see if it was help ease her anxiety symptoms. Jane stated that the problem started due to family issues in 2007. Her brother and father were estranged due to a financial disagreement and this resulted in Jane’s brother leaving the country with his girlfriend, causing Jane to become very distressed. Also during this time she was taking her final exams at University, Jane states this was when she experienced her first panic attack. She had spent the evening before her brother left the country, drinking alcohol with friends, she remembers feeling ‘hung-over’ the next day. While travelling in the car to the airport, with her brother and his girlfriend, Jane states she started to feel unwell, she found it difficult to breathe, felt hot, trapped and felt like she was going to faint. Jane stated she felt â€Å"embarrassed† and â€Å"stupid† and had since experienced other panic attacks and increased anxiety, anticipating panic attacks in social situations. Jane had reduced where she went to, finding herself unable to go anywhere she may have to meet new people. Her last panic attack happened when Jane visited her GP for a health check and fainted during the appointment, Jane has blood phobia and she stated she had not eaten since the day before and was extremely anxious about the any medical interventions. Jane believes it was a panic attack that caused her to faint. The GP prescribed her 20mg of Citalopram, a few weeks prior to her initial assessment with the therapist. When Jane and the therapist met for the initial session Jane described herself as feeling inadequate and as if she was trapped in a cycle of panic. Although Jane felt unhappy she had no suicidal ideation and she presented no risk to others. Jane stated she had become more anxious and that she had panic attacks at least twice a week. Prior to and during therapy, Jane was assessed using various measures. These enabled the therapist to formulate a hypothesis regarding the severity of the problem, also acting as a baseline, enabling the therapist and Jane to monitor progress throughout treatment. (Wells, 1997). The measures utilised in the initial assessment were a daily panic diary, Wells (1997) and a diary of obsessive- compulsive rituals, Wells (1997) a self rating scale completed by the client Jane. Other measures used were, The Panic Rating Scale (PRS) Wells (1997), the Social Phobia Scale, Wells (1997), used by the therapist to clarify which specific disorder was the main problem for Jane. Having collated information from the initial measures, a problem list was created so the therapist and Jane could decide what to focus on first. This list was based on Jane’s account of the worst problems which were given priority over those problems which were less distressing. Problem List 1. Anxiety/Panic attacks 2. Obsessive hand washing. 3. My relationship with my family. 4. Not having a full time job. 5. My relationship with my boyfriend Having collaboratively decided on the problem list, the therapist helped Jane reframe the problems into goals. As the problem list highlighted what was wrong, changing them into goals enabled Jane to approach her problems in a more focused way (Wells, 1997), the therapist discussed goals with Jane and she decided what she wanted to get from therapy. It was important for the therapist to ensure that any goals were realistic and achievable in the timeframe and this was conveyed to Jane (Padesky amp; Greenberger, 1995). Jane wanted to reduce her anxiety and expressed these goals:- 1. To understand why I have panic attacks. 2. To have an anxiety free day. 3. To reduce the amount of time worrying . To reduce obsessive hand washing at home. Case Formulation Jane stated that for about a year she had been repeating certain behaviours, which she believed prevented her from having panic attacks. This involved Jane washing her hands and any surrounding objects at least twice. Jane had a fear of consuming alcohol/drugs/caffeine/artificial sweeteners, she stated she had had her first panic attack the day after drinking alcohol and had read that all these substances could increase her anxiety. Jane had not drunk alcohol for 18 months as she felt this caused her anxiety and made her nable to control the panic attacks. Jane stated she feared that if any of these substances got on her hands and then into her mouth she would have a panic attack and faint. These beliefs increased Jane’s anxiety when Jane was exposed to any environment where these substances were present. This unfortunately was most of the time, Jane stated that every time she saw any of these substances consumed or even placed near her, she became anxious and had to wash her hands and any surrounding items which she may come into contact with again. These safety behaviours maintained the cycle of panic, Jane would always continue the routines that she believed prevented a panic attack. The worst case scenario for Jane was â€Å"the panic would never stop and I will go mad, causing my boyfriend to leave me†. Jane felt this would make everyone realise what she already knew, that she was worthless. Her last panic attack happened when Jane had visited her GP; this caused Jane feelings of shame. â€Å"There’s all these people achieving, doing great things and I can’t do the most basic things† The therapist used the Cognitive Model of Panic (Clark, 1986), initially developing the three key elements of the model to help socialise Jane to the thoughts, feelings and behaviour cycle (see diagram below) Cognitive Model of Panic Bodily sensations Emotional response Thought about sensation Clark (1986) Using a panic diary and a diary of obsessive-compulsive rituals, Jane was asked to keep a record of situations during the week where she felt anxious, and this was discussed in the next session. Jane stated she had not had any panic during the week, when discussing previous panic attacks during the session, Jane became anxious and the therapist used this incident to develop the following formulation. Heart beating fast/increase in body temperature Fear/dread I feel hot, I can’t control it Clark (1986) Jane stated she felt like she was sweating, she had difficulty breathing; felt faint, had feelings of not being here and felt like she was going crazy. All these symptoms suggested that Jane was experiencing a panic attack and Jane met the criteria for Panic Disorder, defined in the DSM IV and states that â€Å"panic attacks be recurrent and unexpected, at least one of the attacks be followed by at least one month of persistent concern about having additional attacks, worry about the implications or consequence of the attack, or a significant change in behaviour related to the attacks† (APA, 1994). During the sessions the therapist continued to socialise Jane to the model of panic (Clark, 1986); together Jane and the therapist looked at what kept the cycle going. The therapist continued to use the model formulation, with the addition of Jane’s catastrophic interpretation of bodily symptoms, to illustrate the connection between negative thoughts, emotion, physical symptoms. Social situation I will be unable to stay here Everyone will notice I am not coping I’m going to faint Sweating/breathing fast/dizzy Clark’s (1986) Cognitive Model of Panic. Progress of Treatment The therapist hypothesised that Jane’s symptoms continued due to Jane not understanding the physiological effects of anxiety. The results were a misinterpretation of what would happen to her while being anxious, and this maintained the panic cycle. Although Jane tried to avoid any anxiety by using safety behaviours, she eventually increased the anxiety she experienced. Session 1 After the initial assessment sessions, the therapist and Jane agreed to 8 sessions, with a review after 6 sessions. Jane and the therapist discussed that there may only be a small amount of progress or change during the sessions due to the complexity of Jane’s diagnosis and agreed to focus on understanding the cycle of panic (Clark, 1986) From the information gained from the formulation process, the therapist tried psycho education. The therapist was attempting to illicit a shift in Jane’s belief about what, how and why these symptoms were happening. The therapist discussed with Jane what she knew about anxiety and from this the therapist discovered that Jane was unsure of what anxiety was and the effects on the body. For the first few appointments the therapist knew it could be beneficial to concentrate on relaying information about anxiety, (Clark et al, 1989) focusing on Jane’s specific beliefs anxiety, the therapist wanted to try to reduce the problem by helping Jane recognise the connection between her symptoms. As Jane believed, â€Å"she was going mad†, the therapist was trying to help Jane understand the CBT model of anxiety and to alter Jane’s misunderstanding of the symptoms. The therapist and Jane discussed Jane’s belief that she would faint if she panicked, Jane had fixed beliefs about why she fainted. The therapist attempted to enable Jane to describe how her anxiety affected her during a ‘usual panic’. Instead Jane began to describe symptoms of social anxiety, this suggested to the therapist that the main problems could be a combination of /social phobia and obsessive behaviours; the following dialogue may help to illustrate this. T. When you begin to become anxious, what goes through your head? J. I need a backup plan; I need to know how to get out of there. Especially if it’s in an office, or a small room. T. What would happen if you did not get out? J. I would panic, and then pass out T. What would the reasons be for you to pass out? J. Because I was panicking. T. Have you passed out before when you have panicked? J. I have felt like it. T. So what sensations do you have when you’re panicking? J. The feeling rises up, I feel hot and I can’t see straight. I get red flashes in front of my eyes, like a warning. My vision goes hazy. I think everyone is looking at me. T. Do you think other people can see this? J. Yes. T. What do you think they see? J. That I’m struggling and I cannot cope or, I try to get out of the situation by pretending I feel ill before they notice. T. What would they notice, what would be different about you? J. I stick out like a beacon, I’m sweating, loads of sweat and my face is bright red. T. How red would your face be, as red as that â€Å"No Smoking† sign on the wall? J. Yes! I’m dripping with sweat and my eyes are really staring, feels like they stick out like in a cartoon, it’s ridiculous. T. How long before you would leave the situation? J. Sometimes the feeling goes, like I can control it. But I could not leave. There would be a stigma and then I could not go back, the anxiety would increase in that environment or somewhere similar. The therapist persisted with this example and tried to use guided discovery to help Jane get a more balanced view of the situation. (Padesky and Greenberger, 1995) T. So you would not go back? J. I would if I felt safe, like with my boyfriend or I could leave whenever I wanted to. It’s the last straw if I have to go. It makes it even harder. T. You say that sometimes it goes away. What’s different about then and times when you have to leave? J. It’s like I just know I have to leave. T. What do you think may happen if you stay with the feelings? J. That I will pass out. T. hat would that mean if you passed out? J. It would be the ultimate. It would mean that I could not cope with the situation. T. If you could not cope what would that mean? J. I can’t function, I can’t do anything. I‘m just no use. T. How much do you believe that? Can you rate it out of 100%? J. Now. About 60% if I did faint it would be about 100% T. Have you ever fainted due t o the sensations you have described to me? J. No. I have fainted because I’m squeamish. I don’t like blood. Or having any kind of tests at the GP. T. So do I understand you? You have never fainted due to the panic sensations? J. No. I’ve felt like it. T. So you’ve never passed out due to the symptoms? What do you make that? J. I don’t know, that would mean that what I believe is stupid. It’s hard to get my head around it. Session 2-3 The therapist used a social phobia/panic rating scale measures to ascertain the main problem; this was increasingly difficult as throughout each session the patient expanded on her symptoms. The therapist managed to understand that the patient avoided most social situations due to her beliefs about certain substances; this caused the obsessive hand-washing. This then had an impact on Jane’s ability to go anywhere in case she could not wash herself or objects around her. Jane also believed fainting from blood phobia had the same physical effects as panic, and she would faint if she panicked. It was complicated and the therapist attempted to draw out a formulation. I SEE A PERSON DRINKING ALCOHOL IT’S GOING TO GET ON MY HANDS AND INTO MY MOUTH I FEEL SICK, I’M GOING TO FAINT I FEEL DREAD, I FEEL ANXIOUS, SWEATING I MUST WASH MY HANDS TO STOP THE PANIC GETTING WORSE. Session 4 The formulation shows the extent of Jane’s panic and how her safety behaviours were impacting on all aspects of her life. The therapist attempted again to use information about the causes of anxiety and its effects on the body. The therapist explained what happens when you faint due to blood phobia, this was an attempt to supply Jane with counter evidence for her catastrophic interpretations of her panic. The therapist also used evidence to contrast the effects on the body when fainting and when panicking. After two sessions, the therapist continued to provide and attempted to relay the facts about the nature of anxiety/panic/fainting with the inclusion of behavioural experiments. Educational procedures are a valid part of overall cognitive restructuring strategies, incorporated with questioning evidence for misinterpretations and behavioural experiments (Wells, 1997) The therapist asked Jane to explain to the therapist the function/effects of adrenalin, to see if Jane was beginning to understand and if there had been any shift in her beliefs about panic. The following dialogue may help to illustrate the difficulties the therapist encountered; T. Over the last few sessions, we have been discussing anxiety and the function of adrenalin. Do you understand the physical changes we have looked at? Does it make sense to you? J. Yes. Something has clicked inside my head. I feel less insane now, I understand more about what’s going on. It makes things a little bit easier, but it takes time for it to sink in. T. Do you think you could explain to me what you understand about anxiety/adrenalin? J. As I interpret it is, I like to think of it as, â€Å"I’m not anxious it’s just my adrenalin, It’s just the effects of adrenalin effecting my body† but it’s hard to get from there, to accepting the adrenalin is not going to harm me. I know logically it’s not. But it’s still hard. T. That’s great you’re beginning to question what you have believed and are thinking there may be other explanations for your symptoms. J. Yes. But I still think it’s to do with luck. I have good or bad luck each day and that predicts whether I have a panic or not. I think I’ll be unlucky soon. Session 5-6 The therapist continued to try use behavioural experiments during the sessions to provide further evidence to try to alter Jane’s beliefs about anxiety. The therapist agreed with Jane that they would imitate all the symptoms of panic. Making the room hot, exercising to increase heart rate and body temperature, hyperventilation (ten minutes) Focusing on breathing/swallowing. This continued for most of session 5. As neither the therapist nor Jane fainted, they discussed this and Jane stated it was different in the session than when she with other people. Jane also stated she felt safe and trusted the therapist, she did not believe she could be strong enough to try the experiments alone, as it was â€Å"too scary† The therapist asked Jane to draw a picture of how she felt and put them on the diagram of a person, this then was used to compare with anxiety symptoms, while talking through them with the therapist. The therapist and Jane created a survey about fainting and Jane took this away as homework to gain further evidence. The survey included 6 different questions about fainting e. g. What people knew about fainting/how they would feel about seeing someone faint, etc. Treatment Outcome The treatment with Jane continues. The next session will be the 6th and there will be a review of progress and any improvements. There has been no improvement in measures as noted yet. The therapist intends to use a panic rating scale (PRS) Wells, (1997) during the next session. The therapist will continue to see Jane for two more sessions, lo oking at what Jane has found helpful/unhelpful. Discussion Overall the therapist found the therapy unsuccessful. Although Jane stated she found it helpful, it was difficult for the therapist to see the progress due to the many layers of complexity of Jane’s diagnosis. The therapist has grown more confident in the CBT process and understands that as a trainee, the therapist tried to incorporate all the new skills within each session. The therapist was disappointed that they were unable to guide Jane through the therapy process with a better result. The therapist would have like to have been able to fully establish an understanding of Jane’s complex symptoms earlier on in the therapy. The therapist believes that Jane’s symptoms were very complex and the therapist may have been more successful with a client with a less complicated diagnosis. The therapist would then be able to gain more information via the appropriate measures to enable the formulations in a concise manner. This has been a huge learning curve for the therapist and has encouraged them to seek out continuing CBT supervision within the therapist’s workplace. This is essential to continue the development of the therapist’s skills. The therapist feels that although this has not had the outcome that the therapist would have wanted, it has been a positive experience for Jane. There appeared to be a successful therapeutic relationship, Jane appeared comfortable and able to communicate what her problems were to the therapist from the beginning of therapy. The therapist hopes this will encourage Jane to engage with further CBT therapy in the future and the therapist over the final session hopes to be able to support Jane in creating a therapy blueprint, reviewing what Jane has found helpful. Certificate in CBT September – December 2009 CBT Case Study Panic/Social Phobia/OCD WORD COUNT 3,400 References APA (1994). Diagnostic Statistical Manual of Mental Disorders, Revised, 4th edn. Washington, DC: American Psychiatric Association Padesky, C. A amp; Greenberger, D. (1995). Clinicians Guide to Mind Over Mood. New York: Guilford Padesky, C. A amp; Greenberger, D. (1995). Mind Over Mood. New York: Guilford Wells, A (1997). Cognitive Therapy of Anxiety Disorders. Chichester, UK: Wiley

Oranges and writers free essay sample

To give a reader the feeling of being in Florida, there are many different aspects of Florida culture that could be described. In some stories, writers have used orange agriculture to help give the reader the feeling of being in Florida. Oranges have been around Florida since the 1500s and are nearly synonymous with Florida culture. The feeling of being in Florida was created in A Land Remembered when the MacIvey family decided to begin growing oranges. The work of raising cattle was getting too difficult for Tobias MacIvey as he grew older. Oranges seemed to be an easy way to make some additional money. Being new to growing oranges, their efforts were not successful at first. Cattle were allowed to graze in the orange fields so their manure would fertilize the trees. Unfortunately, the cattle had a taste for orange leaves and would eat the lower branches. The obvious answer was taller trees. We will write a custom essay sample on Oranges and writers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Since the MacIvey’s had plenty of money, the cost of this initial mistake was no problem. The larger trees thrived. They would haul their crop to Fort Meyers and sell the oranges to the same gentleman that bought their cattle. Oranges were a very successful cash crop for the MacIveys until the first killing freeze during the winter of 1894-1895. That year the entire crop was lost and the family was concerned that the trees would die too. By the end of January, however, the weather had warmed and the trees began to bloom, to the great relief of the MacIvey family. Eventually, their entire land was covered with oranges. Oranges came to America from Southeast Asia (Tantillo). The California orange business first started with a man named William Wilfskill. He planted the first orange in Los Angeles in 1841 (Tantillo). Almost everyone in town laughed at him because they thought it was crazy (Tantillo). William Wilfskill sold oranges to gold rush miners and with the completion of t he transcontinental railroad, shipped them to St. Louis in 1877 (Tantillo). Because of what William Wilfskill did many pioneer families switched to shipping gift fruit (Tantillo). The first commercial orange grower in Florida started 13 years earlier than California when Douglas Dummitt sold his first crop in 1828 (Gouger). By 1859 he was selling 60,000 oranges per year. Oranges first came to Florida in the 1500’s when Ponce deLeon planted the first tree (Gouger). The orange tree thrived and by the late 1700’s the tree was seen growing along riverbanks by the explorer William Bartram (Gouger). When orange growing started in Florida only people that lived near the groves could buy the oranges (Helen). Soon, barges and steamboats were used to transport the oranges out of Florida an up the Atlantic coast. Because of the long trip, oranges were considered a luxury in New York. With the expansion of the railroad into Florida, oranges could be transported to New York in on ly a few days. Soon, the entire country was able to enjoy our delicious citrus fruit. Oranges thrive in semitropical regions such as Florida and subtropical regions such as California and the Mediterranean (Tantillo). The most common orange that is grown in Florida is a blood orange (Tantillo). It is called a blood orange because of the red juices that the oranges make. The blood orange is a hybrid between pomelo and the tangerine (Tantillo). Since there are not many machines that can pick oranges efficiently about 96% of all oranges are harvest by hand (McPhee). Oranges are normally picked from trees that are at least three years old, and the older the tree is the bigger the crop (Helen). The best fruit comes from trees over ten years old (Helen). About 80% of all the oranges that is produced in Florida are turned into orange juice. Brazil is the world leader in orange and total citrus production followed by the U.S. with Florida second by itself in orange production to Brazil (Tan tillo). Florida produces about 75% of the U.S. oranges and accounts for about 40% of the world’s orange juice (Tantillo). Texas and Arizona are the only other U.S. orange-producing states of note, besides California (Tantillo). Florida produces about three times the amount of oranges than California does (Tantillo). The history of orange agriculture in Florida is measured in freezes. The freeze of February 1835 was probably one of the worst freezes in Florida’s history. Oranges freeze at a temperature of 28 degrees Fahrenheit. The way that orange growers protect their tree is by spraying water over the oranges. Because water freezes at 32 degrees Fahrenheit, the frozen water keeps the orange from freezing as long as they continue to be sprayed with water. Even though this method doesn’t always work it is still used to this day. Whenever a horrific freeze goes through Florida and kills most of the oranges, the price always increases, and may triple. This price wi ll stay high for the next three or four years until more oranges are mature enough to produce a large supply of oranges (McPhee). These freezes make for great drama in a novel. Every story always has a conflict. The Florida freezes are a classic man vs. nature conflict. This conflict is discussed by Marjorie Kinnan Rawling during one especially cold winter. She hired extra workers to pick fruit throughout the night to beat a freeze that was coming. Not all the fruit could be picked, so she set pine torches burning throughout the grove to keep the air a few degrees warmer. Sometimes she would succeed and save the fruit. Other years it was just too cold and the fruit was lost. The drama of this conflict is unique to Florida. The orange agriculture industry has always been associated with Florida. From an early age we learn that orange juice comes from Florida. We hear every winter about freezing weather possibly hurting the orange industry in Florida. This is why writers can easily c reate a feel of being in Florida by providing detailed descriptions of event related to orange agriculture. Oranges will always be in Florida’s culture. Works Cited Gouger, Amy. History of Florida Orange Trees | EHow.com. EHow | How To Do Just About Everything! | How To Videos Articles. 18 Sept. 2009. Web. 21 Mar. 2010. . Hill, Helen. Florida Citrus Absolutely Florida! Absolutely Florida Guide to Travel in the Sunshine State. 21 Mar. 2010. Web. 21 Mar. 2010. . McPhee, John. Oranges. New York: Farrar, Straus and Giroux, 2000. Print. Rawlings, Marjorie Kinnan. Cross Creek. New York: Simon Schuster, 1996. Print. Smith, Patrick D. A Land Remembered. Sarasota, Fla.: Pineapple, 2009. Print. Tantillo, Tony. Oranges. Tony Tantillo Farm Fresh. 24 Feb. 2000. Web. 21 Mar. 2010. . Townsend, Chet. The Story of Florida Orange Juice From the Grove to Your Glass. UltimateCitrus.com The Ultimate Citrus Page. 24 Apr. 2006. Web. 21 Mar. 2010. .

Internship Essay Samples - Three Great Topics To Be Used

Internship Essay Samples - Three Great Topics To Be UsedFinding internship essay samples can be easy. The hard part is figuring out what the assignment is.Some programs require that your essay is similar to a professional resume. In addition, your essay must focus on the following topics: Professional Experience, Educational Background, Work Ethic, and Writing Skills. For some programs, your essay must also include a section on a leadership experience. Leadership experience is not required, but it may be helpful.However, some programs do not have a specific requirement for the essay. Other requirements include the idea that you must be able to summarize your past experiences in as many ways as possible. In other words, what do you want to say about your experience.The goal of these sample essays is to help you tailor your experience to fit into a category. They are also important because they show employers how to evaluate your essay. The following paragraphs outline several types of assignments that you might get.In most programs, your internship essay should focus on three topics. As stated, professional experience is often a part of the assignment. It should also be done in a way that presents your ideas well.On the other hand, your educational background should be detailed. These sample essays provide great support to your background information. Since it is not necessary to list any specific education or work experience, you are free to try different methods to portray your education. However, don't expect an essay to have all of your education listed.Finally, your work ethic is a great topic to discuss. Since it is not required, you can choose to include your work ethic on your own. Or, you can work with a program's coordinator towrite a great overview.Internship essay samples can help you give your opinion in an interesting way. However, if you decide not to follow the instructions of a sample essay, you may find yourself having a hard time getting hired . That is why you should be certain about the topics and aspects of your work experience before you submit it.

Tthe Color Purple essays

Tthe Color Purple essays The Color Purple is Alice Walkers Pulitzer Prize winning novel, It decades-spanning story of Celie, an uneducated woman living in the rural American south, during 1900-1940.The most of the story takes place in a village house. Celie is forced to marry a brutal man she calls Mr., she turns inward and shares her feelings and thoughts with God. She writes letters to God. There are Celies letters to God and her sisters, Netties, letters to Celie in this novel. The main character in this level is Celie, black, weak, young woman, who is abused by his stepfather. She married Mr to get away from her father; she thought it was her escape from abusement. Her husband never loved Celie, he treated her like a servant, and life isnt easy for her. Mr didnt let Celie see her sister, who is the only person on earth Celie loves. Celie always kept her silence until she met Shug, her husbands lover, Shug give her courage and strength to stand up for herself. After Celie met Shug her view of life changed, gain back her self-confidence, and the strength to forgive. The story starts with Celie giving birth to her kids, who were taken away from her right away. She married Mr, and take care of his kids, he never treated her well. Celie was separated from her sister, Nettie, but Nettie promised Celie that she will write to her, she said Nothing but death can keep me from it.Celie never received any letters from her. Then Shug come to their life, she rescued Celie from her inward, miserable life style. Shug find out that Mr was hiding Celies letters, when Celie find out about it; she was so happy that her sister was alive, and a missionary in Africa. This was the climax of the story; she started to get her life back. Then Celie decide to leave Mr and go to Tennessee with Shug. From Netties letters C ...

Song of the Hummingbird Essay Example | Topics and Well Written Essays - 250 words

Song of the Hummingbird - Essay Example In terms of temples, Smith illustrates that Aztec temples generally had standard types and forms. Many of their temples had high platforms or pyramids with a stairway running on one side toward one or more cult rooms. Many powerful Aztec capitals had twin-temple pyramids with two cult rooms and two stairways that are parallel to each other. Every Aztec city had one of more gods and had cults dedicated to them in the city’s temple. In the Templo Mayor of Tenochtitlan, two shrines were dedicated to Huitzilopochtli and Tlaloc, for instance. Public ceremonies are one of the most familiar dimensions of Aztec religion to the public because of a number of movies highlighting these rituals and written records from Spanish friars and documents. Smith underscores that the Spanish sources of the Aztec human sacrifices that said that thousands were sacrificed for individual ceremonies may be biased because they wanted to make the Aztecs look inhumane as part of their colonization agenda. Smith confirms that human sacrifices were indeed part of Aztec rituals but archeological evidence is not enough to determine the exact intensity and frequency of these sacrifices. Rites of human sacrifice were connected to beliefs that human blood is sacred and that people owe debts to gods that must be repaid with human blood or life itself. The Aztecs also practiced other rituals and festivities, such as the monthly (‘Veintena’) ceremonies, new fire ceremony, and domestic rituals. Smith describes these rituals and the objects use d during these practices too. Thus, Smith’s chapter on â€Å"Aztecs† gives a useful overview on Aztec

Commensal and Parasitic Barnacles Term Paper Example | Topics and Well Written Essays - 1500 words

Commensal and Parasitic Barnacles - Term Paper Example Barnacles are both commensals and parasites. As commensals, barnacles usually benefit from their hosts by having a place to stay, and being carried to nutrient-rich areas of the sea (â€Å"Hitchhiker†). Although the host animal, such as whales, does not benefit from barnacles attached to its body, the host remains unaffected. On the other hand, parasitic barnacles bore through the exoskeleton of the host and moves to the blood and the midgut of the animal until it branches into a mass of harmful tissue, thus killing the animal host (â€Å"Sacculina†). Overall, there are several types of barnacles but only four orders. Order Thoracica or the â€Å"True Barnacles† The first order of barnacles is the order Thoracica, or the â€Å"true barnacles† Newman & Abbott). The Thoracica are the most important because they are more abundant and more conspicuous than the species of the other orders. Although the Thoracica occur most abundantly in the tropical Indo-Pacifi c region of the ocean, they are basically found in all types of marine environments, both in saltwater and freshwater. However, it remains a fact that â€Å"none completes its life cycle in freshwater† (Newman & Abbott). ... ally dependent† on larger animals like shark, corals or worms, especially during the earlier stages of barnacle evolution, and although their symbiosis was only for â€Å"support or protection,† these relationships were still considered parasitic (Newman & Abbott). There are three suborders of Thoracica barnacles: the stalked barnacles or Lepadomorpha, the assymetrical sessile barnacles or the Verrucomorpha, and the symmetrical sessile barnacles or the Balanomorpha. The Lepadomorpha or stalked barnacles usually have a body â€Å"divided into a capitulum with cirri and mouthparts as feeding appendages, and a peduncle or stalk which attaches the animal to the substratum. Occasionally, the capitulum and the peduncle are heavily laden with calcareous plates (Newman & Abbott). Source: http://cccmkc.edu.hk/~kei-kph/Ecology/Stalked%20barnacle_Pollicepes.htm Certain Lepadomorpha barnacles, which act as commensals, are usually found in the teeth of the pygmy killer whale or Fere sa attenuata, the sperm whale or Physeter macrocephalus, the goosebeak whale or Ziphius cavirostris, and the Antillean beaked whale or Mesoplodon europaeus, as well as other cetaceans that thrive the deep marine waters (Mignucci-Giannoni, â€Å"Metazoan Parasites†). One unique Lepadomorpha barnacle is the goose barnacle or Lepas anserifa, which is similar to the Balanomorpha or acorn barnacles because of its protective shell (â€Å"Barnacles†). The buoy barnacle, or Dosima fascicularis, is also closely related to the goose barnacle. Although almost all true barnacles are commensals, based on early research, there is a Lepadomorpha barnacle which is parasitic and that is the Conchoderma virgatum (Williams; Hastings). According to information from Williams, the Conchoderma can parasitize two species of whale