Compare the Wars and All Quiet on the Western Front Essay

English 102 College Poetry assignment Scholarship Essay

English 102 College Poetry task - Scholarship Essay Example The artist perceived the affliction and squandered potential, and the danger of brutality in Harlem, as the people groups' fantasies were conceded. With the last line, he is giving an admonition that foul play and hardship could bring about that blast. Question 2. Try not to Go Gentle Into That Good Night Dylan Thomas: I have picked this since it is brimming with an enthusiasm forever and will not acknowledge that passing is inescapable. The speaker needs to keep his dad alive (it was composed when Thomas' dad was biting the dust), so it is his voice. His reiteration of Don't go delicate into that great night and Wrath, rage against the perishing of the light toward the finish of interchange verses, is loaded with dire, lively imperativeness; he is willing his dad and all who are old, to recollect the marvel of life and remain to achieve more. He incorporates a wide range of men, shrewd men, great men, wild men and grave men, all characteristics his dad may have had. I like the manner in which alternate extremes accentuate force and contrasts: Light and dim, see and visually impaired, delicate and rage and the sound-related and physical symbolism in words like forked and moved, sang and lamented cause the sonnet to throb with development and feeling. The topics of death and misfortune drive the writer crazy, and the pictures resemble prizes offered to entice his dad to remain. He would acknowledge anything from his dad revile, favor, me now with your furious tears I ask, if just he would remain alive. Thomas seethes against death as a misuse of the incredible potential for life in everybody. Question 3. Artist v Speaker: The speaker in Episode is a little dark kid, reviewing a beloved memory, telling it from a kid's perspective, with straightforwardness. The artist was taken to live in Baltimore as a kid, so his grown-up voice reviews the occasion in the present. In Those Winter Sundays the speaker is a developed man, thinking back on his youth. He returns us to recollections of his dad, communicates the feelings felt at that point and carries us to the present as a grown-up. Hayden lived in a circumstance where his dad and mom battled and he was beaten, so he also is the speaker. Topic: The topic of Occurrence is prejudice, extending over the years from 1925 Baltimore to the time the sonnet was composed. There is bafflement and incongruity as well, for toward the end, despite the fact that it is everything he can recall, there is something there of having beaten the experience. Those Winter Sundays is on the topic of family, and father/child connections specifically. The speaker/artist glances back at how his dad thought about his family, on his one day of rest and how this went neglected. Tone: Episode, in spite of the straightforward puerile rhyme, is amusing and the start and end of the sonnet add to this. It starts with joy, at that point the Baltimorean responding with puerile and grown-up biased reaction, scatters that happiness, and the closure that tells how this has had an enduring effect, however hello, I am still here to tell the story nearly, is the amusing turn in the unmistakable supremacist reality. Hayden's tone is one of disappointment for neglecting to comprehend or value his dad's affection. He discussed talking impassively to him, however there are indications of peril as well, dreading the interminable enrages of that house. The lament is communicated in the last two lines, about adoration's somber and desolate workplaces. Farce on Sonnet by

How OCD and Traumatic Brain Injury Are Linked

How OCD and Traumatic Brain Injury Are Linked OCD Related Conditions Print The Link Between OCD and Traumatic Brain Injury By Owen Kelly, PhD Updated on August 09, 2019 RunPhoto / Getty Images More in OCD Related Conditions Causes Symptoms and Diagnosis Treatment Types Living With OCD Traumatic brain injury (TBI) caused by motor vehicle accidents, falls or other accidents and firearms can cause a wide variety of cognitive issues. In addition to cognitive problems, if youve experienced a brain injury, you may also develop symptoms consistent with one or more forms of mental illness including obsessive-compulsive disorder (OCD). TBI occurs when the brain is injured or damaged by an outside force such as a blow to the head or a gunshot. TBIs can occur as a closed head injury in which the skull and brain remain intact, like what is seen among professional athletes such as football players, or as a penetrating head injury in which an object penetrates the skull and brain. TBI is often classified according to the severity of the injuryâ€"mild, moderate or severe. Common Changes Caused by Traumatic Brain Injury If you have experienced a TBI you may also notice a change in your cognitive functioning. After a TBI, your performance on everyday tasks requiring memory, language, spatial or verbal ability may be negatively affected. This can be either temporarily or permanently. If the TBI affects motor centers within the brain, mobility may also be impaired, and you may need a mobility device like a wheelchair or help with day to day tasks. TBI can also affect your behavior, causing changes in your personality. It is possible, after a TBI, that a previously calm person may become impulsive or aggressive. Likewise, an outgoing individual may become shy and withdrawn. TBI and Symptoms of OCD In addition to changes in cognitive function, behavior, and mobility, TBI can trigger symptoms of OCD including obsessions and compulsions. OCD following a TBI usually occurs soon, if not immediately, after the event has taken place. However, there have been reports of TBI-induced OCD being diagnosed months after the initial injury. In each case, localized brain damage may or may not be present when viewing a brain scan. Research has indicated that OCD following a TBI is usually accompanied by symptoms of major depression. Whether this depression is a result of the TBI, the psychosocial stress caused by the injury, the onset of OCD, or a combination of these factors is unclear. Treating TBI-Related OCD If you developed OCD after a traumatic brain injury, your doctor may recommend a  selective serotonin reuptake inhibitors such as Prozac (fluoxetine) or a  tricyclic antidepressant  such as Anafranil (clomipramine). Psychotherapy for OCD following a TBI may also be helpful. However, since cognitive impairment is common among those with TBI, cognitive-based therapies may not be the best option for everyone and should be evaluated on a case by case basis. If you can, choose a supportive therapy which assists you and helps you cope with both the practical and emotional challenges associated with TBI and OCD. The 9 Best Online Therapy Programs

Create a Reflective Piece Using The Gibbs Reflective Model - Free Essay Example

Sample details Pages: 7 Words: 2143 Downloads: 1 Date added: 2017/06/26 Category Statistics Essay Level High school Did you like this example? Create a reflective piece using the Gibbs Reflective Model which identifies an incident in the workplace where there was a lack of leadership. Use critical analysis of a reflective cycle to explore how this incident has increased your knowledge and understanding of professional practice with respect to the values and behaviour s in the field of nursing, and how future your behaviours will change. Definition of Gibbs Reflective Cycle Gibbs reflective cycle (1988) is a tool used by numerous professionals, including (but not limited to) health professionals, education workers and those in leadership positions: its purpose is to assist practitioners in reflection, which contributes to continuous personal development (CPD) and helps to ensure that a person is continually learning and improving in their role. The idea is to systematically reflect on a particular situation to ensure that all aspects have been considered and evaluated, as this will assist the reflector in understanding what to do next time they are in a similar situation. The process consists of the following steps: Click to Expand Don’t waste time! Our writers will create an original "Create a Reflective Piece Using The Gibbs Reflective Model" essay for you Create order Description: What happened? Feelings: What were you thinking/feeling? Evaluation: What was good about the experience? What was bad about it? Analysis: What sense can be made of the situation? What was really going on, as opposed to what you may have perceived? Conclusion: What was the end result à ¢Ã¢â€š ¬Ã¢â‚¬Å" how well did you think you managed the situation overall? What else could you have done in the situation? Action plan: If the situation occurred again, what would you do? Would you act differently? Is there a skill you can develop or something you can learn to help you to be better equipped next time? Introduction The incident I will be reflecting on occurred whilst I was placed with the vascular team. We had received a request for a duplex carotid scan for a patient on ITU who had been admitted due to a large stroke. Upon arrival we read her notes which highlighted significant aphasia and difficulties with communication. The nurse also informed us that the patient had a long standing memory problem and as a result of this, she did not remember why she had been admitted and would become very distressed when her stroke was discussed. When we approached her to perform the scan we found that she was under minimal sedation and was having assistance from a ventilator. The scan was completed without difficulty and we began to document our findings in the notes. A nurse came onto the ward with two members of the public in order to show them around ITU before the mans surgery. This has been a long-standing protocol which strives to decrease worry before a planned stay in ITU. The members of the p ublic were brought to the bedside where the nurse began to explain what the equipment was and what it was used for. The nurse made no effort to introduce the members of the public or herself to the patient. She also glanced at the patients notes and then informed the members of the public that she had been admitted to ITU because of a stroke. Upon hearing this, the patient became overtly distressed and had to be more heavily sedated after the nurse in charge of her care could not calm her by talking in a soothing manner. This event clearly caused undue anxiety to both the patient and members of the public, in addition to the members of staff who bore witness to the incident. The incident was reported using an in-house critical incident report by both myself and staff from ITU as this was a breach of patient confidentiality and poor practice. Interpretation of the incident Before the incident, I was aware that the nurse was showing the members of the public around the ITU in order to familiarise them with the ward. I was very surprised when the nurse did not check the patients notes beforehand, and the distress caused to both the patient and the members of the public was entirely unnecessary. To critically reflect upon this incident I shall use a well-known reflective cycle from Gibbs (1988). This model is cyclical and is unique because it includes emotions, knowledge, and actions and believes that experiences are repeated, which moves away from the model proposed by Kolb (1984). Some scholars, such as Zeichner and Liston (1996), believe that a wider and more flexible approach is needed by examining values in a critical light and how the practice of this can lead to changes in quality. Description The most important factor in this incident was the lack of intervention from myself or the other healthcare professionals. The nurse should have been made aware that this was not a suitable area to bring the members of the public to. I also assumed that there would not be disclosure of specific patient details as this would be a breach of patient confidentiality policies which are covered in numerous guidelines from the Healthcare Professions Council (HCPC, 2012) and the Nursing and Midwifery Council (NMC 2015). Feelings The main emotion that I felt in this situation was anxiety. I had been to ITU many times before and it is an environment in which I feel comfortable. I had not been to ITU to perform a carotid ultrasound before and I felt nervous as I wanted to perform the test well. I believe that, as a result of this, I moved some accountability to my senior colleague. I found the incident upsetting to witness as the distress was caused by a member of staff and their actions were avoidable. Evaluation My role was to complete the scan and establish the presence or absence of carotid disease, which I did. The results of the scan would have been used to determine the best course of management for this patient. It is important to note that acting in the patients best interests was also part of my role, and I feel that I did not fulfil this completely. The duty to protect patients and patient confidentiality at all times lies with all staff, including myself, my vascular colleague, and the ITU staff. Our failure to act as a team could be explained by Rutkowskis (1983) theory of group cohesiveness. This theory proposes that altruistic behaviour is dependent upon the social norm, and is defined as people helping those in need, and who are dependent upon them for help. Rutkowskis (1983) showed that the group is more likely to act in accordance with the perceived social norm if there is a high level of group cohesiveness. In the situation that I have described, neither my colleague nor I were familiar with the healthcare professionals on ITU and there may have been a low level of group cohesiveness as a result of this. Further work (Koocher Keith-Spiegel 2010) has demonstrated that irresponsible professional behaviour can be averted by informal interventions. People were found to be more likely to take action if they were the senior person in a situation, and most felt that a positive outcome was as a result of their intervention (Koocher Keith-Spiegel 2010). It is important to note that the way in which this outcome was measured (taken from data described as feelings after intervention), may have introduced bias as it is likely that participants felt pleased with their courage in acting in an appropriate manner, regardless of the outcome of the intervention. It is possible that their intervention garnered no difference in professional behaviour. It is important to note that cases of major misconduct, such as those which could result in harm to patients or dam age to the reputation of the Trust, should be dealt with by more formal routes. We completed an internal incident report which automatically flags the incident to senior clinicians and managers which would ensure that this incident was not unheeded. If this incident had not been reported, it would be an indicator of declining professionalism and acceptance of inferior standards of care. Tolerance of poor standards was highlighted by the Francis report (2013) as a consequence of poor staffing, policies, recruitment and training, and leadership. Analysis The patient had a jugular line in place, which I had anticipated would make the scan more difficult and therefore probably contributed to my increased level of anxiety. I feel that if I had not been as anxious I would have been more likely to intervene; however it is clear that both my colleagues and I should have intervened more quickly. I believe that an informal intervention as described by Koocher and Keith-Spiegel (2010) would have been appropriate in this situation. Conclusion Having witnessed the distress caused to both the patient and members of the public, I am now aware of the important of being more assertive if similar situations were to arise in future. Although I believe I should have intervened at the time, the experience I have gained from this has made me more aware of the important of always acting in the best interests of the patient even when this may take courage. I believe that having greater confidence in my ability to scan would have reduced my diffusion of responsibility and allowed me to act in a more autonomous fashion. There should also be a greater emphasis to establish strong working relationships between healthcare professionals to in turn increase levels of group cohesiveness (Rutkowski et al 1983). Action plan My future practice will involve becoming more proactive when I believe that there is a risk to patient confidentiality, and I will not assume that other members of staff will act in a professional manner at all times. I will continue to undertake reflective practice by using the model proposed by Gibbs (1988), and will aim to become confident when protecting patient confidentiality, particularly in situations where I am applying clinical skills which are new to me or that I do not feel completely confident with. As a trainee healthcare scientist, I aim to consistently implement the values and principles as set forth by the HCPC (2012) of a clinical scientist, and although this experience was difficult, I now feel that I have a greater understanding of these principles and values. Changes in norms and behaviours Due to the incident, I have formed a new set of behaviours. The first of these is that I will no longer assume that all members of staff will act in accordance with guidelines about patient confidentiality. Tied to this is a conscious effort on my part to refrain from assuming that I can predict the actions of other healthcare workers and I will always prioritise the welfare of patients in my care. Gibbs (1988) model has allowed me to critically reflect on my behaviours and has allowed me to identify aspects of my behaviour which may be detrimental. Critical reflection of this incident has made it clear that there is a deference to those I deem more senior than myself, perhaps due to a subconscious desire to maintain good working relationships. It is possible that the major obstacles which prevented me from speaking out in this incident were my perception of an authority gradient between myself and my colleague and low group cohesiveness. To prevent future events like this occur ring I will express any concerns about my clinical skills before beginning any procedures in order to both reduce any authority gradient and to also reduce the diffusion of responsibility as much as possible. I now feel more confident in protecting patient confidentiality and will aim to always embody the values and principles of a healthcare scientist. References Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking of the educative process. 2nd edition. New York: Heath and Company. Francis Report (2013), Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry, London: The Stationery Office. Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit. Hatton, N. and Smith, D. (1995). Reflection in Teacher Education: Towards Definition and Implementation. The University of Sydney: School of Teaching and Curriculum Studies. Healthcare Professionals Council (2012), Confidentiality à ¢Ã¢â€š ¬Ã¢â‚¬Å" guidelines for registrants, London: Park House. Kolb, D. (1984). Experiential learning: experience as the source of learning and development, New Jersey: Prentice Hall. Koocher, G. and Spiegel, K. S. (2010) Peers Nip Misconduct in the Bud, Nature, 466(2), 438-440 National Committee of Inquiry into Higher Education (1997) Dearing Report: Higher Education in the Learning Society. London: The Stationery Office. Nursing and Midwifery Council (2015) The Code for Nurses and Midwives. London: Park House. SchÃÆ' ¶n, D. (1983) The Reflective Practitioner. How professionals think in action, London: Temple Smith. SchÃÆ' ¶n, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass. Quality Assurance Agency (2001). Personal development planning: guidance for institutional policy and practice in higher education. Rutkowski, G. K., Gruder, C. L., Romer, D. (1983). Group cohesiveness, social norms, and bystander intervention, Journal of Personality and Social Psychology, 44(3), 545-552. Zeichner, K. and Liston, D. (1996) Reflective Teaching: an introduction. New Jersey: Lawrence Erlbaum Associates.

Essay on The Main Detonators of Stress - 1408 Words

There are many reasons that can cause stress to happen. Although some people thinks that stress can only happen to working employee with a busy lifestyle and schedule that they have to cope with this is not true. Stress can happen to anyone no matter what status they are, whether they are single, married, students, employee or non-employee. Some people thrive on a busy lifestyle and are able to cope well with daily stresses. Other people feel tensed or stressed by the slightest change from their set daily routine, but most people fall somewhere in between, but may have periods when levels of stress increase. There are two issues that can cause stress which are personal issues and social issues. In personal problems, the first problems is†¦show more content†¦The next problems are the environment issues such as unsafe neighborhoods, crime-ridden cities, and worry over personal safety may lead also to chronic stress. Lastly are traumatic events, people who have suffered a trau matic event or life-threatening situation such as robbery or rape, or a natural disaster often live with long-term stress. In many cases, they are actually suffering from post-traumatic stress disorder. Based on the online survey of 2,020 U.S. adults 18 and older, conducted in August by Harris Interactive for the American Psychological Association, although stress levels for most Americans are falling – but not among the Millennial generation, ages 18-33. Young adults also report more depression and anxiety. Where for the Millennial, top stress sources are work (cited by 76%), money (73%) and relationships (59%). The economy came in fifth, at 55%, just behind family responsibilities, cited by 56% (USA TODAY 2013). This is shows on the figure 1 below (For more information on the survey and results visit: www.usatoday.com ). Figure 1: The causes of millennial stress. The effects of stress are many and varied where some of the effects are positive, such as self-motivation and stimulation to satisfy individual goals and objectives. Some stress can lead to bad results such as disruptive,Show MoreRelatedSuicide Bombings Are on the Rise1139 Words   |  5 Pagesother innocent people with the intention to cause great damage while taking their own life in the process. These type of attacks are mostly related with religious beliefs and involvement from terrorist groups all over the world. A suicide bomber’s main purpose is to publicly kill themselves to prove a point or send a devastating message. Suicide terrorism is such a broad term to define but it is commonly known as the intent to cause death or serious bodily harm to innocent civilians with theRead MoreThe Oil Pipeline Organizations And The Main Tin Smelter1787 Words   |  8 PagesAmid the war Texas City turned into a major modern focus. It had seven petrochemical refineries, two oil pipeline organizations and the main tin smelter in the US. The city was developing and growing. Schools worked in two shifts, much the same as the synthetic plants. The interest for industry was high, yet wellbeing measures were still low and unpracticed. The year of 1947 turned into a urgent occasion in the recollections of the city. On April 16 and 17 a noteworthy calamity happened to overallRead MoreAdvantages Of Media Systems And Disaggregated Indices1762 Words   |  8 Pagesprocess of each country, as well as a key element for the quality of democracies (Caramani 2014: 330) Furthermore, we will look, briefly, at the drastic evo lution of political communication through time as we will focus our attention in analyzing the two main approaches used to compare political communication across countries, and the possible advantages and disadvantages that they could have. In many democracies, political communication seems to have passed through three stages that comprise betweenRead MoreEssay on Fall of Asclepius95354 Words   |  382 Pagesalike. The rest of the students were inside socializing till the morning bell rang. Thomas sat straight up and stretched out his arms and then cracked his neck and back. A few quiet snaps were made. The bus slowed to a stop in front of the schools main entrance. He gathered his school supplies and stepped out of the bus. Thomas felt drowsy from staying up too late studying for the final Biology unit test that he was going to take in the afternoon. He went inside and just stood in the entranceRead MoreSecurity Forces51988 Words   |  208 Pagesand confusion. When other factors are equal, the simplest plan is preferable. Simplicity in plans allows better understanding and execution planning at all echelons. Simplicity and clarity of expression greatly facilitate mission execution in the stress, fatigue, and other complexities of modern combat and are especially critical to success in multinational operations. Restraint The purpose of restraint is to limit collateral damage and prevent the unnecessary use of force. A single act could causeRead MoreArmy Regulation 190–5137102 Words   |  149 Pagesdate and time applied, identification of items to which applied (and location on item if other than main door(s)), and the name of the person applying the seal. For outbound loaded trailers, railcars, and container shipments, the appropriate trailer, railcar, or container number and load destination will be noted. d. Application of seals. (1) Seal all doors and openings, not merely the main one. (2) Run seal straps through hasp only once. Seals wrapped around several times become illegible

A Comparison of Democratization Process in China and India Free Essays

The term â€Å"democracy† first emerged in the societies of ancient Greece where it is meant to be a form of decision-making where the community is allowed to participate, which later on served as the system used for governance (Woolf Rawcliffe, 2005). Bryce (2009) noted that the term is used to describe the power that is legally bestowed by the people to the government. Likewise, the term â€Å"people† moved farther away from the privileged few and focused more on the entire community. We will write a custom essay sample on A Comparison of Democratization Process in China and India or any similar topic only for you Order Now As a result, the consideration for the rights and the voice of the citizens became a central theme in democratic governments. Aside from the political aspects of democracy, the free market structure is also an element that has become inseparable from that of democracy (as cited in Snauwaert, 1993). In the free market system, the government has less control over the affairs of the market and individuals are given the chance to choose among several options (Snauwaert, 1993). In the present day, democracy has become a very popular system of government as the West and other advocates continue to hail it as a suitable form of governing the society. Based on the arguments of Francis Fukuyama, a resolution is reached regarding the best way to organize the political and economic aspects of the society and suggested democracy as the answer. In addition, Fukuyama contends that â€Å"democracy, in the political realm, and markets, in the economic realm, had triumphed over all challengers and were in the process of becoming the universal forms of political and economic organization† (Bova, 2003, p. 243). In history, nations did not immediately employ democracy. Some have taken other paths, such as India and China that experienced the colonial rule and Communist rule, respectively. Both countries have experienced undergoing a process of democratization, which is said to â€Å"[begin] when the principle of citizenship is acknowledged by a regime in certain ways by allowing the opposition to become involved in politics† (Des Forges, Luo, Wu, 1993, p. 231). In addition, the democratization process proceeds from the distribution of power and responsibilities throughout the community (Des Forges, Luo, Wu, 1993). From the previous systems of government, India proved that it can undergo the process of democratization and sustain it until 50 years after. On the other hand, China remains a communist state amidst its futile attempts to apply several democratic principles from the West (Central Intelligence Agency [CIA], 2010; He Feng, 2008). The two countries, China and India, are both Asian countries that are striving hard to apply and implement the concepts of democracy as it is observed from the Western ideals. The interesting experiences of the two nations with regard to the process of democratization serve as the focus of the present paper, which would also highlight the differences and similarities between the experiences of the two nations. In so doing, emphasis is placed on the Democratization Process in India National Profile India is a member of the Southern Asian region and has a total area of 3,165,596 sq km (Oldenburg, 2008). The 7 union territories and 28 states are ruled by a President, who is the head of state, and a Prime Minster, who serves as the head of government (Oldenburg, 2008). The present form of government is Federal Republic and is governed by the Constitution that was amended last 2002 (Oldenburg, 2008). India also has an existing legislature, which is composed of the Lok Sabha (House of the People) and the Rajya Sabha (Council of States) (Oldenburg, 2008). The Judicial branch of the Indian government is headed by the Supreme Court (Oldenburg, 2008). For a lengthy period of time until 1947, India was subjected to British colonial rule (Mishar, 2000). The country gained independence through the Indian Independence Act, which received the Royal Assent on 1947 (Mishra, 2000). The Indian Independence Act served as an important factor in the process of democratization in the country because it gave way for a Provisional government that would later on take the form of a democracy. At the day when the said Act took into effect, Jawaharlal Nehru said that it is a time when â€Å"India discovers herself again,† (as cited in Hukam, 2005, pp. 309-10). In relation to this, it is important to identify the events surrounding before and after the promulgation of the Indian Independence Act in 1947 and the progress towards democracy that was made up to the present time. More specifically, emphasis is placed on the economic and political changes in the country and the actors and elements that allowed for successful democratization. How to cite A Comparison of Democratization Process in China and India, Essays

Society Essays (698 words) - Psychology, Behavior, Emotions

Even though we live in a capitalist society, I still cannot help but believe, despite my own cynicism, that people are more motivated to achieve something for personal satisfaction rather than monetary gains. Look at Chekov's short story, "The Bet." A man agrees to sacrifice fifteen years of his life in prison in exchange for a million dollars. Obviously his motivation for such an extreme bet is wealth, but by the end of the prison sentence, the man could care less about the money. After years of introspection, of reading Shakespeare, The Bible, and textbooks, the man actually comes to despise the money he once sought; the money he signed away fifteen years of his life for. He does not collect his money from the banker, he runs away to be on his own and continue to live the life of solitude he has learned to love, free of money and possessions. Also, in a psychology class, one of the first things students study when they come to the topic of motivation, is external stimulus versus personal drive. Any textbook will tell one that studies show that a child is more likely to put as much energy as possible into completing a task when it is something that makes him happy, than if he was doing it for a physical reward. A child is more likely to get good grades, if it makes him feel good about himself, than if his parents offer to pay him every time he makes the honor roll. I agree with this theory on motivation because I see it play out everyday in my life. If my older sister had been concerned with money and fame, which reality television tells us every night is important, she would have gone to college after graduating high school. She knew though, that school and learning did not make her happy, and she was not going to suffer through four more years of school just because a college degree could lead to a more successful job. R ight now she does not make as much money at her job, but she likes her life and the way she lives; she has more fun answering phones and dealing with other people at work than she would behind a desk in a classroom. This past year I myself have been forced to look at my priorities as well. I have worked hard in school all my life and have made honor roll semester after semester, because I enjoy it. I have not filled up my schedule with classes I did not want because calculus and economics look good on a college transcript. I had a high enough GPA to join the National Honor Society, but I chose not to join because even though it might have impressed some admissions officers, it was not something that was going to make me happy. Instead I spend my time studying Creative Writing, Art History, and the other subjects I feel truly passionate about. There is a pleasure principle in psychology, which basically means that one will do whatever will make them most happy or least unhappy. I think that is true, and I feel that the happiness most people seek out is not about money or luxury. Maybe it looks like that from the media, because advertising says that people want to be like Donald Trump, but that is not real life. Real life is my next door neighbor who gardens as a second job for small fees because he loves to be outside, working with his hands in the nice weather. I am sure no one would mind winning the lottery, but to say that it is our primary motivator in life is sad and untrue. A person who is happy and making minimum wage is likely to live longer than someone who spends his or her life working sixty four hour weeks at a stressful job to make money hand over fist. Are some people very driven by money? Yes. Is that more important than the personal satisfaction that comes from doing something good? Literature, psychology, and our personal lives tell us no, and I hope it stays that way.

How To Make Magnetic Slime

How To Make Magnetic Slime Put a twist on the classic slime science project by making magnetic slime. This is slime that reacts to a strong magnetic field, like a ferrofluid, but its easier to control. Its easy to make, too. Here is what you do: Magnetic Slime Materials   white school glue (e.g., Elmers glue)liquid starchiron oxide powder  rare earth magnets Ordinary magnets are not strong enough to have much of an effect on magnetic slime. Try a stack of neodymium magnets for the best effect. Liquid starch is sold with laundry aids. Iron oxide is sold with scientific supplies and is available online. Magnetic iron oxide powder is also called powdered magnetite. Make Magnetic Slime You could simply mix the ingredients together at once, but once the slime polymerizes, it difficult to get the iron oxide to mix in evenly. The project works better if you mix the iron oxide powder with either the liquid starch or glue first. Stir 2 tablespoons of iron oxide powder into 1/4 cup of liquid starch. Continue stirring until the mixture is smooth.Add 1/4 cup of glue. You can mix the slime together with your hands or you can wear disposable gloves if you dont want to get any black iron oxide dust on your hands.You can play with magnetic slime just like you would with regular slime, plus it is attracted to magnets and is viscous enough to blow bubbles Safety and Clean Up If you wrap the magnets with plastic wrap, you can keep the slime from sticking to them.Clean up slime using warm, soapy water.Do not eat the slime, since too much iron is not good for you.Do not eat the magnets. There is a recommended age listed on magnets for this reason.This project is not suitable for very young children  since they might eat the slime or the magnets. Id aim for ages 5. Ferrofluid is more liquid than magnetic slime, so it forms better-defined shapes when exposed to a magnetic field, while silly putty is stiffer than the slime and can crawl slowly toward a magnet. All of these projects work best with rare earth magnets rather than iron magnets. For a really strong magnetic field, use an electromagnet, which can be made by running an electric current through a coil of wire.

Battle of Berlin in World War II

Battle of Berlin in World War II The Battle of Berlin was a sustained and ultimately successful attack on the German city by the Allied forces in the Soviet Union from April 16–May 2, 1945, during World War II (1939–1945). Armies Commanders Allies: Soviet Union Marshal Georgy ZhukovMarshal Konstantin RokossovskyMarshal Ivan KonevGeneral Vasily Chuikovapprox. 2,500,000 men Axis: Germany General Gotthard HeinriciGeneral Kurt von TippelskirchField Marshal Ferdinand Schà ¶rnerLieutenant General Hellmuth ReymannGeneral Helmuth WeidlingMajor General Erich Brenfngerapprox. 766,750 men Background Having driven across Poland and into Germany, Soviet forces began planning for an offensive against Berlin. Though supported by American and British aircraft, the campaign would be entirely conducted by the Red Army on the ground. General Dwight D. Eisenhower saw no reason to sustain losses for an objective that would ultimately fall into the Soviet occupation zone after the war. For the offensive, the Red Army massed Marshal Georgy Zhukovs 1st Belorussian Front to the east of Berlin with Marshal Konstantin Rokossovkys 2nd Belorussian Front to the north and Marshal Ivan Konevs 1st Ukrainian Front to the south. Opposing the Soviets was General Gotthard Heinricis Army Group Vistula supported by Army Group Centre to the south. One of Germanys premier defensive generals, Heinrici elected not to defend along the Oder River and instead heavily fortified the Seelow Heights east of Berlin. This position was supported by successive lines of defenses extending back to the city as well as by inundating the Oders floodplain by opening reservoirs. Defense of the capital proper was tasked to Lieutenant General Helmuth Reymann. Though their forces looked strong on paper, Heinrici and Reymanns divisions were badly depleted. The Attack Begins Moving forward on April 16, Zhukovs men assaulted the Seelow Heights. In one of the last major pitched battles of World War II in Europe, the Soviets captured the position after four days of fighting but sustained over 30,000 killed. To the south, Konevs command captured Forst and broke into open country south of Berlin. While part of Konevs forces swung north towards Berlin, another pressed west to unite with advancing American troops. These breakthroughs saw Soviet troops nearly envelop the German 9th Army. Pushing westward, 1st Belorussian Front approached Berlin from the east and northeast. On April 21, its artillery began shelling the city. Encircling the City As Zhukov drove on the city, the 1st Ukrainian Front continued to make gains to the south. Driving back the northern part of Army Group Center, Konev compelled that command to retreat towards Czechoslovakia. Pushing forward north of Juterbog on April 21, his troops passed south of Berlin. Both of these advances were supported by Rokossovsky to the north who was advancing against the northern part of Army Group Vistula. In Berlin, Adolf Hitler began to despair and concluded that the war was lost. In an effort to rescue the situation, the 12th Army was ordered east on April 22 in the hope it could unite with 9th Army. The Germans then intended for the combined force to aid in defending the city. The next day, Konevs front completed the encirclement of the 9th Army while also engaging the lead elements of the 12th. Unhappy with Reymanns performance, Hitler replaced him with General Helmuth Weidling. On April 24, elements of Zhukov and Konevs fronts met west of Berlin completing the encirclement of the city. Consolidating this position, they began probing the citys defenses. While Rokossovsky continued to advance in the north, part of Konevs front met the American 1st Army at Torgau on April 25. Outside of the City With Army Group Centre disengaging, Konev faced two separate German forces in the form of the 9th Army which was trapped around Halbe and the 12th Army which was attempting to break into Berlin. As the battle progressed, 9th Army attempted to break out and was partially successful with around 25,000 men reaching 12th Armys lines. On April 28/29, Heinrici was to be replaced by General Kurt Student.  Until Student could arrive (he never did), command was given to General Kurt von Tippelskirch. Attacking northeast, General Walther Wencks 12th Army had some success before being halted 20 miles from the city at Lake Schwielow. Unable to advance and coming under attack, Wenck retreated towards the Elbe and U.S. forces. The Final Battle Within Berlin, Weidling possessed around 45,000 men composed of Wehrmacht, SS, Hitler Youth, and Volkssturm militia. Initial Soviet assaults on Berlin began on April 23, a day before the city was encircled. Striking from the southeast, they met heavy resistance but reached the Berlin S-Bahn railway near Teltow Canal by the following evening. On April 26, Lieutenant General Vasily Chuikovs 8th Guards Army advanced from the south and attacked Tempelhof Airport. By the next day, Soviet forces were pushing into the city along multiple lines from the south, southeast, and north. Early on April 29, Soviet troops crossed Moltke Bridge and began attacks on the Interior Ministry. These were slowed by a lack of artillery support. After capturing Gestapo headquarters later that day, the Soviets pressed on to the Reichstag. Assaulting the iconic building the next day, they succeeded in famously hoisting a flag over it after hours of brutal fighting. A further two days were needed to completely clear the Germans from the building. Meeting with Hitler early on April 30, Weidling informed him that the defenders would soon run out of ammunition. Seeing no other option, Hitler authorized Weidling to attempt a breakout. Unwilling to leave the city and with the Soviets nearing, Hitler and Eva Braun, who were married on April 29, remained in the Fà ¼hrerbunker and then committed suicide later in the day. With Hitlers death, Grand Admiral Karl Doenitz became president while Joseph Goebbels, who was in Berlin, became chancellor. On May 1, the citys remaining 10,000 defenders were forced into a shrinking area in the city center. Though General Hans Krebs, Chief of the General Staff, opened surrender talks with Chuikov, he was prevented from coming to terms by Goebbels who wished to continue the fight. This ceased to be an issue later in the day when Goebbels committed suicide.? Though the way was clear to surrender, Krebs elected to wait until the following morning so that a breakout could be attempted that night. Moving forward, the Germans sought to escape along three different routes. Only those who passed through the Tiergarten had success penetrating the Soviet lines, though few successfully reached American lines. Early on May 2, Soviet forces captured the Reich Chancellery. At 6:00 am, Weidling surrendered with his staff. Taken to Chuikov, he promptly ordered all remaining German forces in Berlin to surrender. Battle of Berlin Aftermath The Battle of Berlin effectively ended fighting on the Eastern Front and in Europe as a whole. With Hitlers death and complete military defeat, Germany unconditionally surrendered on May 7. Taking possession of Berlin, the Soviets worked to restore services and distribute food to the citys inhabitants. These efforts at humanitarian aid were somewhat marred by some Soviet units which plundered the city and assaulted the populace. In the fighting for Berlin, the Soviets lost 81,116 killed/missing and 280,251 wounded. German casualties are a matter of debate with early Soviet estimates being as high as 458,080 killed and 479,298 captured. Civilian losses may have been as high as 125,000.

Riordan Essay Example | Topics and Well Written Essays - 1000 words

Riordan - Essay Example nformation, and products over the internet and includes aspects like establishment of new markets, money transfer, and ordering of products, services or information. For Riordan, E-business considerations include identifying organizational requirements which in this case include reduction of costs and to promote growth and profits. The company also focuses on exceeding ISO 9000 standards and leading in R&D while offering innovative solutions and establishing long term relations with customers. In establishing long term relations with clients located in different geographic locations like Vancouver and New York where the company is not present, long term relationships with this customer and others will be required (Yasin, Czuchry, Gonzales, & Bayes, 2006). Additionally, having introducing e-business will mean creation of new markets since the company already has a strong brand in the manufacture of medical supplies and stents, bottler and beverage containers, airplane parts, automotiv e part s and others. The presence of the right professionals is needed such that the right implementation taskforce of experts is present and representing all company departments. Given that the bottles are to be delivered long distances from the manufacturing facility, e-business consideration needed is to ensure that customer is well informed about production and delivery at all times. Riordan also needs to collect information from the customer about potential markets in Canada and New York while gathering information about other similar manufacturing companies in the regions (Yasin, Czuchry, Gonzales, & Bayes, 2006). This way, Riordan will develop the ability to sense and respond to market needs, as well as stimulate market demand and search for new markets. For customers located far and wide, the manufacturing process of the organization will shift to customized just-in-time manufacturing or demand-driven production. This way, Riordan will manage to provide customers with

Competitive Advantage through people Research Paper

Competitive Advantage through people - Research Paper Example 21). However, the company does not only boast a highly competitive pricing strategy, but also a premium people management approach that provided the company enduring success. Southwest’s most powerful organizational competency—the ‘secret ingredient’ that makes it so distinctive—is its ability to build and sustained high performance relationships among managers, employees, unions, and suppliers. These relationships are characterized by shared goals, shared knowledge, and mutual respect (Gittell, 2005, 52). To operate, airlines require physical resources, such as airplanes, airstrip, pilots, cabin crew, etc. These physical resources can be accessed by numerous companies in the marketplace; hence it is hard to develop them as a sustainable competitive advantage. Even availability of unprocessed or capital resources, before a great entry barrier, is more attainable due to the growth of international markets (Lovelock & Wright, 2002). However, it is the intangible assets that sustainable competitive advantage rests. Accrued experience or knowledge throughout the years, or referred to as corporate culture, is very hard to imitate (Parker, 2007). Companies like Apple, Coca-Cola, and General Electric rise from a venture of time and effort. These are springs of competitive advantage. The task is to determine the factors that strengthen this competitive advantage and the way toward sustainability (Parker, 2007). In fact, it is not the resources, regardless of how inimitable or intangible they are, that best generate competitive advantage; the solution toward sustainable competitive advantage is the way these resources are used (Gittell, 2005). Simply, the failure or success of a company relies on how the people within it utilize these resources. Basically, the competitive advantage of a company is its people. The quality of management, the manner in which

Dr. Myles Munroes The Purpose and Power of God’s Glory :: Purpose and Power of God’s Glory

Appeal to Ethos in Dr. Myles Munroe's The Purpose and Power of God’s Glory The rhetorical term "ethos" allowed me to see my favorite book, The Purpose and Power of God’s Glory by Dr. Myles Munroe, in a different way. I had never noticed how much Dr. Munroe’s character, authority, and credibility help to persuade the audience by appealing to "ethos". It added a lot to the book by allowing me to see Dr. Munroe’s character, authority, and credibility. I noticed Dr. Munroe’s virtuous character on page nine when he said, "That means that whatever our Daddy got, we got. Everything God ever intended us to be we already have---virtually infinite potential hidden inside these earthly bodies. God created us to have dominion over the earth; anything less squanders our potential." Dr. Munroe is an incredibly well-educated man, but because he worded things in such easy terms I did not feel like I was "over my head" in material that was too complex. It would have been easy for me to feel inadequate in comparison to his intelligence, but instead it made me feel that he had a warm, caring personality. Dr. Munroe’s character was also obvious to me on page ten when he said, "Human beings are God’s representatives on earth. He created us in His image. We are not fake imitations. We are genuine masterpieces "painted" by the hand of the Master Artist. We are not counterfeits but the genuine article. No other creature in all creation has that distinction. Sin has distorted God’s image and hidden it away under a lot of worldly "junk," so we are hard to identify as "God’s originals." He has the power to dig down and cut through the junk to expose the glory---the telltale characteristics of His hand---that hides in each of us. He wants to display us as the masterpieces we are." I found this to be a testimony to his character because it was so empowering. It was edifying and encouraging, things that do not come from someone without good character. Dr. Munroe’s authority also added to the appeal to "ethos". On page ten he said, "After all my years of Bible study, seminary training, preaching, and teaching, and after all the books I have read, I have come to the conclusion and conviction that nothing is more important than the glory of God." Knowing that Dr. Munroe devoted so much time to this subject made me view him more as an authority figure than I would have if the book had been written by someone with less education on the topic. Dr. Myles Munroe's The Purpose and Power of God’s Glory :: Purpose and Power of God’s Glory Appeal to Ethos in Dr. Myles Munroe's The Purpose and Power of God’s Glory The rhetorical term "ethos" allowed me to see my favorite book, The Purpose and Power of God’s Glory by Dr. Myles Munroe, in a different way. I had never noticed how much Dr. Munroe’s character, authority, and credibility help to persuade the audience by appealing to "ethos". It added a lot to the book by allowing me to see Dr. Munroe’s character, authority, and credibility. I noticed Dr. Munroe’s virtuous character on page nine when he said, "That means that whatever our Daddy got, we got. Everything God ever intended us to be we already have---virtually infinite potential hidden inside these earthly bodies. God created us to have dominion over the earth; anything less squanders our potential." Dr. Munroe is an incredibly well-educated man, but because he worded things in such easy terms I did not feel like I was "over my head" in material that was too complex. It would have been easy for me to feel inadequate in comparison to his intelligence, but instead it made me feel that he had a warm, caring personality. Dr. Munroe’s character was also obvious to me on page ten when he said, "Human beings are God’s representatives on earth. He created us in His image. We are not fake imitations. We are genuine masterpieces "painted" by the hand of the Master Artist. We are not counterfeits but the genuine article. No other creature in all creation has that distinction. Sin has distorted God’s image and hidden it away under a lot of worldly "junk," so we are hard to identify as "God’s originals." He has the power to dig down and cut through the junk to expose the glory---the telltale characteristics of His hand---that hides in each of us. He wants to display us as the masterpieces we are." I found this to be a testimony to his character because it was so empowering. It was edifying and encouraging, things that do not come from someone without good character. Dr. Munroe’s authority also added to the appeal to "ethos". On page ten he said, "After all my years of Bible study, seminary training, preaching, and teaching, and after all the books I have read, I have come to the conclusion and conviction that nothing is more important than the glory of God." Knowing that Dr. Munroe devoted so much time to this subject made me view him more as an authority figure than I would have if the book had been written by someone with less education on the topic.

Communication and Customer Service Essay

The time that I was not satisfied with a service is the time I rented movies at the local video store. My problem had nothing to with the experience or how I was treated during my rental. My complaint came the day after when I returned the movies. When I return movies I always bring them back hours before they are due and I either put them in the back drop off or the front drop off, I rarely go into the store to return them. It was around 1pm when the movies were returned and later on that day I got a phone call from the video store around 7pm with a message that my rentals were late. I told the employee that I returned them in the back drop off and to check it. Well this same type of situation happened to me 3 weeks in a row. The 3rd time was the last straw so the next time I rented videos I made a complaint and told them how I felt and where I always drop the movies off when I return them. The complaint I made was delivered in a nice, peaceful verbal manner. Since then I have no problems with getting phone calls for movies that aren’t late. I spoke to the employee directly so therefor I didn’t send them an email about my complaint. If I did send an email it would be an assertive communication style email. It would be written professional and state my expectations of the company. I would not label or judge anyone or the company in any way in the email.

Definition and Examples of Questions in English

In grammar, a question is a type of sentence expressed in a form that requires—or at least appears to require—an answer. Also known as an interrogative sentence, a question is generally distinguished from a sentence that makes a statement, delivers a command, or expresses an exclamation. Linguists commonly recognize three main types of questions: yes/no questions (also known as polar questions), wh-  questions, and alternative questions. In terms of syntax, a question is usually characterized by an inversion of the subject and the first verb in the verb phrase, beginning with an interrogative pronoun or ending with a tag question. Intonation in Questions What do questions sound like? In American English, youll typically hear a rising intonation across the utterance for yes/so questions and a falling intonation for wh- questions. That said, the variation in these patterns in both American and British dialects is pretty diverse.   Forming a Yes/No Question In A New Approach to English Grammar, on Semantic Principles, R.M.W. Dixon explains that in order to pose a yes/no question, you must move the first auxiliary verb, which bears a tense inflection, to the beginning of the clause. For example, if we start with the sentence: James was sitting in the dark. by moving the auxiliary verb, the question becomes: Was James sitting in the dark? There must be at least one verb in the auxiliary for question formation, Dixon explains. If there is no form of the verbs have, be, or a modal (a verb that combines with another verb to indicate  mood  or  tense) in the clause, then a form of the verb do must be added to take the tense inflection. So, from the sentence: John sat in the dark. we get the question Did John sit in the dark? Forming a Wh- Question The wh- questions are called that because the majority of them begin with words that start with those two letters: who, whom, whose, what, which, where, when, why—along with how. When asking a wh- question, youre expecting a phrase or clause as an answer, rather than a simple yes or no. In other words, youre seeking information. When forming a simple wh- question the same fronting is retained with the addition a wh- word of choice, which refers to the same constituent of the main clause and precedes the pre-posed auxiliary word. For example: With the exchange of the word who for Leo Leo was kissing Mary becomes Who was kissing Mary?   With the exchange of the word when for yesterday Theo fell yesterday becomes When did Theo fall? With the exchange of the word what for poetry Roberta recited poetry becomes What did Roberta recite? Forms of wh- questions that rely on additions rather than replacements are generally seeking further clarification: Why was Leo kissing Mary?How did Theo fall yesterday?Where did Roberta recite poetry? Says Dixon, If the constituent being questioned had a preposition associated with it, then this may either be moved to initial position, before the wh- word, or it can be left in its underlying position in the clause. That means that for the sentence: He owes his success to hard work, What does he owe his success to? and To what does he owe his success? are both correct forms of the corresponding question. Alternative Questions Alternative questions offer a closed choice between two or more answers. In fact, one of the most famous questions ever posed in the English language: To be or not to be? from William Shakespeares Hamlet (Act III, Scene 1) is indeed this very type of question. In  conversation, such questions typically end with a falling  intonation. Other names for alternative questions include nexus questions, closed questions, choice questions, either/or questions, and multiple-choice questions. Multiple-choice questions are a form of an alternative question with a larger pool of possible answers than a simple either/or. While the choices are still limited, not only are there more than two possible answers, depending on the question, there may be more than one possible correct answer. One final type of alternative question is one that often comes up in the classroom and is used by teachers to help students reexamine theories or ideas they have presented to come up with alternative conclusions to those theyve reached. For example, if a student has written a paper citing Hitlers rise to power as the main causal factor for World War II, his professor might pose the following alternative question. Supposing, as you have stated, that Hitlers rise precipitated the Second World War, but was that factor the only reason for the conflict? Note that the teacher includes the students hypothesis in her question, and is asking the student to expand his idea as well as to provide alternative facts to bolster the original argument. Sources Dixon, R.M.W. A New Approach to English Grammar, on Semantic Principles. Oxford University Press, 1991Denham, Kristin; Lobeck, Anne. Linguistics for Everyone. Wadsworth, 2010