Women in Media Today free essay sample

A glance at the depiction of ladies in the media today contrasted with when Susan J. Douglas book on the theme, Where the Girls Are: Growing Up Female With the Mass Media, was composed. An exposition examining how the depiction of ladies has changed in one fragment of the media (music, TV, film, publicizing) from the mid 1990s when the book Where the Girls Are: Growing Up Female With the Mass Media by Susan J. Douglas was finished. Talked about are the shared characteristics between ladies presently essential to American mainstream society and the ladies analyzed in the book, the distinctions or changes that have happened, regardless of whether conditions have improved for ladies, and whether there has been a proceeded with reaction against woman's rights in American mainstream society in the course of the most recent decade. Murphy Brown was a ground-breaking shrewd female character who had extraordinary garments, in any case, she didn't seem as though a starving stray and her garments were not scanty. We will compose a custom article test on Ladies in Media Today or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Roseanne was an over-weight working spouse and mother who managed family issues that had at no other time been depicted on a TV sitcom. What's more, Ellen exposed the unadulterated truth on one scene to tell the world that she was a lesbian (Timson 1995). This would unquestionably have not been seen on a sitcom TV program twenty years back.

New Media Roles For Technology Education - Myassignmenthelp.Com

Question: Examine about theLiterature survey of the chances of new media jobs can affect for structure and innovation instruction. Answer: Presentation The new media idea contains all the practices that emerge from the way of life that has emerged in the web world. They contain texting, online talk rooms, web journals, correspondence programming and wikis. The idea of innovation is attached to the utilization of new media for learning purposes. Intervened learning is characterized as the utilization of innovation in training and correspondence content, for example, cell phones, augmented reality and PCs. The social marvel encompassing the applications in media depicts well the term new media. This writing survey tries to consider the gigantic new open doors introduced by the new media for the innovation and structure training. As per Manovich 2001, there are some urgent ideas that decide the center of what is involved in the plan and innovation. Without the presence of the web, there would be no new media. The new media involves five standards, seclusion, numerical portrayal, transcoding, and changeability, and computerization. In t he new media, particularity includes the code pictures, pixel, and sound. In the structure, the particularity happens when the originator does the division of the plan component into the pieces. The depicted guideline makes a reason for the detachment of the old media from the new media. With the higher increment in the correspondence and data innovation, getting to of college learning content has broadly spread. The examination researches the pretended by the new media and its effect on the open doors it presents for the innovation and plan training. The analysts look to accomplish its target of the joining of data and correspondence advances and versatile into the innovation and plan training. The investigation looks to investigate the proposal and new bits of knowledge for the ways to deal with comprehension and breaking down the different ways new media can upgrade the regular structure and innovation instruction rehearses. Foundation New media includes different highlights, for all intents and purposes, intelligence, the internet, hypertext, and intuitiveness (Lister,2003).Mediating learning happens through the installation of this idea into innovation and structure. The term interceding learning alludes to the different ways that items utilized for learning have different properties to the data giving methods of the custom. The items utilized for learning may incorporate the portable which exploits the remote association that permits the client to get and send relevant data. They may be communitarian as it might utilize the product that is social. As indicated by (Sharples .,2000), joined realm colleges have been making progresses in the innovation with regards to versatile learning and the interceded PC learning. The motivation behind the investigation is to inquire about the modalities of another evaluation of the new media with regards to learning. Subsequently the continuation of the learning strings later o n would include model learning apparatuses advancements. There will consistently be the situations of the innovation use for which the essential examination are not in presence to give the rule in the design(Dumais and Cwerwinski 2001).The investigation will put accentuation on situation learning with the portable and PC innovation in the innovation and plan industry. The utilization of portable innovation for learning purposes has gotten increasingly broad. The investigation tries to see whether these headways are worth of progress or not. To evaluate the value of the improvement realized by the interceded learning innovation in the aptitudes and information improvement, the investigation requires the grouping of a particular learning and showing technique in a specific field with certain students.The late propensities of the portable learning for the innovation and plan instruction provided the cell phones required to the understudies for appraisal of the versatile learning(Kimbell,2005).The study looks to build up the adaptable realizing, that is discovering that incorporates the premiums the understudies own learning strategy. Innovation highlights The interceded learning innovation includes the workstations, PCs, the product, the cell phones and PDAs, and MP3 player. Social programming is a specialized term that alludes to the application which encourages correspondence and is less nonexclusive (Bailey and Card 2009). Web 2.0 innovation alludes to the move in the web rehearses which mirror the development of the media innovation that is of new media. Web 2.0 has components of the new media innovation, which diagramming the move to the new web from the old web. The technique for data showing greatly affects how the data is usable by and by. The web is wealthy in assets accessible to the understudy of innovation and plan. The sites, for example, the IEEE virtual historical center and innovation and configuration contains valuable data that can profit the understudy (Cramer, K. R and Snider 2007). New media application There is an improvement in the University of Loughborough learning innovation. The college has a server lboro condition for virtual figuring out how to take place.at this site, the understudy in the structure and innovation division can get to the learning materials. In any case, there is a contention that the asset isn't in effect completely used, as innovatively as it may for the innovation and structure training, attributable to its development that is halfway. Thusly, the situation inside which this application is material for innovation and plan instruction would be sightseen (Virtual Servers | IT Services - Staff | Loughborough University 2014). Web broad media methods. Mentored video guidance and application that was concocted by the Stanford college understudies. Understudies made a pre-record tape of the talk conveyed in the study hall. There was a marginally littler divergence between the understudies who went to the talk and the individuals who didn't go to the talk. During the hour of playing the tape, the teacher urged the understudies to request inquiries on zones they didn't comprehend. Through this collective learning, the understudy who went to the talk outflanked the individuals who didn't go to the talk. Web-improved training has moved the appropriated video coached guidance. This application has demonstrated to be increasingly successful since the understudies cooperatively share notes. Utilization of the intuitive video guidance has been received in the innovation and structure instruction to encourage the learning, to recognize the video learning apparatus as valuable and build up the model intelligent video application for the understudies. In any case, the talk gave an input that the understudy ought to be controlled all together for this sort of innovation to be powerful and fruitful. The issue of the reducing control of the talk can be a block to the learning with the blogging of portable video. The edveNTUre framework structured at the University of Singapore tried to do plan usage contemplations that intend to make the learning a greater amount of individuals situated fun and intuitive. This was accomplished through the advancement of video talking head that synchronizes with the talk introduction and a book visit field and live sound video that could be utilized for the community virtual homeroom. They set an accentuation on noticing down the progressions that happened with the usage of the framework from the educator arranged to the understudy situated procedure in learning and instructing mode. It was contended that the understudies ought to be assessed dependent on their abilities in taking care of issues instead of how retaining of learning materials. Anyway the basic factor in guaranteeing the achievement of this web based learning is the advancement of the feeling of network among the understudies. Openings new media presents. Understudy controlled inclining This gives the use of the photograph and video capacities in the cell phones for task. With the utilization of the accessible sight and sound message administration in each cell phone innovation, the understudy can record themselves clarify an issue and offering an answer. They at that point can send the recorded work to their workspace on the server. This can add to their general last grade through giving an exhibit of their capacity to fundamentally think and plan arrangement in an assortment of different context(Bush 2018). The significant bit of leeway is that it utilizes the setting mindful nature of the versatile innovation. The different methods of video content gathering and getting to the learning server can make a portfolio that is increasingly fundamental for helpful work (Joy ,E.H and Garcia,F.E 2000). The learning result accomplished using the chronicle offices of the picture utilizing the cell phones for the plan and innovation training recognized contains the capacity to get the data about a structure with regards to its utilization. It is accepted that the student will accomplish some feeling of-of the prerequisite in plan at whatever point they are, henceforth creating observational aptitudes that are sharper(Okita 2016). Talk conveyed learning Use of the video sound abilities of the portable mp3 players for the innovation and configuration addresses. iPod created by the Apple registering has offered ascend to the compact varying media advanced media. The media expects to digital recording the mentor's talk on the learn server that can be gotten to through the understudies own cell phone. The situation includes the workshop exercises completed online inside the office, which can be gotten to through learn understudy server (Eynon,R 2008). Learning results distinguished were like the above situation. Never the less, this media gives the chance to the understudy's openness, those with handicaps and those progressing. The data presence has different arrangements which

When Happens in Substance-Induced Mood Disorder

When Happens in Substance-Induced Mood Disorder Addiction Drug Use Print Substance-Induced Mood Disorder When Alcohol, Drugs or Medications Make You Feel Worse By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 15, 2020 EMS-FORSTER-PRODUCTIONS / Getty Images   More in Addiction Drug Use Cocaine Heroin Marijuana Meth Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery Substance-induced mood disorder is a kind of depression that is caused by using alcohol, drugs, or medications.  Substance/medication-induced depressive disorder is the diagnostic name for alcohol or drug-induced depression. Unlike the transient feelings of sadness that are normal and that everyone experiences, or even the temporary hangover or crash that often gets people the morning after alcohol or drug use, when substance-induced depression hits, it feels considerably worse for much longer. For some people, it involves a complete loss of interest or enjoyment in life. ? What Is Substance-Induced Depression? The irony of substance-induced depression is that most people take drugs to feel better, yet those same drugs make them feel worse. People sometimes dont realize that it is alcohol, drugs, or medications that are causing the way that they are feeling  because they only associate those substances with positive emotions. When doctors or psychologists give a diagnosis of substance/medication-induced depressive disorder, they check to make sure that the depression wasnt there before the use of alcohol, drugs or medications thought to be responsible.?? This is because there are different types of depressive disorders, and if the symptoms were there before the substance use, it isnt the substance/medication-induced type of depression. How Soon After Taking the Drug Can Depression Be Induced? In some cases, almost immediately. There is even a category with onset during intoxication, which means that depressive episode actually begins when the individual is high on the drug. It can also occur during withdrawal, during which symptoms of depression are common. However, with depression which is simply a symptom of withdrawal, the persons mood will usually pick up within a few days of ceasing to take the drug, while with substance-induced depression, it can start during withdrawal, and continue or get worse as the person moves through the detox process. Generally, the diagnosis isnt given if the person has a history of depression without substance use, or if the symptoms continue for more than a month after the person becomes abstinent from the alcohol, drugs or medication. For the diagnosis of Substance/Medication-Induced Depressive Disorder to be given, there have to be severe symptoms not related intoxication or withdrawal, which require clinical evaluation.?? For instance, there may be a significant change in mood that impacts people’s lives, causing, perhaps, a great deal of distress or impairing some aspect of their life such as their social life, their employment situation, or another part of their life that is important to them. Which Drugs Cause Substance/Medication-Induced Depressive Disorder? A wide variety of psychoactive substances can cause substance-induced depression. The following disorders are recognized: Alcohol-induced depressive disorderPhencyclidine-induced depressive disorderOther hallucinogen-induced depressive disorderInhalant-induced depressive disorderOpioid-induced depressive disorderSedative-induced depressive disorderHypnotic-induced depressive disorderAnxiolytic-induced depressive disorderAmphetamine-induced depressive disorderOther stimulant-induced depressive disorderCocaine-induced depressive disorderOther substance-induced depressive disorderUnknown substance-induced depressive disorder Many medications are known to cause substance-induced depression.  The following disorders are recognized: Steroid-induced depressive disorderL-dopa-induced depressive disorderAntibiotic-induced depressive disorderCentral nervous system drug-induced depressive disorderDermatological agent-induced depressive disorderChemotherapeutic drug-induced depressive disorderImmunological agent-induced depressive disorder Specific medications that have been implicated in medication-induced depression through surveillance studies, retrospective observational studies, or case reports, which are prone to difficulty in determining actual cause, include antiviral agents (such as efavirenz), cardiovascular agents (such as clonidine, guanethidine, methyldopa, reserpine), retinoic acid derivatives (such as isotretinoin), antidepressants, anticonvulsants, anti-migraine agents (triptans), antipsychotics, hormonal agents (corticosteroids, oral contraceptives, gonadotropin-releasing hormone agonists, tamoxifen), smoking cessation agents (varenicline), and immunological agents (interferon).

Jacksons and Roosevelts Presidential Legacy - 1419 Words

Jackson’s and Roosevelt’s Presidential Legacy Two presidents have been etched into Americas collective consciousness as ambitious goal-setters. Although more than fifty years separated their presidencies, they could be considered parallel presidents. Andrew Jackson and Theodore Roosevelt in essence were considered ahead of their time due to their policies and actions. Those policies and actions are seen currently after almost two centuries later. Andrew Jackson was a fierce and aggressive president thus he was named Old Hickory. He was in the most important wars in American history, the Revolutionary War and the War of 1812, he was very loyal to his nation. The people voted for him for one reason, to be the People’s President. His childhood instilled in him appreciation for the common man. He was a poverty stricken man, meaning he related to most of the people in the country. And his actions that could be considered tyrannical, they were for very importa nt intentions, because he strengthened his power of presidency to veto the bank. He did this because it was harmful to the economy and it only helped the rich. Similarly, Theodore Roosevelt was also the people’s president. Roosevelt was an author, naturalist, explorer, historian and a politician. His policies could be parallel to the policies set by Andrew Jackson. Even though he was born into aristocracy, he had values and customs of respecting his own country and people. He preserved the rights of natureShow MoreRelatedThe Role Of Independent Agencies And The White House Staff Essay1900 Words   |  8 Pagesadministration were prerequisite and fundamental in changing its passive or even nonexistent role in policymaking to an active and substantial role in policymaking. Despite the fact that few alphabet agencies themselves survived past FDR’s administration, the legacy of the institutional presidency and its usage of power remained salient across all of the modern administrations, regardless of political ideology. John Burke’s theory of the institutional presidency is useful insofar as it helps explain why the modernRead MoreHerbert Hoover s The Great Depression2059 Words   |  9 PagesAs the decade of the twenties reached its operatic climax, other maladies began to appear, faintly at first, but with mounting urgency as the Depression began to unfold. A curiously ramshackle, poorly regulated private banking system, a legacy of Andrew Jackson’s long-ago war on central banking, had managed to wobble its dysfunctional way into the modern era. Some twenty-five thousand banks, most of them highly fragile â€Å"unitary† institutions with tiny service areas, little or no diversification of

The Personification of Death in Jean Cocteau’s Orpheus Essay

The Personification of Death in Jean Cocteau’s Orpheus The personification of Death is done by means of a princess of the Underworld in Jean Cocteau’s Orpheus. This Princess is very powerful, yet surprisingly vulnerable. For no one is allowed to love in the Underworld, the Princess falls in love with a famous poet named Orpheus and goes to drastic measures to be with him. But in the end she cannot be with her love, and she realizes this and does what is forbidden in the Underworld and defies time and sends back her love to whom he loved before her. Death in Cocteau’s Orpheus is not only powerful and vulnerable, but she also changes throughout the course of the movie. Three elements support that the Princess changes throughout the†¦show more content†¦She longs for him to come to her world with her, even though she knows that this is an impossible act, because no one in the underworld is allowed to love. She pursues her love anyways, and she starts to talk in a softer tone of voice. Instead of ordering, she talks so ftly of her love to Orpheus. She even begins to talk in a softer tone to Heurtebise and Cegeste. But her tone becomes more flat when she is in front of the Committee in the Underworld. Dialogue is only one way that Cocteau reveals the changing character of the Princess. The Princess’ clothing and appearance change as well throughout the various parts of the film. The Princess wears a very conservative black dress in the beginning of the film with her accessory being a long string of pearls and she is always seen smoking a cigarette. Her hair in the beginning of the film is pulled back into a very tight bun as well. This appearance emphasizes her harsh, authoritarian attitude. Once Eurydice’s death, the Princess emerges adorned in a much more revealing black dress and long black gloves. An interesting thing occurs when Heurtebise accuses the Princess of loving Orpheus; her dress turns white for an instant, but then back to black again. Her dress turns white again right before she crosses the mirror again into the Underworld. The Princess appears very modestly dressed and smokes again when she appears before the Committee of the Underworld. When

Dyslexia and its manifestation in Secondary School Free Essays

In 1968, the World Federation of Neurologists defined dyslexia as â€Å" a upset in kids who, despite conventional schoolroom experience, fail to achieve the linguistic communication accomplishments of reading, authorship, and spelling commensurate with their rational abilities † . Harmonizing to the U.S. We will write a custom essay sample on Dyslexia and its manifestation in Secondary School or any similar topic only for you Order Now National Institutes of Health, dyslexia is aA larning disabilityA that can impede a individual ‘s ability to read, compose, spell, and sometimes speak.A Dyslexia is the most common acquisition disablement inA childrenA and persists throughout life. The badness of dyslexia can change from mild to severe. The Oklahoman dyslexia is treated, the more favorable the result ; nevertheless, it is ne’er excessively late for people with dyslexia to larn to better their linguistic communication accomplishments. Children with dyslexia have trouble in larning to read despite traditional direction, at least mean intelligence, and an equal chance to larn. It is caused by damage in the encephalon ‘s ability to interpret images received from the eyes or ears into apprehensible linguistic communication. It does non ensue from vision or hearing jobs. It is non due toA mental deceleration, encephalon harm, or a deficiency of intelligence. Dyslexia can travel undetected in the early classs of schooling. The kid can go frustrated by the trouble in larning to read, and other jobs can originate that will mask dyslexia. The kid may demo marks ofA depressionA and low self-pride. Behaviour jobs at place every bit good as at school are often seen. The kid may go unmotivated and develop a disfavor for school. The kid ‘s success in school may be jeopardized if the job remains untreated. Dyslexia may impact several different maps. Ocular dyslexia is characterized by figure and missive reversals and the inability to compose symbols in the right sequence. Auditory dyslexia involves trouble with sounds of letters or groups of letters. The sounds are perceived as jumbled or non heard right. â€Å" Dysgraphia † refers to the kid ‘s trouble retention and commanding a pencil so that the right markers can be made on the paper. Classroom instructors may non be able to find if a kid has dyslexia. They may observe early marks that suggest farther appraisal by a psychologist or other wellness professional in order to really name the upset. Letter and figure reversals are the most common warning mark. Such reversals are reasonably common up to the age of 7 or 8 and normally diminish by that clip. If they do non, it may be appropriate to prove for dyslexia or other larning jobs. Difficulty copying from the board or a book can besides propose jobs. There may be a general disorganisation of written work. A kid may non be able to retrieve content, even if it involves a favorite picture or storybook. Problems with spacial relationships can widen beyond the schoolroom and be observed on the resort area. The kid may look to be uncoordinated and have trouble with organized athleticss or games. Trouble with left and right is common, and frequently laterality for either manus has non been established. In the early classs , music and dance are frequently used to heighten academic acquisition. Children with dyslexia can hold trouble traveling to the beat of the music. Children may hold dyslexia or a learning disablement if they have one or more of the undermentioned symptoms: Letter or word reversals when reading. ( Such as was/saw, b/d, p/q ) . Letter or word reversals when authorship. Trouble reiterating what is said to them. Poor handwriting or publishing ability. Poor pulling ability. Change by reversaling letters or words when spelling words that are presented orally. Trouble groking written or spoken waies. Trouble with right – left directivity. Trouble understanding or retrieving what is said to them. Trouble understanding or retrieving what they have merely read. Trouble seting their ideas on paper. Auditory jobs in dyslexia encompass a assortment of maps. Normally, a kid may hold trouble retrieving or understanding what he hears. Remembering sequences of things or more than one bid at a clip can be hard. Partss of words or parts of whole sentences may be missed, and words can come out sounding good story. The incorrect word or a similar word may be used alternatively. Children fighting with this job may cognize what they want to state but have problem happening the existent words to show their ideas. Many elusive marks can be observed in kids with dyslexia. Children may go withdrawn and look to be depressed. They may get down to move out, pulling attending off from their acquisition trouble. Problems with self-esteem can originate, and equal and sibling interactions can go labored. These kids may lose their involvement in school-related activities and look to be unmotivated or lazy. The emotional symptoms and marks are merely every bit of import as the academic and require equal attending. Over 180 research surveies to day of the month hold proven that phonics is the best manner to learn reading to all pupils. They besides have shown that phonics is the lone manner to learn reading to pupils with dyslexia and other larning disablements. The challenge for instruction governments is to supply the leading and to concentrate the resources necessary to guarantee the development of dyslexia friendly schools. Bing an effectual school and being dyslexia friendly are two sides of the same coin. Effective schools enjoy strong leading, value staff development and wage close attending to the quality of direction and acquisition. These are schools in which all kids are of import regardless of ability or trouble. Dyslexia in schools demands to be seen to hold position within the school. This can be achieved by guaranting that the governors are steadfastly committed to back uping dyslexic kids across the course of study. The most effectual manner would be through the School Development Plan: Offering comprehensive preparation Explicating a common attack Puting marks based on National Curriculum forms Puting in topographic point monitoring and rating systems. Head instructors need to take the duty of guaranting that the doctrine of the school is dyslexia friendly. This might associate to attitudes and actions held by instructors and support staff. All staff needs to be cognizant that although kids might hold failings with specific parts of course of study entree, they are likely to be at least of mean ability if non a great trade higher. Parents need to be brought into the changing set up, their concerns heard and their cooperation sought where possible. It is of import to indicate out that it is really helpful when kids receive a high grade for content and cognition instead than ever being penalised due to hapless presentation accomplishments, spelling, punctuation and grammar. The kid should be acquiring aid in these countries of failing and should be motivated to maintain seeking pass holding his ideas, thoughts and cognition valued. Within schools there is the necessity for a scope of developing demands to be carried out with relevant staff. It would be ideal to hold a dyslexia-trained specializer in every school. To make so there is the demand for mainstream instructors and knowing larning support helpers in the schoolroom to assist the kid on a regular footing. In add-on it would be extremely utile for caput instructors and governors to go to awareness-raising Sessionss on the demands of the dyslexic kid and the benefits to the school of dyslexia proviso. As Reid ( 1997 ) says of instructor preparation: it is of import that schoolroom instructors receive some preparation in dyslexia offering both theoretical penetrations and practical experience. How to cite Dyslexia and its manifestation in Secondary School, Essay examples

What I Learned this Semester Essay Example

What I Learned this Semester Essay I did not know it before but I learned in myself that I am capable of changing myself for the good, or for the improvement of my outlook in life. For so long I was stuck to my old beliefs which concerned most of my daily dealings. Whenever I get to encounter certain situations, I make a point that my decisions and actions would have to abide by my earlier decisions and actions. It was perhaps the one thing which kept me away from refining myself precisely because I was hindering myself from fitting into a new and better mold, so to speak.The times are changing, as the classic saying goes, and therefore people should adapt themselves in these changing times to better improve the self at the least and to survive at the most.   I did not fully understand before that I can change myself if only I was attentive enough to the signs of the times and diligent enough to do my share. Knowing more about myself will help me in at least two ways. First, I will be more acquainted with what I am capable of doing and what I am not capable of doing. Second, with the knowledge of my limitations and capabilities, I can be able to realign myself accordingly by focusing more on the potentials and giving just the right amount of attention on my limitations so that I can be guided in my quest for a better life ahead of me.However, there are many things in my life which restrain from me from being able to perform my absolute best in the classroom. As I have mentioned before, I knew very little about my capacities and limitations in earlier times, thereby giving me a huge roadblock in front. During those times, I was not fully aware of what I can do, and thus when the opportunity knocks before me, prompting me to do something useful and purposive, I was not able to rise up to the occasion and meet the challenge. Today, the task to improve and to be more motivated is a significant necessity simply because the improvement and motivation of myself would very well enable me to participat e more actively in the classroom. I can at least try to open myself to the tasks that must be done so that I can be more motivated in classroom activities. One example to these methods is to make a close list of the current and future classroom activities so that I can have a listing that will guide me on what to expect in the coming days. By having a guide, I can be able to prepare for the upcoming classroom events and prove my worth not only to the class but also to myself.In this class, I have learned that individual potentials greatly vary among the students and that each potential can be unique and, hence, can serve the purpose of giving the student the chance to do well in school assuming that the student makes full use of his or her realized potentials.The strengths quest activity has helped me develop and maintain relationships with others by enabling me to find strength in others thereby sustaining my inner strength not only in terms of the physical sense but, more importan tly, in terms of the mental strength. By engaging in a strengths quest activity, I was able to ideate my inner thoughts into actual possibilities by effectively communicating myself to others. In the larger society, communication is vital to any business and would aid me or any other person in being able to express or present my technical knowledge and capabilities to others. Blocking communications is considered to be destructive in relationships (Gray, p. 95). Strengths quest can also reinforce my capacity to obtain new ideas from my immediate surroundings which shapes my awareness into being well-rounded. By correlating my self through communication with my immediate surroundings, which includes the people I have a direct and indirect relationship with, they will provide insight into the feeling of others which allows a comfortable and a more productive learning environment.There are changes I can make in order to be able to improve the relationships in my life and that there, to o, are things which I can retain and build on so that I can continue having a harmonious relationship with others. I can retain my traits of having an open mind to the suggestions of other people and of being critical about the things that happen around me. More importantly, I can change my unwanted habits or traits which can impede me from realizing a better relationship with others.I have learned that my qualities of having an open and critical mind can greatly aid me in my future career. I believe that most careers require a certain amount of open mindedness and a critical mind in order to function well according to one’s tasks. Without having an open mind, I may suffer from being numb about the suggestion of my co-workers. Without having a critical mind, I may also suffer from losing my convictions quite easily. I also believe that there should be a balance between my critical and open mindedness. That is to say that while maintaining an open mind for changes, I should no t compromise my convictions in life which I have greatly gained much beneficial experiences and values. A proper consideration for both aspects should still be my greatest weapon in times where change is inevitable. These things will efficiently and effectively prepare me in my future.One instance during this semester where the knowledge I have gained in class strengths affected the way I approached a situation is the instance when I needed to engage with others in terms of interviewing them for the purpose of obtaining a differing view. I was cautious enough to consider their positions which some conflicted with the ones I hold so that I can be able to get their convictions without bias and prejudice on my position. I used my open and critical mind in carefully ‘extracting’ the ideas of others and suffusing them into my own.

8 Traits That Are More Important For Success Than Being Intelligent

8 Traits That Are More Important For Success Than Being Intelligent Being successful doesn’t always equal to having the highest IQ or being the top of your class. Your personality plays a big part in your success. People skills combined with hard-work are an unstoppable duo. Here are 8 social skills that can help you on your path to being successful. Source [Success]

Crossing Over Lab Genetics Activity

Crossing Over Lab Genetics Activity Genetic diversity is a very important part of evolution. Without different genetics available in the gene pool, species would not be able to adapt to an ever-changing environment and evolve to survive as those changes happen. Statistically, there is no one in the world with your exact same combination of DNA (unless you are an identical twin). This makes you unique. There are several mechanisms that contribute to the large amounts of genetic diversity of humans, and all species, on Earth. Independent assortment of chromosomes during Metaphase I in Meiosis I and random fertilization (meaning, which gamete fuses with a mates gamete during fertilization is randomly selected) are two ways your genetics can be mixed during the formation of your gametes. This ensures that every gamete you produce is different from all of the other gametes you produce. Another way to increase genetic diversity within an individuals gametes is a process called crossing over. During Prophase I in Meiosis I, homologous pairs of chromosomes come together and may exchange genetic information. While this process is sometimes difficult for students to grasp and visualize, it is easy to model using common supplies found in pretty much every classroom or home. The following lab procedure and analysis questions can be used to help those struggling to grasp this idea. Materials 2 different colors of paperScissorsRulerGlue/Tape/Staples/Another attachment methodPencil/Pen/Other writing utensil Procedure Choose two different colors of paper and cut two strips out of each color that are 15 cm long and 3 cm wide. Each strip is a sister chromatid.Place the strips of the same color across each other so they both make an â€Å"X† shape. Secure them in place with glue, tape, staple, a brass fastener, or another method of attachment. You have now made two chromosomes (each â€Å"X† is a different chromosome).On the top â€Å"legs† of one of the chromosomes, write the capital letter â€Å"B† about 1 cm from the end on each of the sister chromatids.Measure 2 cm from your capital â€Å"B† and then write a capital â€Å"A† at that point on each of the sister chromatids of that chromosome.On the other colored chromosome on the top â€Å"legs†, write a lowercase â€Å"b† 1 cm from the end of each of the sister chromatids.Measure 2 cm from your lower case â€Å"b† and then write a lower case â€Å"a† at that point on each of the sister chromatids of that chromosome.Place one sister chromatid of one of the chromosomes over the sister chromatid over the other colored chromosome so that the letter â€Å"B† and â€Å"b† has crossed over. Be sure the â€Å"crossing over† occurs between your â€Å"A†s and â€Å"B†s. Carefully tear or cut the sister chromatids that have crossed over so that you have removed your letter â€Å"B† or â€Å"b† from those sister chromatids.Use tape, glue, staples, or another attachment method to â€Å"swap† the ends of the sister chromatids (so you now end up with a small part of the different colored chromosome attached to the original chromosome).Use your model and prior knowledge about crossing over and meiosis to answer the following questions. Analysis Questions What is â€Å"crossing over†?What is the purpose of â€Å"crossing over†?When is the only time crossing over can occur?What does each letter on your model represent?Write down what letter combinations were on each of the 4 sister chromatids before crossing over happened. How many total DIFFERENT combinations did you have?Write down what letter combinations were on each of the 4 sister chromatids before crossing over happened. How many total DIFFERENT combinations did you have?Compare your answers to number 5 and number 6. Which showed the most genetic diversity and why?

Compare Hatshepsut's obelisk(s) with the Harburg Monument in Germany Essay

Compare Hatshepsut's obelisk(s) with the Harburg Monument in Germany within the cultural context of each artifact - Essay Example The pharaohs erected the monuments to depict their reign showing a form of stability and continuity of the kingdom. The pyramid shaped top, pyramidion reflected the light to indicate the power of their ancient god, Ra to make a reflection to the land. Ancient Egyptians were intensely religious and believed in connection with the supernatural erecting symbols to honor the presence of the gods. In their efforts to create continuity of their rule, the pharaohs erected their personalized obelisk to glorify specific events. In the individual faces of the monolith, there were inscriptions that were made to glorify the pharaoh that erected the obelisk. In this monument, Hatshepsut features the story of her fathers that she honors Thutmose and Amun, dedicating the inscriptions to their memories (Seawright). This structure had been erected to indicate the strong belief in the traditions and honor outstanding societal members that acted as peace symbols. The monuments acted as unifying figures for the ancient Egyptian reminding them the value of upholding respect and discipline (Strouhal, 180). With the rule of the pharaohs, there was the order in the society as the people believed in serving their rulers and the gods would offer them blessings in turn. Today, fragments of the fallen obelisk are found at the MFA, Boston. The monument depicts a king carrying out a momentous event in the Egyptian culture that involved appeasing the gods through offering sacrifice. The female pharaoh of Egypt carried the routine of the society and the entire kingdom by honoring the religious entity of the tribe and ensured continuity of this meaning incised in the famous structure (Brand, 160). The piece, made out of graphite represent an inscription in the obelisk that relayed the god Amun and the figure of the head can be clearly seen. This had been one side of the fallen obelisk that Hatshepsut had erected in honor of their religion and to establish her rule as a dominant female pharaoh who managed to rule the Egyptians during her time. Today, the monument represents a rich tradition and symbol of the grand Egyptian kingdom that unified its individuals to uphold religion and authority. This particular monument is notable because it was erected by a famous personality of the ancient Egypt. The pharaoh ensured that the memory of the famed events in the Egyptian calendar are upheld and remembered through precise inscriptions to deliver the memories of her rule. Egyptian art was not only beautifully precise in nature, but the inscriptions had a meaning and purpose in this case religion and culture. Through visiting museums like MFA and the actual site to view the obelisk, an individual is able to revisit the ancient Egyptian history and be informed of the principal unifying figure. Image retrieved from: http://womenshistory.about.com/od/hatshepsut/ig/Hatshepsut-Female-Pharaoh/Obelisk-of-Hatshepsut.htm Hamburg Monument in Germany German artists Jochen Gerz and Esther Sh alev were accorded the responsibility to erect a monument that upheld the societal values of peace and anti-fascism to be introduced to the German society. The monument was initially intended to be placed in a fancy park to be viewed by the citizens, an attribute that the two refused erecting their piece in a

Course review Essay Example | Topics and Well Written Essays - 2500 words

Course review - Essay Example However, the antisocial and terrorist groups and agencies play a certain monopoly whereby the solution is only in their grasp, and the victim is left completely defenseless. This is another nature of the manmade terrorist threats; they are targeted, so that a certain section of the population is at risk while the rest are safe or completely unaware of the posing danger (Covey). This makes the threat more dangerous and criminal. With the advancement in technology and the evolution of ideas, the nature of threats has also changed and modified, becoming more sophisticated and complex, and more targeted. The scope of these threats is also becoming more global, and surprisingly, more virtual or transparent, so that they are now very difficult to spot and equally difficult to defend against (Cyber Threats of the Future). The type of threat that society faces at a certain point in time depends upon the framework of that society, and the technical and educational advancement of that era. Whe reas there was, not long ago, a very imminent threat of nuclear warfare, and to some extent, still is, it has become more controlled now due to international treatises and the ownership of nuclear technology by many countries worldwide, so that it is no longer an exclusive technology (Covey). The defenses and the weapons have also been modified in lieu of the changes in the offense. Where there were once wars against entire countries and nations, such as the world wars I and II, more recently, the perpetrators are merely a few individuals who organize crime through the use of agencies and networks. Hence, in modern times, the targets are individuals and small organizations. This is due to the concept of organized crime in the recent times (Hoffman). The future threats and the defense against them would be, in the most likelihood, more technological and virtual than physical, and of a nature that few would have thought of or considered a serious threat. Many of these dangers still se em a work of science fiction films and novels, and the masses still refuse to accept them as viable and potent threats. However, there is growing evidence and attitude toward the application and employment of those technologies in a negative and anti-social manner for highly targeted and suspiring attacks and warfare. This paper purports to discus three of such threats: the cyber threats, artificial intelligence, and biomedical threats. The advent of the Internet has radically changed the nature of the global community, in terms of its reach, connectivity, and the speed of transfer of information and data (Cyber Threats of the Future). The world has literally been connected together through wireless and optical technology, shifting the paradigms of social interactions, educational and academic systems, government workings, military and defense mechanisms, private and public sector, and the corporate world (Cyber Threats of the Future). The technology has touched users on individual and personal levels, while the degree of customization and user-friendly interfaces are improving and increasing everyday (Cyber Threats of the Future). There is now more and more centralized collection and storage of sensitive and personal data, which in itself has become

Monster: The Autobiography of an L.A. Gang Member Essay -- Biography B

Monster: The Autobiography of an L.A. Gang Member    "Where I came from, in order to be down you had to be 'in'" (Shakur, 226). This quote, taken from Sanyika Shakur's (aka Monster Kody Scott) Monster: The Autobiography of an L.A. Gang Member relates the mind set of those growing up the concrete jungle of South Central L.A. This powerful account of the triumph of the human spirit over insurmountable odds brings the reader into the daily battles for survival. His story starts at the beginning of his gang life (being initiated at age 11), moves through his teen years (mostly spent in various correctional facilities) and ends up with his transformation in a member of the New Afrikan Independence Movement.    When Kody Scott was 6 years old, the gang wars started in Los Angeles. It started out as a battle between the Crips and the Bloods, but by the late 70's and continuing today, the biggest killer of Crips is other Crips. The Crip Nation was divided into different divisions, which Monster compares to the U.S. Army. "For instance, one who is in the army may belong to the F... Monster: The Autobiography of an L.A. Gang Member Essay -- Biography B Monster: The Autobiography of an L.A. Gang Member    "Where I came from, in order to be down you had to be 'in'" (Shakur, 226). This quote, taken from Sanyika Shakur's (aka Monster Kody Scott) Monster: The Autobiography of an L.A. Gang Member relates the mind set of those growing up the concrete jungle of South Central L.A. This powerful account of the triumph of the human spirit over insurmountable odds brings the reader into the daily battles for survival. His story starts at the beginning of his gang life (being initiated at age 11), moves through his teen years (mostly spent in various correctional facilities) and ends up with his transformation in a member of the New Afrikan Independence Movement.    When Kody Scott was 6 years old, the gang wars started in Los Angeles. It started out as a battle between the Crips and the Bloods, but by the late 70's and continuing today, the biggest killer of Crips is other Crips. The Crip Nation was divided into different divisions, which Monster compares to the U.S. Army. "For instance, one who is in the army may belong to the F...

Major depressive disorder in children

Depression is fast becoming one of the most widespread illnesses affecting the youth today. It is often described in layman’s terms as a condition in which a certain individual feels sadder than normal, as having the case of â€Å"the blues†, or of being uncharacteristically disheartened and miserable. However, Major Depressive Disorder (MDD), also known as clinical depression, is characterized as a psychological disorder wherein an individual is rendered incapable of removing himself or herself from a persistent sense of sadness and a lessened interest in all of his or her activities. These symptoms must persist for a period of no less than 2 weeks in order for a diagnosis of Major Depressive Disorder to be made. (Watt & Markham, 2005) Other symptoms of MDD include feelings of worthlessness, significant weight change, listlessness, thoughts of death. Watt & Markham (2005) posit that MDD has biological factors in its etiology in children. These involve genetic make-up and hormonal imbalance. Other factors contributing to MDD include psychological and environmental factors. Psychological factors may involve functions of learned helplessness, melancholia, and depressive character traits which all contribute to the eventual self-defeating way by which the child will view the world. Environmental factors include stressful life events such as the loss of a loved one or a child’s negative experience in one of the social roles he or she plays. Social roles in children often include those they have in their families and in school. Not being able to successfully fulfill these roles can again lead to self-defeating thoughts and to feelings of worthlessness in the child. Psychological, environmental and biological factors all play an equal role in contributing to a child’s eventual experience of MDD. It is most likely that all these factors are at play to a certain degree in a clinically depressed child. What is clear, however, is that the foundation of MDD in the depressive child’s life is far-reaching and broad. It stems from many different aspects of the child’s persona and as such affects all these aspects in turn. All three factors must be taken into consideration. However, because children are still in an unbalanced state of development, their psychological and biological states are still in a precarious condition. This renders Major Depressive Disorder in this age group closed to certain types of treatment for depression. Only a few types of treatment have been found to have efficacy in reducing depressive symptoms in children. And even then, these few treatments have not all been able to provide truly child-friendly ways of dealing with depression. One of the treatments for MDD, which has received much interest from researchers, is pharmacotherapy. This involves the intake of drugs, tricylcic antidepressants (TCA’s) and selective serotonin reuptake inhibitors (SSRI’s), to suppress and decrease the symptoms of MDD. However, it has been seen that most research findings conflict in presentation of efficacy of pharmacotherapy treatment for adolescents and prepubescent children. (Milin et al, 2003) Electroconvulsive therapy, which involves introducing an electric shock to the individual’s system, also has greater efficacy in treating MDD in adults. However, the application of this treatment on adolescents and prepubescent children proves to be problematic. (Milin et al, 2003) Numerous ethical issues must be considered before psychologists and psychiatrists can test electroconvulsive therapy on children. One of the safest and least dangerous treatments that are applicable to clinically depressive children is psychosocial therapy. This includes Cognitive Behavioral Therapy (CBT), interpersonal therapy, and family therapy. Treatment for Major Depressive Disorder, however, may not be limited to merely one type. Combinations of the different classes of treatment can be made in order to create a greater chance of improvement and recovery for the individual. (Milin et al, 2003) Combining CBT with antidepressant medication has shown results that prove the combination to be more effective in treating depression than simply applying one of the given treatments alone. (Rupke et al, 2006) Combining CBT with different psychosocial therapies such as family therapy, wherein the family is educated on the condition of the child, has also proven to be a much more effective treatment style. (Asarnow et al, 2002) Personally, I would choose to administer CBT over the other therapies because it provides the most flexibility in terms of addressing specific types of depression experienced by the individual. (Asarnow et al, 2002) In treating a child with MDD, individualization is essential. The treatment style that would best fit the child’s lifestyle and personality should be chosen. The CBT sessions will be fitted to match specific aspects of the child’s depression. The first step I would take would be to assess the child in terms of the type of depression he or she has. We would then pinpoint, together, the negative automatic thoughts he or she is prone to have. We would trace the specific situations and environments which lead him or her to this kind of negative thinking and to behavior characteristic of depression. Upon establishment of the child’s behavior patterns, goals for the CBT sessions will be set. To what extent does the child want to reduce his or her symptoms of depression? This will allow him or her to develop a sense of involvement in his or her own treatment. Having the child set his own goals gives him or her greater motivation to accomplish them. At first the child will be asked to simply monitor himself or herself by keeping a log of his or her behavior. The log will consist of the initially pinpointed negative thoughts and behaviors that the child has chosen to change. The instances he or she has pinpointed will also be monitored and kept in the log. The first 2 weeks of data in the log will serve as the baseline. The log will be assessed by the child with my guidance after baseline is set. He or she will be guided to acknowledge the cognitive distortions he or she makes in certain situations. These may include catastrophizing, black and white thinking, fortune telling and the like. These are maladaptive and only increase the child’s sense of misery, which is a chief characteristic of MDD. For example, if the child admits to always thinking that everything that goes wrong is his or her fault, he or she will be shown the irrational foundations of this belief. Afterwards, different ways of reacting and behaving will be conceptualized in order to replace the previous behavior and cognitions. The child will be guided to realize that external situations and individuals are outside his or her control but that the way he or she reacts, his or her perception of these events is what he or she can control. The log will be continued in order for the child and myself to monitor his or her progress. In it, he or she will also place details of assigned homework. Homework will involve practicing the new behaviors and way of thinking we devised together. This is essential to the CBT sessions. The bulk of the therapy’s success will rely on the child’s constant practice. Coping mechanism such as relaxation techniques, meditation and the like will be taught in order to assure continued progress in the child’s treatment from depression. These coping and relaxation mechanisms will also be assigned as homework. Later on, activities which the child previously avoided will be performed in the hopes of creating for the child a new schema. This will instill in the child a renewed self-confidence and a new self-image. Other social activities will also be pinpointed, in which the child will engage, as a means of reinforcing the positive schema he or she is gaining about himself or herself and the world. Family intervention therapy may also be an option should the child’s family want it. References Asarnow, J. R., Scott, C. V., & Mintz, J. (2002). A combined cognitive-behavioral family education intervention for depression in children: a treatment development study. Cognitive Therapy and Research, 26(2), 221-229 Rupke, S. J., Blecke, D., & Renfrow, M. (2006). Cognitive therapy for depression. American Family Physician, 73(1), 83-86 Walker, S., & Chow, J. (2003). Major depressive disorder in adolescence: a brief review of the recent treatment literature. Canadian Journal of Psychiatry, 48(9),600-606 Watts, S. J., & Markham, R. A. (2005). Etiology of depression in children. Journal of Instructional Psychology, 32(3), 266-670   

The Red Guards During The Middle School - 1621 Words

â€Å"As one of the Red Guards in the middle school, I was given power through Mao to torture and humiliate our teachers, headmaster or anyone we didn’t like. I didn’t know it was wrong. I thought I was doing the right thing to continue the revolution, to fight and win the class struggle†- Zhao, Lin Qing. As a teenager Zhao was a Red Guard in Guangzhou during the Cultural Revolution. When asked what her impression was a member of the Red Guards, Zhao answered with two words: â€Å"naà ¯ve and senseless†. She refused answering anything more about her experience. She said, â€Å"The memories are still too painful to recall.† The Red Guards were a loosely constructed paramilitary movement initiated during the beginning of the Cultural Revolution in 1966. The first Red Guard unit was established in Beijing and quickly spread throughout China. The majority of the Red Guard members were young students in major cities. The original objective for the Red Guards was to overthrow and eliminate the â€Å"Old Four Chinese Customs†, â€Å"Old Four Groups† and â€Å"Counter-revolutionaries† who were hiding among the general public. The Red Guards targeted literature records, classical antique documents, museums, historical sites, intellectuals and Chinese Communist Party (CCP) members who had been labeled as potential enemies of the â€Å"ongoing revolution†. The Red Guards participated in the political movement through interpreted themselves as the latest and purest fighters in the revolution. 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