Positive And Negative Aspects Of Advertising - 1695 Words

Advertising may be considered among the most quietly controversial subjects in our society, and is yet, ever so essential. There are both positive and negative aspects, and although that could be true for anything, advertising is unique in the sense that it requires a constant give and take from consumers. Furthermore, I have investigated certain technological benefits associated with advertising that improve effectiveness, and how advertising benefits consumers. On the contrary, I have evaluated some of the associated ethical issues, the promotion of unnecessary consumerism, psychological effects on learning, how younger generations are becoming less receptive, and the adverse affects on society as a whole. Regardless of the conflicting viewpoints it is best to be knowledgeable about the positive and negatives of the subject overall to be a well rounded informed and conscientious consumer. As a student, I am sure you are well informed about various technologies and forms of social media, not to mention, the endless ads you encounter on a day to day basis, right? You have probably tried to download an app for free, knowing that it’s only free because of the advertisements you will have to occasionally view. It seems that we are all willing to receive free forms of entertainment, such as apps, songs, movies, and shows in exchange for our exposure to advertised messages, which in turn are used to create new, free media. Although there are some forms of entertainment that weShow MoreRelatedThe Fashion Industry and Advertising: The Positive and Negative Aspects Associated with Using Children as Models4381 Words   |  17 PagesMarketing 1 Abstract 2 Fashion Marketing 3 Conclusion 12 References 13 Abstract This research essay deciphers about the positive and negative aspects associated with using children as models in fashion industry and advertising. 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However , that is not people mistake because some companies conceal their backwards when displaying their products . For that reason , people shouldRead More The Advance of eBusiness Essay796 Words   |  4 Pagesnew technology comes in a social milieu it cannot cease to permeate that milieu until every institution is saturated† (241). I believe this is exactly what the web has done to American and international societies. The web has saturated nearly every aspect of life including education, leisure, communication, and most specifically, business and commerce. The rapid increase in on-line businesses has created the availability of any prod ucts one could possibly imagine. More than likely, if you cannot findRead MoreThe Rhetoric Of Hitler s Battle By Kenneth Burke1475 Words   |  6 Pagesinfected their nation with the idea of democracy and equality. Bernays, being a PR guru, asserted that all advertising is propaganda, but not all propaganda is advertising. 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Teacher and Lesson Plan Free Essays

Write a Lesson Plan Guide How to Develop a Lesson Plan We have received several questions regarding how to write a good lesson plan. We went ahead and asked our experts, did some research, and have included some tips and guidelines below. To begin, ask yourself three basic questions: Where are your students going? How are they going to get there? How will you know when they’ve arrived? Then begin to think about each of the following categories which form the organization of the plan. We will write a custom essay sample on Teacher and Lesson Plan or any similar topic only for you Order Now While planning, use the questions below to guide you during each stage. Goals Goals determine purpose, aim, and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals adhering to State or National curriculum standards. What are the broader objectives, aims, or goals of the unit plan/curriculum? What are your goals for this unit? What do you expect students to be able to do by the end of this unit? Objectives This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period. What will students be able to do during this lesson? Under what conditions will students’ performance be accomplished? What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged? How will students demonstrate that they have learned and understood the objectives of the lesson? Prerequisites Prerequisites can be useful when considering the readiness state of your students. Prerequisites allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives. What must students already be able to do before this lesson? What concepts have to be mastered in advance to accomplish the lesson objectives? Materials This section has two functions: it helps other teachers quickly determine a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources they will need to have ready. A complete list of materials, including full citations of textbooks or story books used, worksheets, and any other special considerations are most useful. What materials will be needed? What textbooks or story books are needed? (please include full bibliographic citations) What needs to be prepared in advance? (typical for science classes and cooking or baking activities) Lesson Description This section provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers. It also provides a general overview of the lesson in terms of topic focus, activities, and purpose. What is unique about this lesson? How did your students like it? What level of learning is covered by this lesson plan? (Think of Bloom’s Taxonomy: knowledge, comprehension, application, analysis, synthesis, or evaluation. ) Lesson Procedure This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives. This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. It also focuses on what the teacher should have students do during the lesson. This section is basically divided into several components: an introduction, a main activity, and closure. There are several elaborations on this. We have linked to some sample lesson plans to guide you through this stage of planning. ! Introduction How will you introduce the ideas and objectives of this lesson? How will you get students’ attention and motivate them in order to hold their attention? How can you tie lesson objectives with student interests and past classroom activities? What will be expected of students? ! Main Activity What is the focus of the lesson? How would you describe the flow of the lesson to another teacher who will replicate it? What does the teacher do to facilitate learning and manage the various activities? What are some good and bad examples to illustrate what you are presenting to students? How can this material be presented to ensure each student will benefit from the learning experience? Rule of Thumb # 1: Take into consideration what students are learning (a ew skill, a rule or formula, a concept/fact/idea, an attitude, or a value). Choose one of the following techniques to plan the lesson content based on what your objectives are: Demonstration == list in detail and sequence of the steps to be performed Explanation explained Discussion discussion ! == outline the information to be == list of key questions to guide the Closure/Conclusion What wi ll you use to draw the ideas together for students at the end? How will you provide feedback to students to correct their misunderstandings and reinforce their learning? ! Follow up Lessons/Activities What activities might you suggest for enrichment and remediation? What lessons might follow as a result of this lesson? Assessment/Evaluation This section focuses on ensuring that your students have arrived at their intended destination. You will need to gather some evidence that they did. This usually is done by gathering students’ work and assessing this work using some kind of grading rubric that is based on lesson objectives. You could also replicate some of the activities practiced as part of the lesson, without providing the same level of guidance as during the lesson. You could always quiz students on various concepts and problems as well. How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for evaluation? Rule of Thumb # 2: Be sure to provide students with the opportunity to practice what you will be assessing them on. You should never introduce new material during this activity. Also, avoid asking higher level thinking questions if students have not yet engaged in such practice during the lesson. For example, if you expect students to apply knowledge and skills, they should first be provided with the opportunity to practice pplication. Sample Lesson Plans from the Educator’s Reference Desk Collection Subject Sample Lesson Plan from the Educator’s Reference Desk Collection Arts A Line is a Dot That Went For a Walk Computer Science SimCity and PowerPoint Foreign Language Minimal Pairs Bingo! Health SunSmart Information Literacy Teaching Internet Library Instruction Session s in the Electronic Classroom: The Adult Learner, the Internet, and Training Skills Teaching Styles Interdisciplinary Who am I? Language Arts The Sounds of â€Å"EA† Mathematics Find a Pattern with â€Å"One Grain of Rice† Philosophy Plato’s Allegory of the Cave Physical Education Basketball Golf Science The Notion of Motion Social Studies Crisis in the Balkans Vocational Education Theme Meal Please note that there are many other exemplary lesson plans that could not be included here due to space limitations. However, you may access them at the Educator’s Reference Desk home page. General Rule of Thumb: Your plan should be detailed and complete enough so that another teacher knowledgeable in your subject matter could deliver the lesson without needing to contact you for further clarifications. Please do not forget to edit and spell check your work before submission to the Educator’s Reference Desk Collection. Resources for Lesson Plan Ideas The GatewaySM Collections List http://www. thegateway. org/collections. html PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www. pbs. org/teachersource/ Discovery Channel School http://school. discovery. com/ Best of Education World ® 2002 http://www. education-world. com/best_of/2002/ Education World ® – Lesson Planning Center http://www. education-world. com/a_lesson/ Education World ® – National Standards http://www. education-world. com/standards/national/index. html This guide was written by Manal El-Tigi, Ph. D. , Department of Instructional Design, Development, and Evaluation – Syracuse University. She was one of the principal editors and reviewers of the AskERIC Lesson Plan Collection from 1996 – 2000. References Teacher Education Module Series. Develop a Lesson Plan, Module B-4 of Categ ory B–Instructional Planning (1977). Ohio State Univ. , Columbus. National Center for Research in Vocational Education. ED149062 – An ERIC Document Created December 1, 1999; Last Updated December 20, 2003 Created December 1, 1999; Last Updated December 20, 2003 How to cite Teacher and Lesson Plan, Essay examples

Hawthorne To Faulkner The Evolution Of The Short Essay Example For Students

Hawthorne To Faulkner: The Evolution Of The Short Essay StoryHawthorne to Faulkner: The Evolution of the Short StoryNathaniel Hawthorne and William Faulkners short stories Young Goodman Brown and A Rose for Emily use a moral to endorse particular ideals or values. Through their characters examination and evaluation of one another, the authors lesson is brought forth. The authors style of preaching morals is reminiscent of the fables of Aesop and the religious parables of the Old and New Testament. The reader is faced with a life lesson after reading Hawthornes Young Goodman Brown: you cannot judge other people. A similar moral is presented in Faulkners A Rose for Emily. The use of morals combined with elements of Romantic era writing show the stories of Hawthorne and Faulkner to be descendants both of fables and of Romance literature. Nathaniel Hawthornes Young Goodman Brown tells the story of a young man who decides to league himself with the devil. Goodman Brown is a citizen of a typical town with its share of good people and not-so good people. Goodman Brown believed that he knew the inhabitants of the town fairly well. He knew Goody Cloyse, for example, to be a very pious and exemplary dame, who had taught him his catechism in youth, and was still his moral and spiritual advisor, jointly with the minister and Deacon Gookin (598). He knew Deacon Gookin was a strict man of the Church and was always bound to some ordination or ecclesiastical council (599). However, in his travels through the woods with the old man, Goodman Brown notices Goody Cloyse progressing down the path. A marvel, truly that Goody Cloyse should be so far in the wilderness at nightfall, he Goodman Brown said (598). Just as he begins to have doubts about the womans pureness of heart, he comes across Deacon Gookin in the woods as well. As they are supposedly fine, upstanding citizens of the village, Goodman Brown has to wonder why they are traveling through the woods on the same path that he is taking with the devil. Afterwards, he is astonished to see not only these two upstanding citizens at Satans ceremony, but almost everyone else in the town as well. It is through his assumption that his fellow townspeople were good that Goodman Brown learns the storys most important lesson: namely that you should not judge people at face value; anyone can put on airs, and his encountering of the devils ceremony emphasizes this fact. Faulkners A Rose for Emily has a similar moral, only in this story, it is the townspeople who learn the lesson. Emily is a woman who goes against all norms of her society: she takes a lover, a Northerner no less, she does not marry him, and she even commits murder. As she goes through these events in her life, the townspeople make certain assumptions about what she is doing. They assume that she has married Homer Barron, they assume that the arsenic she purchased is so that she can kill herself, and they constantly assume that she is Poor Emily, a woman who is ruled by her father and unable to make decisions for herself. So the next day we all said, She will kill herself; and we said it would be the best thing. When she had first begun to be seen with Homer Barron, we had said, She will persuade him yet' (461). The townspeople continually judge Emily and make assumptions about her life without a basis in fact. Faulkner himself acknowledged the connection between his title character and her environment, that is, her town and the townspeople around her, in an interview in 1959. .u81bcbae72a15a1f21f134e5377230647 , .u81bcbae72a15a1f21f134e5377230647 .postImageUrl , .u81bcbae72a15a1f21f134e5377230647 .centered-text-area { min-height: 80px; position: relative; } .u81bcbae72a15a1f21f134e5377230647 , .u81bcbae72a15a1f21f134e5377230647:hover , .u81bcbae72a15a1f21f134e5377230647:visited , .u81bcbae72a15a1f21f134e5377230647:active { border:0!important; } .u81bcbae72a15a1f21f134e5377230647 .clearfix:after { content: ""; display: table; clear: both; } .u81bcbae72a15a1f21f134e5377230647 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u81bcbae72a15a1f21f134e5377230647:active , .u81bcbae72a15a1f21f134e5377230647:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u81bcbae72a15a1f21f134e5377230647 .centered-text-area { width: 100%; position: relative ; } .u81bcbae72a15a1f21f134e5377230647 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u81bcbae72a15a1f21f134e5377230647 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u81bcbae72a15a1f21f134e5377230647 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u81bcbae72a15a1f21f134e5377230647:hover .ctaButton { background-color: #34495E!important; } .u81bcbae72a15a1f21f134e5377230647 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u81bcbae72a15a1f21f134e5377230647 .u81bcbae72a15a1f21f134e5377230647-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u81bcbae72a15a1f21f134e5377230647:after { content: ""; display: block; clear: both; } READ: Defining My Role Essayand that was simply another manifestation of mans injustice to man, of the poor tragic human being struggling with its own heart, with others, with its environment, for the simple things which all human beings want (1416)He continues with a description of Emily and how she does not meet the expectations of her society. She had been trained that you do not take a lover. You marry, you dont take a lover. She had broken all the laws of her tradition, her background (1417)The townspeople in the story learn that all that they assumed to be true about Emily was not true, thus instilling the moral that judging people without truly knowing them can only lead to misunderstandings. Both Young Goodman Brown and A Rose for Emily use morals to teach readers how to improve the way that they perceive the people in their lives. It is this style of teaching a lesson that is a direct descendant from the grandfather of all short stories: namely the fable. The fable used highly simplified characters, even animals in some instances, to illustrate certain lessons to be learned about life. Animals were used frequently as they could easily depict certain basic emotions or characteristics which people could relate to, such as a fox for cunning, a dog for loyalty, or a pig for gluttony. The lessons taught could be as ordinary as Whomever laughs last, laughs best or as timeless as Do unto others as you would have done unto you. In a similar manner, religious parables, most notably those of the Old and New Testaments of the Bible, taught these basic life lessons as a means for people to learn the teachings of religious leaders in an easy and straightforward manner. The character s in these parables were people to which common folk could relate. Parables such as The Good Samaritan, for example, told of a man who is beaten and left for dead by robbers. He is passed by two other men, one of them being a religious leader, and is not helped by either of them. The third person to pass is a Samaritan, a person who does not follow the Jewish religion, and he is the one who helps the injured man. The simple moral of this parable is to help those in need whoever they may be; a good life lesson for anyone, be they religious or not. Hawthorne particularly, and to a lesser extent Faulkner, use the device of the moral in their stories so that they may teach a valuable ideal to their readers. The evolution of the short story can be seen not only in the use of morals in the works of Hawthorne and Faulkner, but in their use of elements of Romantic literature such as preoccupation with ages past, use of the supernatural, and their psychological studies of their characters. H awthorne wrote during the Romantic era and as such his work is closer to the prose romance than to the novel (1602). Faulkner follows in the Romantic footsteps of Hawthorne in his A Rose for Emily. Faulkner, although he is a modernist writer, incorporated many Romantic literary techniques in his A Rose for Emily. The style in which he is writing would be classified as a sort of neo-romantic style due to his use of elements of the supernatural, a preoccupation with the past, and his complex psychological studies of his primary characters. Faulkner himself commented that he wanted to write a ghost story, a definite throwback to the preoccupation with the supernatural that was prevalent in Romantic era literature. Additional evidence of an evolution between the two literary periods and the two authors can be found in the differences between Hawthornes language and Faulkners language. The language of Hawthornes day 150 years ago may be quite different from our modern language, however, Hawthorne had the additional burden of writing his story in the language of the 1690s, the time setting for Young Goodman Brown. Hawthorne did so by using vernacular such as durst and pray tarry. Faulkner, on the other hand, keeps with the fairly modern language of his day, although he adds a bit of Southern slang to his writing in keeping with the setting of the story. .u6dd3a46d3c049b71723565bc69326549 , .u6dd3a46d3c049b71723565bc69326549 .postImageUrl , .u6dd3a46d3c049b71723565bc69326549 .centered-text-area { min-height: 80px; position: relative; } .u6dd3a46d3c049b71723565bc69326549 , .u6dd3a46d3c049b71723565bc69326549:hover , .u6dd3a46d3c049b71723565bc69326549:visited , .u6dd3a46d3c049b71723565bc69326549:active { border:0!important; } .u6dd3a46d3c049b71723565bc69326549 .clearfix:after { content: ""; display: table; clear: both; } .u6dd3a46d3c049b71723565bc69326549 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6dd3a46d3c049b71723565bc69326549:active , .u6dd3a46d3c049b71723565bc69326549:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6dd3a46d3c049b71723565bc69326549 .centered-text-area { width: 100%; position: relative ; } .u6dd3a46d3c049b71723565bc69326549 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6dd3a46d3c049b71723565bc69326549 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6dd3a46d3c049b71723565bc69326549 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6dd3a46d3c049b71723565bc69326549:hover .ctaButton { background-color: #34495E!important; } .u6dd3a46d3c049b71723565bc69326549 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6dd3a46d3c049b71723565bc69326549 .u6dd3a46d3c049b71723565bc69326549-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6dd3a46d3c049b71723565bc69326549:after { content: ""; display: block; clear: both; } READ: Mohandas Karamchand Gandhi, also known as mahatma EssayThe construction company came with niggers and mules and machinery, and a foreman named Homer Barron, a Yankee (460)Faulkner differs from Hawthorne in that he addresses controversial issues that in Hawthornes time would hardly have been considered appropriate material to discuss, much less include in a short story. In A Rose for Emily, Faulkner makes subtle references to Homer Barrons possible homosexuality. Homer himself had remarkedhe liked men, and it was known that he drank with younger men in the Elks Clubthat he was not a marrying man (461). Later in the story, Faulkner makes reference to Emilys possible necrophilia, although no direct statement is ever made. Homosexuality and necrophilia would in no way be topics to be discussed in Hawthornes time. As a modern writer, Faulkner had a considerable amount of freedom in what he wrote, and this freedom is reflected in his work. The short story began as fables and parables that evolved into more complex psychological studies of virtues, ideals, and values. Nathaniel Hawthornes Young Goodman Brown emphasizes these morals as he examines the inner workings of his main characters thoughts as he encounters the devil and the townspeople. Faulkner also uses these techniques in his modern style of writing, however he tailors them to fit the more controversial issue of his generation while still maintaining a hold on the past generation he is examining. Over time, values and ideals stay the same, but the manner in which the technique is used evolves with current affairs and modern voc abulary. Works CitedCharters, Ann. The Story and Its Writer: An Introduction to Short Fiction. Boston: Bedford Books of St. Martins Press, 1995.

Michael Coppola Essays - Civil Disobedience, Violence, Activism

Michael Coppola Civil Disobedience Part 2 Civil disobedience is the refusal to comply with certain laws as a peaceful form of political protest. When civil disobedience is practiced when appropriate, it can be beneficial to the development of our society. Many past instances of civil disobedience resulted in positive changes in the structure of our society. In between marches, sit-ins, and demonstrations, found in texts 1, 3 and 4, they cause a huge increase in awareness that diverts the changes in society to a positive path. Civil disobedience brings awareness to both problems in society and solutions to those given issues. Within text 1, "Roughly 1,000 young activists [were] marching through the streets of Washington" with the goal to bring awareness to a "Broken' political system". On line 6, activists "blocked traffic and shut down intersections", causing everyone to pay attention to their invaluable message. People couldn't help but to notice the masses of protesters chanting their message. Many everyday commuters had to pass by this demonstration and had acknowledged their message. Alongside this protest, In text 3, 13 Greenpeace activists had attached harnesses to themselves and dangled themselves off the edge of St. John's Bridge in Portland, Oregon. After this courageous and brave demonstration, blocking boats and attracting hundreds of citizens to watch this awe inspiring act, many of these spectators had also paid attention to their crucial message. Some may say although these people relayed their message, some may argue that it was a great disfavor to society, due to the fact that they had stopped great amounts of traffic and work to bring awareness. In text 4, hundreds of students didn't attend to their classes and instead filled the front of the school, protesting against the unrealistic curriculum, stopping the whole school from achieving any kind of work. When you need to be successful, sometimes you must "Take a small hit for the big heist". Sacrificing a part of a day, making a small dent in society is a cost for being able to spread a message to all, for the greater good. Dante Barry from text 1 claims that, " We are here to take a stand, and to make our mark for a better future for the next generation". They needed to leave a mark, or dent to leave a piece of history to inspire many to change for the better, and to leave a long lasting message. Given the supporting evidence, it is very clear that civil disobedience is a healing factor in society in the long run. In between the marches in texts 1 and the activists in text 3, their message will be a long lasting and meaningful seed in societies developments. Although some people may think that demonstrations may harm society, the evidence shows this is not the case.

Career Advice I Wish Someone Had Given Me

Career Advice I Wish Someone Had Given Me I’m not exactly ready for my â€Å"lifetime achievement† career highlight reel yet (after all, I’m only [age redacted] years old). However, there’s not much point in making you wait for my retirement party to share some professional truths I’ve learned along the way- things I wish I’d figured out earlier. These pointers might have saved me some stress and aggravation along the way. Even when things are bad, try to relax a little.Years ago, a friend and colleague astutely pointed out that even when people were freaking out about deadlines and deliverables and general chaos at our educational publishing company, â€Å"no one dies here.† There are plenty of life-and-death industries, but unless you’re an actual surgeon or air traffic controller, consequences are not deadly. Everyone lives to work and fuss another day.The bottom line: Workplace issues are typically not worth waking up at 3 a.m. with a raging panic attack.There is al ways a solution.If you forgot to do a crucial task, or missed a deadline, or are otherwise stumped†¦there is a fix available. It may not be a pretty one, and could involve either extra work or a large slice of humble pie with blame ice cream on top- but there is always a way out.One of the most valuable workplace skills I’ve developed, by far, is the ability to stop, tune out the panic or anger, and plot out different ways to resolve an issue. Creative problem-solving isn’t necessarily something you have in your arsenal already†¦but you can develop it with time and practice. It can be as simple as jotting down a quick outline of the problem, then brainstorming ideas about what can be done. Not all of these ideas are necessarily winners or feasible, but the process can get the lateral thinking juices flowing even when you feel stuck.The bottom line: Don’t hide or walk away because something seems insurmountable.Ask for help.This is one I struggle with a ll the time. And this is not a new thing- if you ask my parents, they’d tell you that my middle name should probably have been changed to â€Å"I Can Do It Myself† by the time I was six years old. It can be really hard to admit that you can’t handle all things at all times, or that you don’t understand the next steps. This is especially true in the workplace, when you feel the need to be The Indispensable Employee, the superstar.The bottom line: Asking for help prioritizing, or for extra hands on a project, is not an admission of defeat. It means you know your human limitations well enough to let others in when necessary.No individual is  indispensable  in the workplaceThis was a really hard one to learn. At one company, I watched as waves of people were let go over a period of two years, with little rhyme or reason. I survived round after round, and it created a false sense of security. I had great employee reviews, and a string of promotions! I was well-liked! I was me, darnit! Then it was my turn to be laid off, and it was devastating. Sometimes circumstances beyond your control (economics, social dynamics, a dartboard in HR) will play out, no matter who you are. You are unique, but roles can always be changed or filled as necessary.The bottom line: There’s no magic way to guarantee job security forever. All you can do is work hard and make yourself as valuable as possible. If that fails you and you find yourself out the door, be ready to take up new paths and opportunities.Don’t let impostor syndrome pull you down.If you’re not familiar with â€Å"impostor syndrome,† it’s the feeling that you’re secretly lousy at your job. The name is a new-ish and trendy one, but the feeling probably goes back to the first wheel-making company started by our cave people ancestors. It’s a basic human insecurity that you’re just barely scraping by while everyone around you is dazzlingly competent and talented. Yet if you look carefully at your most recent job (and any previous one you’ve held), you got it and kept it because others saw quality in you. Flukes happen. They don’t happen repeatedly, and they certainly don’t amount to a career. You can be good at your job while still having imperfections and leaving room for improvement.The bottom line: If you’re worrying that your job performance is a fluke, you’re probably fine. Someone who actually wasn’t good at his job probably wouldn’t care very much.And last but not least, wear sunscreen. (Okay, so that’s not my advice per se, but it still works.) Seriously, I hope you take this advice in the spirit in which it’s given- by someone who knows all of these things, and still struggles to master them anyway. Overall, I think they make me a stronger and more adaptive employee with much to learn, and I hope you find the same.

Essay About Yourself

Essay About Yourself What Is a Personal Essay? A  personal essay  is a kind of narrative essay where the author tells about a certain life incident or something that has had a significant impact on him or her. It may also speak of a lesson learned, or simply express a point of view on some issue, which was of vital importance to the author. The personal essay appears to be one of the richest and most vibrant of all literary forms. ESSAY ABOUT YOUR GOALS If you are looking for personal essay examples here is a great one below. I think I’m starting to finally figure things out. I have to finish two more years of college to get my degree, and I’ve changed majors too many times: From Journalism to Recreation and Leisure Studies, then Psychology and now English. I’ve been all over the place, doing a lot of soul-searching in between, along with plenty of trial and error. It’s taken three years, but I finally figured it out. I want to major in English to become a writer once I graduate. I don’t care if I’m writing directions on computer software, or creating articles, blogs, essays, books or scripts – it doesn’t matter so long as I’m writing for a living. That’s all that matters to me. It’s what I’m good at, and I know I can make a living out of it. For year’s I’ve pushed aside this urge to write, to create, thinking I wasn’t good enough, that it wasn’t for me. What? Did I think I was Faulkner? I wrote in high school, mostly short stories, and plenty of articles for the school and local  paper. I wrote stories for my family and friends, little stories they would read in their free time. But when I got to college, I was led to believe it a futile journey – the one of the writer. The market for writers in the real world was slim or barely existent, I had been led to believe. So naturally I started off college majoring in something practical, where I could write and still make a living – Journalism. I could learn to write like a journalist, writing stories and doing research, conducting interviews. It seemed like a lot of fun, and I could be someone who could actually get paid to write for a living and not have to be a novelist or short story writer and rely on the consumer to buy my prod uct. Then something amazing happened. My grades were less than stellar that first semester. Journalism grades were fine, but it didn’t interest me enough to pursue for four years. I soon changed majors to Recreation and Leisure Studies where I would work with people who had disabilities, a concentration in that major called Therapeutic Recreation. I did that for a year and a half, that major, working summer jobs that would boost my resume, before transferring to another college. There I would start off studying Psychology – as it, in some ways, pertained to my previous major. I had also taken a Psychology course or two, having done pretty well in the courses. But my grades as a Psychology major were terrible, absolutely awful. I was placed on academic probation. It was late in the game, but I was pretty sure I’d never pass Statistics, which was crucial to completing the course of study for a Psychology degree. So I went to my advisor. They noticed the only A’s I had gotten in college were in English classes, writing and literature courses, I mean. This late in my college career, I thought it was time to just pick something, get my degree and get out of there and start my adult life and working career. I was ready to move out and start things. I was more than ready. It was time to graduate. So I chose to major in English. It was tough explaining this move to my family, but after spending the summer reading poetry and writing and thinking about writing and reading, it made sense. I was a right-brained creative, a person who needed art, breathed art and lived it and reveled in it. Art was part of my life. It made sense to study English, to make the move. I’ve always been a writer at the very core of myself, and it is time to embrace that. I’m glad to have made the change. Now I have a few more courses to complete before graduating next year: There is the 400-level seminar class, required by all the English majors. I have to also take a Shakespeare class, a class in the Romantics, and a creative writing class. All of which seem like a lot of fun. But I’m glad to have finally figured this out. All that is left is to graduate and move on. The college thing was fun, but it has run its course. PERSONAL ESSAY WRITING If you need help with personal essay writing contact our support team or place an order and our professionals will write a winning essay for you.

Critique OPEC website Essay Example | Topics and Well Written Essays - 1000 words

Critique OPEC website - Essay Example This essay discusses OPEC, that has been quite successful in presenting its case as a joint effort to protect its members from possible exploitation by industrialized countries. For this purpose, it has used several means of propaganda and its website www.opec.org has been quite effective in projecting the serious aspect of OPEC’s loquacious inducements of using oil as a tool of diplomacy, intimidation and restitution. The details and information that have been made available through this website is the sharp example of how fastidious OPEC is about its appearance or presentation to the entire world. A number of causes comes into focus of this essay. The list of reasons starts with restrained production policy of OPEC nations. These nations have the upward trend of oil production since 1999 and have added more problem to the economic crisis that raised its head in 2008 and is still continuing. Though the prices have again fallen to the almost less than one third of the peak val ue of US $145 per barrel but it’s the recession that is responsible for this fall rather than OPEC nations’ contribution towards economic partner to the world as whole. This essay not only analyzes impact and effects that OPEC have on modern oil market, but also researches possible promotional actions of it's website. OPEC website is one of the mouthpiece or better to say a means through the use of electronic media. In conclusion, the researcher states that the website has been developed quite efficiently in pursuing the goals of OPEC as a tool for information and image broadcasting.

Critically examine thje effects of the 'Boudaryless Career' Essay

Critically examine thje effects of the 'Boudaryless Career' on individuals, organisation and society - Essay Example The effects of Boundaryness careers on an individual include the ability of a person to take control over employability as well as the development of an individual’s skills beyond the career management in an organization. This requires an individual to have a certain degree of self-perceived ability, self-motivation, and the opportunity to make changes in a person’s career (Cappelli, 1997). Moreover, individuals looking to develop their skills ought to look for these opportunities to meet their expectations, regardless of the boundaries they have to cross to do so (Eby & Lockwood, 2003). In addition, individuals have the capability to make an internal career change within the organization they currently work Additionally, due to career diversity management has become an important aspect due to global workforce that helps organizations grow. Boundaryless careers assist the management in decision making as people from all aspects of life come together and bring in their unique ideas thus solving problems (Dalton & Price, 2007). In addition, organizations gain through the sufficient career development opportunities that help support the career concerns in the organization. Consequently, an organization is able to know the potential challenges of career progression of the professionals in the organization and is able to better manage their careers. Like the impact of boundaryless careers on individuals and the organization, it is important to understand on the happening of the community. As people in the community have a feeling of common interest and purpose and values, it is important to have a personal knowledge that they belonging to a collective of others in the community (Burman, 2006). This therefore means that people need to develop and make a difference in the society. This includes the proper use of resources available in the community as well as the emotional connection

Lizard by Dennis Covington Essay Example for Free

Lizard by Dennis Covington Essay Dennis Covington is an American writer of fiction whose stories give a realistic version of the world through the lives of the fictitious characters. He did his education in fiction writing and got BA degree from the University of Virginia. He married second time to Vicki Covington in 1977 and also taught at the University of Alabama at Birmingham. (Alabama Center for the Book and Auburn University, 2008) Lizard is his commendable story of a deformed young teenage boy, Lucius Sims, whose deformity gets him a nickname Lizard. The whole story revolves around this boy, his anguish as he is abused and laughed at by other children and even though not mentally retarded yet is admitted in the asylum of mentally retarded children. Lucius Sims has a disfigured face and looks completely different from others and similar to a reptile. This makes him an object of ridicule and insults. He is often insulted and called â€Å"Turd Head† (Covington, 1991, p. 10) by the boys, and nurse refers him as â€Å"that boy with squashed head† (Covington, 1991, p. 28). He is also admitted in Leesville State School for mentally handicapped boys by a woman named Miss Colley with whom he was staying. From this place onwards his troubles and problems actually start. There is no sign or even evidence of his being mentally handicapped still he is forced to stay with these children which prove nothing less than a torture for him. His sending him off to the school of mental retarded children is just a means to get rid of him, so that Miss Colley could marry without having to face burden of taking care of him. Lucius is burdened of having to face not only these children but also adults so he decides to escape. Soon he gets an opportunity when he is helped by a young actress and an actor to flee from school. He takes this chance to escape into the new profound freedom. They take him into the acting company where he plays a role of Caliban in one of the organized Shakespeare’s play The Tempest. In course of his journey, he comes across range of people- orphaned brother and sister whom he finds staying in a dirty swamp, a museum curator, a black artist, and finally again Miss Cooley whom he finds to be his own mother. On this journey he has to face many situations and circumstances which are both tragic as well as comic like interstate chase, acting debut, unreciprocated love, his acting career and many more adventures. â€Å"While performing in the play, Lizard becomes a specifically American Caliban who finds through the culturally-authoritative voice of Shakespeare, language to speak the trauma of self and nation crystallized by the extreme political history of 1963. † (Hateley, 2009, p. 158) Plot moves very slowly in the beginning but becomes more mesmerizing as it moves forward. Whole text appears to be very loosely connected with again plot appearing to be like turning here and there and twisting. In some places, rough language has also been used which has very little or no relevance to the plot. Many people have been described in the book that gives a nice view about the present society as a whole and the difficulties it faces. It is a self narrative with an autobiographical touch as this whole story has been told by Lizard himself and from his perspective. Through this story, we could not stop but admire him for the way he shows courage and strength in dealing with the circumstances and the people around him. All other characters are also very intriguing allowing us to have a good grasp of the society and its ways. Lizard is Covington’s first work of fiction as he produced originality while espousing the social themes and the worldly affairs with great dexterity and as a keen watcher. This novel is more recommended for young aged between 14 to 16 who should adopt the attitude of love and tolerance towards these â€Å"other† unconventional children. It is also a novel of hope and optimism as in this odd world, a body with disfigured face wants to make his place. Through the eyes of this young boy nicknamed Lizard, writer allows us to show great wisdom, and love for all. It is also a way to remove the undaunted fear of adolescence. While reading the novel, it appears writer has achieved what he wanted with no doubt through the confused, tormented and on some occasions violent while other funny escapades of main the protagonist Lizard. Reference List Alabama Center for the Book and Auburn University. (2008). Dennis Covington. Retrieved on May 2, 2010 from W. W. W: http://www. alabamaliterarymap. org/author. cfm? AuthorID=134 Covington, D. (1991). Lizard. New York, N. Y: Bantam Doubleday Dell. Hateley, E. (2009) Shakespeare in childrens literature: gender and cultural capital. New York, NY: Routledge. Perantoni, C. (2003) First One I and Then the Other, in Reimagining Shakespeare for children and young adults edited by Naomi J. Miller. New York, NY: Routledge. Polette, N. Ebbesmeyer, J. (2002). Literature lures: using picture books and novels to motivate middle school readers. Westport, Connecticut: Libraries Unlimited. Ward, M. (2006). Voices from the Margins: An Annotated Bibliography of Fiction of Disabilities and Differences for Young People. IAP.

Article 231 of The Treaty of Versailles :: World War I History

Article 231 of The Treaty of Versailles Firstly, we must proceed to explain the nature of Article 231 in order to be able to analyse its judgement about Germany's responsibility for the war. After the war had ended, Europe's, especially France's economy was devastated. There was also a general desire for such a war never to repeat itself, as the first proof of modern warfare proved to be ruinous. To deal with this two issues the allied powers made Germany sign the "war guilt clause" which made it accept all the guilt for the war and because of this, pay reparations to the affected states. In this way France's economy would theoretically recover faster while Germany was kept economically weak so it could never attempt to cause a war again. Even though at the time most non-German historians went along with this, while German historians were not happy with this interpretation for obvious reasons, after a few years opinion began to move away from only blaming Germany and accepted that other countries should also take part of the blame. However, in 1961 a German historian called Fritz Fischer proposed the idea that after all Germany should take most of the responsibility. These two points of view have been a cause for debate for historians and a final agreement has not yet been reached. While most historians accept that the key decisions for war in July 1914 were taken in Berlin, other factors such as German foreign policy ("Weltpolitik") and the alliance system remain still as the grounds of discussion. To analyse in depth Germany's guilt for the war we must first look at the most distant events and work our way up to the July crisis. To understand Germany's actions that lead to war we shall look first at its foreign policy, specifically from the point were Bismarck's policy ended in 1890. After Bismarck's dismissal the Kaiser and his advisers were convinced that the most likely wars in Europe were Germany against France of Austria-Hungary against Russia and in neither case could Russia and Germany be on the same side because of the existing alliances. This meant the rupture of the Russo-German friendship and the starting point were the two fronts that battled in the Great War started to shape up. Another example of a failed attempt of alliance was that of with Britain. Kaiser Wilhelm inherited her mother's admiration for English liberalism and the accepted view of English pre-eminence while keeping his father's strict Prussian military code of behaviour.

Since even before President Barrack Obama’s

Since even before President Barrack Obama’s first day in office, all eyes have been on him as a bastion of change and a way to get out of the economic conundrum America has gotten itself into.While the most recent presidents would have focused on the economy and how to revamp it, President Obama has taken the old school approach of fellow Democrat and former President Kennedy had employed during his term. His was a call to the whole population of America as well as to the leaders who direct its course – a call for action at the grassroots level of the country, while trying to shed light on his achievements and the direction he wants for Wall Street, Main Street and the whole country (Shear & Branigin).President Obama’s speech focused on the â€Å"irresponsibility and poor decision-making† of America’s institutions and individual attitudes, labeling greed and quick-profits as the culprits to the economic wreck (â€Å"Full Text† par 6).He blame s the mismanagement of the bigwigs of Wall Street trickling down to its rank and file memebers, the people’s wanton will to spend, and the insufficient policies of the government against the greedy behavior of the financial institutions (ibid par 3-7). He claims that these factors were the ones that started the domino-effect recession of America and affecting other countries’ economies as well.The case-in-point in his speech is that people should be more responsible and disciplined – not to live beyond their means and keep on spending and borrowing, but rather to get back to the basic values of saving and investing, and exporting rather than importing (ibid par 35).He believes that it is about time to lay down â€Å"a new foundation for growth and prosperity†¦built upon five pillars that will grow our economy and make this new century another American century† (ibid par 35-36). His vision is to have America continue as the world’s foremost nat ion in all aspects, especially economically, and bring back the trust of other nations.While he lamented about Wall Street’s and the financial corporate mogul’s attempts at gaining riches fast (therefore, costing them the future), he laid out his current plans and his plans for the future, though without detail. It was easy to get lost in the speech owing to the many things the President wants done in his term.It was like trying to solve every single problem that has plagued every past administration in one go. This is not to say that he’s bitten off more than he can chew and that he’s going to barf all of it in a matter of moments, that is a matter that only the future can say.What his speech suggests, however, is that the multitude of reforms that he envisions for America is not only a rebuilding of a rock-solid foundation, but also of renovating (though, I believe, not rebuilding as some critics would adamantly point out) the entire house.For sure, the speech has put to light many concerns that the country has had for the longest time, and Whitehouse believes that quick fixes, like those done in administrations past, are not enough to stop a roof from leaking when the storms come, much less get swept away by the winds and floods (Seib).Whether the president’s visions of a stronger America altogether remains to be seen, and, as the speech says, it depends on the people acting whether they can make things happen or not (â€Å"Full Text† par 61-62). A review of his speech tells us that it is up to the government to initiate reforms, but it is up to the people to reform themselves and help the government make the economic surgery a successful one.The speech has given people a new insight on America’s current economic situation (perhaps with the exception of his critics, opponents and those who reviled his act of covering Jesus’ name) that many are seeing the issue in a different light other than just point ing a finger at Wall Street.

Diploma in leadership and management In Health Essay

Dementia is caused by damage in the brain, and is characterised by memory loss and difficulties with thinking, problem solving, movement co-ordination or language. It can also cause a person to become disorientated in space and time and to experience hallucinations, a decline in communication skills and personality changes. These symptoms also make it difficult for people with  dementia to learn new things and retain newly acquired information. The most common cause of dementia is Alzheimer’s disease, which is progressive. Proteins build up in the brain, forming â€Å"plaques† or â€Å"tangles†. These cause the loss of connections between cells, and eventually nerve cells die and brain tissue is lost. People with Alzheimer’s disease also do not have enough neurotransmitters, which are chemicals used to transmit messages. Vascular dementia is caused by a range of disease of the blood supply to the brain. Atherosclerosis is when fatty deposits build up in blood vessel walls. This causes them to harden and narrow, reducing blood flow to the brain. When brain cells do not get the oxygen and nutrients they need, they start to die. Pick’s disease or frontotemporal dementia is caused by nerve cells in the frontal and/or temporal lobes dying. The connections between these cells change, and there is a loss of neurotransmitters. Over time, the frontal and/or temporal lobes shrink. Lewy bodies are tiny round protein structures in the nerve cells of the brain. The cause of these or how they cause dementia is unknown. There is also a loss of neurotransmitters, and over time, the nerve cells progressively die and brain tissue is lost. People with dementia experience different types of memory impairment. A decline in memory means that people will often struggle to recall recent events or forget messages, routes or names. They may repeat themselves or ask the same questions repeatedly. They may forget how to do things, such as how to use cutlery, tie shoelaces, get dressed or play chess. Difficulties finding the right word, or understanding the meaning of words, can affect communication. Losing the ability to read or to interpret signs, as well as the person being unable to understand what others are saying can have a big impact on communication. Losing reading and writing skills not only impacts on communicating with others, but can also lead to confusion. People with dementia may no longer understand the normal flow of conversation and might interrupt or ignore people. Changes in behaviour are common in people with dementia. They may repeat an activity over and over, pace up and down, or follow people around. Sometimes people with dementia can shout, scream, or become physically aggressive. They can become restless and may wake up during the night. A lack of  inhibition can mean that somebody with dementia might undress inappropriately, be rude or display inappropriate sexual behaviour. People with dementia may hide and lose their possessions. They might be also suspicious of others, thinking that somebody has stolen an object they have misplaced, for example. People with dementia can struggle with mental processes such as reasoning. This can lead to confusion and difficulty with many everyday tasks. Being unable to weigh up all of the facts to make a sensible decision can have a huge impact on a person’s life. Many people with dementia will lose skills which they used to have, whether this be playing a musical instrument, driving or decorating. Abilities of people with dementia can fluctuate day to day. For example, they might be able to recognise a relative some days, but not others. Sometimes they might be able to write, whereas other days they might not. Dementia can affect the areas of the brain responsible for balance and movement, causing movement difficulties. People with dementia may walk more slowly, be only able to walk for short distances, or struggle to get up from chairs. They might need support to walk, or use a cane or a wheelchair. People with dementia might find it difficult to walk outside or on uneven surfaces and may be fearful of stairs or hesitant while walking through doorways. Stimuli including touch, light, heat and sound waves are input through the sensory organs. This information is encoded into our memory system by the brain. Information can be encoded in terms of what a printed word looks like, what a word sounds like, or what the word means. This information then has to be maintained. This is thought to happen in working memory (when information is stored for a maximum of 20 seconds) by electrical signals travelling through neurons in a loop. The hippocampus and the frontal cortex filter the information and decide if it will be stored in long term memory. If so, it is thought to be stored in some proteins. The information is stored in different parts of the brain, but we do not know exactly how this works. To recall a memory, the information must be retrieved. This is  triggered by a retrieval cue. The brain reconstructs the memory, putting together what may have happened by retrieving the information that the brain stored and could recall. Memories can be reconstructed incorrectly, and this can be influenced by the retrieval cue (such as a leading question). In people with dementia, the hippocampus may be damaged. This can make it much more difficult for the person to learn new information or to form new memories. The person might not remember what they did earlier on that day, or they might forget what they have said moments before, causing them to repeat themselves. The hippocampus is used when memories are retrieved, particularly memories which were formed more recently. This is why many people with dementia still have their childhood memories but cannot remember what they have done that day. When damage spreads through the brain, such as in people with Alzheimer’s disease, more areas in the brain become affected. The brain slowly shrinks and earlier memories are lost. The left hemisphere is responsible for semantic memory (the meaning of words) and language, so when it is damaged, the person might struggle to find the right words. The temporal lobes match visual input with memories of previous experiences, so when this is damaged, the person might struggle to recognise familiar faces and objects. Sometimes, a person with Alzheimer’s disease might know who the familiar person is once they hear their voice, because hearing pathways are separate. When a person’s right parietal lobe is damaged, they may struggle to judge distances, causing problems with navigating stairs, for example. The damage can spread to the frontal lobes, causing somebody with Alzheimer’s disease to struggle with planning, organization and decision making. This might include problems with tasks such as following a new recipe. In people with Alzheimer’s disease, many abilities are not lost, especially skills learned a long time ago. Skills such as playing a musical instrument depend on procedural memories, which are stored deep within the brain. These skills are often maintained for a long time in people with Alzheimer’s disease. People with vascular dementia display a wider range of symptoms than other types of dementia. Sometimes a stroke can cause vascular dementia, if the  blood supply to the brain is suddenly cut off and a large area of tissue on one side of the brain dies. The person may struggle with planning, concentrating, thinking, or with their memory. They may also have problems with speech or vision, or have weakness on one side of the body. Several mini-strokes can also lead to vascular dementia, each one causing a small patch of brain tissue in the cortex to die. The symptoms depend on where the tissue is lost. If this is in the hippocampus, the person might have problems with their episodic memory (personal memories of specific events). Damage in the frontal lobe can cause difficulties with executive function (problem solving, setting goals, making decisions, and following sequences to complete tasks). This might mean the person struggles to make cheese on toast, for example, because they cannot organise what they need to do. Vascular dementia can also follow several mini-strokes over time. Each mini-stroke creates a small patch of dead brain tissue, called an infarct, in the cortex. Early symptoms can be very specific to where the tissue is lost. For example, problems with episodic memory can be caused by an infarct in the hippocampus, and problems with executive function can be caused by an infarct in the frontal lobe. When a person has frontotemporal dementia, their temporal and/or frontal lobes shrink. Damage to specific areas causes different problems. The person might become withdrawn and lose motivation, or they might lose their inhibitions. This could cause them to take their clothes off inappropriately, or make inappropriate comments. When the frontal lobes are damaged, the person might repeat themselves constantly. People with dementia with Lewy bodies have less shrinkage of the brain than people with Alzheimer’s disease or frontotemporal dementia. The Lewy bodies form in the cerebral cortex, brain stem and limbic system. Common early symptoms are problems with attention and vision. Lewy bodies in the brain stem can also cause difficulties with movement. Sometimes people can have other conditions which might cause symptoms similar to those of dementia. Depression can mean the person’s mood is irritable,  sad or hopeless. They might be agitated, restless, or tired with no energy. They might lose interest or pleasure in activities that they used to enjoy. Sometimes depression can cause disturbances in sleep, like early waking, along with memory or concentration problems. It can cause a person to eat too much or too little, to have aches and pains with no physical cause, or to experience suicidal thoughts. However, depression usually develops over weeks or months, which is faster than the onset of dementia. People with dementia often experience problems with reasoning, speech and orientation in time and space, which depression would not usually cause. If a person with depression struggles to remember something, they will often remember when prompted, but people with dementia often try to cover up their forgetfulness. People with severe depression may struggle with their memory and reasoning due to poor concentration. These symptoms disappear with treatment, whereas this will not happen in people with dementia. People with depression and dementia can lack motivation, but people with depression are likely to show other symptoms of this, rather than other symptoms of dementia. People with infections, such as urinary tract infections, can also have symptoms which may appear similar to those of dementia. The pain caused by UTIs can cause people to become depressed or agitated, especially if they cannot communicate that they are in pain. Infections can also cause dizziness, confusion, hallucinations or memory problems, which could be mistaken for dementia. However, the confusion caused by infections is acute and comes on suddenly with the onset of the infection, rather than over a much longer period of time, as experienced by people with dementia. Once the infection has been treated then any agitation and confusion will disappear, which is not the case with dementia. Drugs including prescribed medications can have side effects which may mimic those of dementia. These can include confusion, dizziness, problems with movement or speech, difficulties with memory or thinking, agitation or hallucinations. People with these symptoms may appear to have dementia. This is more likely to be the case in older people, because they metabolize medication less efficiently, causing a build up of the drug. However, once  the person is on the correct type and dosage of medication, the symptoms should resolve themselves. People may become confused for reasons other than dementia, such as changes in their environment. Moving home, having different support workers or changing activities could cause a person to be confused. These changes could also cause depression, which in turn can mimic dementia. Once a person becomes more settled in their routine then the symptoms should disappear. Alcohol abuse can destroy brain cells responsible for memory, balance, thinking and decision making. People that drink heavily may also have an unhealthy diet low in thiamine. A severe deficiency in thiamine can lead to Wernicke-Korsakoff Syndrome, which causes symptoms such as memory loss, confusion and agitation. This could mean the person appears to have dementia. However, a history of alcohol abuse might suggest that this is not the case. Treatment for Wernicke-Korsakoff Syndrome can reverse the symptoms, which would not happen if the person had dementia. Vision problems caused by conditions such as cataracts or age-related macular degeneration can cause people to become confused and struggle to read or to recognise faces. This can be scary and can mean the person becomes depressed or agitated. Macular degeneration can come on rapidly, furthering the possibility that the person’s symptoms could be viewed as those of dementia. Once a diagnosis is confirmed and symptoms are treated or the person is supported to manage their condition, it would become apparent that the person does not have dementia. There are many reasons why the abilities and needs of an individual with dementia might fluctuate. In people with Alzheimer’s disease, as the condition progresses, the person’s abilities decline over time. People with dementia often have lucid moments, where they may suddenly be more able to communicate or do certain things for a short period of time. People with Dementia with Lewy bodies are more likely to experience fluctuating abilities. Medication changes can cause withdrawal symptoms such as confusion, dizziness or flu-like symptoms. Side effects of the new medication, such as those mentioned above, may be more apparent until the body gets used to this medication. These can mean the person is more agitated or confused than normal and they might need extra support until the symptoms have eased. Sometimes a person may have been on a strong medication for a long period of time, and once this is changed, their abilities and needs can change. Several people that I have worked with have been more able to make and  communicate their decisions, more mobile, alert and independent after certain medications were reduced or withdrawn. Abilities can often be mood dependent – when anyone is in a good mood, they are more likely to want to do things and to communicate more effectively. Being less able to communicate or having to rely on others for support can cause frustration or agitation, particularly where support with personal care is required. Once agitated, the person might be less able to do things independently due to the way they are feeling. People with dementia are often awake at night and they may struggle with their day/night orientation. This can lead to them being tired during the day, affecting their cognitive abilities, communication skills and co-ordination. The support a person receives can impact on their abilities and needs. If there is a lack of continuity in the support provided, the person can become unhappy and more confused, causing their abilities to change. It is important for the person to build trust and familiarity with their support workers. Likewise, better support and improved continuity might mean that the person becomes more independent as they are more settled and have better routines. Developing effective communication methods can mean the person becomes more able to communicate with those around them. Different ways in which the person is supported could also result in fluctuations in abilities while they are supported by different support workers. If a person is experiencing abuse committed by anyone around them, they are likely to become depressed, confused or agitated, meaning their abilities and needs could change. Early diagnosis can help reduce the anxiety experienced by the person which is caused by not knowing what is causing their symptoms. The diagnosis can help the person to feel empowered and they can learn about their condition and what their future may hold. The person or their family might be in denial about the diagnosis, refusing to accept that they have dementia. The diagnosis can make a person feel as if their life has been turned upside down. They are likely to be scared and might feel like they have lost their identity, dignity and control over their life. They may be scared of losing  their home and their privacy and dignity. Sometimes people may be viewed or treated differently by others once they have a diagnosis, including their family and friends, or they might be worried about this happening. However, early diagnosis is important because it enables access to support groups. The person can gain advice on how to manage their condition while living as full a life as possible. The support groups introduce people who are in the same situation, so the person and their family and friends can build a support network. The support group can also provide specialist information related to the person’s condition and their symptoms, with a real understanding of how dementia impacts the life of the person and their friends and family. If the person is diagnosed with dementia early, the underlying cause can be discovered and they can access treatments for their condition. Alzheimer’s disease and dementia with Lewy bodies gradually damage the brain. Medications are available which improve symptoms by increasing the function of the remaining healthy brain cells. These medications do not slow the progression of the disease but they do improve symptoms, which improves quality of life. Other medications can also be reviewed, as they could be affecting cognitive functioning. Risk factors such as smoking, being overweight, high blood pressure, high cholesterol and poorly controlled diabetes contribute to vascular dementia. The presence of these risk factors can also make Alzheimer’s disease worse. Early diagnosis might mean that more attention is given to keeping these risk factors under control, which could slow the progression of vascular dementia or Alzheimer’s. A diagnosis is essential for organising support, including day services, respite care, occupational therapists, dieticians, mental health teams and speech and language therapists. This can not only improve quality of life for the person, but give family and friends a break from supporting the person. Early diagnosis means the person will get the support sooner, possibly improving their long term outcome. A diagnosis will also make financial support accessible to the person, such as Personal Independence  Payment. It may make it easier for the person and their family to receive advice regarding their finances, as well as financial support such as Carer’s Allowance. An early diagnosis will give more time to plan for the future to ensure that everything is in order. A Lasting Power of Attorney may need to be arranged if the dementia is progressive. Safer ways of taking medication can be set up, such as blister packs, for example. This will help the person to take their medication correctly, and can make it simpler for family and friends. This can empower the person, increase independence and reduce the risk of medication errors which could cause health issues. If a person is already diagnosed with dementia, then nurses and doctors will be aware of any difficulties they may encounter and will work harder to communicate with the person effectively. It is essential to record accurately to aid early diagnosis. Recording anything that is unusual for the person or any possible symptoms of dementia, in detail, will give a good picture over time of any changes in a person’s ability or memory. It is important to have agreed methods of recording and reporting within the organisation and for all employees to follow these. These might include verbal, written and electronic communication. Information must be kept confidential and all records and reports must be timely and accurate. Reporting might include communicating with colleagues, key workers and line managers, GPs, nurses, occupational therapists, physiotherapists, speech and language therapists and specialist consultants. Records must be legible, factual, dated and signed. Recording all of these symptoms will help to see if there is a pattern and reporting them to the person’s GP can obtain a referral for diagnosis as soon as possible. When a diagnosis is made, they may use the support records, as well as looking at times where concerns have been reported to the relevant bodies. It is important that all records are detailed to ensure that an early, correct diagnosis can be made. Before and after diagnosis, detailed records will show if a person’s symptoms are improving or worsening over time. It is also essential to record accurately to highlight any risks that arise and to report these. This ensures that the risks can be addressed, reducing the likelihood of harm coming to the person and their support workers. When a support worker records and reports a risk they encounter to  the relevant person or authority, they are also protecting themselves in the event of legal action arising. The organisation would be required to prove that they have agreed methods of recording and reporting in place and that they ensure that these are followed. Having robust support plans and risk assessments in place should mean that they hold up to scrutiny in court. This would mean that employees would be liable for their own actions if they did not work in accordance with them. Part 3 Person centred care is support planned and delivered around the needs of the person. This means involving the person as much as possible, as well as any other people that they wish to be involved, such as family, friends and other professionals. Support workers will be matched to the person being supported, who might be involved in recruitment. The person should be as involved as possible in choosing where they wish to live, who they want to live with, who they want to be supported by, what they want to do each day, what and when they eat and drink, how they are supported with day to day activities, etc. The person will be supported to be as independent as possible and staff will be trained to meet the needs of the person. Support workers will always respect the dignity, privacy and rights of the person. They will work to ensure a holistic approach, meeting all of the person’s needs, including religious and cultural. They will support the person to develop and maintain meaningful relationships and will build a trusting, professional relationship with the person. Support workers will have a positive approach, focusing on what the person can do, what their strengths are, and seeing the person as an individual rather than by their condition. They will work within guidance and legislation, act in the best interests of the person and work to safeguard them from abuse. A multidisciplinary team will often be involved, to support the person in all areas of their life in the best possible way. Non person centred care is the opposite of all of this and is based on a more institutional approach – which is easiest for the staff or the organisation, what fits in best with the other people who live there, or which is  cheapest. Non person centred care is more likely to occur in large group homes, though can happen anywhere. Carers might be very limited by time or resources. Staff may subscribe to the biomedical model of health. The biomedical model focuses on the person being physically healthy, as in having an absence of physical illness. It does not consider wellbeing as a whole, ignoring social and psychological factors. This way of thinking means all of the factors outlined above could be ignored, because staff might think the person is well supported just because they are physically healthy. There are many techniques which can be used to meet the fluctuating needs of the person with dementia. The reality-orientation approach is a type of therapy which reduces confusion and helps the person to understand their surroundings. Information relating to time, place, a person, etc. is presented and repeated regularly. This might be clocks, schedules for the day or a board showing the date, which is reinforced using prompts in conversation. This is helpful because people with dementia may forget what day/time it is, where they are, or who they are with. The validation approach means seeing the world through the person with dementia’s eyes and trying to enter their reality, rather than bringing them back to our reality. This sometimes means not challenging their reality – doing this would often just lead to more stress and confusion. This approach improves the person’s self esteem and can mean they feel more settled. The validation approach subscribes to the idea that there is a reason why people with dementia do and say the things they do, and that we should validate these things and try to understand them. The behaviours are attempts to communicate. It says that we must empathise with the person and try to understand what they are trying to express. The validation approach theorises that the person is expressing things which they have suppressed for many years. Expressing these feelings reduces the intensity of them and enables the person to communicate more. It is based on the idea that when a person has severe short term memory loss, they revert to the more familiar past. This is thought to be to due to having less control over the present, to relive past experiences or to resolve unfinished conflicts. This approach reduces stress experienced by the person with dementia and encompasses the  holistic approach, focusing on the person’s dignity and happiness. This often results in the person displaying less behaviours which challenge. Using the right aids and assistive technology can help carers to meet the changing needs of a person with dementia while maintaining their dignity and independence. Assistive technology such as pressure sensors, door alarms, calendar clocks, talking photo albums, reminder messages and personal alarms can help family or support workers to meet the variety of changing needs of the person with dementia. Changing the environment to meet the needs of the person might include fitting hand rails, ramps or different flooring such as non slip flooring. Practical aids to help the person be more independent are useful, such as touch sensitive lamps, kettle tippers, adapted cutlery and non spill cups. Equipment for personal care, continence and maintaining dignity might include dressing aids, raised toilet seats, bath seats, commodes and continence pads. Some mobility and transfer aids are walking frames, wheelchairs, hoists, transfer turntables and chair raisers. Working with the person to find the best combination of aids and techniques is important as part of a person centred approach. Support workers should use reminiscence techniques such as discussing old pastimes, looking through photo albums, watching old films or listening to music can help stimulate a person’s memory and enhance their quality of life. Alternative therapies such as aromatherapy and massage can mean the person feels more relaxed in what can be a stressful, confusing world. It is important to address sensory needs, whether this is through touch, smell, activities such as swimming or use of sensory rooms, etc. Using effective communication is essential for person centred support. Support workers should be aware of their verbal and non verbal communication, using techniques such as physical prompts where appropriate. As previously discussed, needs and abilities can fluctuate on a daily basis so different techniques might be useful on different days or with differen t people. Myths and stereotypes related to dementia can have a big impact on the individual and their carers. Some of these stereotypes are that people with dementia are aggressive, that they do not have rights or that they do not  understand anything. Some people assume that people with dementia automatically lose their independence so cannot drive or be involved in decisions. This could mean that people are automatically excluded from being involved in decisions regarding their support, which is not person centred. The person’s independence might be compromised as they might not realise that their diagnosis does not prevent them from doing things, including driving. These stereotypes can lead to social isolation for both the person and their carers in attempt to avoid coming into contact with people who hold these beliefs. Negative interactions with professionals such as GPs can negatively impact the person’s self esteem and dignity, as well as that of the carer. This in turn may mean that the person struggles to access the services which they need, or avoids seeking access to these services in fear of discrimination. A lack of access to services can also affect the carer because they can be left to care for the person without any respite or support network around them. The involvement of professionals such as occupational therapists, for example, can greatly improve the lives of both the person and the carer. All of this can negatively impact on the person’s behaviour, further affecting their quality of life (and that of the carer). Individuals and carers can be supported to overcome their fears through person centred planning. Support to do this can empower the individual to be in control of their life rather than fearful about what will happen to them. This support could come from advocates, charities, support groups, friends, line managers, etc. Carers are likely to be less scared and more informed about how they can effectively meet the person’s needs to improve their quality of life. Information about accessible services can demonstrate to the person with dementia that they can still be supported to live a full and active life. They can choose which services they would like to use and can see what is on offer, which might be in contrast to views they already hold about care providers. This information can ease the fears of carers, particularly where family carers are involved, because they may feel more at ease when they know that a wide range of person centred support is available. Where an organisation is providing support, training can help the support worker to feel more informed and confident in their ability to provide person centred care. This can ease any fear which the person has,  along with supervision meetings where they can discuss their development. Team meetings are also helpful, because the team can discuss their ways of working and address any issues that they have come across. Support groups and organisations can greatly help to ease the fears of both the individual and their carers, not only by providing practical advice and support, but through moral support too.

Free Essays on The Affects Of Globalization On Music

The Affects of Globalization on Music â€Å"Won’t you help me sing these songs of freedom?† -Bob Marley The influence that music has throughout the world is immeasurable. Music evokes many feeling, surfaces old memories, and creates new ones all while satisfying a sense of human emotion. With the ability to help identify a culture, as well as educate countries about other cultures, music also provides for a sense of knowledge. Music can be a tool for many things: relaxation, stimulation and communication. But at the same time it can also be a tool for resistance: against parents, against police against power. Within the reign of imported culture, cross cultivation and the creation of the so-called global village lies the need to expand horizons to engulf more than just what you see everyday. It is important to note that the role of music in today’s world is a key tool in the process of globalization. However, this does not necessarily provide us with any reasons that would make us believe that music has a homogenizing affect on the world. Globalization is becoming one of the most controversial topics in today’s world. We see people arguing over the loss of a nation’s cultural identity, the terror of westernization, and the reign of cultural imperialism. Through topics such as these we explore the possibilities or the existence of hybridization of cultures and values, and what some feel is the exploitation of their heritage. One important aspect that is not explored is that such influences can also be more than just a burden and an overstepping of bounds. These factors can create an educational environment as well as a reaffirmation of one’s own culture. With the music being the highly profitable, capitalist enterprise that it is today, it is no wonder that it is controlled and regulated by a few large conglomerates that exist is today’s world. It is important to make clear that although evidence is being presented of the po... Free Essays on The Affects Of Globalization On Music Free Essays on The Affects Of Globalization On Music The Affects of Globalization on Music â€Å"Won’t you help me sing these songs of freedom?† -Bob Marley The influence that music has throughout the world is immeasurable. Music evokes many feeling, surfaces old memories, and creates new ones all while satisfying a sense of human emotion. With the ability to help identify a culture, as well as educate countries about other cultures, music also provides for a sense of knowledge. Music can be a tool for many things: relaxation, stimulation and communication. But at the same time it can also be a tool for resistance: against parents, against police against power. Within the reign of imported culture, cross cultivation and the creation of the so-called global village lies the need to expand horizons to engulf more than just what you see everyday. It is important to note that the role of music in today’s world is a key tool in the process of globalization. However, this does not necessarily provide us with any reasons that would make us believe that music has a homogenizing affect on the world. Globalization is becoming one of the most controversial topics in today’s world. We see people arguing over the loss of a nation’s cultural identity, the terror of westernization, and the reign of cultural imperialism. Through topics such as these we explore the possibilities or the existence of hybridization of cultures and values, and what some feel is the exploitation of their heritage. One important aspect that is not explored is that such influences can also be more than just a burden and an overstepping of bounds. These factors can create an educational environment as well as a reaffirmation of one’s own culture. With the music being the highly profitable, capitalist enterprise that it is today, it is no wonder that it is controlled and regulated by a few large conglomerates that exist is today’s world. It is important to make clear that although evidence is being presented of the po...

Application of LBM in Aerospace Industry

Application of LBM in Aerospace Industry INTRODUCTION: Requirement of precision components, complicated design, stringent standards and testing, unusual size of workpiece, restrictions in conventional machining processes has lead to development of advanced machining processes shortly AMP. In past few years, there were several AMP’s developed such as electric discharge machining (EDM), electron beam machining, electrochemical machining, chemical machining processes (CMP), ultrasonic machining (USM), and jet machining processes abrasive jet machining, water jet machining, laser beam machining etc. Each of these AMP’s has its limitations in workpiece material, shape etc. But LBM is the one of the AMP’s where almost all material can be processed. One of major advantage of LBM is its ability to machine both conductive and non-conductive materials. Laser beam machining (LBM) is one of the most widely used thermal energy based non-contact type advance machining process which can be applied for almost whole ra nge of materials. Laser beam is focused for melting and vaporizing the unwanted material from the parent material. As of now the major application on LBM is profile cutting of geometrically complex part and making miniature holes in sheetmetal. HISTORY OF LASER: In 1917, it was Albert Einstein who first told the world about the process called â€Å"Stimulated Emission† which makes the laser possible. In 1957, Gordon Gould, a Columbia University student designed the first laser device in his laboratory. However the first working laser (ruby laser) was found on 16th of May, 1960 by Dr. Theodore Maiman. This demonstration of ruby laser acted as entry door to this field. Till then lots and lots of researches have been done and various lasers were found. Some of major contributions and highlights are â€Å"Gas laser† which used helium and neon gases by Ali Javan during 1960, semi conductor laser by Gunther Fenner in 1962, CO2 laser by Kumar Patel on 1964, Nd-YAG laser by Ge usic in 1964 etc. The first excimer laser was demonstrated in 1970 by Basov et ah and it was liquid xenon which was excited with a pulsed electron beam. The first commercial application of continuous wave CO2 lasers was made during 1967 by Western Electric and the first successful industrial application of laser cutting was die-board slotting. Whereas now, lasers have been into many areas such as aerospace, die and mold manufacturing, biomechanical devices, automotive, electric, and electronic industries etc. Likewise many studies have been made to find many such lasers and also studies were done to improve / optimize the working parameters of the lasers. FUNDAMENTALS OF LASER: Light Amplification by Stimulated Emission of Radiation – LASER is a device which produces a monochromatic light beam where all the waves are coherent. LASER consists of four primary components: Active medium : It contains atoms whose electrons are excited to higher energy levels by an energy source. They are solid crystals such as ruby or Nd:YAG, liquid dyes, gases like CO2 or Helium/Neon, or semiconductors such as GaAs. Excitation Mechanism: Excitation mechanisms pump energy into the active medium. Three basic method of excitation are optical, electrical or chemical. High Reflectance Mirror Partially Transmissive Mirror The major principles of Laser are stimulation, amplification and population inversion.

Systems Media Table Assignment Example | Topics and Well Written Essays - 1500 words

Systems Media Table - Assignment Example For instance, it can be used by small business, house record or as a phone directory The Hospital information system records manage, stores, manipulate and display the patients, medicine, doctors, beds and other resources record. Furthermore, the hospital management system is helpful in complete handling and running the administrative, financial and clinical operations of the hospital. Specialty information system technology offers a lot of different types of services. Specialty information system offers services for a lot of areas for example in proprietary or specialized processes connected to IT applications (e.g. project management, systems planning, network administration, database design, systems integration, network engineering, helpdesk support etc.). Administrative information systems offer facilities and supports in business/enterprise-wide requirements managing, maintaining and implementing the human resources and administration to finance, budgeting, payroll, research, time and effort reporting, etc. The main purpose of the operation support system is to deal with the telecom network based supporting processes like that provisioning services, maintaining network inventory, managing faults and configuring network components. A documentation system is a set of computer programs that is utilized to keep track and store electronic documents. The documentation system is also used to manage and handle the images of paper documents. Basically, these systems are used by organizations, business, and institutions for basic content management. In addition, these systems are used with the incorporation of digital asset management, enterprise content management (ECM) systems, workflow systems, document imaging, and records management systems.