Coley's toxins and alternative medicine in cancer treatment Article

Coley's toxins and alternative medicine in cancer treatment - Article Example Coley’s toxins are also referred to as Coley’s vaccine and mixed bacterial vaccine. William Coley’s contribution toward bacterial immunotherapy of tumors and cancers can never be overlooked; however, the myths associated with use of Coley’s toxins have hindered the path towards understanding the exact phenomenon that Coley claimed to have observed (Nauts et al., 1953). One of the supporting claims for using the Coley’s toxins is that they activate the defense mode of macrophages (Starnes, 1992). Naturally the tumor cells in the body are not considered as antigen, and therefore, macrophages predominantly exist in repair mode (Coley and Higinbotham, 1936). Thus the injection of foreign particles or foreign agents into the body instigates an immune response, due to which macrophages target the tumor (Bickels et al., 2002). One must not overlook the success rate of Coley’s treatment; perhaps his method was more efficient than the modern day immunotherapy trials. Coley injected 104 cancer patients with his toxins, out of which 50% survived was for more than 5 years, while 20% of the patients survived longer than 20 years(Tsung and Norton, 2006). The question to ponder is what are the causes that lead to the variation in outcomes of immunotherapy? Why some patients perform better with immunotherapies, and why some struggle to cope with it? Therefore, there is a dire need for understanding the mechanism of action of Coley’s toxins. Another component of the Coley’s toxins is lipopolysaccharide, which is a component of a bacterial cell; initially it was considered that the presence of these molecules activated the tumor necrosis factor or TNF(Wiemann and Starnes, 1994). TNF is a molecule that is naturally present in the body of an organism, and it is reported to play a crucial role in i nitiating necrotic activity

Experimenter Effects Research Paper Example | Topics and Well Written Essays - 250 words

Experimenter Effects - Research Paper Example To improve experimenter effects for this article implies the reduction of the experimenter’s personal traits, behaviour, and expectancies in the ability of using Magnet Hospital program in reducing RN shortages. To prove that this program can effectively reduce nursing shortage, the experiment would employ the use of double-blind research. In this research, several hospitals are chosen with an acute care and step-down units. Some of the RNs in the acute care or the step-down units under the supervision of the advanced practice nurse. In My opinion, this approach would reduce experimenter effects, since error is reduce from the selection of a number of hospitals. Secondly, the experiment is carried out on either the acute care or step-down unit nurses in any of the hospitals. Thirdly, the margin of biasness, assumptions, perceptions and beliefs in conclusions, would b reduced by having a number of the RN nurses under the advanced practice nurse, who may or may not have a major leadership role in decision making, policy making, or design development. This method would work since the experimenter is not aware of the subjects under the experiment, due to the variance in

BRAPS Coursework Example | Topics and Well Written Essays - 1750 words

BRAPS - Coursework Example Racal telecom was valued at one million seven hundred billion pounds. Racal telecom later detached itself from Racal Electronics in nineteen ninety one and formed what is today known as Vodafone group. Vodafone later bought two thirds of Talk land for around thirty million pounds in nineteen ninety-six. Consumers of Talkland, a one eighty one chain store, overpoweringly utilized Vodafone’s network. Correspondingly, Vodafone purchased a service provider entitled Astec Communications. Vodafone later unraveled its speech mark emblem in a circle and the â€Å"O† symbolizes conversation. Vodafone again agreed to amalgamate its assets in the United States with those of Atlantic Corp and designed Verizon Wireless. This amalgamation was finalized in the year two thousand. The corporate’s affiliates also operate under the label Vodafone. Vodafone Group plc.’s is headquartered in Newbury, United Kingdom. Vodafone being ranked as the most profitable telecommunications company in the world runs networks in over thirty nations and partners with forty other countries. Vodafone is managed by Gerard Kleisterlee who is the Chairman and Vittorio Colao who is the chief executive officer. Vittorio Colao joined the company in 2008. The company deals with telecommunications, which entails providing vocal sound and data services or amenities through mobile phones. The main products promoted by Vodafone include; Vodafone Freedom Packs and Vodafone Passport, Vodafone Mobile USB Modem and Amobee Media Systems, Vodafone at Home and above all Vodafone live. The company has also introduced money transfer services such as M-PESA. Vodafone’s Vision and mission is to lead the business in attending to the concerns of public members with regard to mobile telephones, staff, and wellbeing by representing principal practices and inspiring others to emulate, and, to be the communications forerunner in a technologically advancing world practices and inspiring others

Isolation and Resentment in Mary Shelleys Frankenstein Essay Example for Free

Isolation and Resentment in Mary Shelleys Frankenstein Essay Mary Shelley’s novel, Frankenstein, deals with two very distinct individuals: the young-but-foolish Victor Frankenstein and his creation, the â€Å"Monster†. Victor is the main focus of the novel for the beginning chapters, while the rest of the work focuses more on the development and actions of the Monster. The characters of Victor and the Monster are first brought together during the Monster’s creation in Chapter 4 (34). It was Victor’s isolation from both his family and his peers that ultimately lead to his creation of the Monster, and it was the Monster’s feelings of isolation and resentment towards Victor that lead to his violent episodes. While these feelings are evident in both characters’ actions throughout the majority of the novel, it was during the Monster’s statements to Captain Robert Walton towards the end of the story that drives home the fact that the Monster’s actions were products of his repeated rejections when he attempted to be accepted by society and as such are not indicative of his inherent nature. It was these feelings of loneliness and resentment that drove both Victor and the Monster to their actions, and it is safe to assume that some of Shelley’s personal feelings of abandonment and resentment towards her mother bled through into her characters. These feelings are made evident by way of the diction of the characters, both elements of and deviations from the Gothic stereotype, the development of the characters throughout the story and the lack of any definite closure to the text. Shelley’s use of eloquent and elaborate language by the main characters could be construed as ironic, in that such well-spoken characters have sunken into committing the most terrible of sins, namely those of murder and hubris. It is this irony that makes the isolation and resentment that Victor and the Monster feel stand out in the reader’s mind; two characters that are so articulate in their speech are reviled for their differences from the rest of society. The sophisticated diction of the Monster in the final pages of the novel helps to lend a feeling of bitterness and remorse to the text. However, the Monster’s eloquent speech does not sway the Captain, as evidenced in the first line â€Å"I was at first touched†¦indignation was rekindled within me. † (154). This shows that no matter how well-spoken an individual is and how sympathetic that person might be, normal society tends to shun those that are viewed as different, whether these differences are physical or in the way that they communicate. Such eloquence, as evidenced in the Monster’s speech â€Å"Once I falsely hoped to meet†¦thoughts of honor and devotion† (154), is a direct product of how a person was raised; those that are raised in an environment where they are kept isolated, whether by choice or through the influence of society tend to develop such oratory skills as a way of hopefully being accepted by those around them. However, more often than not, such well-defined articulation of one’s thoughts leads to such a person being further isolated from society, and as such feeds feelings of isolation and resentment. It was due to realistic depictions of societal reactions like these that helped to solidify Frankenstein’s place as a Gothic novel. Shelley uses many common elements of the Gothic novel in Frankenstein, and the themes of resentment and isolation can be connected to the characters through these elements. Victor is depicted as a â€Å"weak hero†, whose isolation from the world in the development of his creation leads him from an otherwise successful career as a scientist. It could be inferred that Victor’s resentment towards his creation, whom he subsequently abandons, stems not only from his disgust with himself and what he has created, but also from the opportunities denied to him as a result of his irresponsible pursuit of bestowing life upon that which should remain lifeless. Although Victor knew that creating life through artificial means would be considered taboo by his peers, he decided to proceed with the project regardless, letting his scientific curiosity overtake his rational intellect. After he brought the Monster to life, he was realized the irresponsibility of his actions. During this time, Victor had severe difficulties connecting to other people, and he gradually worked to further distance himself from the rest of society, which lead him into an extremely depressed state (. Although there were points in the novel where Victor was able to experience a very temporary reprieve from his mental torments, in his mind he would never be able to fully experience mental peace until one of them was dead. In contrast to Victor’s rather weak characterization, the Monster could be depicted as the â€Å"hero† of the story, in that even while he is committing murders that should sicken the reader, he is still portrayed as a sympathetic character, whose actions are driven by his feelings of abandonment, betrayal and resentment that Victor engenders in him through his various actions, as well of those of human society in regards to the Monster [i. e. The Monster’s episode with Felix]. It is understandably unclear if any the characters can be definitively labeled as a hero or villain, for even though they both have committed acts worthy of abhorrence and disgust, in a sense, they could be considered to be victims of abuse and neglect as well. Due to this, it can be argued that both Victor and the Monster are accurate representatives of the Gothic hero/villain. A final example of Gothic elements that Shelley incorporates into her novel is that of the heroine in distress, in this case Elizabeth. Elizabeth is a good example of a heroine because she is a strong female character who is independent and dedicated, especially to the Frankenstein family after Victor’s mother dies. However, she breaks the classic Gothic mold of a heroine by the fact that she is a patient woman who almost never takes action for herself, and it is for this reason as well as Victor’s negligence on their wedding night that she ends up being killed by the Monster in the novel. Victor’s neglect towards Elizabeth on their wedding night could be due to his isolation during his developmental years, and as such was not comfortable in being tied down to Elizabeth. Victor appeared to have developed in a fairly normal manner, due to the fact that he had experienced a childhood that would be considered normal for the noble class in that time. This continues to be the case until he takes it upon himself match the power of God and attempt to bestow life. From this point, his experiments and eventual creation become his only obsession, and he can no longer interact with other people, even those that he sees on a daily basis while at the college. Victor is unable to communicate with other in any meaningful way during this time, as his mind is always preoccupied with thoughts regarding the monster he is responsible for giving life to. Based on this behavior, it gives credence to the question if Victor ever matured any further as an individual once he arrived at the college. In contrast, the Monster’s experiences during the period of his mental and emotional development were always abrupt and sometimes violent. This occurred when he realized that he would forever be rejected by the human race, as his physical appearance was so ghastly that all those that came in his presence were immediately stricken with fear as evidenced by Even his creator, Victor, who to the Monster’s understanding should love him even if others refused to, was so terrified of the Monster that he refused to fulfill his romise in making the Monster a companion. It is understandable that from that point on, â€Å"all joy was but a mockery† (116) to the Monster, and he decided that the sole purpose in his life was to destroy any and all the things that brought pleasure or comfort to his creator. These events are similar because they both represent periods in which these characters no longer are able to have significant social interactions with those around them. Dur ing his development, the monster was able to have many of the same experiences as a human would. For example, he was able to feel a wide range of emotions, from pleasure to hate, even pride and remorse; he developed intellectually through both his learning from books and his [unpleasant] interactions with society; he learned [much in the way that a child does] to use his physical senses to tell him about his environment. However, because of his grotesque appearance, he was made to feel that he would never accepted as a member of human society, and many of his interactions with humans gave no reason to dissuade him from such a belief. In Captain Walton’s final letter to his sister (154), he recounts the words that the monster speaks to him over Victor’s dead body. The eruption of angry self-pity the Monster displays brings into question the injustice of how he has been treated and compellingly captures and portrays the feelings of isolation and resentment he has experienced in regards to his interactions with society, providing both Walton and the reader a glimpse into the suffering that has motivated his actions. It was these feelings that lead the Monster to disappear with Victor’s corpse, presumably to avoid contact with any others of mankind until he eventually dies; however, the ending of the text is rather ambiguous, so it is possible that the Monster decided to return to revenge himself upon mankind. At the closure of Frankenstein, Shelley does not provide a well-defined ending. The last line, reading â€Å"He sprung from the cabin-window†¦lost in darkness and distance† (156), leaves the reader responsible for deciding how they believe the story concluded. The ending can be regarded as having been left open because although the story does provide a conclusion [in that it may be assumed that the creature took his own life after departing Walton’s ship], there is not enough concrete evidence provided in the text to prove beyond a doubt that this is indeed what occurred. It is entirely possible that the Monster would be unable to let go of his hatred of Victor, and by extension, mankind due to his isolation. Just because his â€Å"creator† died does not necessarily mean that he could let his emotions go, and it is this possibility that shows just how differently people view things; the reader can make of the ending what they will, but they will never know for sure how Shelley would have ended it otherwise. Through the speech of the characters, the Gothic elements applied in the text, the characters’ developments and the rather obscure ending of Frankenstein, it is evidently clear that Mary Shelley believes that isolation and resentment play key roles in how people relate to others, and how they develop their own behaviors. It is through the medium of her novel that allows her to express these beliefs, and she provides plenty of evidence in her text to back up these beliefs. The feelings of isolation and resentment that Victor and the Monster both felt towards society were key aspects of their personalities, and were the main driving forces behind their various actions made through the course of the text.

Comparing the Stories of Mark and Peter Essay -- Religion, Gospel

The stories of Jesus’ crucifixion and resurrection in the gospels Mark and Peter differ greatly. Each author has his own plot, descriptive language, audience and characterization of Jesus. What we know about Jesus and how he is portrayed changes between the gospels. For example, the Gospel of Mark uses many Jewish references and makes parallels to the Old Testament which was most likely for the benefit of a Jewish audience. Also, the Jesus in Mark’s gospel is characterized to be more divine, befitting the expectations of the Jewish community. However, The Gospel of Peter seems to entertain both a pagan and Jewish audience, using language that either group could relate to. The Jesus of Peter is oddly portrayed and is more akin to what we would think as superhuman rather than divine. The most obvious differences between the crucifixion and resurrection stories in the Gospel of Mark and the Gospel of Peter lie in their plots. These differences, in effect, change our conceptions of Jesus. In the Gospel of Mark it begins with Jesus before Pilate but in the Gospel of Peter it begins with some kind of council between Pontius Pilate and Herod. In the Gospel of Mark we see Jesus on trial being accused of many things. Pilate asks Jesus â€Å"Are you king of the Jews?† and Jesus replies â€Å"You say so,† and we see a Jesus that is above slander and empty accusations. (Mark 15.2) By saying this, Jesus never admits anything. While he does go along with what they are doing to him; he makes no comment on whether their accusations or rumors about him are true. A position that lets us know Jesus is taking the high road. However, in the Gospel of Peter we do not have the luxury of starting with such a conception, in fact we do not even get to see Jesus u... ...ived. In Mark there are these Jewish undertones that make Jesus out to be a divine and respectable figure that was put through so much during his passion, crucifixion, and resurrection. In Peter, we have a strange view of Jesus. He can be perceived as a human that had extraordinary gifts, and supernatural events simply occurred around him. In Peter there was also even more crazy phenomena not seen in the canonical texts. An example of this phenomenon would be when a floating cross appeared and then proceeded to talk. Both texts present these very different views of Jesus while at the same time propose questions that cannot really be answered definitively. The only thing that is definite is that both Mark and Peter used their plots and languages to really influence how their audiences view Jesus. Jesus was emphasized as more divine in Mark and more human in Peter.

Essay on Voltaire’s Candide: Visualizing Perfection -- Candide essays

Visualizing Perfection in Candide   "All is for the best...in the best of all possible worlds."   To picture greatness, perfection and brilliance all intertwined into one splendid world -- a utopia, infers visualizing absolute beauty, harmony, and a universal tolerance amongst mankind. Would not such "perfection" designate the "best of all possible worlds?" How could we possibly conceive the sinister world portrayed in Candide to be conveyed as "utopia?" Since the best of all possible worlds indicates that "all is for the best" is it not safe to derive at the conclusion that since our world is clearly not "perfect" it is therefore implied that "all" is not for the best? Who determines the "right" from the "wrong," the "beautiful" from the "hideous," the "strong" from the weak?" How does one know if they are right? How does one ever know if they chose "correctly?" How does one allow th emself to be infatuated with an idea as to blindly (correctly or incorrectly) follow it and believe? When do you question yourself? Doubt and "double-guess" yourself? Such correlating topics of an ambiguous solution are sought to be explained in Candide. Voltaire's masterpiece Candide recounts the journey of a young man as he ventures the world and faces reality, deals with it, is guided, transformed, and eventually defined by it. Voltaire's story tells the tale of Candide as his character matures from the naivete of a child to the extensive temperament of a distinguished man. Born and raised in the castle of the Baron of Thunder-ten-tronckh, in the land of Westphalia, Germany, Candide is firs... ...n the best of possible worlds; for short, had you not been kicked out of a fine castle by the backside for the love of Miss Cunegund, had you not been put into the Inquisition, had you not traveled over America on foot, had you not run the Baron through the body, and had you not lost all your sheep which you brought from the good country of El Dorado, you would not have been here to eat preserved citrons and pistachio nuts." Voltaire therefore exhibits both sides of the spectrum, Pangloss, the unchanging, and Candide the "developed." These adventures broadened the horizons of Candide, and with him, the reader also undergoes many thought provoking dilemmas, cultivating himself in many of the same ways. This tale doesn't flounder all hope of "perfection," but it does present, in laymen's terms the ideas behind Murphy's Law.

Individual delivery of a learning and development session plus 2000 words reflection

our site – CUSTOM ESSAY WRITING –How to engage in a conversation with clients that would lead to sales?Part A: Lesson PlanThe specific group of learnersFor this study the specific group of learners included the sales and marketing attaches attached to sales agent who deals with automobiles.The training needsThe training meets the needs of knowledge how to pitch their sales to the potential customers as it was always difficult to pitch sales to potential automobile customers. Unlike in other markets where there was only one product in the automobile market there were different types of products that met various needs of the customers. Therefore it was necessary to train the new employees how to understand the customers during the initial conversation. It was important to train the trainees how to learn the needs of the customers and meet those needs by helping the customer to select a car that would meet their potential needs. The other need was to create confidence amo ng the trainees to face client and to ask tough questions.The overall aim of the whole learningThe overall aim of the learning was to equip the trainees with the sales knowledge on how to engage a conversation with clients that would lead to sales. The aim was to help the trainees to understand the potential client’s needs without first asking the price and the money that the customer has. The specific aims were to teach how to ask questions that lead to sales and how to keep from discussing price and discuss the value of automobile.Learning outcomesThe learning outcomes are improved understanding of the sales concepts such as asking question and having discussion that make the customer understand the value of the automobiles that he or she is going to purchase.Overall timeline of the session including the content heading and contentTable 1: Session and content SessionContent IntroductionDefine pitching as the ability to convince the client by having appropriate words and information concerning the products. It is convincing the clients that the product has the capacity to meet the customer needs and wants. LecturesTeach clients about asking questions, pitching and asking client questions that will lead to closure of the sale. Role playsOrganise trainees into pairs where one of them acts as a salesman and the other as client Table 2:Mini lesson plan Time durationLearning and development methodTrainer activityLearner participationAids and resources 0-1st minuteIntroductionDefine pitching as the ability to convince the client by having appropriate words and information concerning the products. It is convincing the clients that the product has the capacity to meet the customer needs and wants.Take notesPower point 1-5th minuteLecturesTeach clients about asking questions, pitching and asking client questions that will lead to closure of the sale. Taking notesPower point 6-10th minuteRole play to identify of learningOrganise trainees into pairs where one of them acts as a salesman and the other as clientThe student will act as a salesman while the other students will act as the purchase with a certain budget and is looking for a car model that can fit within that model. Each student will have to act as a salesmen and a client. This will be done by organisation the students in groups of two. The student will act in front of the class.A classroom 11-12th minuteBrainstorm on potential questions to ask clientsAsk students the best type of questions to ask clients provide two questions they would ask a potential customer that would make them know the customer and the need that the customer has.The student to provide tow questions that they would ask potential automobile client.A handout with open ended questions that the sales man should ask clients 13 – 15th minute Question and answersEvaluate students on their ability to ask questions that make the customers to explain their needs. They will also be valued on the basis of the answers and personal obtained from the client such as budget and the car model the client is looking for or the functionalities that the client is looking for in car.Students to fill in a form indicating what roles they have played and the questions they have formulated as well as comment what was interesting and what they have learned about the lesson.A notebook The lesson will considered to be effective based on the students understanding of the sales concepts such as asking questions and having discussion that make the customer understand the value of the automobiles that he or she is going to purchase. Task B: Personal ReflectionIntroductionThis is a reflection on how I planned the lesson and the activities that were undertaken to teach students about executing good auto sales. Various knowledge and theories about theory of learning were employed in this research to ensure that the lesson was effective and it attained the research objectives of making the student understand how to execute good auto sales. The first part is the introductory section. The second part of this reflection reflects on the lesson plan and takes into the consideration the theory that was used in planning the lesson and the learning activities. The third section measured the effectiveness of the lesson. The fourth section reflects on what happened in the practice aspect of the lesson and what has been learnt from this experience.Plan for the lesson and the theory taken into considerationIn planning for this lesson, I was aware of three learning theories which were the behaviourism, cognitivism and constructi vism. The behaviourism holds that teaching should be behaviour oriented and it should make the learners to respond in a particular way through stimuli-response (Salsbury and Melinda, 2008). This means that the teachers should provide stimuli and condition the learners to respond to the stimuli in particular way. This means for instance hearing a door bell rising should lead to the response of opening the door (Fink, 2005). However this theory is mostly applicable in social and in behavioural training such as training soldiers and members of the discipline forces which was not the case for this lesson. Learning is assessed through drills and real life experiences. The other learning theory that could be applied in learning is the cognitive theory. This theory holds that information can be retained in memory through deliberate cognitive activities such as memorising and doing mental exercises. The exercise should be enhanced through internal processing of information. The cognitive learning theory holds that learning is student based and should be examined through individual assessments. The other learning theory that could be used in designing the lesson plan is the constructivism which holds that learning is based on the individual’s interpretation of the information and knowledge. It holds that there is no single way of interpreting and applying knowledge as each person has their own viewpoints and experiences that shape their world view (Mccrea, 2015). Therefore every individual is expected to act differently and to understand the provided knowledge distinctly from the other person. When using this theory the most applicable teaching methods included brainstorming, case studies, simulations or role playing, and problem based learning. In my lesson the constructivism was used to impart knowledge to the students. The theory was preferred because the lesson focused on the sales training which was based on experiences of greatest salesmen. There was no given way of doing sales as different people had done it differently depending with the customers and the types of products and service that they were selling (Serdyukov and Ryan, 2008). Sales was also dependent on the types of customers as each type of customer had varying needs when purchasing an automobile as some wanted automobiles that were luxurious others wanted performance such as speed and acceleration. Other customers wanted low costs automobiles such hence price was the most significant consideration. Others wanted to conserve the environment and wanted vehicles that were environmentally friendly such as the hybrid vehicles. This meant for one to be a great salesmen they had first to understand the individual customer and then apply the knowledge that they have on selling on the individual customer (Salsbury and Melinda, 2008). Therefore constructivist approach was the most appropriate learning approach that could be employed in teaching the learners about good auto sales. When using this theory the learning activities included role playing and simulation activities that included simulating sales scenario and the type of conversations that occur between the potential customers and the salesmen (Salsbury and Melinda, 2008).How the success of the lesson was assessedThe first way of assessing the effectiveness of the lesson was ensuring that the learning objectives were met. The learning objectives for this study were met. The first objective of this lesson was to ensure that the students understood how to ask questions that led to sales. The second objective was to ensure that the students learned how to discuss the value of the automobile rather than the price of the automobiles. The other way that the effectiveness of the lesson was i dentified was through participation of the students in the lesson activities (Zimmerman, 2015). All the students that were involved in the lessons activities retained more knowledge than those who were not involved. For instance one of the ways of ensuring that the students understood the lesson was asking them to participate in role playing where they will act as a salesman and client. Those who managed to ask the open ended questions that made the client to talk about themselves and the need that was to be met by the automobile were considered to have understood the lesson or the content for that learning. Also the students who discussed the value of the car more than the price were considered to have met the objective of the lesson. However, assessing the effectiveness of the lesson was difficult especially because the time allocated for the lesson was not adequate for all the students to participate in the role play. However, it ensured that each individual understood and learne d to apply the selling techniques on their own individuals’ capacity based on the clients’ needs. Activities during the practice and what I got from the practice One of the things that happened during the practice is that the students were excited about the lesson activities. The students wanted to participate in formulating the appropriate questions that they should ask potential automobile clients. The activity was the most interesting part and each student participated in formulating questions that they would ask a potential customers. However some of the students who were not confident did not participate. The other aspect that was interesting to the students was that of role playing. The students played according to social groups which made it interesting. Some of the client were tough and made the lesson exactly like what would happen to a car salesman. However those who were shy did not perform well in the role playing because they asked direct questions that could be answered fast (Skowron, 2010). On assessing the students based on their participants in role playing most of the confident students who were outgoing had better performance than the shy students. In the written test most of the student had better scores indicating that the information was highly retained by the students after the role play and simulation of a sales scenario (Zuiker, et al., 2016). The students were also happy and excited because they were actively involved in the lesson. Based on this experience the most important thing I have learnt is that the students have the capacity to learn on their own with minimal guidance. I noted that to be effective the teacher should incorporate more doing activities in the lesson because they helped the student to apply knowledge in real life situation other than having theoretical knowledge only. However, the time allocated for the lesson was not enough to include more activities in the lesson plan.ConclusionThe reflection has echoed the learning that has been accrued during the preparation of the lesson plans. The exercise has helped me to put into use theories of learning employed in teaching. I have noted that each theory applies in different scenario based on the subject being taught. I have noted that involvement of the student in real life activities through role playing and simulation was effective especially in teaching studies that required application of knowledge in strict life situation like selling to cus tomers who are different and need differing products. References Fink, D. L. (2005) Integrated course design. Manhattan, KS: The IDEA Center. Mccrea, P. (2015) Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom. Brighton: Teacherly. Salsbury, E. and Melinda, S. (2008) Lesson Planning: A Research-Based Model for K-12 Classrooms. Alexandria, VA: Prentice Hall. Serdyukov, P. and Ryan, M. (2008) Writing Effective Lesson Plans: The 5-Star Approach. Boston: Allyn & Bacon. Skowron, J. (2010) Powerful Lesson Planning: Every Teachers Guide to Effective Instruction. 10th edn. Thousand Oaks, CA: Corwin Press. Zimmerman, B. (2015) ‘Self-Regulated Learning: Theories, Measures, and Outcomes’, International Encyclopedia of the Social & Behavioral Sciences, pp. 541-546. Zuiker, S., Anderson, K., Jordan, M. and Stewart, O. (2016) ‘Complementary lenses: Using theories of situativity and complexity to understand collaborative learning as systems-level social activity’, Learning, Culture and Social Interaction, 9(11), pp. 80-94