Storytelling in Your College and Career Documents

Narrating in Your College and Career Documents At the point when we were kids, we as a whole cherished stories.â Well supposition what?â That hasn’t changed!â I as of late read the article Storytelling an Effective Training Method! what's more, it started me to compose this post. The truth of the matter is, we as a whole love a decent story.â Admissions boards love great stories.â Hiring supervisors love great stories.â Customers and customers love great stories.â Always remember:â the individual you’re composing for is a human being!â How would you get another person to peruse your document?â Spin a decent yarn! On the off chance that you’re applying to school, recount to a story with a start, center and end.â I had a customer who composed his school application exposition about showing his sister to ride a bike.â His first draft was all ruddy about how incredible the experience was, and it didn't have a convincing start, center and end.  He felt lost in the composition, and the paper was exhausting. What eventually made the story incredible was that he began toward the start, when he was irritated at his sister for being little and awkward, at that point traveled through the procedure of a discovery in turning into an educator, and a superior instructor lastly to where he discharged the seat and the sister took off all alone on the bike.â Victory! An extraordinary story. In school applications, commonly what makes an incredible story is to admit to a battle or shortcoming, and show how you got through it.â In an introductory letter, in all honesty, you can do something very similar. A wide range of individuals are stating â€Å"No one peruses introductory letters anymore.†Ã¢ Well, obviously nobody is perusing them †on the grounds that they are unnatural and exhausting and nobody can overcome them!â Have you at any point thought about that in the event that you compose a sufficient story in your introductory letter that it reallyâ will get read! Do you have a case of when a task was falling flat, and you stepped in to fix it?â That makes an extraordinary story!â Is there a case of something you accomplished that identifies with the activity you’re applying for?â Don’t be reluctant to recount to these accounts in your introductory letters! On your resume, as well, recount as a very remarkable story as possible in a bulleted line. What not to write:â â€Å"Assisted researchers with their research.† What to compose: â€Å"Conducted hereditary, the study of disease transmission, and conduct research on sport fish in Illinois, Canada, and the Bahamas.† Ok, presently that sounds sort of fascinating! For a case of an expert bio that recounts to an extraordinary story or two, see Senior Investment Analyst Bio on The Essay Expert’s website.â This customer answered to me that she adored her profile story so much that she remained quiet about perusing it after it was finished! Whatever the explanation, we as a whole love a decent story.â Tell one in your school and employment applications.â Tell one in your expert bio.â If you do it well, your target group will keep reading†¦Ã¢ and reading†¦Ã¢ and perusing.

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purchase custom Brilliant Apple Company Essay Sample Apple Company Apple Company Essay Sample Apple Inc. Foundation Built up in January 1977, Apple Inc. (usually alluded to as Apple) is associated with the structure, assembling and promoting of a wide scope of innovation items. Its item list incorporates a scope of cell phones (for correspondence and processing purposes) and (PCs) just as a choice of convenient advanced music and video players. The organization furthermore offers various programming, fringe gadget and systems administration arrangements. Apples own advertising system is broad and incorporates a business group, an online store, retail outlets and outsider sellers. Moreover, Apple Inc. sells a scope of outsider items that are perfect with its Macintosh PCs (Macs), iPods and iPhones by means of its retail and online stores. These items incorporate programming applications, stockpiling gadgets, printers, earphones and speakers just as an assortment of different peripherals and frill. Its iTunes App Store likewise stocks a wide scope of uses and advanced substance. The companys items a re mainstream with a wide range of individuals including private people, those engaged with imaginative interests, government bodies and instructive foundations just as SMEs (little and medium estimated organizations) (Whitney, 2010).

You should consider studying economics if

You should consider studying economics if… So if youve been reading these blogs for a while now, you might already be familiar with my experience of choosing a major. In summary, I came into MIT not knowing what I would study, ended up going with economics (Course 14), realized over the course of the following year that this was a really good decision, and continue to highly recommend it. I like to talk about my major a lot, but one thing that I guess I havent mentioned here before is my feeling that it is super under-appreciated by undergraduates in terms of the number of people who do it. As of some time in the fall of last year, there were three economics majors in the entire class of 18. Seriously, three (!!) out of over a thousand. On first glance, its hard to see whats not to love about the department. Weve got a high density of intimidatingly famous economists, course material that is relevant and cool, diverse job prospects after graduation, and some #1 world rankings by those sketchy university ranking websites. I guess a lot of people do come here with their hearts set on building robots and stuff, but for those who arent quite sure of what to do, I would suspect that the under-appreciation is at least partly driven by two things. The first thing is that its been somewhat inflexible in terms of course requirements, with a single program and core courses which may or may not be relevant to the subfield that each student prefers. I say its been in the past tense, though, because as you might have heard, there are a lot of changes to the undergraduate program starting this year. In May I received an email with the subject line Revised Requirements for the Economics Major which announced that the traditional C ourse 14 major (now 14-1) would be amended in a way that gives several options in places where there was previously a single required course, as well as reducing the number of electives needed overall. More dramatically, the department would also be adding an entirely new major, Mathematical Economics (14-2), which would focus more on the abstract, mathy subjects in economics, incorporate a foundation of pure mathematics, and allow electives in Course 18 to count towards the degree. Its also flexible in a way that I think will end up allowing more people to major or double major in economics. Sample Mathematical Economics Major (not counting GIRs, of course) A second reason for the relative smallness of the major is probably something to do with people just not knowing enough about it, and not really giving it proper consideration amidst all the talk about big majors like EECS. MIT is best known as an engineering school, so it makes sense that economics isn’t in the limelight among undergrads, but that totally doesn’t mean it should be overlooked. There’s also the fact that people often judge a major by its intro classes, and 14.01 and 14.02 (Intro Micro and Macroeconomics) are sometimes said to be among the least engaging classes in the major. I basically remember coming out of 14.01 with the impression that economists spend all day doing basic algebra and drawing supply and demand graphs. Either way, although Econ isn’t the major for everyone, I do think it’s for a lot more people than are currently actually studying it. More people should know more about Course 14, and for that I will do what I can. So, while I don’t think this blog post is the optimal place for information about what you can do with an economics degree (use the Internet, ask your professors, advisor, etc!), I can definitely tell you about what it’s like to study economics as an undergrad at MIT, and why I personally find it to be enjoyable and rewarding. You could ask a different Course 14 person and easily get a different perspective on it depending on their individual interests and plans. Based on my own experience, though, I think you should consider studying economics if You’re curious about people and human society, but prefer an analytical, mathematical style of reasoning that isn’t provided by the humanities. One of the reasons I was initially so unable to decide what I wanted to study was that I thought I had to choose between an analytical style of problem-solving and an interest in human beings. I did enjoy the humanities a lot, but I couldn’t see myself abandoning the satisfaction of technical rigor in my chosen field of study. At the same time, I couldn’t imagine keeping myself motivated to endure gruesomely difficult math psets and sleep-deprived nights spent studying if I couldn’t visualize what the math was for, or immediately be assured that its conclusions mattered to me. Abstract concepts were cool and interesting, but I thought that people were important. That isn’t to say that there aren’t applications of every field which impact people in highly significant ways, but economics is different in that the abstract concepts you’re studying are people, or approximations of them and their behavior. The basic conceptual units of neoclassical economics are decision-making agents, who are assumed to make rational decisions to maximize their overall happiness (utility) or profit in the case of firms. The paradigm begins with some idealized assumptions about these agents and mathematically proves what the societal outcome will be given their interactions in certain (also idealized) scenarios. Real life is hardly ideal, though, and these predictions might bear only passing resemblance to the actual world. The more interesting results come when we relax the assumptions, add complexity to the agents and scenarios, and allow for uncertainty, though not so much as to make the models intractable. It’s also important not to forget that neoclas sical economics isn’t the only economics, and that there are other highly influential ideas about how to construct these models which you can learn more about depending on which classes you choose to take. You want to understand how the world works In a class I took last semester, we would often be assigned to read an article or paper about a real-life event related to industry or business and then spend the next lecture discussing game-theoretic models to explain why they made sense. In a different class I that took last semester, we studied a different economic paradigm which attempts to axiomize a set of social and economic principles to not only explain, but predict how societies change over time. In another class, we learned about empirical and statistical methods used for extracting relationships between measurable variables in real-world data, and for interpreting them. I definitely would not say that economists understand the world far from it. They disagree with each other in major places and are generally very bad at predicting important things (for example, there were basically no economists who predicted the massive financial crash of 2008). The way I see the field, at present, is that a bunch of different perspectives each bring their own partial truths to the table: models which are good at describing some things, but not others, and equations which appear to hold true remarkably well until they don’t. The reality of the world is chaos, and entirely taming that chaos into a neat and comprehensible form is undoubtedly an impossible task. So, economists will probably never understand the world in the scientific sense of making it predictable, but they do understand parts of it pretty well, or are beginning to. This is of course exciting in itself, but it’s also exciting because the next time people around you are yelling about some government policy, you can have something intelligent and empirical to yell back instead of pure opinion. You can think about popular issues through an economic lens to be a more informed and reasoned citizen, and start to understand the implications of economic events that you see on the news. And if you’re a person who looks at current trends and issues and wonders whats behind them, then you’ll find satisfaction in learning the tools by which to approach these questions. Like, how do people actually make decisions? How does health economics work? What impact do new technologies have on job prospects for young people? To what extent are there really trade-offs between high living standards and equality? Why are business cycles a thing? Theres also the fact that the scope of economic modeling isnt limited to economic questions, as in situations where money and commerce are central. Many of these models, particularly in Microeconomics and game theory, are useful in understanding phenomena ranging from the everyday to the political to even the biological (see evolutionary game theory). For example, the prisoners dilemma, which is likely the first thing youll learn about when studying game theory, has been proposed as a mechanism behind both nuclear arms races and people not washing dirty dishes in a shared kitchen.  As an economics student, you might start to think about everyday behavior using game theory, see signaling in social situations, or encounter the structures of the models you study and speculate accordingly on their outcomes (like, how could the mechanism of competition in college admissions play out over time?). You’ll be amused if it actually happens that way, and if it doesnt, then youll be in good co mpany among actual economists who are bad at predicting things anyway. You like to think about improving the world There is this thought experiment which we covered in the class 17.01 last semester. It was conceived by the philosopher Peter Singer, who describes it in an essay entitled The Drowning Child and the Expanding Circle. It starts like this: To challenge my students to think about the ethics of what we owe to people in need, I ask them to imagine that their route to the university takes them past a shallow pond. One morning, I say to them, you notice a child has fallen in and appears to be drowning. To wade in and pull the child out would be easy but it will mean that you get your clothes wet and muddy, and by the time you go home and change you will have missed your first class. I then ask the students: do you have any obligation to rescue the child? Unanimously, the students say they do. The importance of saving a child so far outweighs the cost of getting one’s clothes muddy and missing a class, that they refuse to consider it any kind of excuse for not saving the child. Once we are all clear about our obligations to rescue the drowning child in front of us, I ask: would it make any difference if the child were far away, in another country perhaps, but similarly in danger of death, and equally within your means to save, at no great cost â€" and absolutely no danger â€" to yourself? Virtually all agree that distance and nationality make no moral difference to the situation. I then point out that we are all in that situation of the person passing the shallow pond: we can all save lives of people, both children and adults, who would otherwise die, and we can do so at a very small cost to us: the cost of a new CD, a shirt or a night out at a restaurant or concert, can mean the difference between life and death to more than one person somewhere in the world â€" and overseas aid agencies like Oxfam overcome the problem of acting at a distance. The essay demonstrates the importance of donating to help the people who need it most, a perfectly good and true message. But while we were learning about it, I was also sort of thinking like, sure Peter Singer, I would save the drowning child, but the reality you’re trying to parallel isn’t really much like that. A better analogy would be something like this: you’re walking along on your route to class and all of a sudden you come across an enormous lake in which, say, millions of children are all simultaneously drowning. You first scream in terror, and then maybe just stand there paralyzed by your shock at how something like this could possibly be real (I hope this is all just a thought experiment..) and then you then look to the sides of the lake and notice that thousands more children are falling into it by the second. It’s terrifying! So what do you do? You could jump in and save a few of them, but after a while you’ll start to feel that it’s futile. At that point you could run away and try to forget what you saw, but if you really want to help them, you might start to wonder about the reasons why all of these children are falling into the lake in the first place while you remain safe and dry. It isn’t just a random accident where some kid happened to fall in one day, and it’s obvious to you that there’s some kind of structure behind it. Here you can start to think like a scientist: how do I figure out what that structure consists of? What can be done to fix it? Some of the most prominent work that has come out of our Econ department attempts to answer these questions. If you’re interested in learning more about it, I will recommend you the books Why Nations Fail and Poor Economics, which represent two very different approaches to these questions developed here at MIT. One theorizes on the role of institutions and political power on economic outcomes, while the other emphasizes empirical experimentation (conducted by MIT’s JPAL) as a way to understand and alleviate poverty. I remember someone at CPW told me she decided to come to MIT and major in Course 14 after reading Poor Economics, which is awesome, especially because we have the opportunity to do this kind of research while still an undergraduate. Other than that, economics is indispensable in solving all sorts of problems, like in designing and evaluating policy, improving logistical efficiency, and designing institutions that improve the way people work and live. Personally, Im not really sure what Ill end up doing, but one of my favorite parts of the major is being immersed in all the normative implications about what can be done, theoretically or empirically, to make a significant difference in peoples opportunities and outcomes. The question of what should the world be like? isnt reserved as a private, personal value question, but thrown out in the open and debated as a major part of the discipline. Anyway maybe these reasons will apply to you more or less depending on what you want to do, but they cover much of what I enjoy about the subject, and I hope they can be useful to you in deciding what you want to major or double major (or minor, concentrate, whatever) in. Id also be happy to chat if you have any questions or anything. Otherwise, good luck to you and happy major choosing. :) Post Tagged #Course 14 - Economics

Essay on The Problem with Lecturing A Rhetorical Analysis

When I first read the title of the article â€Å"The Problem with Lecturing† I was immediately drawn to the subject at hand. Being a student who has struggled in the past with the teaching method of lecture classes, I was curious as of what aspect Emily Hanford was going to write about. I was curious to see what appeal she would use to make her point. Would she use ethos, logos, pathos or a combination of all three? And at what point would her kairos moments appear. To my delight, Emily touched base on may different aspect of the problem with lecturing including, but not limited to, testing understanding once lectured (ethos), professors taking the matter to heart of its lack of effectiveness (pathos) , and the importance of professors†¦show more content†¦She has a degree in English and American Studies from Amherst College (American Radioworks). As it is noted her background and work history gives Hanford credibility as a writer and solid evidence as of why one m ay trust her concern and observation on the subject of education. As well as being an honored journalist. Next, as an appeal to logic Hanford begins by sharing about two professors in the late 1970 from two different well know college who were perplex that semester after semester there students were not receiving rating above the 40 percent mark on their exams because of the lecturing method that were being used. To further convince the reader about her concern about the problem with lecturing she continues to share about Hestenes and Hallouns testing methods, which were created specifically to probe student understand of physics. This test was known as Force Concept Inventory (FCI), which was used to track the conceptual understanding of physics. She states that Hastenes and Hallouns gave the test to 1000 students who attended two different schools and had seven different instructors and noted that each class was taught in traditional lecture style. Each student was given the test at the beginning of the semester and at the end of a traditional lecturing semester on physics. The testing had found that there was only a 14% growth of conceptual understanding of physics. These uses of logos give her concernShow MoreRelatedReading The Same Book Over And Over1016 Words   |  5 Pageswith their writing, they stick to the bland and boring basic ways that everyone else uses. In the article Freirean Voices, Student Choices, a college professor at Mid Michigan Community College explains the problems students and teachers face with writing and how he has worked to fix this problem. Barry Alford, the author of the article, uses all personal experience to persuade the reader that students should be writing in more complex and rich ways. Another tactic he used to persuade the audienceRead MoreRhetorical Analysis of â€Å"The Dangerous Myth of Grade Inflation†1229 Words   |  4 Pages Ronnie Reed Dr. Dixon EH 132 16 October 2014 Rhetorical Analysis of â€Å"The Dangerous Myth of Grade Inflation† There is proof in the pudding. This clichà © has been used an immeasurable amount of times to express that evidence to the claim leads to its legitimacy. It has been speculated for many years that grades are being inflated, and students are receiving A’s for mediocre work. In fact, the introduction of Alfie Kohn’s â€Å"The Dangerous Myth of Grade Inflation† shows reports of the matter madeRead MoreCritical Thinking Reflection Paper1792 Words   |  8 Pagesthat I was unaware of prior to analyzing my teaching. This lesson involved practicing multiplication story problems that were more difficult than the problems they are used to completing. 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Show professional growth or development by linking these experiences to what you learned as an undergraduate—and without ―lecturingâ€â€" to a reader who knows more than you. 4. Include special achievements: You might include literary or research awards, academic honors, grant proposals, and fellowships or internships, poster sessions, and published research. 5. Explain why you haveRead MoreDeveloping Management Skills404131 Words   |  1617 Pages978-0-13-612100-8 1. Management—-Study and teaching. 2. Management—Problems, exercises, etc. Kim S. II. Title. HD30.4.W46 20 11 658.40071 173—dc22 I. Cameron, 2009040522 10 9 8 7 6 5 4 3 2 ISBN 10: 0-13-612100-4 ISBN 13: 978-0-13-612100-8 B R I E F TA B L E O F C O N T E N T S Preface xvii Introduction 1 PART I 1 2 3 PERSONAL SKILLS 44 Developing Self-Awareness 45 Managing Personal Stress 105 Solving Problems Analytically and Creatively 167 PART II 4 5 6 7 INTERPERSONAL

Personal Statement Philosophy And Goals - 1193 Words

Philosophy and Goals My philosophy and goals are not something that I have sat and pondered, not until something happens in my life that makes me take a step back and examine who I am and what I want out of life. In order to find that out, I will need to reflect upon what my purpose or mission in life is and how it relates to the way I conduct myself and the choices I make. I have set goals throughout my life, but I need to make sure they are laid out in such a way that working towards them promotes my mission. There may prove to be difficulties along the way that I will have to overcome, however if I hold true to my belief in my purpose, I can accomplish my goals and fulfill my mission. Mission Statement My mission in life has changed over the years. It started out very simple, it was to just have a job in order to pay for the fun activities that I wanted to take part in. Once I was a little older, it grew into wanting to a better job so I could afford a car, a house and nice things to furnish the house with. Now that I’m even older and hopefully a little wiser, my family has become my focus. My mission is to be a good example for my children and grandchildren. Letting them see how education can better your life by qualifying you for that higher paying job. That hard work will reward you with the capabilities to provide the necessities as well as the luxuries in life. 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If You Read Nothing Else Today, Read This Report on Essay Samples with Thesis Statement How to Choose Essay Samples with Thesis Statement Our samples include explanations of the way to do it right and what things to avoid. With the previous part, you may want support from an argumentative thesis generator. You will use evidence from your studying to demonstrate the point you're making. Whatever thesis statement you opt to write, be certain to at all times phrase it as a simple fact, because when you state your position in a thesis statement for a simple fact, your readers may wish to keep on reading as a way to learn why you believe the way that you do. Whether it's a technique or a controversial statement, be certain the reader receives the idea in a crystal clear and comprehensive manner. Such a thesis statement will leave the reader wondering what type of approach you mean to utilize so as to maintain your stance. In some instances, you may discover that in writing the arguments, your position will be totally reversed! Dependent on the subject you will discuss in the essay, it's wise that you conduct extensive research to have the ability to find adequate ideas to select from to be able to think of a suitable argument or claim. One of the principal qualities of a thesis statement is the fact that it always supplies an answer to a particular question and does so transparently and succinctly. As you do the research, attempt to highlight a number of the crucial points about the subject to offer you an effortless time in building a decision on the very best angle to pursue. Using the expression statement' often confuses students into thinking that the claim must be put in 1 sentence. Below there's a range of examples of weak and strong thesis statements, so the students may truly feel the difference between them. Getting particular in your essay represents a much superior approach in compar ison to including universal factors that aren't very relevant. The Fundamentals of Essay Samples with Thesis Statement Revealed For that reason, it's important to produce a thesis statement you could support in the practice of writing your paper. For a lengthier essay, you require a thesis statement that is more versatile. Now that you understand more about the way to compose an effective thesis statement, you can commence writing your own thesis. Composing an excellent thesis statement is practically as challenging as completing a whole ten-page narrative because of the way that it manages to sum up a whole argument with merely a few words. Essay writing can be rather complicated if you don't have a superior plan. Developing a thesis statement isn't as difficult as you think that it is. It usually gives an idea of what you are going to do with your paper. Writing a thesis statement always needs a lengthy thinking process ahead of its composition. The Hidden Truth on Essay Samples with Thesis Statement You might also see value statements. You can also see income statements. You could also see employee statements. You can also see management statement. You could also see opening statements. You can also see problem statements. You could also see teaching statements. Just since there are two forms of thesis statements (informative and persuasive), there are two fundamental styles you may use. A thesis statement isn't a very long commonly no longer than 1 sentence claim that you want to present after the debut of your papers topic. To put it differently, you ought not compose a statement that looks rigid or final in the opinion of readers. An indirect statement doesn't indicate the thought of your essay clearly. A strong thesis statement is likely to make your reader want to find out more and help him understand what things to anticipate from the rest of your essay. In order to create your essay as strong and clear as possible, you may want to compose an extremely very good thesis statement. A thesis statement isn't a very long, commonly no longer than 1 sentence, claim that you have to present after the debut of your paper's topic. Your thesis statement is crucial as it foreshadows your important argument and sets the stage for the remainder of your essay. A superb thesis statement has to be written to reflect your views on the subject.

Greek Gods and Goddesses Essay Example For Students

Greek Gods and Goddesses Essay God/GoddessesInformationPoseidon (Roman Name: NeptunePoseidon was another of the three sons of Cronus. He won the Sea as his realm in the casting of lots. Poseidon was a Sea God but he was also called Ennosigaios, Earthshaker and was the God of Earthquakes. Every coastal city was in some way connected to him. But he lost cities to other patrons as well: Corinth to Helius, Athens to Athena, and Argos to Hera (he was seriously bitter about that, and dried up the rivers for a while). Hades (Roman Name: Ploutos)Lord of the underworld (which was also known as Hades) and God of the dead. He abducted Persephone and made her his queen. Brother of Zeus. Zeus(Roman Name: Jupiter)The Supreme God of the Olympians. The God of Sky, Weather, Thunder and Lightening (no one dare challenge his fierce thunderbolts); Cloud-Gatherer; God of Home and Hearth, of Hospitality to Strangers; of Oaths. Zeus was the youngest son of Titans, Cronus and RheaHeaven and Earth were his realms. Hera (Roman name: Juno)Hera is known for being the wife of Zeus (her brother), The Goddess of Marriage and the Queen of Gods. Shes also the younger daughter of Rhea and Cronus. Her bird is the peacock and she is known to be horribly jealous. She appeared to be very jealous of Hercules(son of Zeus)Aphrodite (Roman name: Venus)The goddess of love, beauty and fertility. She was also the protector of sailors. Aphrodite was the daughter of Dione and Zeus. She is also the great grandmother of Dionysus (who she also had a child with), and she had a brief relationship with Ares. Dionysus (Roman name: Bacchus)The god of wine and the son of Zeus and mortal heroine Semele. Dionysus was the one who granted Midas the power to turn whatever he touched into gold. Ares ( Roman name: Mars)The god of war. Ares father is Zeus. Ares was handsome and cruel. He was often shown carrying a bloodstained spear. His thrown on Mount Olympus is said to be covered in human skin. Apollo ( Roman name: Phoebus)The god of prophesy, music and healing. As god of music, Apollo is often seen playing the lyre. He didnt invent this instrument; it was given to him by Hermes. Apollo was the twin brother of Artemis. Artemis ( Roman name: Diana)Artemis was the virgin goddess of the hunt. She helped woman during child birth. Artemis and her brother Apollo were the children of Zeus and Leto. When Apollo noticed Artemis spending great deal hunting, he decided to end their close relationship. Artemis was very cold and vowed never to marry. Hermes ( Roman name: Mercury)The messenger of the gods and guide of dead souls to the Underworld. Hermes was a prankster and a genius from birth. He is the son of Zeus and a mountain nymph. Hermes created the first lyre. Hermes was known for his helpfulness to mankind. He owned magic sandals, with the ability to fly and often let others borrow them. Hephaestus ( Roman name: Vulcan)The god of fire and crafts. Hephaestus was the son of Zeus and Hera. He limped because he was born lame, which caused his mother to throw him off Mount Olympus. Demeter ( Roman name: Ceres)The goddess of agriculture. Demeter was the sister of Zeus and the mother of Persephone. She was known for her bad temper. Athena ( Roman name: Minerva)The goddess of Wisdom, Weaving, Crafts and Military Victory. Athena is also the patron goddess of Athens and one of the three Virgin Goddesses. Her bird was an owl. Athena was the daughter of Zeus and Metis.

Love And Hate Essays - Love, Emotions, Discrimination, Hatred

Love And Hate Historically, extremes in emotion and reason do not often mix. I am thus cautious of attempting to comb through love or hate with reason. My recourses are two: to (yes, using what reason I have) separate intellectual thought from emotion; and to apply as little reason as possible without ceasing to write. It seems reasonable (sorry) to assume that emotion and reason have nothing to do with each other. It also seems very likely that one cannot exist with the other. They seem capable of cohabitation within a single person, but fall upon differing objects. Are not the things we love or hate not the things we understand? Hate: Hate is one of our reactions to a lack of understanding. We cannot hate that which we understand. Hate is our frustration at failure to comprehend. The more we understand something hated, the more our hatred becomes sadness or pity, or deepens to a hatred of that which caused whatever it was that we did not understand. In the latter case, the hatred may increase with understanding, but the object of the hatred has shifted. We are given a wide range of paths for dealing with our hatred, from the altruistic to the reactionary. The altruists, wishing peace without societal discord, tell us to repress our hatred and replace it with love, a path bound eventually for emotive explosion and breakdown. The diametric path gives us a series of smaller explosions with promise of emotional stability as a result of constant expulsion of malefic urges. Neither of these, or combinations thereof, are terribly productive ways in which to deal with hate, as even the moderate paths deal with the hatred only superficially and inefficiently. I see the only way around hatred being understanding. Upon comprehension of the object of hatred, one is either better equipped for the constructive removal of said object, cooly and rationally; or no longer desirous of the removal. Either outcome is fully satisfying altruistically. In the latter case, one must accept simultaneously a bit of humility for having been mistaken as well as a bit of pride for having become a bit more correct. This leaves one emotionally balanced. The hatred is not repressed, but transformed. The same emotional energy is simply working in a different direction. Upon the removal of the object, the hatred is put to work in a positive manner instead of simply lashing out half-cocked and possibly incorrectly. The process is simply that of questioning: "why does this specific situation exist?", and "what can be done to cause this situation not to exist?". Realize that just as for every action, there is an equal and opposite reaction; for every reaction, there is an equal and opposite cause; and that nothing is simply either cause or effect, but everything is both. Love: Ask the same questions, hope not to find answers, and don't be disappointed when you do. If you find understanding of the object of love, it will no longer be an object of love, as love, similarly to hate, is a reaction to a lack of understanding. The faster you find answers, the more superficial the emotion. When answers come in the form of more questions, you have a true indication of the intensity and thoroughness of the emotion, and there is more likelyhood that when love finally disappears, through comprehension, it will be replaced with respect and admiration which you will find very easy to tell yourself is the same thing. I am sorry if it seems I have advised you to processes that diminish or destroy emotions; I have not. Emotions, contrary to poetic assumption, are not permanent, but transitory (although it is certainly not impossible for them to remain for durations exceeding a human lifetime). I believe that the proper thing to do with emotions is to consummate them, not to either prolong or shorten their duration, for one is stagnation and the other repression.

Free Essays on Heroism

Have no fear a hero is here! â€Å"What characteristics should a hero have?† This is the question people ask. People have many different ideas on what a hero should be like. But surely most people would agree that a hero should be strong, intelligent, and brave. These characteristics have stayed the same, for the most part, from years ago. Strength is an ideal characteristic of a hero. Not only physical strength, but also strength in mind, heart, and spirit. The popular children super hero, Superman, possessed all these types of strength. He was able to lift cars, was smart, and also very kind to the good people. Superman was not always nice to everyone. He would punish the â€Å"evil doers† around the world for trying to hurt the innocent people. Intelligence is the next characteristic. Never in the history of hero’s was there a dumb hero. The hero needs to be intelligent, so he can figure different tactics to come to a solution for a problem. In some cases a hero may be a doctor who saves a family member from dying of heart problems. The doctor must be intelligent enough to be able to know what to look for to diagnose this problem. Courage is the most important characteristic of a hero. A hero must have courage to risk their life for the life of another person. If a hero were not brave this â€Å"hero† would never be able so save someone who is in harms way. The fire fighters, police officers, and paramedics in this country surely have courage. Being able to wake up every morning and not knowing what is going to go wrong that day takes courage. Surely one will agree that the typical hero possesses these three characteristics. In all hero’s, one will find strength, intelligence, and courage. These characteristics of a hero, for the most part, are the same characteristics of a hero from years past.... Free Essays on Heroism Free Essays on Heroism Have no fear a hero is here! â€Å"What characteristics should a hero have?† This is the question people ask. People have many different ideas on what a hero should be like. But surely most people would agree that a hero should be strong, intelligent, and brave. These characteristics have stayed the same, for the most part, from years ago. Strength is an ideal characteristic of a hero. Not only physical strength, but also strength in mind, heart, and spirit. The popular children super hero, Superman, possessed all these types of strength. He was able to lift cars, was smart, and also very kind to the good people. Superman was not always nice to everyone. He would punish the â€Å"evil doers† around the world for trying to hurt the innocent people. Intelligence is the next characteristic. Never in the history of hero’s was there a dumb hero. The hero needs to be intelligent, so he can figure different tactics to come to a solution for a problem. In some cases a hero may be a doctor who saves a family member from dying of heart problems. The doctor must be intelligent enough to be able to know what to look for to diagnose this problem. Courage is the most important characteristic of a hero. A hero must have courage to risk their life for the life of another person. If a hero were not brave this â€Å"hero† would never be able so save someone who is in harms way. The fire fighters, police officers, and paramedics in this country surely have courage. Being able to wake up every morning and not knowing what is going to go wrong that day takes courage. Surely one will agree that the typical hero possesses these three characteristics. In all hero’s, one will find strength, intelligence, and courage. These characteristics of a hero, for the most part, are the same characteristics of a hero from years past....

Strategic Human Resource Management Essay Example | Topics and Well Written Essays - 2500 words - 1

Strategic Human Resource Management - Essay Example The ever-changing environment reminds us that, for a business to survive, it has to concentrate on its core competencies to be ahead of the competitors. The concept of Strategic Human Resource Management has changed keeping in mind to be sustainable in this world of high cut throat competitions. Human resource management (HRM) involves all management activities and decisions that directly or indirectly keep marks on the human capital of the company. HRM is full of different strategies, in the other way HRM in strategic level is called SHRM. SHRM implies different aspects of an organization. First it gives importance on the human resources which is a differentiator among the competitors. Secondly it gives a clear idea about the process and goal of the company. Third it reflects different HR programs. The main aim of SHRM is to be successful through human capital. SHRM helps organization to get skilled, dedicated and motivated human capital. It also helps a company to retain its valuable workforce. There are lots of elements are related with SHRM. Those are discussed below. SHRM creates a transformation among the staffs. It brings certain changes among the staffs. Those are team building, global perspective, strategic planning. SHRM also brings transformations in organizational structures. The hr policy will maybe centralize or decentralized. It would be guided by SHRM. It is a discipline which enlightens different practises, ideas, concepts keeping in line with HRM tactical planning, philosophy, activities and long term goal of the company. SHRM gives great guidelines on how to lay the strong base for strategic advantages by the creation of effective organizational structure and design culture, value proposition of workforce. The appropriate communication strategy also can be prepared for a changing landscape. It gives Strategic human resource management Essay Example | Topics and Well Written Essays - 1500 words Strategic human resource management - Essay Example Building Business Case for HR as a Strategic Asset Human resource professionals need to build strong case studies supporting the business objective communicated by the management to employees. The HR department can use previous research works, academic resource, survey reports and industry data in order to support order to build business case. Strategy Map Creation Performance measurement action needs to be integrated by HR department in order to trigger value creation process. The company needs to create graphical representation of performance drivers while mapping the value chain process. HR Deliverable within Strategy Map HR managers need to depict performance drivers and HR enablers separately in order to increase potentiality of strategic map. HR deliverables must support firm level performance drivers of strategy map. Aligning HR Architecture with HR deliverables HR managers need to architect existing HR system (work organization, competencies) in accordance with HR deliverable s (low turnover) to increase strategic value of the map. Aligning existing HR system with organization’s macro level strategy plays cordial role in this step (Becker, Ulrich and Huselid, 2001, p.p 36-47). Strategic Measurement System In this stage HR managers develop measurement tool for HR deliverables to fulfil business objective of the organization. Measurement Detailed process flow for executing and monitoring is drawn in this step. HR managers focus on implementation strategy of the HR Scorecard in context to objective of the organization. The seven step model can be defined in the following manner. (Source: Becker, Ulrich and Huselid, 2001, p.p 36-47) 2.0 Balance Scorecard Some of the major performance measurement tools that are being used in current business scenario include Balanced Scorecard, Economic Value Added (EVA), Activity Based Costing and Management, Performance Prism and Quality Management. However among the aforementioned tools, importance and usage of bala nced scorecard will be principally highlighted through the entire report. While the saying ‘balanced scorecard was coined in the early 1990s’, the origin of this approach however is believed to be deep, and also embrace radical work of General Electric (GE) during the early 1950s. The work was basically based on reporting of performance measurement. Apart from this French process engineers have also contributed immensely towards the development of performance management tools. There work was during the early 20th century. In this context the engineers literally developed a â€Å"dashboard† in order to monitor performance levels in a simplified and efficient way. Despite of its early conception, it was originally developed at Harvard business school by Dr. David Norton and Dr. Robert Kaplan in the year 1992 (Eckerson, 2010, P. 11). During the initial phases after the development of balanced scorecard, it was merely used as the performance measurement tool or a per formance measurement agenda. Nevertheless slowly with the passage of time balanced scorecard has been able to gain much more importance in the professional field. A number of companies incorporated balanced scorecard into their system of operation in order to facilitate effective and well-organized performance measu

Lighting withing religious buildings Thesis Example | Topics and Well Written Essays - 8500 words

Lighting withing religious buildings - Thesis Example By 15 BC, the Roman people made use of natural light in buildings given the unavailability of artificial light, and natural light became the domain of the architect. The need for natural lighting led to the introduction of windows that used glass panes. The invention of glass dates back to 2500 BC in Mesopotamia. Originally, the use of glass in religious buildings served a decorative role with colour being an essential attribute of glass. It is this attributes that religious people explored to create stained and art glass windows in places of worship. According to religious people, the art or stains on glass was light enough to allow light streams to pass through while projecting plays of colour and light throughout the interior spaces. Over time, art glass in religious architecture became part of religious culture. Although religious architecture is extremely complex for lack of shared basic characteristics amongst all religions, most religions embrace art glass in their architecture (Anon., 2011). For instance, Muslims and Christians’ embracing of art glass dates back to the middle ages when both introduced large scale colour art glass window. Back then, art was elevated as a symbol of the divine while adding colour, light, and beauty. For the worshippers, these windows shared the faith teachings with worshippers through secular and Christian scenes present in art glass design. For the Christians, the windows were used by the clergy to teach the gospel. One of the major roles of glass, evident in France during the 12th century, was for the provision of natural lighting. This light was equated with beauty and goodness while stained glass window was preferred for its superb connection to daylight. The value of natural lighting through the glass was defined by Philosopher Abbot Suger as â€Å"Divine light† based on his reasoning that through natural light, God could be experienced by

The Early Years Foundation Stage Children And Young People Essay

The Early Years Foundation Stage Children And Young People Essay Introduction The portfolio is a planning file which contains three detailed assessments of childrens learning. The assessments will be conducted on three different children; each assessment will cover all seven areas of learning. Firstly, the writer will describe the setting, and then the Early Years Foundation Stage (EYFS) 2012, that requires schools to work in partnership with parents. This will be a part of the on-going observation and assessment process. By observation, assessment and planning the system will be effective particularly when these elements come together as a cycle. According to Macleod and Kay (2008) all planning starts with observing children in order to understand and consider their current interests, development and learning. By observing children, teachers understand their needs, what they are interested in and what they can do. Secondly, there will be an analysis of the role of observation and assessment in planning that will highlight the three childrens achievements or their need for further support. This will start with Child A, followed by Child B and lastly Child C who are aged 4-5 years. Observation, assessment and planning will flow into one another. Finally, the writer of this profile will discuss developmental assessment, what it is and how it is used in the setting for each of the children. This all will result in summarising how the planning/observation cycle has enabled progress in the learning of Children A, B and C. The Setting The primary school itself is a four storey Victorian building. The rooms are spacious and very well resourced. They have a dedicated early years centre, music and performing arts suite and a computer suite as well as computers in every classroom. There are three outdoor play areas for the children including a wildlife garden, two quiet gardens and games areas. The school is in Central London, surrounded by world class learning institutions and opportunities, which act daily as extended classrooms. It works in close partnership with parents and carers to encourage them to be involved in their childrens education. As well as valuing their parents and carers, they are always welcome in school. The primary school is a multi-cultural environment but the majority of children are Bengali. The school runs from Nursery to Year Six with the capacity for over 400 children aged between three to twelve years. There are 39 children in reception aged between 4-5 years and this is where the three children are observed. It is formed by having two groups: one called Lady Birds and the other Grasshoppers, the teachers both work in tandem with one another to plan the childrens curriculum. Both of the groups have one main teacher with a teaching assistant. The Lady Birds has 19 children, 10 boys and 9 girls. The Grasshoppers has 11 girls and 9 boys. As this is a primary school all children are expected to attend as childrens attainment and achievement is directly linked to high school attendance (Ref?).   School starts at 9 oclock. Children are expected to attain a minimum of 95% attendance. All classes compete for an attendance award each week and a cup each term. The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). This means that the setting cannot discriminate against pupils or treat them less favourably because of their gender, race, disability, religion or belief. (The Act also covers discrimination relating to gender reassignment, sexual orientation or pregnancy or maternity which perhaps has less relevance for young children). Early Years Foundation Stage EYFS 2012 is a legal framework that sets the standards for all the providers for early years to certify that children learn and develop as well as maintained in a healthy and secure manor. It encourages teaching and learning and ensures that they are well equipped with a range of knowledge and skills. In addition this will help them build the basis of their learning and aid them to progress through education and life. The school wants the children to develop independence and to co-operate with others and to talk and communicate in a range of situations. The opportunities for learning are provided through a planned and balanced adult-led and child-initiated curriculum. To enable children to develop positive self-esteem and attitude, learning takes place both indoors and outdoors. It is expected that suitable clothing and footwear are worn to school so that children can benefit from the experiences provided in all weathers. All early years providers follow the EYFS (2012) ensuring that every child is encouraged to learn through play. History In September 2008 the EYFS framework becomes statutory for all early years care and education providers in Ofsted registered settings attended by children from birth to five years of age. It created a framework that replaces the three previous early years documents Curriculum Guidance for the Foundation Stage, Birth to Three Matters and National Standards for Under 8s Day-care and Child-minding. However On the 27th March 2012 a revised version of the EYFS framework was established which then followed the execution from the 1 September 2012. This covers a vital part of the Governments wider vision for families in the foundation years. It shows the emphasis of supporting children by removing professionals from bureaucracy. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this was the birth of EYFS 2012. In addition the Early Education (2012) is also pleased to launch Development Matters in the Early Years Foundation Stage, new non-statutory guidance produced by Early Education with support from the Department for Education that supports all those working in early childhood education.    The role of observation and assessment in planning for childrens learning Children are observed to assess developmental progress. Observation takes place primarily through childrens normal daily activities, their use of language, social interactions with others and work samples that demonstrate learning. In a sense, observation can have different meanings and imply different degrees of involvement to many practitioners. But in this case, the term observation according to Wadsworth, (1983) is the act of looking at something, without influencing it and recording the scene or action for later analysis (Also see Appendix 3A). The four key ideas of observation involve regular intentional watching of children in a wide variety of circumstances that are representative of their behaviours and skills demonstrated over time. Secondly, a daily observation would be an on-going one involving classroom/home performances and typical activities of the child leading to the collection of a wealth of reliable information. The third key idea of observation relates to demonstrated performance during real activities, not actions that are contrived or unnatural. Finally, as a practitioner the writer would need a solid understating of the meaning and purpose of observation and should have practice recording childrens behaviours and skills every day. According to Bruce (2006), we observe in order to improve our teaching, construct theory, help parents, use an assessment tool, wonder why and solve a problem and communicate with children. The different types of observation include narrative where the observer makes records that keep track of everything that happens in a specified time period. The writer finds this most valuable, but also the most difficult because à ¢Ã¢â€š ¬Ã‚ ¦. Secondly, the observer can use time samples where the method used is to count the number of behaviours occurring at uniform timed intervals. There are also event samples where the observer records a specific behaviour only when it occurs. Finally, there are teacher-designed instruments, like checklists, rating scales and shadow studies. When assessing a plan, evaluation would be key, according to ________ (year), who goes on to say that in education practitioners evaluate for curriculum, materials and equipment, the environment, childrens behaviour and teachers effectiveness. As the writer is a practitioner he can reflect that when he evaluates, it provides information by which to rate performance, define areas of difficulty, and look for possible solutions, as well as goal setting, monitoring growth and progress, and planning. ___________ (year) suggests good evaluations include selecting what will be evaluated, having a clear purpose and stating goals clearly, and so forth. But ___________(year) expresses concern about evaluations making unfair comparison, placing overemphasis on norms and interpretations, and so forth. However, although both theorists might make a justified point, the current writer agrees that evaluation is a broad concept which can be an informal process but is often times confused with more formal testing and measurements. Through evaluation, teachers link specific goals to larger, more encompassing objectives that focus on the relationship between teaching in the classroom and the overriding educational objectives. The writer also understands that observation is a natural process in which all practitioners participate all the time. They look at and listen to children. However the disadvantage and a major problem with observation, according to Wadsworth, (1983) is the fact that an observer is also a learner. Observers, like their subjects, have feelings, aspirations, fears, biases, and prejudices. Any one of these can influence and distort that which is being observed. He goes on to say that, an observer watches a group of children at play. One child turns to another and strikes him on the arm. The observer jots down hostility. The event was one child strikes another. The observer interpreted the act to be one of hostility. Wadsworth (1983) explains that when an observer thus infers motive to observed action, he/she adds something of him/herself to the data. Such data may be distorted and therefore invalid and unreliable. In the early years setting there are seven areas of learning and development which are labelled into two. The first is the three prime areas which are Communication and Language (CL); Physical Development (PD); and Personal, Social and Emotional Development (PSED) Secondly, the four Specific Areas, through which the three Prime Areas are strengthened and applied, are Literacy (L); Mathematics (M); Understanding the World (UW); and Expressive Arts and Design (EAD). Macleod and Kay (2008), mention that all areas of learning and development are important and inter-connected. The Three Prime Areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. The writers school Developmental Assessment follows the EYFS (2012) review. They consider the assessment pyramid. The pyramid demonstrates that there is a large amount of information collected about each child and attempts to define some of these data sets. This pyramid also attempts to demonstrate that there is a link between formative assessment and planning. The pyramid shows that the end result of summative assessment of the data collected is the end product and that the progress of the child remains as the main focus of the process (EYFS 2012). The Statutory framework for the EYFS mentions the responsibility for assessment and day to day practice like the planning cycle. This lies with teachers who observe, assess, plan and do these again and again. Development Matters (2012) is also used as part of observation, assessment and planning. It is used at points during the EYFS (2012) as a guide to making best-fit summative judgements, with parents and colleagues across agencies, about whether a child is showing typical development, may be at risk of delay or is ahead for their age. Appendix 1A shows the Plan in the settings of EYFS Medium Term Planning for Children A, B and C; it displays the seven stages as mentioned before. The main focus and theme is traditional tales. (See Appendix 1A underlined in pink) It also gives objectivess and early learning goals; these are under the seven areas of development and the ones that are highlighted in yellow are the ones Child A, B and C had completed; at the bottom are the Characteristics of Effective Learning like assessment, environment/resources and stories. (See Appendix 1A) Appendix 2A shows the Assessment and Evaluation of the weekly planning for Child A, B and C. and gives the childrens interest, needs and schemas. It also gives the children seven areas as well as the next steps to be taken for Child A, B and C; finally it gives the childrens experiences. (See Appendix 2A) Appendix 3A shows the weekly Environment Plan for Reception giving time to include the activities with the theme set. (See Appendix 3A) Appendix 4A is the characteristics of effective learning process over outcome. This is to give practitioners and teachers ideas and encourage the keeping in mind of these thoughts when interacting with children. (See Appendix 4A) Observation of children A, B, and C Based on the three assessments above the writer observed each child engaged in activity/exp. The framework which the school uses is the Early Years Foundation Stage curriculum (2012). The activities they provide cover the seven areas of learning for Child A, B and C. It will help them to plan how best to support young childrens learning and development and share information and ideas with parents and carers. Assessment and Evaluation Observationsà ¢Ã¢â€š ¬Ã‚ ¦Aresa Prim and Specify à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Weekly Environment Plan for Reception Observationssà ¢Ã¢â€š ¬Ã‚ ¦ Areas working together Good assessment and planning show that all staff participate together as a team for the good of the children giving the children the best start in life with the parents at the heart of their childs planning and learning. In order to provide an appropriate curriculum, it is required that individuals working with young children learn about the individual childs needs, as well as the needs of the group (Peck et al, 1993). Assessment should be an on-going process, be made both formally and informally, and incorporate a variety of methods. Assessment should include the use of input (Peck et al, 1999) As a practitioner working with young children the writer should acknowledge the importance of consistently updating assessment information and using that information in planning and developing programmes and intervention strategies. The children who were observed are constantly growing, developing new skills, and sometimes developing new concerns and difficulties; it is recognised by the setting that the importance of collecting data on a childs progress is less important than determining how to address their needs. Conclusionà ¢Ã¢â€š ¬Ã‚ ¦ In conclusion, at the school attendee by Child A, B and C curriculum goals would seem to be realistic and attainable for most children and assessing of individual childrens development is appropriate for the curriculum. The literature relating to early learning suggests that assessment and curriculum should be integrated, with teachers continually engaging in observation for the purpose of improving teaching and learning. This seems to be the case at the school in question and the planning/observation cycle has enabled progress in Child A, B and Cs learning. Appendix One Permission slip The father to Child A gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali The mother to Child B gives permission concerning Abdul to take pictures, drawing and any other effects to help her to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali The father to Child C gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali - I __________ Mentor for Abdul at the school, give him the permission to take a serious of observation on Child A, B and C to complete his task. Teacher ____________ Abdul Ali Appendix 1A Early Years Foundation Stage Medium Term Planning for Reception Appendix 2A Assessment and Evaluation Appendix 3A Weekly Environment Plan for Reception

Frank-n-Furter, Michel Dorsey/Dorothy Michels, and Dil: alternative mas

Frank-n-Furter, Michel Dorsey/Dorothy Michels, and Dil: alternative masculinities in film from the 70's to the 90's The Rocky Horror Picture Show (1975), Tootsie (1982), and The Crying Game (1993) are united by their overt concern with sexuality and gender; particularly non-dominant gender and sexual identities. Dr. Frank-N-Furter, of The Rocky Horror Picture Show, Michel Dorsey, of Tootsie, and Dil, of The Crying Game, challenge conventional masculinity, and, the latter two especially, expose gender roles as nothing more than performances or social constructs. In so doing, these protagonists propose alternative masculinities and male gender roles. The nature and the presentation of these alternative males has evolved from being alien, as in the early Rocky Horror Picture Show, to being an improvement on the masculine norm, as in Tootsie, to being a completely new form of masculinity within society, as in the recent Crying Game. This evolution demonstrates society’s gradual acceptance of the existence of alternative masculinities, from the seventies to the nineties. The Rocky Horror Picture Show is considered by many film scholars to be "the granddaddy" (Saunders 91) of cult films. As most cult movies appeal to our subversive instincts, our desire to see conventional morality trashed (Giannetti, Leach 252), the film provides an interesting point of departure for a study of the subversion of masculine norms. Throughout this film, Frank-n-Furter mercilessly assaults the straight world and its values, especially conventional masculinity, as represented by Brad, and finally seduces Brad into adopting his alternative masculinity. The opening scene foreshadows the fact that Brad’s conventional masculinity will be challenged late... ... The Crying Game, all challenge conventional male gender roles, and propose alternative ones. The latter two characters also expose gender as a social construct, and, in so doing, illustrate that gender roles are malleable, and not predetermined and fixed. While The Rocky Horror Picture Show presents an alternative form of masculinity in an alien being, and Tootsie’s alternative male turns out to be a reworking of the conventional male, in The Crying Game, the alternative male is just that, a real alternative to normative masculinity. Dil is not an alien, or a heterosexual actor, but is an actual transvestite, living among more or less conventional masculine types. This evolution in the presentation of alternative masculinities in film, from the seventies to the nineties, demonstrates society’s gradual acceptance of the existence of alternative forms of masculinity.

Discrimination story

The movie â€Å"The Great Debaters† shows how there were discrimination and corruption in the society 75 years ago. The movie somewhat relates to discrimination and corruption to this day. For example, back in 1935, white people thought black people were lower than them. In 2013, some Americans think they are above illegal immigrants from Mexico. The racial profiling of Arabic people can compare to the thinking that every black person in the movie was a share cropper.Those are Just a ewe examples of the movie's relation to discrimination in today's United States of America. Illegal immigration can be related to how white people thought they were higher in society than black people in the sass's. Some Americans now think they are higher than immigrants from Mexico, and that is wrong. No one is higher than someone socially. I believe that illegal immigration should be stopped, but I also believe that I am no better than any one of the illegal immigrants.Americans think that Mexi can immigrants are taking our Jobs, which may or may not be true. But either way, I believe, that as long as they have documentation, they have a right to make a living. There was recently an issue of racial profiling against Arabic people because of the 9/1 1 attacks and others. This would probably be because people think that all terrorists are Muslim and none of them deserve to be on airplanes because of what happened almost 12 years ago. There have been many incidents of hate crimes against Muslim people.It has somewhat of a relation to the movie. The sheriff was beating up the two black people because of the sharecropping, so he thought that all black people were to blame. Even discrimination against gay people is an issue. There are anti-gay crimes all over the place. You hear people call each other the f-word or Just straight up â€Å"gay'. It is really not cool to say those things. Just because someone is gay does not mean they are not human. Every human is human, no matter what race, gender, sexuality, religion, or background.

Alzheimers Disease What You Should Know About It - Free Essay Example

Sample details Pages: 7 Words: 2196 Downloads: 10 Date added: 2019/04/12 Category Medicine Essay Level High school Tags: Alzheimer's Disease Essay Did you like this example? Alzheimers is the most common form of dementia, a general term that is applied to memory loss and other cognitive abilities that interfere with daily life. The Alzheimers disease is in the same way a social and public health problem that affects not only the sick, and their family circle, but also affects the whole society (Henslin, 2018). It is necessary that administrations, economic and social agents and citizens in general are involved in the design of specific care plans for Alzheimers patients, and in the allocation of resources and in the realization of projects to alleviate the needs of the patients and their families (Goedert Spillantini, 2014).. Don’t waste time! Our writers will create an original "Alzheimers Disease: What You Should Know About It" essay for you Create order Alzheimers disease is responsible for an immense percent of cases of dementia; although, Alzheimers is not a normal feature of aging, it is a progressive disease with one of the most noticeable symptoms known as dementia progressively takes away from the individual personality and memories over the years (Henslin, 2018). It begins by striking with memory loss is slight, to the advancement to lose the ability to hold a conversation and respond to the environment. The memory loss disease if one of the top leading causes of death in the United States, not to exclude places in Europe such as Spain (Goedert et al, 2014). Must people with this disease live an average of eight years after symptoms become evident, but survival can range from four to 20 years, depending on age and other health conditions (Gehrman, Gooneratne, Brewster, Richards, Karlawish, 2018). With all the break troughs of science today; a cure for this devastating disease has not been found, treatments to aid the victims of this silence killer are in place for the symptoms as research continues (Cheng, Mak, Lau, Ng, Lam, 2016). Alzheimers treatments are not in place or capable stop the progression of the disease; they can slow down the symptoms for a while and improve the quality of life for people with Alzheimers and their caregivers. At the early stages one of the most common symptoms is the part of the brain that controls the learning, that is why individuals with of Alzheimers is the difficulty of remembering newly learned information because the changes caused by Alzheimers (Goedert et al, 2014). The progression of Alzheimers our brain deteriorates as the symptoms like disorientation; changes in mood and behavior; (Cheng et al, 2016) serious confusion increase in relation to events, hours, and places; unfounded suspicions about family members, friends and professional caregivers; loss of memory and changes in the most serious behavior; finally, difficulty speaking, swallowing and walking (Gehrman et al, 2018). Must of individuals with memory loss and other possible signs of Alzheimers experience difficulty recognizing of being affected by it (Henslin, 2018). Practically other signs like dementia may be more obvious to family members or friends, these symptoms noticeable to those of dementia should seek medical attention and guidance. Medical facilities with experienced staff of doctors can begin evaluating memory complications; prompt intervention methods, as well as diagnose can improve treatment options and sources of support can improve quality of life (Goedert, 2014). To support it follows obedience, and a pleasant reward of blessings I appeal to you, brothers and sisters, in the name of our Lord Jesus Christ, that all of you agree with one another in what you say and that there be no divisions among you, but that you be perfectly united in mind and thought (1 Corinthians 1:10, NIV). Impact to family The core of the family is formed by those people who constitute without electing them an important part of everyone in life, not being a choice that at a certain moment we detach ourselves from them (Henslin, 2018). The constant support among them in the family nucleus without taking into account how each one of the members that are part of them, help each other in good times as well as in bad times. In various successions we move in the direction of ignoring the considerable value that is found by supporting each other in the family environment especially in tormented situations, as they are in the presence of a disease (Park, Sung, Kim, Lee, 2015). Any illness such as that of a cold to the most unexpected such as cancer or the memory of one of the members of that family become factors that destabilize the entire family structure. All kinds of diseases that can be acquired or genetically presented, and often cause all kinds of ailments not only for the patient but for the whole fam ily; naturally, they need help to care for their needs and that need normally causes a great deal of suffering which results in a great emotional and physical exhaustion (Rabin, Smart, Amariglio, 2017). You can always find help for all kinds of diseases; in the other hand, when a disease is less common and if this disease possibly takes you by surprise since it was not hereditary (Gehrman et al, 2018), you may feel confused and just for the same reason (Henslin, 2018). It is helpful to investigate the disease and the different auxiliary means. All kinds of diseases that attack the family nucleus are difficult; per in the case of the care of a patient with Alzheimers carries a significant physical and emotional burden that affects the health of the caregiver (Rabin et al, 2017). The main caregiver of the family is an unqualified person with limitations, to which is added the fact that the needs of the patient with Alzheimers grow as the disease progresses. For this reason, the caregiver is subject to a constant psychic and physical stress that weakens him. The caregiver wants to help you in the best way possible, but as time passes he suffers the consequences not able to provide the assistance or service he would like, either due to lack of resources or strength, or because of the patients needs. When you first face the disease, you usually ask yourself why it happened to you or to that person you love so much (Henslin, 2018). Many times we feel so overwhelmed and perhaps disconsolate because of the seriousness of the situation but it is in these cases that our loved ones need our support and attention. Being strong is not an option but a necessity, keeping your feet firmly on the ground, being attentive to find solutions and listening to whoever gives us a helping hand, are some ways you can fight the disease. There are an immense number of people who, out of compassion or for their own experiences, decide to make foundations to help others, and that is where you find the answers to all those questions that you did for courage one day. Nowadays, it is common for celebrities to take the initiative to raise awareness either through social media or foundations. Impact to the church Alzheimers disease, as it is, involves a cognitive deterioration that affects the performance of daily life activities since mental functions such as memory, language, or reasoning are altered. This cognitive deterioration caused by Alzheimers exposing the person to be progressively affected, losing their ability to carry out daily activities autonomously; and to a greater extent, depending to a greater degree on other people. In the human environment we must try to facilitate communication, show empathy and understanding with their needs and their confusion (Henslin, 2018). In the physical environment we can simplify the contents of the cabinets, for example, leaving only appropriate clothes for the season of the year and without excess quantity. It is also useful to use signs or labels identifying what is behind each door. We can also ensure adequate lighting, or make small reforms or adaptations at home to increase safety and facilitate the implementation of some activities. Many people today, live with immense anguish because of the fear of this disease, since this fearsome disease seems capable of stealing our soul and annihilating our personality, as are the advanced activities that allow a person to fully develop autonomous in his day to day and in the work and social environment that surrounds him. This disease does not contain greater strength or authority than Gods, it only has the power to lock him up for a season, until the One who made us recover from his troubled sleep. The psyche does not die, but enters a place where neither the moth nor the rust can corrupt it, where the thieves cannot enter and steal. It is with our mind that we accept Christ, we thought, and by accepting Christ, we are saved, but if that is the case, salvation will not rob me of an illness that erases my memory of accepting Christ, or changes of the person who made that decision This line of reasoning has a certain appearance of logic, but it is based on two false premise s: First, and more importantly, our salvation is not based on something we do works, but something that Christ did by grace. Although we are called to receive and accept that grace, it is grace that saves us, not our acceptance of it; therefore, we can expect children who die in infancy before they are equipped mentally to accept the grace of God can be saved by that grace, as it is written They helped every one his neighbor; and every one said to his brother, Be of good courage. For I the Lord thy God will hold thy right hand, saying unto thee, Fear not; I will help thee (Isaiah 41: 6-13, NIV). Impact to the community Family groups have exist today, with a diverse orientation; therefore, the concepts of self-help, mutual help, support groups, therapeutic groups, not always well clarified, have given rise to a set of different practices (Lykens, Moayad, Biswas, Reyes-Ortiz, Singh, 2014). Dementia is a crisis that threatens the community but is not yet properly agreed (Henslin, 2018). The basic functions are support, information and emotional support. To identify the main elements in the different orientations, we could differentiate three kinds of groups: information groups, mutual help groups and support groups (McGee Mayers, 2014). Even though research to discover the impact of Alzheimers disease among Hispanics is just beginning, what is known so far suggests that Hispanics may have a higher risk of developing dementia than other racial or ethnic groups. In a brief description, each of these community bases assists the family and the sick as: Informative groups: In them, medical information an d / or nursing care is provided. The goal is to help families take better care of the sick (Lykens et al 2014). In every community there are mutual aid groups, in these groups, the fundamental thing is the support that is offered among its members. Large parts of the surrounding community, specifically the elderly, face a lack of domination and adaptation to the system that evolves in the community that surrounds them (Lykens et al 2014). Planning to search for services and continue to implement policies that perceive the importance of Alzheimers disease in the community, which affects without taking into account the race that one belongs to, as well as the individual and family needs of those who are affected, the diversity of this great ethnic group must be taken into account, with its great variations in origin, generational experience, language preference and assimilation to the culture by giving a name to the change of way of life (Henslin, 2018). Information about the disease or about social resources circulates spontaneously. Its members support each other by suggesting strategies regar ding the situation they serve (McGee et al, 2014). Emotional Support integrates the above aspects: information about the disease and social resources also supportive guidance from its members (McGee et al, 2014). The characteristic is the incorporation of an expert professional, so that stable they can work in situations of emotional stress in the group. The members of the family and the associations have been defining this professional demand towards the figure of the psychologist. As the years go by, as well as the number of inhabitants in all the communities increases, so does the need to take into account the promotion of organized programs to include the church as support for the family in every community (Lykens et al 2014). Conclusion For every situation, regardless of the level of difficulty, no challenges those individual experiences, should be experienced along, the church and the community can be exposed to a heavy burden unless this family helps each other, the church is part of this same support, and the community extends its help to not only provide financial help, but also education and information due to everyone who needs it. There are no limits to any kind of challenges that our society faces, as long as we support each other without limitations since there is power in unity, supporting each other through the ease of times should strengthen our abilities to be there and support one another in the difficult ones, adhered by a common practice of care and understanding (Stuckey, 2014). Allowing a disease such as Alzheimers and any other disease no one should feel as if their lives have come to a strain and separate their lives from the rest of us, we should accommodate our time to ensure that at the time o f sorrow support can be available for all (Werner, Mittelman, Goldstein, Heinik, 2015).