Fundamentals of Accounting Document for HappyDaze Limited

Behavior Intervention Plan Case Study Example | Topics and Well Written Essays - 3000 words

Conduct Intervention Plan - Case Study Example The class has one other youngster with advanced chemical imbalance. His class has a customary class instructor, a homeroom partner and a specialized curriculum right hand who typically assists with Logan and Sarah the other extraordinary needs youngster in the class. Logan has two periods day by day in the Special Ed study hall with the Special Ed Co-facilitator. Logan follows an IEP structured by the exceptional instructor. The extraordinary Educator has additionally planned a normal that the specialized curriculum right hand and class instructor follow with Logan. Infact to oblige his unique needs Logan follows a different time table. At the point when a large portion of their group is doing verse for instance, Logan regularly does language training with the specialized curriculum aide. Logan likewise has tactile issues and furthermore has meetings with the Schools Occupational Therapist. The school additionally has a social Therapist who works intimately with the Special Ed co-fac ilitator to give contribution on and help to deal with Logan's conduct. The conduct Therapist visits Logan's class every day to screen any social issues showed by him. As of now the conduct specialist uses an arrangement of remunerations to urge Logan to show positive conduct and a progression of obstructions to demoralize negative conduct. She additionally utilizes a pictorial board to assist Logan with understanding circumstances which are different to him and which require an adjustment in his daily schedule. Logan is Logan is a genuinely agreeable kid and adheres to the majority of the directions given to him in class. He shows a lot of love for his instructors and colleagues. He blends well in with his companions and is commonly amicable with his colleagues. Logan adores music and regularly prefers to play music on a toy piano He takes an interest in bunch action and wants to play football with his cohorts. Logan is proficient and has great perusing abilities for a multi year old. His composing abilities need improvement however he can freely hold a pencil and follow along specked lines. Logan adores PCs and is far superior than the greater part of his schoolmates at the instructive PC games that are played in class. At this stage he has aced Reader Rabbit Grade 1 and furthermore Learn to Read another instructive programming program that the class does. He can type his name in a word report and furthermore a couple of more lines about himself. He realizes how to open and close a word archive, ho w to stack discs and can move the mouse like a specialist. Logan is a master at math. He is route past his group level and is as of now following a Grade 4 Maths book. While the greater part of his cohorts are figuring out how to include single digits, Logan is now doing divisions!! His educators report that he has a phenomenal ability with Numbers. They additionally report that he has an awesome memory and an astounding ability to read a compass. Logan has on different events shown troublesome and forceful conduct His social fits of rage start with a noisy grunt which is trailed by uproarious crying and come full circle with the kid hitting himself seriously on the face. On a few events the beating is joined by nose drains which are brought about by the youngster hitting his nose and face supposedly the conduct is incredibly problematic to the study hall condition and the continuous draining is exceptionally upsetting or different understudies and educators the same. His educators likewise noticed that however Logan hits himself, he

How to Manage Anger and Stress

How to Manage Anger and Stress Stress Management Effects on Health Print How to Manage Anger and Stress By Elizabeth Scott, MS twitter Elizabeth Scott, MS, is a wellness coach specializing in stress management and quality of life, and the author of 8 Keys to Stress Management. Learn about our editorial policy Elizabeth Scott, MS Updated on January 31, 2020 How Stress Impacts Your Health Overview Signs of Burnout Stress and Weight Gain Benefits of Exercise Stress Reduction Tips Self-Care Practices Mindful Living Jamie Grill / Getty Images Anger management and stress management work in similar ways. One reason for this is because anger and stress both have a psychological component so they can be managed psychologically. Both emotions can affect us in very negative ways, mainly if left unmanaged, and that it is why it is essential to understand their relationship. Factors That Affect Anger and Stress Prolonged exposure to anger and stress can take a toll on our physical health. It can raise our blood pressure which instigates other issues that affect us physically and emotionally.?? It can negatively impact our relationships as well. Beyond that, we can also develop negative habits as a response to excessive levels of anger and stress that become more difficult to control over time. Either of these effects can result in more anxiety. In order to begin managing the adverse effects of stress and anger, we need to look at how these emotions impact our lives. Stress can lead to anger which can lead to even more stress. Neither feeling is healthy, but we shouldnt try to eliminate them. Instead, we should attempt to control them by understanding factors that affect anger and stress and coping strategies for better management. How Is Stress Affecting My Health? Perception Certain events can trigger anger or stress in many people. The degree of anger or stress experienced has to do with how a person perceives and interprets what is happening to them??. For example, two people can be cut off in traffic. One person might interpret the gesture as a lack of respect, a threat to their physical safety or as a hostile gesture. This situation makes them angry. Another person may figure that the offending driver didnt see them or might be wrapped up in their own thoughts, and let the event roll off their back. In both cases, there was a stimulus, a belief, and a response. The view, or interpretation, of the stimulus, is what led to the different reactions. Personality Traits Some people have inborn personality traits that make them more susceptible to anger and stress.?? Some of these tendencies are seen early in life, but these tendencies can be mitigated. Some people are naturally more observant than others. This trait can make them more likely to notice things that might make them angryâ€"things that may go unnoticed by someone else.Some people are naturally less comfortable with change, which can also cause stress and anger in certain situations.Other people have a low tolerance for frustration and get angrier more easily than others.??   Attitudes Our habitual thought patterns, which can be somewhat altered with practice, contribute to our experience of anger or stress. Some people tend to interpret things negatively as a matter of habit. They may attribute someone else’s error to malicious or unkind motives, for example. They may take one negative event as a sign that more negative events are to come, which can contribute to anger and stress. Healthy Coping Strategies Anger and stress are natural experiences. The way we deal with conditions can make the difference between a healthy and unhealthy life. With stress, for example, we can’t always prevent stressful events from occurring. However, managing stress through breathing exercises, journaling, or other stress management techniques,  we can learn to neutralize the effects of stress. We can’t always prevent anger from occurring, but we can work through our anger in healthy ways  so it does not become a problem. For example, expressing our feelings in respectful ways when they are still manageable can stop them from snowballing into feelings of being enraged or overwhelmed. The other option is to try and “stuff” anger or express it in negative and unhealthy ways. That is when anger does become a problem. The 7 Best Online Anger Management Classes

Townie by Andre Dubus III Essay - 1751 Words

All towns, cities, and areas have their own specific traits. Small towns tend to be more like a family, while big cities tend to be more passive. Then there are the small areas where people do not make much money and struggle to get by. These areas tend to be more violent and more influenced by drugs and alcohol. This is the area that Andre Dubus III grew up in, in his memoir Townie. His parents were divorced and neither of them made much money so he and his two sisters and brother ended up moving from one small crummy neighborhood to another. In these neighborhoods he would get involved in the wrong crowds and end up doing drugs, drinking, and fighting. This became a way to show power. The most powerful people were strong and always came†¦show more content†¦There was on man that was constantly attacking Andre when he was young. This neighborhood thug named Clay had decided that he was going to target Andre and beat him every time that he spotted him. Eventually Andre becam e so sick of this and didn’t have a clue what to do so he called his father. After that his father was able to talk to Clay’s father and have Clay leave Andre alone. After that negotiation Clay and his mother came running out of their house screaming. This and the fact that Clay hired a friend to try and beat Andre instead of himself showed Andre that the only way to settle anything in this environment was to use a fist. Eventually Andre decided that he need learn how to fight. This came from a need to prove himself. Not to anyone else, but to himself. He felt like he had let his family and himself down and he needed to fix that. This came to him after he witnessed his brother brutally beaten in front of him. He went inside and looked in the mirror and said to himself â€Å"I don’t care if you get your face beat in. I don’t care if you get kicked in the head or stabbed or even shot. I will never allow you not fight back ever again. You hear me? Ever. Not once, ever, again,† (Dubus 82). This was the real turning point for Andre. This was when his self-loathing had hit such a low that he had nowhere to go but up. This was when he started to train. This was when he started to become violent. He started by simply working out for

I believe that mythology should still be taught in...

I believe that mythology should still be taught in schools, although with less of an emphasis and across more cultures. Myths are important parts of literature, and have complexity that is different than normal novels. Also, myths teach about the culture of their time, as well as how people lived and what they believed. Along these lines, I think that other cultures’ myths should also be taught, as they also teach about the people of their time. Mythology is an important form of literature that has been around thousands of years. For example, â€Å"the stories contain so much complexity and ambiguity that they engage young people in a much more interesting way than straight moral tales† (Worley). Teaching mythology is just as important as†¦show more content†¦In this case, â€Å"myths are similar even when they derive from civilizations so widely separated geographically that cultural diffusion seems impossible† (Kromholz). The myths of the world’s civilizations help to relate them to other cultures. They show the similarities and differences between people in different timeframes and locations, and how this affected their customs. Also, the mythology of other cultures is just as important as Greek myths. Similarly, they are important literature that has laid the foundation for modern novels. Mythology was and still is an integral part of society in more places than just Greece. Some people may claim that myths are false and give false information. To repeat, â€Å"[mythology] gives them a deeper understanding of Greek and Roman culture† (Shearer). Mythology teaches about the culture of civilizations, not just their gods. It teaches people how people lived their lives, and the false information they give is often tied to ways of life and reasons for certain decisions. Also, false information is not necessarily a bad thing if it is known it is false. Some of the information may show how the Greeks tried to explain things they didn’t understand. Although myths can give false information, it should not be a cause for concern, and it should not be considered the only part of mythology. Other people may complain that mythology interferes with other religions. However, â€Å"The best protection weShow MoreRelatedMythology In Fan Mythology742 Words   |  3 Pagesincluding fan fiction, on three levels: content, form, and theory. In terms of content, traditional tales including mythologies provide us with characters, narratives, monsters, and story worlds for fans to use in the generation of new fictions, as proven by the 2,173 stories in the Greek and Roman Mythology fandom on Archive of Our Own (AO3) and the 3,300 stories labeled Greek Mythology on FanFiction.net. Both sites being the most popular fanfiction sites on the internet. Fanfiction as a narrativeRead MoreMythology And Christianity : Mythology948 Words   |  4 PagesMythology and Christianity Mythology is known for its artistic values of cultures well before the world we live in today. The stories that derive from these great folk tales set a scene in lives of people who worshipped their God’s and the items that they praised them for. Depending on the geographic location and the time of the myth, or at least what it could be traced to, the people would praise and worship different God’s for different reasons. Just like in our modern system of religion in thisRead MoreGreek Mythology And The Mythology1154 Words   |  5 Pagesand lessons of Greek mythology have shaped art and literature for thousands of years. Later Greek writers and artists used and elaborated upon these sources in their own work. Did you know that in ancient Greece, stories about gods and goddesses and heroes and monsters were an important part of everyday life. They explained everything from rituals to the weather, and they gave meaning to the world people saw around them. Many consumer p roducts get their names from Greek mythology. For example sportsRead MoreMythology In Greek Mythology879 Words   |  4 Pages Greek mythology is commonly mistaken by those unfamiliar with it as a religious subject. Instead, they are a set of stories about Greek gods, goddesses, heroes, and heroines that serve to entertain and give an explanation of how the world came to be. It’s apparent that the world wasn’t like the way it is currently from the beginning, but the myths do give us an idea of how things were like. As Edith Hamilton once said, â€Å" But what the myths show is how high they had risen above the ancient filthRead MoreThe Mythology Of Greek Mythology978 Words   |  4 PagesThere are many different types of different creatures of Greek Mythology. There are Centaurs, Minotaur, Pegasus, Sirens, Medusa, and many more. These creatures can either be helpful to the Gods and Goddesses or they can work against them. Some of the creatures’ stories eve n intertwine with the stories of the Gods and Goddesses of Greek mythology. I will concentrate on the following creatures: Centaurs, Pegasus, Sirens, and Medusa. My favorite creatures out of all of these are the Sirens, becauseRead MoreGreek Mythology And The Mythology850 Words   |  4 Pagesmedicine, and a multitude of others. The mythology of these two cultures is exceedingly similar, although for those looking for a more interesting view on the subject, Greek mythology is far superior to Roman mythology. The time period in which mythological tales were told began over one hundred years ago in 19 BC for the Romans through the epic Aeneid; however, Greek mythology has existed longer. There is no specific evidence proving when Greek mythology actually began; Greek myths are chronicledRead MoreMythology And The Word Of Mythology2333 Words   |  10 PagesThe word ‘mythology’ is a word derived from ancient Greek word, ‘mythos’ meaning story of the people and ‘logos’ - the word for speech. These two words together mean ‘spoken story of a people’, thus creating the word and meaning of ‘mythology’ (Mark 2009, para. 1). Mythology as defined by Mark (2009), is the interpretation and study of tales and fables of a culture and religion (Mark 2009, para. 1). According to Kelsey, by retelling myths, people can experience their deeper meaning so that theyRead MoreThe Mythology Of Norse Mythology1659 Words   |  7 Pageslike it was untouched. Norse Mythology is a great example of this. The way that the gods were presented has changed. Their physical appearance and mentality has changed greatly. The way the gods think of themselves has been changed to where the things that they do in modern films and stories would make the character in Norse Mythology embarrassed. These few changes are very apparent in the characters Odin, Loki and Thor. Starting off, their background from Norse Mythology. First, Odin, the God of WarRead MoreWater in Mythology533 Words   |  2 Pagesstream and when her child falls in and she reaches to get him her hands grow back (Pashby). This shows water is very healing, she lived through years with no hands and dipping them into the stream brought them back instantly. Another story in mythology that fits this theme is â€Å"The Tree of Evil Spirits† which originates from Russia. This story portrays water very similar to â€Å"The Handless Maiden.† The character in this story named Ivan has his sight restored after his brother had gouged his eyesRead MoreMythology : Ancient Greek Mythology1527 Words   |  7 PagesMythology is a vast collection of made up/fake stories told during the Ancient Greek era. That is what we are told at young age growing up learning about Greek Gods and Goddesses like Zeus and Hercules. But actually the mythology comes from the word myth which is a Greek word for speech or discourse, but later adapted the meaning of fable or legend (Doyle, 2015).The traditional stories, poems, literature, and art have been passed down for years. The stories about Gods and Goddesses, heroes, and monsters

Cognitive Theory Detailed Outline Free Essays

* Cognitive Theory Outline I. Theory: Cognitive Theory (CT) a. Key Concepts: i. We will write a custom essay sample on Cognitive Theory Detailed Outline or any similar topic only for you Order Now The way a person’s mind collects and categorizes information is built into schemas. Those schemas help build associations with future thoughts, emotions and behaviors, as they determine how we categorize an experience. Schemas influence our recall of an experience (good or bad), our emotion (positive or negative), and our behavior (acceptance or avoidance), and how we relate it mentally to similar new situations that we encounter. If the schemas that are built within are faulty, they can cause a domino effect of inappropriate thoughts, emotions and behaviors until the faulty view is challenged and the old schema is replaced with a new one. ii. The most primitive schema houses our automatic thoughts. iii. Automatic thought can be visual or verbal. Other characteristics of the three types of automatic thought show that it; (1)is distorted, yet occurs although no evidence exists to support the distorted thought (ex. Telling yourself you are the worst person in the world and believing it); (2) is a correct automatic thought, but the conclusion the patient draws isn’t (ex: I failed the test, so that means I’m stupid); or (3) is an accurate thought, but still dysfunctional (It will take me all night to finish his project! The behaviors associated with this thought becoming overwhelming and cause anxiety, which lessens the concentration and work output) (Murdock, 2009, p. 318). iv. Automatic thoughts are coexistent with our deeper thinking thoughts, as they are quick snapshots of thought that come about spontaneously without any reflective thought (Murdock, 2009, p. 318). v. CT Theory doesn’t believe that humans are innately good or bad, but rather neutral, whereby humans are seen as â€Å"organisms adapting to the environment† (Murdock, 2009, p. 319). vi. â€Å"CT assumes both an external, objective reality and a personal, subjective, phenomenological one† (Murdock, 2009, p. 319). vii. CT is most a â€Å"theory of psychological dysfunction† (Murdock, 2009, p. 319). viii. Murdock (2009) provides that Clark and Beck concluded that â€Å"cognitive processes evolved to enhance adaptation to the environment, and hence, survival (p. 319). ix. In CT, the â€Å"basic needs of humans are thought to be preservation, reproduction, dominance, and sociability’ (Murdock, 2009, p. 320). x. The cognitive model says that perception determines emotions and behavior. xi. Three types of cognitive processes that individuals have are; automatic (can be innate- suited to preservation and survival); conscious (the actual act of thinking), and metacognitive (an examination of how we think). ii. â€Å"Two kinds of cognitions are important in CT: core beliefs and assumptions, roles and attitudes† (Murdock, 2009, p. 323). xiii. CT theory asserts that human functioning is a product of what you learn and genetics. xiv. Recently, two types of temperaments have been presented within the theory- autonomy and sociotrophy. Autonomous people strive towards mastery and c ontrol and rated self-worth and achievement without regard to others, while sociotrophic people rank themselves against others in terms of worth. These types approach thinking, and life differently based on their perspectives, therefore they feel and react differently. xv. CT recognizes that people can be illogically functional, meaning that you can function even if you have illogical beliefs, i. e. , someone who is functionally depressed. xvi. Issues are born in how an individual constructs his or her reality, which is based on â€Å"innate, biological, developmental, and environmental† factors (Murdock, 2009, p. 327). b. Key Theorists: xvii. Aaron Beck is the key theorist for Cognitive Theory. He also recognizes other cognitive theorists as influences, including Magna Arnold, George Kelly, and Albert Bandana. c. Appropriate Populations for the Theory: xviii. Appropriate populations for this theory may be those that need anger management, are suffering from depression, bipolar disease, manic depressives, substance abuse disorder, panic disorder, anxiety disorder, eating disorders, schizophrenics, personality disorders, and social phobias; Western populations, Chinese and other Asian populations . Inappropriate Populations for the Theory (Explain why. ) xix. Possibly some non-Western cultures, Latinos, Asians, American Indians, those that are highly spiritual, Indian populations, and those who are gay, lesbian, bisexual or transgendered may experience challenges with regard to this therapeutic approach. e. Therapist’s Role: xx. The therapist is to assess the client’s thoughts, get a full psychological evaluation, examine client cognition to bring awareness to client as a means for improving cognitive thinking (by asking questions that lead the client to arrive at a counselor predetermined destination, thus giving them ownership and responsibility), help the client make specific goals, analyze those goals from a CT prospective, develop a cognitive plan for clients, and teach the CT model. f. Client’s Role: xxi. The client is to establish goals for therapy, remain independent throughout the process, learn and implement the CT model and remain active and engaged in the therapeutic services. xxii. The client is a student who collaborates with the therapist, and eventually, leads therapy as sessions show proof of the client’s growth. g. Theory Strengths: xxiii. This theory’s roots â€Å"lie in both behavioral and psychoanalytic approaches† (Murdock, 2009, p. 319). xiv. CT is â€Å"structured active, collaborative, and psychoeducational† and â€Å"emphasizes a scientific approach† (Murdock, 2009, p. 332). xxv. â€Å"The goals of CT are to identify and change faulty information processing and to modify beliefs that support psychological dysfunction to ones that are more adaptive† (Murdock, 2009, p. 333). Rebuilding or rewiring thought processes as they relate to primal schemas should allow the individual to present with more ada ptive behavior. xvi. Cognitive and behavioral techniques are used in CT. Some of those techniques include; questioning (socratic, or leading questions), downward arrow (diagram of thoughts, starting with those close to the surface and moving down to the core), thought recording (journal worksheet), behavioral environments (choosing behaviors that challenge faulty beliefs- ex: if you say I never have fun, choose to start oing things that you think would be fun), activity scheduling (build a calendar that keeps client engaged in life), graded tasks (breaking bigger tasks into smaller ones as to not be overwhelmed), problem solving, imagery (replacing negative images, or turning them off by interrupting the associated thought), role-playing (or behavior reversal). h. Theory Limitations: xxvii. The length of time can be considered a limitation of CT, as it is typically a short term intervention (Murdock, 2009, p. 332). xxviii. Change in schemas may need more time to occur than suggested in CT, specifically if the dysfunction resides in a core schema structure. xxix. The theory is difficult to use, as it may be harder to locate the root issues built within the deeper schemas. xxx. CT ignores the client’s emotion and history in favor of his thinking (Murdock, 2009, p. 343). i. Key Terms (Write a short definition for each. ): xxxi. Cognitive Therapy describes systems that highlight awareness and understanding of dysfunctions to bring about interventions and changes in the way people think, react, feel and behave. xxii. â€Å"Schemas are cognitive structures that organize the barrage of information with which we are constantly confronted† (Murdock, 2009, p. 320) xxxiii. Stereotype threat is â€Å"the anxiety aroused by the prospective risk of believing and confirming a negative stereotype about yourself because you belong to a group that has been negatively stereotyped â€Å"(ex: poor people ar e uneducated) (Murdock, 2009, p. 322). xxxiv. Core beliefs are stored within our schemas, and contain our most basic, fundamental beliefs, and are therefore the hardest to modify. xxv. Immediate beliefs are â€Å"assumptions, rules and attitudes† about what â€Å"should† and â€Å"must† be (Murdock, 2009, p. 323). xxxvi. Simple schemas involve â€Å"physical objects or very distinct, simple, ideas, such as dogs, books, computers and so forth† (Murdock, 2009, p. 323). xxxvii. Automatic thoughts are spontaneous assessments or pictures that exist along with our more conscious, deeper thoughts (Murdock, 2009, p. 323). xxxviii. The mode is defined as â€Å"networks of cognitive, affective, motivational, and ehavioral schemas that compose personality and interpret ongoing situations† (Murdock, 2009, p. 324). xxxix. The conscious control system is responsible for metacognition and intentional behavior, such as that based on personal goals and values (Murd ock, 2009, p. 324). xl. Primal modes promote preservation, survival, reproduction, and sociability. (Murdock, 2009, p. 324). 1. There are four types are primal modes; threat, loss, victim (evolved to protect and preserve survival) and self-enhancement (helps the person adapt) (Murdock, 2009, p. 24). xli. Primary modes that are dysfunctional are caused by changes in environmental factors. Those changes caused a reaction in the individual which may present as a person with dysfunctional thinking. xlii. Constructive modes help you build through the experiences you encounter as you live. â€Å"They are associated with positive emotions and adaptive characteristics and include (a) the capacity for intimacy, (b) personal mastery, (c) creativity, and (d) independence† (Murdock, 2009, p. 25). xliii. Minor modes are conscious and narrowly â€Å"focused on everyday life situations, such as reading, writing, social interaction, athletic activities† (Murdock, 2009, p. 325). xliv. Photoschemas are â€Å"inmate patterns that interact with experience to develop the modes†, as the modal theory explains (Murdock, 2009, p. 326). xlv. Health is â€Å"information processing that allows the individual to meet his goals of survival, reproduction, and sociability† (Murdock, 2009, p. 327). xlvi. Cognitive triad is the â€Å"depressive’s negative views towards the self, the world, and the future† (ex: I’m a bad person, the world caused me to be this way, and we’re all going to hell. ) (Murdock, 2009, p. 328). j. Is this theory research based? Evidenced based? (Justify your rationale. ) xlvii. This theory is research based, as Murdock shares that â€Å"Cognitive Therapy is perhaps that most well-researched counseling approach in existence, with an overwhelming amount of empirical support for its effectiveness with a variety of client problems. She also notes that the â€Å"evidence for the theoretical assumptions and structure is less impressive† (Murdock, 2009, p. 344). k. Special training requirements: xlviii. This therapy requires the therapist to be culturally aware and sensitive the client’s needs. Reference Murdock, N. L. (2009). Theories of counseling and psychotherapy: a case approach (2nd Ed. ). Upper Saddle River, NJ: Pearso n Education. How to cite Cognitive Theory Detailed Outline, Papers

The Pantheon Essays (343 words) - Domes, Pantheon, Rome, Rotunda

The Pantheon The Pantheon is one of the finest and best preserved examples of ancient Roman architecture. It stands in the center of Rome. The Pantheon was constructed by Marcus Agrippa in 27 B.C. This building did not include the rotunda in back. In A.D. 123 Hadrian built the rotunda, which was later changed in design by Septimius Severus and Carcalla. When the Pantheon was being built by Hadrian, credit was given to Agrippa. A large inscription was made on the front of the portico. The Romans built the Pantheon as a temple in honor of all the Roman gods. The name Pantheon literally means, "of all the gods." The Romans gave this name to any of the temple which served the purpose of worship of all the gods. The rotunda forms the main part of the building. It forms a half perfect sphere. The dome itself is 142 feet in diameter. It rises 142 feet above the floor.. The design of the dome was constructed to reflect the few sources of light admitted to the building. The dome was built of Roman brick and mortar, which was covered by marble inside of it. The rotunda is a thick concrete wall that is 6 meters thick. This is what supports the approximate weight , 5,000 lbs, of the dome. The only light which enters the building comes from the top of the dome. The oculus, the only window in the Pantheon, is 27 feet in diameter. The sunlight that shines through the oculus shifts hour-to-hour highlighting the walls that are painted throughout the building. In front of the rotunda is a beautiful porch, or portico, which belongs to the original temple built by Agrippa. Across the front of the portico stands 16 great Corinthian columns. Each hewn from a single stone. They were 14.2 meters high and 1.5 meters in diameter. The Pantheon was renamed the Santa Maria Rotunda when it became a Christian church in A.D. 609. The famous painter Raphael and other Italian kings are buried there. It now is a museum and serves as a tourist spot in Rome.

How to Find Your Career Type Based on Your Personality

How to Find Your Career Type Based on Your Personality Decades from now, when you’re sipping some bubbly at your retirement party, what do you want the theme of the day to be? â€Å"She didn’t hate her career all of the time†? â€Å"He broke the record for the number of career jumps in a 10-year period†? Of course not. You want that day to be a celebration of a career that was satisfying and fruitful for you. But in the meantime, how do you achieve that long-lasting career satisfaction? The folks at LifeHacker have a system for determining your career personality, or the type of job that fits your own skills, abilities, values, and preferences. This is important for a variety of reasons.This flowchart from  Truity helps you find your career personality type:  It’s your path forward.Basically, knowing your career personality can not only help you settle on a specific path, but it can also help you set goals. If you have trouble visualizing a five-year plan for yourself, it might very well be because you’re on a career path that makes you uncomfortable. If you majored in accounting in college because it seemed like the thing to do at the time, but now you want to scream after spending hours knee-deep in spreadsheets, well†¦maybe you and accounting aren’t a good match.Figuring out your career personality can help you avoid that spreadsheet rage by narrowing down what would interest and challenge you. Maybe you and your accounting degree would be better suited to a different kind of financial environment- or maybe you should be on cable news talking about the economy. There are ways to adapt skills and interests to different career paths, but you won’t know how to take advantage of that until you take the time to figure out what you can do, and where you should be doing it.Money shouldn’t be the only career consideration.Yes, of course you want the job that pays your bills and maybe even lets you save up for that dude ranch vacation you’ve b een eyeing on Groupon. But if that paycheck comes at the expense of a job that bores the heck out of you, or an intense office environment that leads to epic crying jags in the restroom, that doesn’t seem like a great career investment. Know yourself, know your limits, and know what will make you a satisfied employee.It’s never too late to make a change.Think about the choices you made when you were young. That haircut. The summer you spent as a boy band groupie. The first boyfriend/girlfriend, whose cringe-inducing Facebook posts always make you wonder, â€Å"What was I thinking?† It stands to reason that a career choice you may have made just out of high school or college wouldn’t line up with your life and interests as you get older.Gone are the days where you’d start entry-level with a company, then park there for 40 years. You’re not tied to a particular job, and you’re not even tied to a particular career. It’s totally le gitimate to re-evaluate who you are right now, and what you want out of your professional life. Figuring out your career personality is an excellent first step.You can always do some fine-tuning.If you take the time to map out your career personality, you might figure out you’re on the right general career path. If so, that’s fantastic! You chose well. Your next step should be taking that knowledge, and deciding whether you’re getting all you can out of your career. Perhaps your values and skills would be a better fit at a different company within your field. That’s the kind of self-knowledge that will come in handy if/when you decide to make a job change and start searching for your next step.It makes you a stronger employee.Much like you want to find a workplace that aligns with your own needs and personality, companies are seeking new hires who mesh well with their day-to-day operations. One of the main purposes of a job interview is talking with candi dates and evaluating how they’ll fit in with not only the job, but the company’s existing employees and culture. Knowing where you fit best will make it easier for you to demonstrate confidently how and why you’d be a great hire.So think about what you want, what makes you tick career-wise. You have plenty of time before that retirement party, so make the most of it!

Typing Spanish Diacritical Marks on Windows Keyboards

Typing Spanish Diacritical Marks on Windows Keyboards You can type in Spanish on Microsoft Windows machines- complete with accented letters and inverted punctuation- even if youre using a keyboard that shows English characters only. There are essentially three approaches to typing Spanish in Windows. First, use the international keyboard configuration that is part of Windows, best for if you frequently type in Spanish. Alternatively, you can use built in character maps. Finally, you can use some awkward key combinations if you have only the occasional need, if youre at an Internet cafà ©, or if youre borrowing someone elses machine. Tips If you often type in Spanish in Microsoft Windows, you should  install the international keyboard software that is part of Windows and use the right Alt key for the Spanish symbols.If the keyboard software isnt available, you can use the character map app to individually select the letters and special characters you need.The numeric keypad on a full-size keyboard can also be used for Spanish characters using Alt codes. Configuring the International Keyboard Windows XP: From the main Start menu, go to the Control Panel and click on the Regional and Language Options icon. Select the Languages tab and click the Details... button. Under Installed Services click Add... Find the United States-International option and select it. In the pull-down menu, select United States-International as the default language. Click OK to exit the menu system and finalize the installation.Windows Vista: The method is very similar to that for Windows XP. From the Control Panel, select Clock, Language and Region. Under Regional and Language Options, pick Change keyboard or other input method. Select the General tab. Under Installed Services click Add... Find the United States-International option and select it. In the pull-down menu, select United States-International as the default language. Click OK to exit the menu system and finalize the installation.Windows 8 and 8.1: The method is similar to that for earlier versions of Windows. From the Control Panel, sel ect Language. Under Change your language preferences, click on Options to the right of the already installed language, which will probably be English (United States) if youre from the U.S. Under Input method, click on Add an input method. Select United States-International. This will add the international keyboard to a menu located at the lower right of the screen. You can use the mouse to choose between it and the standard English keyboard. You can also switch keyboards by pressing the Windows key and the space bar simultaneously. Windows 10: From the Ask me anything search box in the lower left, type Control (without the quotes) and launch the Control Panel. Under Clock, Language, and Region, select Change input methods. Under Change your language preferences, you will likely see English (United States) as your current option. (If not, adjust the following steps accordingly.) Click on Options to the right of the language name. Click on Add an input method and choose United States-International.  This will add the international keyboard to a menu  located at the lower right of the screen. You can use the mouse to choose between it and the standard English keyboard. You can also switch keyboards by pressing the Windows key and the space bar simultaneously. International Symbols on the Right Alt Key The easier  of the two available ways of using the international keyboard involves pressing the right Alt key (the key labeled Alt or sometimes AltGr on the right side of the keyboard, usually to the right of the space bar) and then another key simultaneously. To add the accents to the vowels, press the right Alt key at the same time as the vowel. For example, to type , press the right Alt key and the A at the same time. If youre capitalizing to make , youll have to press three keys simultaneously- A, right Alt, and shift. The method is the same for the à ±, n with the tilde. Press the right Alt and the n at the same time. To capitalize it, also press the shift key. To type the à ¼, youll need to press right Alt and the Y key. The inverted question mark ( ¿) and inverted exclamation point ( ¡) are done similarly. Press right Alt and the 1 key (which also is used for the exclamation point) for the inverted exclamation point. For the inverted question mark, press right Alt and /, the question mark key, at the same time. The only other special character used in Spanish but not English are the angular quotation marks ( « and  »). To make those, press the right Alt key and either bracket key [ or ] to the right of the P simultaneously. Special Characters Using Sticky Keys The sticky keys method can be used to make accented vowels, too. To make an accented vowel, press , the single-quote key (usually to the right of ; the semicolon), and then release it and type the vowel. To make à ¼, press the shift and quote keys (as if you were making , a double quote) and then, after releasing, type the u. Because of the stickiness of the quote key, when you type a quote mark, initially nothing will appear on your screen until you type the next character. If you type anything other than a vowel (which will show up accented), the quote mark will appear followed by the character you just typed. To type a quote mark, youll need to press the quote key twice. Note that some word processors or other software may not let you use the key combinations of the international keyboard because they are reserved for other uses. Typing Spanish Without Reconfiguring the Keyboard If you have a full-size keyboard, Windows has two ways to type almost any character, as long as it exists in the font you are using. You can type in Spanish this way without having to set up the international software, although both options are cumbersome. If youre using a laptop, you may be limited to the first method below. Character Map: Access character map, access the start menu and type charmap in the search box. Then select the charmap program in the search results. If character map is available in the regular menu system, you can also select it that way. From there, click on the character you want, then click Select, then Copy. Place your cursor in your document by clicking where you wish the character to appear, and then paste the character into your text by pressing CtrlV, or right clicking and selecting Paste from the menu.Numeric Keypad: Windows allows the user to type any available character, including diacritical marks, by holding down one of the Alt keys while typing in a numeric code on the numeric keypad, if one is available. For example, to type the em dash (- ), hold down Alt while typing 0151 on the numeric keypad. Alt codes only work on the numeric keypad, not with the number row above the letters. Character Alt Code 0225 0193 à © 0233 É 0201 à ­ 0237 à  0205 à ± 0241 Ñ 0209 à ³ 0243 Ó 0211 à º 0250 Ú 0218 à ¼ 0252 ÃÅ" 0220  ¿ 0191  ¡ 0161  « 0171  » 0187 - 0151

Good Will Hunting and Cognitive Therapy Essay Example | Topics and Well Written Essays - 500 words

Good Will Hunting and Cognitive Therapy - Essay Example This avoidance again reinforces his negative thinking and strengthens his fears, and eventually the fear becomes a permanent part of his thoughts, emotions and behavior which increases his social and personal problems (Wright, Basco & Thae, 2006, p.4). The movie ‘Good Will Hunting’ is about a young man, who, because of his painful and lonely past, refuses to face the fears which are buried deep inside him, and how a psychology professor, Sean, helps him to deal with his fears by revealing his fears which are hidden under the mask of confident personality. 1) Professor Sean takes Will to a park and talks about Will’s behavior pattern. He says that by portraying a confident, knowledgeable and strong personality, he stops others from looking deep into the ‘real’ person. He tells Will that his lonely life and painful past affects him and the inferior complex that he has about his personal life keeps him from making new friends. Sean says that the fear of new life and social challenges has kept him from going out of Boston. However, to hide this fear and inferior complex, he uses his intellectual abilities to impress people and tries to show as if he does not think that people are capable of understanding him. 2) In one of the sessions, Will tells Sean that he is dating a girl. When asked if he called her again, Will tells Sean that he is in no hurry as he thinks that she is interesting as long he does not get close to her. He assumes that she might not be as smart as he is and hence, does not want to get disappointed by knowing her. However, Sean makes Will realize

Module 4 - SLP Training and Appraisals Essay Example | Topics and Well Written Essays - 500 words

Module 4 - SLP Training and Appraisals - Essay Example Skills gapping starts right from the recruitment stage in an organization, when the administrators compare the skills of prospective employees with the skills an organization lacks or needs. When the skills a job candidate posseses is of dire need to an organization, the candidate may be considered. Applicants with a higher degree of match between skills desired and skills acquired therefore have an upper hand in being recruited by the training authorities (Jones, 2000). The traning administrators then move further to establish if there exists a deficiency between the skills employees have and what they ought to have. Should they detect insufficiency in the desired skills, the immediate managers of the employees or their training administrators check if there is a set of courses in their training programs that can adress the staff’s challenges. Another thing that they look into is the possible events in that given organization which can offer training to its employees. In the process, organizations iron out their employees’ challenges in a personalised precision training program (Jones, 2000). In today’s business environment, both philanthropic and profit making organizations such as commercial banks are in dire need of employees who are computer literate. For banking institutions having employees deficient of computer skills, skills gapping must be conducted if an organization’s efficiency is to be improved (Jones, 2000). Conventionally, the program starts with examining job candidates for computer skills. What is sought by organizations with regard to computer skills may not be extreme technical skills possesion, but basic knowledge in operating computer applications, especially softwares that most befits the running of that given organization. Standardized tests may be administered on these prospective staffs. Mostly, candidates are often required to practically prove their assertions that

In what ways was Napoleon a warrior overloard in his Treatment of his subjects? :: European Europe History

In what ways was Napoleon a warrior overloard in his Treatment of his subjects? The question asks what was Napoleons treatment of his European subjects. However first we need to learn what these subjects were and distinguish the differences between them. The states of the Grand Empire fell into one of two categories - lands annexed directly to France, or satallite states under French control but allegedly enjoying a 'modicum' of independence. The extent of Napoleon's influence varied, depending on the length of time a particular country remained under his authority. Examples of annexed territories are; Nice,Savoy, Belguim and the Germanlands west of the Rhine. These were annexed early (pre 1800) and had were quickly incorporated into the French administrative system, however these states were mainly divided into divisions for recruitment purposes. By the time of the Brumaire fuedalism as in France had been abolished in these territories. Also land belonging to the nobility or church were either confiscated or sold. All the annexed states were ruled from Paris and were regarded as extensions of the 'old France'. All new French policies were introduced like the civil code and the judicial process of civil and ccriminal courts. A semi circle of nominally independent satellite states, were mainly run by Napoleons relatives, formed a 'buffer zone' around France. These states protected the boarders of the French empire from any attack. Some examples of satellite states are; Switzerland, Spain, Naples and Italy. These satellite states, allegedly independent, infact had little frredom of action. Their rulers were strictley supervised and tutored by Napoleon in the way they should go. The satellite states was very different. They were never allowed to forget that they existed only to serve the intrests of France. Napoleonwanted them to fullfill a number of other valuable functions in Napoleon's imperial enterprise. They were first and foremost military vassal states and Napoleon's relationship with themwas eventually wery like that of a 'warrior-overlord', extracting the advantage from them for the minimum return. These states raised about a third of the troops for the Grand Armee. The distribution of crowns among Napoleons relatives served two purposes for him. One of the two was that they would remain loyal to him no matter what. Also, with such a large number of Bonaparte sovereigns available he could expect in due course to arrange useful marriage alliances with older royal houses and give his successors the dynastic respectability the family presently lacked.

Augustine: Free Choices of Will Essay

St. Augustine’s On Free Choice of the Will elaborates on the relationship between God, free will, and evil. During the very beginning of Book One, he asks the question, â€Å"isn’t God the cause of evil† (Cahn 357). From this question, it can be ascertained that he searches for a connection between God and evil (sins), which inferred in the writing to be connected though free will. He believes that God does not create evil, but rather that evil is simply the lack of good, since God is completely good and, therefore, cannot create evil. God not being the source of evil is then further elaborated through his explanation of a crime and how it is caused by inordinate desires and human abuse of good things (Cahn 360). By explaining things this way, he shows that humans are responsible for evil, through their own wills. Of course, being that God is supposed to be in control, he further elaborates that God gives us free will in order to punish us righteously for this. He believes that God has given humans free will so that they would be able to sin and justifies God by writing that â€Å"the very fact that anyone who uses free will to sin is divinely punished show that free will was given to enable human beings to live rightly, for such punishment would be unjust if free will had been given both for living rightly and for sinning† (Cahn 361). Essentially, he is writing that God gives humans free will as a way to measure whether or not they can live righteously, while being tempted with ‘evil’ desires. I agree with Augustine’s logic regarding free will being the cause of evil, but there is a major fallacy which I will also explain. Augustine argues that â€Å"God is a cause of the second kind of evil, but in no way causes the first kind†¦ for there is no single cause of evil† (Cahn 357). While this statement is logical, since it can be said that God’s creations are the cause of evil and not God, it can also be somewhat interpreted as being flawed in the same sense. If God is the creator of everything, then does he not also have a hand in the creation of his creations? He is supposed to be the omnipotent being that has the master hand in every sense of life, so he should have more than just a secondhand blame for the creation of evil. However, since he is not directly the creator of evil and everything is inherently good, Augustine’s argument that God’s hands are ‘clean’ of evil is logically sound. Augustine’s assessment of free will being the cause of evil is also a logically sound argument. By providing an example of a mistreated slave killing his owner as a result of his innate desire (Cahn 360), he shows that it was through the slave’s ‘free will’ that evil was done. This shows that God, since he has given humans free will, had no part in said evil, since if he has indeed given the slave free will, then the creation of evil was entirely in the slave’s hands. If free will is indeed given to humans by God for the purpose of deciding if they can keep righteous through temptations, then it is clearly shown here that this is true. What a person manufactures in his mind is influenced by his surroundings and himself (multiple factors) and what he decides to do (free will) is completely in his hands. This logic shows that free will is the cause of evil. However, there is a major factor which I also disagree with and unravels much of the argument for me. The main issue is that God is omnipotent, but has given humans free will. That in itself is a huge contradiction, which Augustine attempts to answer by saying that â€Å"God foreknows this power [our will]†¦ since he whose foreknowledge never errs foreknows that I will have it† (Cahn 366-367). This sounds like he is simply speaking in circles about the subject. He tries to say that God knows about the future, but he knows about our free will, which will give us the power to decide things, but in the end is also foreknown by God. This is where I start to defer from his beliefs, since I believe that free will is the cause of evil, but that God should be taken out of the equation. While it can argued that God only knows of all the possibilities and not what will directly happen, which would make it so that he is providing free will and is part of a triangle relation between himself, free will, and evil, it is simply much more logical to believe that if there is a God, then there is no free will, and if that is such, God is the originator of evil. Augustine’s work is extremely logical and provides much evidence proving that free will is the cause of evil. He explains very clearly that evil is a result of human desire and their free will to do what they want. The most major flaw in his argument is that there is an omnipotent being that controls everything, yet doesn’t control everything, which would unravel his entire argument, resulting in evil being created by said being. Thus, the message that God exists would actually be detrimental to the argument that free will is the cause of evil. However, Augustine writes that â€Å"I hold by faith, not by something I see for myself† (Cahn 362), which means that God is not proven, so logically he doesn’t exist. Therefore, if God were to not exist, humans were innately given free will, and evil is not created from another source, it can be logically deduced that Augustine’s analysis of free will being the cause of evil is correct. Works Cited Cahn, Steven M. Classics of Western Philosophy. 7th ed. Indianapolis, IN: Hackett Pub. , 2006. Print.

Cretaceous-Tertiary Mass Extinction

Scientists across several disciplines, including geology, biology, and evolutionary biology, have determined that there have been five major mass extinction events throughout the history of life on Earth. For an event to be considered a major mass extinction, more than half of all known life forms in that time period must have been wiped out. Cretaceous-Tertiary Mass Extinction Probably the best-known mass extinction event took out all the dinosaurs on Earth. This was the fifth mass extinction event, called the Cretaceous-Tertiary Mass Extinction, or K-T Extinction for short. Although the Permian Mass Extinction, also known as the Great Dying, was much larger in the number of species that went extinct, the K-T Extinction is the one most people remember because of public fascination with dinosaurs. The K-T Extinction divides the Cretaceous Period, which ended the Mesozoic Era, and the Tertiary Period at the start of the Cenozoic Era, which we currently live in. The K-T Extinction happened around 65 million years ago, taking out an estimated 75% of all living species on Earth at the time. Many people know that land dinosaurs were casualties of this major mass extinction event, but numerous other species of birds, mammals, fish, mollusks, pterosaurs, and plesiosaurs, among other groups of animals, also went extinct. Asteroid Impacts The main cause of the K-T Extinction is well documented: an unusually high number of extremely large asteroid impacts. Evidence can be seen in various parts of the world in layers of rock that can be dated to this time period. These rock layers have unusually high levels of iridium, an element not found in large amounts in the Earths crust but is very common in space debris such as asteroids, comets, and meteors. This universal layer of rock has come to be known as the K-T boundary. By the Cretaceous Period, the continents had drifted apart from when they were one supercontinent called Pangaea in the early Mesozoic Era. The fact that the K-T boundary can be found on different continents indicates the K-T Mass Extinction was global and happened quickly. Impact Winter The impacts werent directly responsible for the extinction of three-quarters of the Earths species, but their residual effects were devastating. Perhaps the biggest issue caused by the asteroids hitting Earth is termed impact winter. The extreme size of the space debris vaulted ash, dust, and other matter into the atmosphere, essentially blocking out the Sun for long periods of time. Plants, no longer able to undergo photosynthesis, began to die off, leaving animals with no food, so they starved to death. Its also thought that oxygen levels declined due to the lack of photosynthesis. The disappearance of food and oxygen affected the largest animals, including land dinosaurs, the most. Smaller animals could store food and needed less oxygen; they survived and thrived once the danger passed. Other major catastrophes caused by the impacts included tsunamis, earthquakes, and possibly increased volcanic activity, yielding the devastating results of the Cretaceous-Tertiary Mass Extinction event. Silver Lining?   As horrific as they must have been, mass extinction events were not all bad news for those that survived. The extinction of the large, dominant land dinosaurs allowed smaller animals to survive and thrive. New species emerged and took on new niches, driving the evolution of life on Earth and shaping the future of natural selection on various populations. The end of the dinosaurs particularly benefited mammals, whose ascendance led to the rise of humans and other species on Earth today. Some scientists believe that in the early 21st century, we are in the middle of the sixth major mass extinction event. Because these events often span millions of years, its possible that the climate changes and Earth changes—physical changes to the planet—that we are experiencing will trigger the extinction of several species and in the future will be seen as a mass extinction event. Sources K-T Extinction: Mass Extinction. Encyclopaedia Britannica.Cretaceous-Tertiary Extinction Event. ScienceDaily.com.Why Did the Dinosaurs Go Extinct? National Geographic.

Socrates And Machiavelli s Views On Politics - 1464 Words

Socrates and Machiavelli both lived during times of war and political transition. While both philosophers present a then-radical ideology to reform their state, they differed greatly on how to achieve that end: Socrates practiced idealism, while Machiavelli advocated for realism. Their differences of their beliefs are rooted in a conflicting perception of morality. Socrates believes morality is based on an individual’s attainment of goodness and truth, while Machiavelli concerns himself with a leader’s achievement of glory and honor. Because of their moral differences, Socrates would oppose Machiavelli’s concept of a prince and the political system he sought to sustain him. To start, Machiavelli’s realist morality follows a form of†¦show more content†¦Knowing full well that he could have bargained for a lesser sentence by proposing exile, among other punishments, Socrates refused, believing that it would not allow him to lead a life worth living: â€Å"†¦as I am convinced that I never wronged another, I will assuredly not wrong myself. I will not say of myself that I deserve any evil, or propose any penalty†¦if I say exile what a life should I lead (Apology, p. 72).† So far, both Socrates’ and Machiavelli’s moralities are in conflict. If Socrates supported the concept of a prince, he would have heeded Machiavelli’s advice by proposing an alternative punishment to escape death. He would have done so because Machiavelli envisioned a proactive prince who would take advantage of any opportunity to come out on top. A Machiavellian prince in Socrates’ shoes would have proposed self-censorship and imprisonment as a plea bargain to the court, or would have escaped prison with Crito, all strategies which Socrates vehemently rejected. To Socrates, the end – living – did not justify the means – giving up his idealistic beliefs. Throughout The Prince, Machiavelli advises that a prince should secure power though a combination of fear, deception, cruelty, cunning, and immoral actions, including the execution of political opponents. These negative traits branch out of Machiavelli’s mantra, that â€Å"it is far safer to be feared than loved if you cannot be both (Prince, p. 151).† To combat the immoral perception ofShow MoreRelatedSocrates And Niccolo Machiavelli1735 Words   |  7 PagesEssay 1: Socrates and Machiavelli Although Socrates and Niccolo Machiavelli lived in different time periods, the political climate that their philosophies were founded on were very similar. 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Lewis Carroll s Hidden Presence Of Puberty - 1540 Words

Lewis Carroll’s Hidden Presence of Puberty The transformations that Alice experiences throughout Lewis Carroll’s, Alice’s Adventures in Wonderland, display the metaphorical change the protagonist goes through from the stage of childhood to adulthood and the continued struggle to understand her identity. These changes are experienced after Alice follows a white rabbit down his hole and into an incredible world known as Wonderland. This place, although completely fictitious, represents an alternate world to the main character that is unexplainable to herself and the real world. During her time in this world, she faces many adversities between changing sizes or being on trial that confuse her throughout the story. At the end, Alice learns†¦show more content†¦Then when the reader sees Alice fall into the rabbit hole, we see she is distracted by the shelves along the walls which cause her to get lost in her own thoughts. This is Carroll’s way of changing the setting of the story from the Victorian wo rld to a dreamworld known as Wonderland. It is proven to be a dream when she hits the ground and is unharmed even though she just fell for multiple minutest and is unharmed. Wonderland later becomes the place where Alice learns about the transition to adulthood that she is making. Once Alice lands safely, she continues to chase the White Rabbit around. She needs to fit in a door and sees a drink that says â€Å"Drink Me†. The potion turns her into a smaller version of herself. Later in the story she eats something that makes her much bigger than a normal human being. She is confused throughout these processes and questions everything going on in this alternate world. Sigler addresses the situation by saying, â€Å"She must suddenly confront the frightening prospect of having to make her own way in a world she cannot, despite all her efforts, understand† (Brave New Alice 62). This is showing the internal battle that exists in Alice’s mind in Wonderland. This displays Carroll’s hidden message of puberty impacting the female body and psyche. When a girl transitions from the stage of child into the young adulthood she has many questions about what is happening to her body. Elizabeth supports this concept in her Alice in Puberty article by

Commentary Different Free Essays

The text is a monologue and inspired by two other kinds of texts. Alan Bennett’s â€Å"Talking Heads† and (to a lesser extent) a text I discovered by Carol Ann Duffy called Comprehensive. It is present in the AQA English Language and Literature Anthology for 2003, 2004, 2005. We will write a custom essay sample on Commentary: Different? or any similar topic only for you Order Now The purpose of the text is as a means of entertaining an audience of a younger age (possibly in between the ages of 12-18) that are aware of the groups of people concerned (who are usually teenagers themselves) and also of their colloquialisms. This targets mostly those who are affected or annoyed by these types of people within their daily lives. (People in the Birmingham area of this age are more likely to understand the dialect). A person that fits into this category should hopefully find that the text is true to real life, and also quite amusing. The piece begins as one of Alan Bennett’s â€Å"Talking Heads† would. As his works were written with the assumption that they would be visual for a watching audience as well as just for a listening audience, he wrote, what could be referred to as stage directions in italics at the top of each monologue. I have done this also as I think it sets the scene well and perhaps gives away more information about each character. The genre of the piece (monologue) does not really confine me in terms of the subject matter or layout but I feel that its genre is evident from merely viewing the layout and maybe reading the first paragraph. I did not feel it suitable for either person to greet the audience, as they would be talking to a camera and not a person. This also would not aid me in any way when putting across my attitudes. Instead I continued straight into both characters speeches as a means of making the passage run more smoothly. There is not just a single attitude that I am trying to get across in writing this text but they are all linked in that my ‘complaints’ all refer to the groups known to me and many others as â€Å"greebos† and â€Å"Kevs†. I have attempted to explain these two groups of people’s attitudes (as I see it as an outsider looking in) towards their own lives and, more importantly, to each other. I have also made clear use of slang with each person to show the listener how confusing some of the slang that teenager’s use today is and how the language varies between the different groups (i.e. one would rarely hear a ‘greebo’ say the word â€Å"wicked† unless it were as a means of imitating a ‘kev’). I have tried to show how humorous some of the words and phrases used sound, and in some cases, how they make no sense whatsoever, for example, the names of these groups alone are somewhat confusing and do not give us any clue as to what it means to be a member of these groups. Even though I am familiar with these groups, I do not know where their group names or the language they use is derived from. They have both somehow managed to inherit a kind of stereotype description, which everyone can refer to if either the word â€Å"greebo† or â€Å"Kev† is used. Part of the message that I am trying to put across is trying to, explain that most â€Å"Kevs† and â€Å"greebos† do not fit their stereotype description at all. For example, according to Tom, Jack and ‘his kind’ do not like the game of football, â€Å"what kind of a person doesn’t like football!?†, when clearly Jack states that he has â€Å"got a season ticket for City† and he enjoys going to the games. â€Å"Filthy scum get outta Brum'† â€Å"Bopping† around in their â€Å"Rocky P’s† Tom and Jack speak in an informal manner (shown above), as if they are talking to a friend instead of in a more impersonal way. They both presume that the listener understands the slang that they use. I felt that if they didn’t do this, then my attitude towards the language that they use would seem less obvious. Despite their supposed initial feelings of being comfortable talking at a camera, towards the end of both monologues the boys both seem to feel threatened after arriving at the subject of befriending a member of the opposite group. At this point there are a lot of stops and stutterings marked by â€Å"†¦Ã¢â‚¬ , and finally – seemingly as a means of escape – both come to an abrupt end and what looks like a farewell without an explanation of where they have to rush off to and why they have to go wherever they are going so quickly! In reality, the stereotype â€Å"greebo† is exactly as the â€Å"kev† describes and the stereotype â€Å"kev† is exactly how Jack describes, but their minds do not seem to be open enough or able to grasp the concept that not all of the opposing group are like this. If what Tom Foster believes were true then there would not be many â€Å"greebos† alive to get exasperated about because presumably they will have all â€Å"slit their wrists†. Only in extreme cases only are their faces covered in piercings and not all of them despise football (as I have shown using Jack). The â€Å"greebo† that I have used in my monologue does not give us any evidence that he worships Satan either despite what the â€Å"kev† believes and the â€Å"kev† is even in a relationship with a â€Å"greebo† despite this being against his ethics. When talking about Eminem, (a music artist popular with both groups) Jack refers to him as â€Å"one of us†. When he says this the listener would realise what he means by â€Å"us† even though he gives us no clue as to what it means. This shows that he knows that he is part of a group (the â€Å"greebos†) and by saying that he is one of them is a way of making his music only acceptable for them to listen to rather than â€Å"Kevs†, and as he continues he explains that â€Å"Kevs† listen to his music for the wrong reasons almost saying that they should not be permitted to listen to it. â€Å"cos they’ll get thinking that he is one of them† â€Å"These ‘greebo’s’ sicken me†. These quotes show that they talk down on each other as if they were somehow of a lower class and referring to each other as â€Å"them† gives a feeling of hostility even though they are so similar in many ways. The only real difference is in the clothes that they wear and the music that they listen to. Although it may seem that I have exaggerated the amount of times that both Tom and Jack use slang I assure you this is no exaggeration: â€Å"He’s the only safe one†. The word â€Å"safe† is just one of the slang words used by Jack in his monologue. If he were using Standard English then he would have said â€Å"He is the only one that is trustworthy and that I like.† I emphasise the separate groups pronunciation of words as a means of making the monologues appear more like spontaneous speech as (if the piece were to be acted out as it should be) this would be the way I would want the ‘actors’ to speak. I also tried to do this by changing the subject abruptly in various places throughout the monologues. i.e. â€Å". It’s never about the music with them, just baselines and how â€Å"tweaked† the snare drum is, whatever that means. So anyway, we decided that they were takin over too much in Birmingham so†¦Ã¢â‚¬  They accuse and criticise each other for doing the same things while oblivious to the fact that meanwhile members of the opposite group are accusing them of doing the same thing. For example, Jack says â€Å"It’s never about the music with them† while earlier on in Toms monologue he says, â€Å"We go for the music, not to get ‘wasted'† This insinuates of course that it is never about the music for â€Å"greebos† either. If we took both peoples word for it then neither of them listens to music because they want to listen to music. I don’t though and find these accusations preposterous. I believe the way in which each person ends the conversation. The language that they both use is comedic and further helps me to convey how both groups rather weird variation of the English language baffles me. Despite this, ending their monologues in the ways that they do sums up both characters. How to cite Commentary: Different?, Papers

Statistical Inference Business Estimates

Question: Discuss about the Statistical Inference for Business Estimates. Answer: 1. The below table shows the results of an OLS regression of US real GDP growth rates (REALGDP) on changes of oil prices (OIL), interest rate (INTERESTRATE) and inflation rates (INFLATION) (monthly data from 1990 to 2013): Discuss the statistical significance of the parameters, interpret the sign and magnitude of the estimates, and overall fit of the model. Solution: The p-value for the independent variable or predictor oil is given as 0.003 which is less than level of significance or alpha value 0.01, so we reject the null hypothesis that the predictor oil is not significant. This means we conclude that the independent variable or the predictor oil for the given regression model is statistically significant. The p-value for the independent variable or predictor interest rate is given as 0.032 which is greater than the significance level or alpha 0.01, so we do not reject the null hypothesis that the predictor interest rate is not significant at 1% level of significance. For the independent variable or predictor inflation, the p-value is given as 0.145 which is greater than significance level or alpha value 0.01, so at the 1% level of significance we do not reject the null hypothesis that the predictor inflation is not statistically significant. So, overall we conclude that the predictor oil is significant while the predictors interest rate and i nflation are not statistically significant for the given regression model. The constant for the regression equation or the y-intercept is statistically significant as the p-value is given as 0.00 which is less than the significance level 0.01. The signs for the given three predictors are negative; this means there is negative impact of these variables on the real GDP growth rates. The coefficient of determination or the value of the R square plays an important role in determining the explained variation in the dependent variable due to the independent variables in the given model. The value of the adjusted R-square or the coefficient of determination is given as 0.58 which means about 58% of the variation in the response variable real GDP is explained by the predictors oil, interest rates and inflation. Are the results in line with the predictions of the theory and why? Solution: For answering this question regarding with the predictions of the theory, we need to use the decision rule. We reject the null hypothesis if the p-value is less than the given level of significance or alpha value and we do not reject the null hypothesis if the p-value is greater than the given level of significance or alpha value. From the given information for the regression model, it is observed that predictor oil is statistically significant and other two predictors interest rates and inflation are not statistically significant. From the given information it is observed that the predictor oil is statistically significant because for this predictor the p-value is less than the given level of significance. So, we reject the null hypothesis that the predictor oil is not a statistically significant. This means that the predictor oil is significant. For the other two predictors interest rates and inflation, the p-values for both predictors are greater than the given level of significan ce, so we do not reject the null hypothesis that the given predictors are not statistically significant. So, these results are not in line with the predictions of the theory. For the purpose of the unbiased prediction of the response variable real GDP, it is important to have all predictors statistically significant. 3. A company wants to produce three different mobile phones, with low-range, mid-range and high-range specifications, respectively. A survey with 100 respondents has been used to reveal the choices of potential customers. The company wants to review the figures to see if the three mobile phones would be equally popular. The results of the Chi-Square test are given in the following tables: Describe the null hypothesis for the Chi-Square test. Solution: For the given scenario, company wants to check whether the three different mobile phones are equally popular or not. For checking this claim we have to use the chi square test. The null and alternative hypothesis for this chi square test is given as below: Null hypothesis: H0: The popularity of low-range, mid-range and high-range specification mobile phones is same. Alternative hypothesis: Ha: The popularity of low-range, mid-range and high-range specification mobile phones is not same. Discuss the results and explain whether there are statistically significant differences in the preference for the three devices. Solution: We know that the decision rule for rejecting or do not rejecting the null hypothesis. We reject the null hypothesis if the p-value is less than the given level of significance or alpha value and we do not reject the null hypothesis if the p-value is greater than the given level of significance or alpha value. The p-value for the chi square test is given as 0.032 which is greater than the level of significance or alpha value 0.01, so we do not reject the null hypothesis that the popularity of low-range, mid-range and high-range specification mobile phones is same. This means at the 1% level of significance there is no any statistically significant differences in the preferences for the three devices. What are the underlying assumptions of the Chi-Square test? Explain if, in your opinion, those are met in the above examples. Solution: The assumptions for the chi square test are given as below: One variable should be categorical variable. The observations should be independent. The group of categorical variables should be mutually exclusive. There must be at least 5 expected frequencies. For the given chi square test, it is observed that the variable specification of mobile phone is a categorical variable. Also all observations are independent and there are 0 cells have expected frequencies less than 5. So, all assumptions are followed by this test. References: Casella, G, and Berger, R, L, 2002, Statistical Inference, Duxbury Press. Cox, D, R, and Hinkley, D, V, 2000, Theoretical Statistics, Chapman and Hall Ltd. Liese, F, and Miescke, K, 2008, Statistical Decision Theory: Estimation, Testing, and Selection, Springer.

What Influences A PersonS Identity Essays - Gender, Identity

What Influences A Person'S Identity? Men and Women What influences a person's identity? Is it their homes, parents, religion, or maybe where they live? When do they get one? Do they get it when they understand right from wrong, or when they can read, or are they born with it? Everyone has one and nobody has the same, is there a point in everyone's life when they get one? A person's identity is his own, nobody put it there and nobody can take it out. Everyone in this world has a different identity because they all make their own over the course of their life. A person's identity also causes a person to have masculine and feminine traits. There is no one thing that gives a person their identity, there are however many different factors that contribute to one's identity. What is someone's identity? Is it the way they look, the way they dress, or it could be many things all put together, or is it none of the above? To me someone's identity is a part of their being. Nobody will ever hold it, touch it, or even see it, but it is there. Everybody has one, it guilds your decision making, your thoughts, ideas, and dreams. You may think something is terrible while someone else does not even care and yet another person may laugh, why? The answer is simple, everyone has his own identity and personality. Everyone feels, acts, thinks, and dreams differently. People may have some of these things in common with one another, but they will not be totally the same, it is like a fingerprint, unique. There are many origins to a person's identity, their family, friends, home life, religion, environment and others. But how does it get there, you do not go into a store and pick on off the shelf. A person's identity is developed over many years and put together by the person themselves. It comes from the individuals ability to think, reason and form an opinion. Nobody has the same mind, or the same or the same conscious, so how could anyone have the same identity as another. A person's identity is developed over many years from the time they become aware of their surroundings, to the time they decide if they are going to college, and even as they grow old there identity will change with them. As people's dreams are dreamed and goals are accomplished their identities will change with the individual. Their aspirations and values will change, causing their identities to change with it. It may be a slight alteration or a major overhaul but there identity will adjust to the person. One of the factors of forming an identity will obviously be your family. One's family if invaluable to them. Your family may not be your biological parents or ever a blood relative at all, but nobody in this world can live from birth without some one. But no matter who it is, they will be the people who take care of you when you are sick or aid you when you need help. These people will be there with you for a long time and yes they will have a major impact on what you turn out to be it the future. A lot off people are fortunate enough to live with a mother and a father, they may ever have some brothers and sisters to play with as they grow up. But ever with the same family influences, brothers and sisters still do not have the same identities Some may even say having a ?traditional? family would be bad for the development of an identity. For example, what kind identity would a young girl develop if see repeatedly saw her father beat on her mother. She would probably not feel the same as another girl whose father always showed love and caring for her mother. What about a teenager who used drugs as often as he changed his underwear. Would his younger brother, in looking up to him, feel the same as another boy who grew up never seeing an illegal drug before. If family members have no regard for keeping the other members of the family on

The Characteristics of Diptera

The Characteristics of Diptera Insects of the order Diptera, the true flies, are a large and diverse group that includes midges, no-see-ums, gnats, mosquitoes, and all manner of flies. Diptera literally means two wings, the unifying characteristic of this group. Description As the name, Diptera indicates, most true flies have just one pair of functional wings. A pair of modified wings called halteres replace the hindwings. The halteres connect to a nerve-filled socket and work much like a gyroscope to keep the fly on the course and stabilize its flight. Most Dipterans use sponging mouthparts to lap juices from fruits, nectar, or fluids exuded from animals. If youve ever encountered a horse or deer fly, you probably know that other flies have piercing, biting mouthparts to feed on the blood of vertebrate hosts. Flies have large compound eyes. Flies undergo complete metamorphosis. The larvae lack legs and look like small grubs. Fly larvae are called maggots. Most insect taxonomists divide the order Diptera into two suborders: Nematocera, flies with long antennae like mosquitoes, and Brachycera, flies with short antennae like house flies. Habitat and Distribution True flies live in abundance worldwide, though their larvae generally require a moist environment of some kind. Scientists describe over 120,000 species in this order. Major Families in the Order Culicidae - mosquitoesTipulidae – crane fliesSimulidae – black fliesMuscidae – house fliesCecidomyiidae – gall midgesCalliphoridae – blow fliesDrosophilidae – pomace flies Dipterans of Interest Mormotomyia hirsute is only known to live in a large crack at the top of Kenyas Ukazzi Hill. Its larvae feed on bat dung.Humans share over 20 percent of our DNA with Drosophila melanogaster, the fruit fly commonly used to teach genetics in high school science labs.Flower flies in the family Syrphidae mimic ants, bees, and wasps; despite their convincing costumes, flies cannot sting.Blowfly larvae feeding on dead bodies can help forensic scientists determine the time of the death of the victim. Sources Diptera, Dr. Jon Meyer, North Carolina State University Department of Entomology.  Accessed online May 6, 2008.Gordons Fly Page (Diptera).  Accessed online May 6, 2008.Insects: Their Natural History and Diversity, by Stephen A. MarshallKaufman Field Guide to Insects of North America, by Eric R. Eaton and Kenn Kaufman