Horticulture - The Physical and Chemical Properties Potting Mixes

Anxiety and Panic Disorder free essay sample

Everyone has encountered sentiments of tension now and again; and now and again individuals get so overpowered, they go into a state alarm. Nervousness is really an ordinary human response to stretch. In any case, in extreme cases, nervousness and frenzy can get crippling and meddle with ordinary living. For a pre-adult, life is now upsetting enough. How does a youthful, at that point, live everyday with either of these conditions? This paper will take a top to bottom gander at what uneasiness, explicitly summed up nervousness issue (GAD), and frenzy issue are, signs and side effects that how serious tension as well as frenzy issue is available in an immature, treatment techniques for both GAD and frenzy issue, and two sites offering counsel and treatment for families with an analyzed youthful. While there are a few sorts of nervousness issue including GAD, Obsessive Compulsive Disorder (OCD), Post-Traumatic Stress Disorder (PTSD), fears, and frenzy issue, this paper will concentrate on summed up uneasiness issue (GAD) and frenzy issue in the pre-adult populace. Before we can examine any parts of GAD or frenzy issue, we need to see precisely what these two metal issue are. Uneasiness is the less serious issue of the two. As a rule, tension is available in each person. Feeling on edge is a typical condition in everyones life and, now and again, can be helpful in specific circumstances. Uneasiness alludes to the cerebrums common reaction to risk (Anxiety and Anxiety Disorders). To the vast majority, this is alluded to as our fght or flight reaction. At the point when a juvenile is determined to have summed up uneasiness issue, or GAD, the nervousness has been happening at unusual levels for in any event a half year. The uneasiness has no clear trigger, is hard to control, and inders typical ordinary living (Generalized Anxiety in Referred). Frenzy issue is a comparative, yet, more extreme issue than GAD. Frenzy issue is analyzed when the pre-adult encounters various, startling fits of anxiety persistently after some time. A fit of anxiety is a totally debilitating circumstance. During a scene an individual encounters extreme dread, anxiety, or fear, and is frequently joined by an approaching feeling of death or madness (Panic Disorder. NCIB). Fits of anxiety are really viewed as basic to some extent, influencing about five percent of individuals sooner or later in their lives (Panic Disorder. ProQuest). It is the point at which numerous fits of anxiety happen all through time when a frenzy issue analysis is made. Frenzy issue is regularly present with other emotional well-being issues or potentially poor way of life decisions. These incorporate GAD, melancholy, tobacco use, liquor use, medicate use, and even hereditary qualities. These all can add to and compound manifestations of frenzy issue. Summed up uneasiness issue and frenzy issue have comparative side effects, which we will take a gander at Generalized nervousness issue and frenzy issue have comparable signs and manifestations. Stray is analyzed when inordinate nervousness is continually present for in any event a half year. Alongside the extreme uneasiness and stress, these physical and subjective manifestations can be available: eagerness, weakness, focus shortfalls, peevishness, muscle pressure, and resting issue to give some examples. Stray is harder to recognize in youngsters and regularly isnt distinguished until the pre-adult years. Uneasiness in a GAD analyzed immature is probably going to develop within the sight of typical social, scholastic, or games. Dread of Judgment from family and friends drapes overwhelming on the young people mind (Connolly, Simpson, and Petty 2006). The reasons for the tension can emerge from progressively over the top concerns too. This can incorporate concerns of a plague, atomic war, or catastrophic events happening. With the psyche being boggled from all the pointless concerns by GAD, the teenagers scholastic, social, and athletic execution is currently in danger of weakening. Any negative effects on the juvenile will just raise the tension. Terrible dynamic would now be able to happen. Three basic terrible choices are medication, tobacco, and liquor use. To compound an already painful situation, if any of these choices are made, they also will just strengthen the nervousness from enslavement. Strays side effects, be that as it may, have less seriousness on execution than alarm issue. Frenzy issue side effects are progressively extreme and simpler to take note. Basic indications of fits of anxiety include: heart palpitations, perspiring, trembling, brevity of breath, hyperventilation, stifling sensations, chest torment, sickness, tipsiness, depersonalization, or feeling lost personality, deadness, chills, hot flashes, dread of craziness, and dread of passing on. It isn't vital for the casualty to encounter the entirety of the expressed side effects in a fit of anxiety. Notwithstanding, the Diagnostic and Statistical Manual of Mental Disorders expresses that a genuine fit of anxiety is joined by at any rate four of he recently expressed side effects. Also, the side effects during a fit of anxiety increase inside the initial ten minutes (Matts and Ollendick 2002). The side effects from a fit of anxiety are a serious issue. They can render the pre-adult defenseless. The fits of anxiety can occur at any second and make even straightforward undertakings, for example, driving or eating, about incomprehensible. As talked about with GAD, social, scholarly, and athletic execution is in danger; considerably more so than with GAD alone. Fits of anxiety have such seriousness that they can compel the juvenile to miss social exercises, school, as well as games. Medication, tobacco, and liquor use are additionally in danger with alarm issue as the pre-adult is attempting to lighten indications all alone. Sadly, these will just build the recurrence of fits of anxiety. So how does a youthful deal with a turmoil of this seriousness? There are more beneficial and progressively powerful approaches to manage GAD and frenzy issue. While there is no known remedy for GAD and frenzy issue, they can be made do with psychotherapy, meds, or a mix of the two. One of the more mainstream psychotherapies is Cognitive-Behavioral Therapy (CBT) in which the individual works ith a prepared psychological wellness expert, for example, a specialist, clinicians, or instructor. CBT has two parts. The subjective part helps the pre-adult change the manner in which they see their feelings of dread while the conduct segment helps the juvenile change the manner in which they respond to circumstances that trigger nervousness side effects. The immature picks up adapting techniques that diminish uneasiness levels, supplant negative or non-sensible. In any case, in some cases CBT techniques alone are insufficient to control the manifestations of GAD and frenzy issue. Now and then meds are joined into the treatment plan. The most usually recommended prescriptions used to treat GAD and frenzy issue are antidepressants. There are a few classes of antidepressants used to treat these disarranges including Selective Serotonin Reuptake Inhibitors (SSRls), Tricyclics, and Monoamine Oxidase Inhibitors (MAOs). SSRls are the most up to date class of drugs and will in general have less reactions than different classes of antidepressants. They work by modifying the degrees of a synapse in the mind called serotonin. A few instances of SSRls are Prozac, Zolaft, Paxil, Celexa, and Lexapro. A well known Tricyclic ntidepressant drug endorsed to treat alarm issue is imipramine, or Tofranil. Young people taking MAOIS must be mindful so as to keep away from specific nourishments and abstain from drinking red wine. They likewise can't take numerous normal prescriptions since they can cause hazardous medication connections. Other than antidepressants, against nervousness drugs are another class of meds that are useful in controlling side effects of extreme uneasiness or frenzy. Most are Benzodiazepines, which are generally recommended for transient use because of the danger of reliance in delayed use. A few models are Xanax, Ativan, and Klonopin (Generalized Anxiety Disorder in Children). Today, there are a large number of sites offering backing and assets for teenagers determined to have GAD as well as frenzy issue. Notwithstanding, we should be cautious in knowing the validity of these sites.

Educational Psychology and the Learning Process

Educational Psychology and the Learning Process Basics Print Educational Psychology and the Learning Process By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Reviewed by Reviewed by Amy Morin, LCSW on November 30, 2019 facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our Wellness Board Amy Morin, LCSW Updated on January 13, 2020 Steve Debenport / E / Getty Images More in Psychology Basics Psychotherapy Student Resources History and Biographies Theories Phobias Emotions Sleep and Dreaming Educational psychology involves the study of how people learn, including topics such as student outcomes, the instructional process, individual differences in learning, gifted learners, and learning disabilities. Psychologists who work in this field are interested in how people learn and retain new information. This branch of psychology involves not just the learning process of early childhood and adolescence but includes the social, emotional, and cognitive processes that are involved in learning throughout the entire lifespan. The field of educational psychology incorporates a number of other disciplines, including developmental psychology, behavioral psychology, and cognitive psychology. 2:07 8 Things to Know About Educational Psychology Topics of Interest Within Educational Psychology In todays complex educational system, educational psychologists work with educators, administrators, teachers, and students to learn more about how to help people learn best. This often involves finding ways to identify students who may need extra help, developing programs aimed at helping students who are struggling and even creating new learning methods. Some of the different topics that educational psychologists are interested in include: Educational Technology: Looking at how different types of technology can help students learnInstructional Design: Designing learning materialsSpecial Education: Helping students who may need specialized instructionCurriculum Development: Creating curriculums can maximize learningOrganizational Learning: Studying how people learn in organizational settingsGifted Learners: Helping students who are identified as gifted learners Significant Figures in Educational Psychology History Throughout history, a number of figures have played an important role in the development of educational psychology. Some of these well-known individuals include: John Locke: An English philosopher who suggested the concept of tabula rasa, or the idea that the mind is essentially a blank slate at birth that knowledge is then developed through experience and learning.William James: An American psychologist who was also known for his series of lectures titled Talks to Teachers on Psychology, which focused on how teachers could help students learn.Alfred Binet: A French psychologist who developed the first intelligence tests.John Dewey: An influential American psychologist and educational reformer who wrote extensively about progressive education and the importance of learning through doing.Jean Piaget: A Swiss psychologist who is best known for his highly influential theory of cognitive development.B.F. Skinner: An American behaviorist who introduced the concept of operational conditioning. His research on reinforcement and punishment continues to play an important role in education today. History of Educational Psychology Educational psychology is a relatively young subfield that has experienced a tremendous amount of growth in recent years. Psychology did not emerge as a separate science until the late 1800s, so earlier interest in educational psychology was largely fueled by educational philosophers. Many regard philosopher Johann Herbart as the father of educational psychology. Herbart believed that a students interest in a topic had a tremendous influence on the learning outcome and believed that teachers should consider this interest along with prior knowledge when deciding which type of instruction is most appropriate. Later, psychologist and philosopher William James made significant contributions to the field. His seminal 1899 text Talks to Teachers on Psychology is considered the first textbook on educational psychology. Around this same period, French psychologist Alfred Binet was developing his famous  IQ tests. The tests were originally designed to help the French government identify children who had developmental delays to create special education programs. In the United States, John Dewey had a significant influence on education. Deweys ideas were progressive, and he believed that schools should focus on students rather than on subjects. He advocated active learning and believed that hands-on experience was an important part of the learning process. More recently, educational psychologist Benjamin Bloom developed an important taxonomy designed to categorize, and describe different educational objectives. The three top-level domains he described were cognitive, affective, and psychomotor learning objectives. Major Perspectives in Educational Psychology As with other areas of psychology, researchers within educational psychology tend to take on different perspectives when considering a problem. The behavioral perspective suggests that all behaviors are learned through conditioning. Psychologists who take this perspective rely firmly on the principles of operant conditioning to explain how learning happens. For example, teachers might give out tokens that can be exchanged for desirable items such as candy and toys to reward good behavior. While such methods can be useful in some cases, the behavioral approach has been criticized for failing to account for such things as attitudes, cognitions, and intrinsic motivations for learning.The developmental perspective focuses on how children acquire new skills and knowledge as they develop. Jean Piagets famous stages of cognitive development are one example of an important developmental theory looking at how children grow intellectually. By understanding how children think at different stages of development, educational psychologists can better understand what children are capable of at each point of their growth. This can help educ ators create instructional methods and materials best aimed at certain age groups.The cognitive perspective has become much more widespread in recent decades, mainly because it accounts for how things such as memories, beliefs, emotions, and motivations contribute to the learning process. Cognitive psychology focuses on understanding how people think, learn, remember, and process information. Educational psychologists who take a cognitive perspective are interested in understanding how kids become motivated to learn, how they remember the things that they learn, and how they solve problems, among other things.The constructivist approach is one of the most recent learning theories that focus on how children actively construct their knowledge of the world. Constructivism tends to account more for the social and cultural influences that impact how children learn. This perspective is heavily influenced by the work of psychologist Lev Vygotsky, who proposed ideas such as the zone of prox imal development and instructional scaffolding. While educational psychology may be a relatively young discipline, it will continue to grow as people become more interested in understanding how people learn. APA Division 15, devoted to the subject of educational psychology, currently lists more than 2,000 members.

Critically Evaluate Eriksons Psychosocial Theory

Erik Erickson is possibly the best known of Sigmunds Freuds many followers. He grew up in Europe and spent his young adult life under the direction of Freud. In 1933 when Hitler rose to power in Germany, Erikson emigrated to the United States and began teaching at Harvard University. His clinical work and studies were based on children, college students, victims of combat fatigue during World War two, civil rights workers, and American Indians. It was these studies which led Erikson to believe that Freud misjudged some important dimensions of human development. Throughout this essay, Eriksons psychosocial model will be explored, discussed and evaluated interms of its concepts, theories and assumptions. The theoretical underpinning will†¦show more content†¦Presumably Erikson believes that an individual experiences a rapid period of change and reorganisation before being elevated to a new and more advanced stage of development. Continuity theorists however, would argue that h uman development is a process that occurs in small steps, without sudden change. Physical growth and language development, for example, show smooth, gradual and continuous growth. But Erikson does not totally rule out this argument. He suggests that experiences in the early stages have a bearing on the experiences in the later stages, this indicates that earlier and later development are connected in such away as to suggest continuity. Erikson also stresses the importance of environmental influences which would place the emphasises on continuous development, however, he also highlights the influential role of maturation in the growth sequence (as highlighted earlier). This suggests that Erikson did not ally himself with either extreme point of view. He recognised that some aspects of development are continuous, whereas others show stage-like characteristics. What Erikson has produced is a sequence of critical periods in the human life cycle. However, he did not imply that the crisis was by any means catastrophic, but that they represent crucial developments in which a decisive turn, one way or another is unavoidable (Stevens 1983). Eriksons psychosocial model is very generalised and he himselfShow MoreRelatedAdo lescent And Their Concept Of Self1584 Words   |  7 Pagesdiscuss the developmental milestones that occur along the way. This life transitional period is discussed with reference to two major theories of development. These theories give nurses better understanding of the adolescent patient and how to streamline care towards their needs. The term self-concept is generally used to refer to how someone thinks about, evaluates or perceives themselves. It is a collection of one’s beliefs about themselves (Baumeister, 1999). Carl Rogers (1959) believes that theRead MoreCharacteristics of children in middle childhood Essay1162 Words   |  5 Pagesin primary school. In this stage, they have more opportunities to expose themselves to people and environment they had never known. In general, children in middle childhood are characterized by 3 major domains which are physical, cognitive and psychosocial (refer to Figure 1 in Appendix 1). The first domain that describes children in middle childhood is physical characteristic. The physical characteristic of middle childhood includes their height and weight, and motor development (Papalia, OldsRead MoreErickson s Theory Of Moral Development1537 Words   |  7 PagesMultiple Choice Directions: Read each question thoroughly and circle the correct answer that best answers the question. 1. Which stage of Erickson’s Theory of Psychosocial development describes when adolescents are figuring out who they are? 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The Amendment Protects Peoples Inalienable Rights

8th Amendments protects peoples inalienable rights. For policy issues to be effective there has to be â€Å"Increased access to information, resources, and shared responsibility for ensuring public safety† (IACP n.d p.3). Fair sentencing has to be implements differently for juveniles than it is for adults depending on the age of the juvenile when the crime is committed. In the case of Roper v. Simmons, 543 U.S. 551 support the bill in the essence that juveniles are still at the point of figuring out or defining their own identities and â€Å"it is less supportable to conclude that even a heinous crime committed by a juvenile is evidence of irretrievably depraved character† (Roper v. Simmons, 2005). It also defends about whether or not the death†¦show more content†¦Those numbers do not include the cost of the facilities to house them which according to the Justice Poly Institute can cost state and local governments between â€Å"$8 and $21 billion annuallyâ₠¬  (Sneed, 2014 para 6). As with H.R. 1809, the money saved to taxpayers on long term incarcerations can be used for preventative and alternative methods of punishments or rehabilitations. The cost of incarcerating on both bills is approximately the same. If no action is taken on either bill it take a larger continuous financial burden on the taxpayers and the governments. Practical feasibility: H.R. 1501 allows for the appropriation of funds to be used to â€Å"assist prosecutors with funding for technology, equipment, and training to assist prosecutors in reducing the incidence, and increase the successful identification and speed of prosecution, of young violent offenders† (H.R. 1501). The bill also looks into the sentencing of juvenile violent offenders in being tried as an adult and putting limits on time they are incarcerated. 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Swot Analysis College Free Essays

SWOT Analysis Lauren Fischer October 29, 2012. SWOT Analysis Strengths: Location Low student to teacher ratio Weaknesses: Crime College Mission/Vision Lack of Diversity Threats: Economy Peer Insitutions Opportunities: Economy External fundraising efforts Strengths: Location Low student to teacher ratio Weaknesses: Crime College Mission/Vision Lack of Diversity Threats: Economy Peer Insitutions Opportunities: Economy External fundraising efforts Strengths: Location The college may bene? t most from it’s location. The location may have little to do with the inner workings of the college, but it is one of the most attractive features about the college. We will write a custom essay sample on Swot Analysis College or any similar topic only for you Order Now The campus aesthetics, historical surroundings and proximity to the beach makes it an attractive location for prospective college students and helps increase enrollment. The quality of life here is rated highly which not only draws students to enroll, but leads to high retention rates amongst the student body. Student to Teacher Ratio The student faculty ratio stands at 16:9:1 which allows an intimate learning environment for the students. The The faculty is bright and genuinely care about the students. Students get to experience an availability to their professors and a personalized learning experience. This bene? ts the students and allows them to excel academically throughout their time at the college of charleston and establishes a mutual respect and good relationship between the students and faculty. Students come here seeking that level of attention and leave the school receiving more than they expected. Weaknesses Crime The College lies in the heart of downtown Charleston, which neighbors North Charleston. North Charleston is regarded as one of the most dangerous cities in the nation. Crime draws bad publicity and damages student morale. While many students who are expecting an urban environment and have an understanding that there are dangers with living in a city, the crime level may hinder perspective students from enrolling. Theft is an issue on campus for many of the students. College Mission/Vision According to Charleston’s strategic plan for the year of 2012, the college has failed to assert itself in the community. Internal and external constituents are often computed about the College’s missions, questioning whether it is the state’s liberal art’s college or a comprehensive university, private or public, a teaching or a research institution. † (Strategic Plan, p. 2) Two- thirds of the students at the College of Charleston are earning degrees in the liberal arts and sciences and most of the faculty and students regard the school as a liberal ar ts college. The state of South Carolina considers College of Charleston to be one of the ten comprehensive institutions. Lack of Diversity The College of Charleston has increased it’s academic quality and quality of life signi? cantly over the years. â€Å" It’s student body remains overwhelmingly white, female, middle class. The college’s current strategic plan says that percentage of students from diverse ethnic groups at the College of Charleston is the lowest of any of the state’s four-year colleges and universities. The lack of diversity may hinder enrollments, especially those students looking for a unique urban experience. The school should try to develop strategies or programs that might attract more students from diverse backgrounds. Opportunities Economy While for many reasons the economy can be seen as a threat, and in today’s world it is a threat for many colleges across the nation, it is an opportunity in disguise. Because of the economic downfall, many adults have been let go from there jobs. Many people who have become unemployed over the last few years have made the decision to return to school. Enrollments are up, and people are ? nishing their degrees and receiving new ones. In result, the college is receiving more money from new enrollments and helping adults continue their future. External Fundraising Efforts The college has a strong presence and history in the city of charleston. The school needs to utilize that presence and seek out external fundraising efforts and support. According to College of Charleston’s strategic plan, the college’s external resources have been historically weak and remain signi? cantly behind the level of of success in peer institutions. There seems to be an issue of underfunding throughout the college, but increased relations with external resources can enhance endowment resources and continue on with future growth of the college. Threats Economy While the current economy could lead to possible opportunities for the college, it stands as an obvious threat the the college and its operations. State appropriation combined with other operating revenues make up only 20 percent of the budget, making the College Substantially dependent on tuition revenues. The college cannot depend on state sources alone to fund future growth. In our current economy, people are pinching their pockets and saving money in any way that they can. In result, many are opting out of college or going to community colleges instead. There is a higher demand for loans and scholarships than ever before. The College is currently unable to offer all deserving students competitive scholarships and ? nancial aid. People are hurting everywhere, usual donors and alumni are cutting their costs and providing less donations to the college or none at all. This causes in shortages for technology, facilities, and athletics. Peer Institutions Peer institutions have always and will always be a threat to the College of Charleston. People are going to less urban schools where the cost of living is cheaper. The College is not well known for their sports and does not have a football team, so many schools with strong athletics draw in more students who desire the camaraderie big athletics brings to a university. Salaries and bene? ts for faculty and staff has not kept pace with our competitors. This could cause lowered retention and recruitment among the staff and faculty at the college and College Of Charleston could risk losing their strong reputation. All of these weaknesses in the college’s internal and external workings stand as a bene? t for other institutions and pose as a threat to the success of the College of Charleston. Sources: The College of Charleston http://www. cofc. edu/strategicplan/ The Princeton Review http://www. princetonreview. com/schools/college/CollegeAcademics. aspx? iid=1022 883 College Prowler http://collegeprowler. com/college-of-charleston/ Post Courier http://www. postandcourier. com/article/20121016/PC05/121019443/1010/conde-nast-charleston-top-tourist-cityin-the-world How to cite Swot Analysis College, Essay examples

Why Fear National ID cards an Example of the Topic Literature Essays by

Why Fear National ID cards? The article "Why fear national ID cards" is written by Alan M Dershowitz. In this article the writer focuses on the use of national ID cards and the security issues related to it. Need essay sample on "Why Fear National ID cards?" topic? We will write a custom essay sample specifically for you Proceed The entire article revolves around the security concerns with the national ID card and in the initial stages it discusses how the privacy of people is infringed with the ID cards. Through ID cards you can save your time but it is a contradiction between two phenomenons that are privacy and convenience. The national ID cards have anonymity issues and people are usually scrutinized very closely. He stresses on the point that an ID card with a chip is a more feasible option and it should match the fingerprints of the cardholder. The dangers of terrorism and other related issues should be minimized through this approach. However, such ID cards have certain concerns because it is feared that national ID cards would inflict disturbing measures. The National Rifle Association stresses on the point that the government should register guns in the same way as they are registering people. College Students Frequently Tell EssayLab support:How much do I have to pay someone to write my essay online?Essay writer professionals propose:Essay Writing Service Write My Paper For Cheap Buy Essay Online Writing Service Cheap Reliable Essay Writing Service Similarly, certain concerns are related to the deportation of illegal immigrants because it is feared that these cards would increase the element of deportation. However, the figure prints on the cards can be a viable approach because it cannot be copied and cards that are based upon photographs of the individual can be duplicated and have been in the past. National ID cards are considered as a formality because people are always asked to disclose their identity on number of occasions. However, the national ID card would support the issue of deportation of illegal immigrants but it is a matter of concern that President Bush is interested in giving the legal status to illegal immigrants. Certain anonymity issues are attached with the national ID card but they are invalid in the current scenario because of the rising trends of terrorism. People of America are experiencing a decentralized environment and in the current scenario it is quite easy to create an anonymous identity. It is bel ieved that anonomity and privacy are not the same and the Supreme Court has identified the right to privacy. The residents of United States gave away their right of anonymity when they disclosed their identity to law authorities. The biggest flaw of such ID cards would be that it would not thwart all the potential threats to terrorism but on the other hand, it would be help the authorities in the investigation process because it would be very difficult for the probable terrorists to hide their identity. In the case of September 11, this was quite evident. Similarly, ethnic and racial stereotyping can be reduced through this card. Finally, the author concludes the article by focusing on the element of rights and the author believes that it is justified to deprive a majority or a minority of its right. He chooses to stand for a system where the sacrifice has to be shared by all of the involved parties rather than subjecting a small cluster to harsh and uncomfortable conditions (Dershowitz). References Dershowitz, A. Why Fear National ID Cards ?

Bartleby the Scrivener Essay Essay Example

Bartleby the Scrivener Essay Essay Example Bartleby the Scrivener Essay Essay Bartleby the Scrivener Essay Essay Essay Topic: Bartleby the Scrivener Bartleby the Scrivener Outline I. Introduction: A. Plot Overview B. Thesis Statement: The short story Bartleby the Scrivener is very difficult to interpret. However, I am going to interpret what I believe the reader should know for certain about Bartleby and why Melville provides so little explicit information about Bartleby. II. About Bartleby A. Bartleby is very complex character B. He is passively stubborn C. He looses interest in his work III. Why Melville provides little information about Bartleby? A. To connect with the reader B. To leave room for interpretation IV. Conclusion: A. Restate thesis B. Reflections â€Å"Bartleby, the Scrivener: A Story of Wall Street† The short story Bartleby the Scrivener is very difficult to interpret. The author uses vague and confusing language to describe the Lawyer’s employee named Bartleby. However, I am going to interpret what I believe the reader should know for certain about Bartleby and why Melville provides so little explicit information about Bartleby. The short story Bartleby the Scrivener centers on a scrivener name Bartleby for a law firm. The story is narrated by the Lawyer, who employs Bartleby, and tells the story of his strangest employee Bartleby. The Lawyer has two other scriveners, Turkey and Nippers, and an errand boy, Ginger Nut but finds Bartleby to be the most interesting of all the scriveners. As the story begins, the Lawyer realizes he needs another copyist. Bartleby answers the ad, and the Lawyer hires him. Bartleby writes swiftly and accurately for the first few days. The plot of the story revolves around Bartlebys refusal to carry out his employers orders. When asked to perform a task, Bartleby frequently responds, I would prefer not to(pg. 160). This particularly passive form of resistance causes his employer much concern. Eventually, Bartleby refuses to do anything at all and simply stares vacantly at the wall. The narrators feelings for Bartleby alternate between pity and revulsion. The lawyer ends up firing Bartleby; however Bartleby prefers not to leave. After the narrator attempts to reason with Bartleby, the scrivener is forcibly removed and imprisoned. The narrator visits Bartleby to find him in the same state of mind preferring to even eat. When the narrator visits again a few days later, he discovered Bartleby dead. Bartleby had starved. The Lawyer then ends his narration of the story with the one clue he was ever able to discover about Bartleby which was a rumor that the late scrivener once worked at the Dead Letter office, and was fired after the administration changed hands. This left the narrator along with the reader to wonder whether it was this job, sad and depressing as it is, that drove Bartleby to his strange madness. The reader is left wondering what happened to this rather strange man and attempting to describe or understand Bartleby is complicated. It is difficult to attempt to describe Bartlebys because the reader is practically given no information on him besides the physical characteristics. However, there are a few things the reader should know for certain about Bartleby. For one, we know that Bartleby is a complex character and passively prefers not to discuss his life and his past. Bartleby is homeless and does not eat much. He’s also passively stubborn and very set in his ways. Melville uses the adjectives to describe the scrivener: pallid, forlorn, even cadaverous. These adjectives paint an unhealthy image of Bartleby of physical weakness. However, Bartleby’s passive resistance to anything demanded for him to do or suggested to him is unbreakable making him incredibly mentally strong. Bartlebys quiet but impenetrable resistance ends up isolating him from the rest of the characters in the story. The decline of Bartleby pointed out through numerous details of the story, forces the reader to make conclusions about the Bartleby’s character. Bartleby’s death suggests the effects of depression. He literally had no motivation to survive so he refrained from eating. However, we really never know why or what causing this odd behavior because Melville provides little information about the character Bartleby. The way Melville provides so little explicit information about Bartleby is particularly important to this story. In fact we dont know anything about any of the characters beyond what theyre like in the office, not even our narrator. He could have chosen any number of different angles from which to provide information about Bartleby. His choice of the lawyer allows us to get close to Bartleby, but still feel profoundly mystified by him. Melville leaves out a lot of explicit information about the scrivener and through this perspective, we quickly identify with the conflicted feelings of the Narrator. The story draws the reader in emotionally as if though the reader, like the Narrator, is involved in trying to deal personally with Bartleby. Through his telling of the story, the reader begins to strongly identify with the narrator and see Bartleby as both pathetic and a little frightening. We also see everything through Bartlebys coworkers, who are directly affected by the scriveners inaction. Also the story takes place in a law office populated by a set of odd men, whose relationships with each are suppose to be professional in nature. So I believe Melville provided little information because the business-based world in which the characters operate had no room for personal interaction. Melville’s technique keeps the reader fully engaged with the story as it headed towards its tragic ending. Even though the story â€Å"Bartleby, the Scrivener† portrays the decline of Bartleby character as seen by the Lawyer and the author provides the reader with little information about Bartleby, it still allowed the reader to fully engage and appreciate the story. Also there were a few things the reader could have interpreted for certain about Bartleby even though Melville provided so little explicit information about Bartleby. sparknotes. com/lit/melvillestories/section2. rhtml bartleby. com/129/

Which Year of High School Is Most Important for College Applications

Which Year of High School Is Most Important for College Applications SAT / ACT Prep Online Guides and Tips To figure out which year of high school academics is the most important, it helps to think of high school as a marathon. In order to win a marathon, of course you have to run the whole time – if you stop running, then lots of other people will pass you. But because you’re human, when you’re running a marathon, you can’t really run at the same speed the whole timed. Instead, you learn to pace yourself early on, and then really bust out your best sprint when it counts – at the finish line. So which part of high school is that all-out sprinting finish line? Read on for our answer. All Years Are Important Before I tell you which is the most important year of high school, let's be real: you can't really snooze your way through any of these four important years.High school is designed so that every year is a building block for the next. In other words, the classes you can take junior and senior years depend in large part on what you’ve been doing the previous years. This means that 9th and 10th grades are the setup years: this iswhen you take the prerequisite classes you need to take high level classes later, and also when you join the activities that you will hopefully rise to a leadership position in. On top of that, freshman year can be a reallyhard adjustment year. You suddenly have high school-level demands, much more academic and social pressure, not to mention the wild ride of adolescent development and the surge of hormones that comes with it. Actually, 9th grade is so hard that research shows that itis the make it or break it year – the year that determines whether kids stay to finish high school or drop out altogether. That awkward moment when your hormone surge turns you rabid. 12th grade is also not the best time to start slouching. Even though the GPA colleges will see is made up mostly of grades from the first three full years of high school,first-semester senior year grades are sometimes sent in with your transcript. This means that 12th gradealso needs to be stacked with impressive classes that build on what you accomplished junior year. What's more, if you really slack off senior year, your acceptance could even be rescinded Finally, if you’re taking AP classes, good grades on AP exams can get you college credit or at least place you out of intro college classes. Every AP class in every year matters - and you will most likely take the most number of AP classes in 11th and 12th grade. Junior Year Is the MostImportant If you were paying careful attention, you might have noticed that the last section kind of gave short shrift to 11th grade. That's because junior year is so important that we need to talk about it separately. Show off your academic chops The main reason that junior is the most important year for your college applications is because it’s the last full year of high school that colleges see. It also represents you atyour most mature -since teens grow a lot year by year, junior year is the best way forcolleges to extrapolate what you'll be like as an adult. Because you want to demonstrate your full capabilities, 11th grade should be the hardest course load year on your transcript.It should most closely approximate a college course load, so that colleges can get a sense of how you would handle that level of work. So, my advice is to take the highest level courses that you can reasonably handle (meaning get a B or higher in). Remember, this is the time to really push yourself, especially in classes that are your strengths, that you are passionate about, or that you can see yourself pursuing in college. Since you will be doing such intense and impressive work in your challenging classes, your 11th grade teachers are probably going to be the teachers that will write your college recommendations. Definitely come to class ready to impress. (Get a more detailed scoop on letters of recommendation in our guide.) Artglass: raising the bar onbringing your teacher an apple. Make up for past mistakes Another key reason that junior year is socrucial is that it can be the time when you redeem a lackluster freshman or sophomore year. Colleges like to see one of two things from your academic career: either a strong performance that is maintained throughout, or an upward trend of doing better and better each year.If you got reallygood gradesin 9th and 10th grade, then nice job! And, 11th grade needs to be more of the same - great grades in even harder classes. But if you had a tough time in 9th or 10th grade, then 11th grade is the year when you can show colleges the full range of your abilities by pulling off a banner year of good grades. Imagine an admissions officer seeing at a transcript with mediocre grades in 9th grade, followed by a junior year of challenging classes and good grades. This officer will see a student who rises to the challenge and has the perseverance to keep going even in the face of a setback. Time to erase those early bad grades from the admission officer's mind. On the other hand, a bad junior year canmake a good freshman or sophomore year look like a fluke. Now picture that same admissions officer seeing a transcript with a bunch of 10th grade A's, followed by 11th grade B's and C's. This time, the officer is likely to conclude that the strong sophomore year performance is not really an indicator of the student's ability. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Crush upcoming key tests At the same time, 11th grade is the year of important testing. Of course, you will take lots of tests every year of high school, but your junior year will most likely be full of statewide and nationwide tests that will matter a lot on your college application. AP exams that will end up on your college applications (check out ourfull list of available AP exams). If your state has a required exit exam, you will likely take it at the end of junior year. The PSAT – a test that is called â€Å"practice† but that you have to take very seriously because it couldqualify you for the National Merit Scholarship program and givea sense of howyou will likely score on the SAT (learn moreabout the PSAT here). SAT subject tests that will end up on your college applications (here's a breakdown of everything you need to know about SAT subject tests). And, of course, the SAT itself, which you will most likely take for the first time in late winter or early spring of your junior year.Learn why a high SAT/ACT score is the best single way to improve your chance of admission to a competitive school. You will be weighed. You will be measured. Hopefully you won't be found wanting. Be a leader Because junior year is also the last full year of extracurriculars that colleges will see, this might be the perfect time to prove your ability to lead and manage others. So run for that student council election, audition for that starring role, or work your way up to first singles on the tennis team! Can you be elected an officer of your club or student organization? Can you become captain of your sports team? Can you headline a performance, stage an exhibition, or get a lead role? Can you assumelarger responsibility for a volunteer project, like orienteering others or organizing donations? Is it Rumplestiltskin? Plan your future Finally, junior year is the year of the college search! This is when you will decide on where and how you will spend the next fouryears of your life. If you're curious how that process works, read our explainer. What If I Screwed Up My Junior Year? If you've been reading this and panicking because your junior year didn't go according to plan, don't worry. You still have some good options. You can explain what happened on your college applications, try to make up the grades through some hard work, or even just chalk it up to experience and move on to do better in the future. Did something happen in your personal life to derail you? Anything like your parents divorcing or losing a job, a serious illness or injury, or any other tremendous life upheaval is a completely understandable reason for grades to fall.If this happened to you, the key thing is to explain to colleges exactly what you were going through. Use either your personal essay or the â€Å"tell us anything else† space on your application to let schools know your circumstances. Additionally, for extra impact, ask your counselor or the teacherswriting your recommendations to also narrate these adverse events in their letters Are you still in the middle of your junior year? If you are still in the middle of 11th grade and have just noticed that your grades are slipping, there is probably still time in the year to undo the damage. Remember, your mid-year grades aren’t going to be seen by colleges, so you still have time to mitigate the situation. This is the time to ask the teachers whose classes you are struggling with for help, for extra credit assignments, or anything else that can help boost both your grade and their opinion of your work ethic. Also, if you've been taking it easy, this is the time to hit the books. Without overwhelming yourself, and without depriving yourself of sleep (7-8 hours a night is what the doctor ordered) or your sanity, spend some extra time assessing your study habits and improving them. Think about letting your social life take a bit of a backseat for now while you study – trust me, your future is worth a little hermitbehavior. Is hermit behavior anything like hobbit behavior? Because I think I could really get used to elevensies and second breakfast. Another way to make the case that you haven’t actually performed up to your potential is to really do your very best on the SAT or ACT test. A high score will show that you have untapped potential. We havedetailed advice on raising your GPA fastand on getting a full 2400 SAT score. Are you planning to recommit to academics in the future? Sometimes what happened in high school should just stay in high school. If you let your work slip,butnow have come to you to a sudden realization that you need to refocus on academics, then what you really need issome more time to show what you can really do. Then this might be the time to rethink your target schools, and then try to transfer midway through your college career. For example, you could first go to community college for one or two years, and then apply to a state or private university as a transfer student. Another great option is to seek out a university system and first enroll at aless selective campus, eventually transferring to one of the more selective ones.Explore your options in our guide to applying to college with a low GPA and our roundup of the best collegeswith low GPArequirements. What’s Next? Thinking about planning your high school curriculum? Then check out our discussion of the classes you should take in high school. If you’d like to see what a rigorous course load would look like, read our article on planning a challenging curriculum in high school. To learn more about how your GPA is calculated, read about how your GPA works and the difference between a weighted and unweighted GPA. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Situation analysis focusing on the key internal factors Essay

Situation analysis focusing on the key internal factors - Essay Example This will make apple have an increase in the number of transaction made, which is in line with its strategy. A company’s resource strengths and competitive capabilities allows a company to own power in the market place (Oster, 1999). Competitive power of a resource strength or competitive capability is measured by how many of the following four tests it can pass. This is determined by how much the company helps to improve its customer value preposition, how effectively it competes with rivals, and its role in the company’s preposition. MasterCard has matched its closest rival in terms of competition since most financial institution offer both options to customers a structure known as ‘duality.’ In terms of market, MasterCard is a global brand. Due to these strengths it can be deduced that the company has a competitive value. The main rivals of MasterCard are Visa and American express, these two companies have the same resources and capability as MasterCard. Due to this fact, MasterCard does not have a competitive power in the market place, and it doesn’t qualify to be a source of competitive advantage. This test is a fail on MasterCard as it doesn’t own a weapon that its competitors doesn’t have. The more difficult and more expensive it is for rivals to imitate a valuable resource or competitive capability, the greater its potential for enabling a company to outcompete rivals and win a competitive advantage. On this note it can be said that MasterCard has a resource that it is hard to copy, which is the company’s brand name as well as the complexity in its electro system. These resources have enabled the company to have a strong market strength as well as acquiring a sustainable profit. MasterCard does not score in this test since the resources that it perceives to be hard to copy can be easily be substituted by its rivals

Spirometry and Puerto Rican Children Research Proposal

Spirometry and Puerto Rican Children - Research Proposal Example However, for people suffering from asthma, breathing becomes a difficulty, a disease and condition that limits their activities and significantly reduces their quality of life while being exposed to an increasing risk of death (Bartolomei 2008; Ortega et al. 2002). Puerto Rican children in particular and Puerto Ricans in general have the highest prevalence of active asthma and morbidity among Hispanics (Flores 2002). Despite the fact that experience of poverty and other social- and environmental factors such as exposure to higher indoor and outdoor air pollutants, hazardous waste sites, pesticides, lead and mercury are prevalent among other Hispanic sub-groups like Mexicans, Dominicans and Cubans (Flores 2002). In this condition, wherein asthma prevalence continue to increase and asthma burden persists contributing to reduce productivity and missed school days, it becomes urgent to develop programs that will address concerns pertinent to acute attacks and long term care management of asthmatic children. This is essential in order to check the dwindling quality of life not only of the children who are having difficulty in breathing, but also of desperate parents struggling with their children’s disease. As such, this study intends to come up with a paradigm that will address concerns regarding asthma acute attacks and lay down an educational program that is feasible and authentically geared towards responding to the demands of Puerto Rican children with asthma. At the same time, it seeks to bridge the gap in the literature (Flores 2002). Since, it has been observed that Latinos, in general, are not properly represented in clinical studies and... This is essential in order to check the dwindling quality of life not only of the children who are having difficulty in breathing, but also of desperate parents struggling with their children’s disease. As such, this study intends to come up with a paradigm that will address concerns regarding asthma acute attacks and lay down an educational program that is feasible and authentically geared towards responding to the demands of Puerto Rican children with asthma. At the same time, it seeks to bridge the gap in the literature (Flores 2002). Since, it has been observed that Latinos, in general, are not properly represented in clinical studies and that most literatures dealing with Latinos health condition and disparity are homogenous and fails to recognize the diversity of Hispanic groups (Flores 2002). Although, it has been observed that when it comes to asthma issues, there appears to be a segregation of Hispanic groups in the collected data, however, it still fails to identify the definitive social and environmental factors that contribute to the high prevalence of active asthma among Puerto Ricans (Flores 2002).  In this regard, as there is a necessity to come up with programs and policies that will both address the issues of acute asthma attacks and long-term care management of asthma; the research asserts the notion that lung functions measurement, which are integral part of the diagnosis and treatment of asthma, be integrated in the treatment of acute asthma attacks and be incorporated in the education.

Womens Literacy During the Middle Ages :: European History

During the Middle Ages, women were considered to be inferior to men and were not formally educated. It was common for women to be unable to read and write in their own language. Even though some were fortunate enough to be taught how to read, some were still unable to write. Women were not usually taught how to read Latin, the language of male scholars and people of the Church, who also happened to be male. In the later Middle Ages, even most nuns were not able to learn Latin. Partially literate women became increasingly common in the later Middle Ages; but very few women were given the opportunity to learn to read and write. One of the most famous women readers , the Virgin Mary was often portrayed in medieval paintings and illuminations depicting the Annunciation, for example. Illustrations would show Mary before or beside an open Bible, implying that she was able to read. Pictures of the Annunciation were common, and people would most likely come across pictures of Mary reading in their Bibles or payer books. Mary was not the only woman to be portrayed with an open book beside her. For example, a painting by Jean Bourdichon shows Anne of Brittany kneeling before an open book. Another painting by Robert Campin and his assistants shows a woman reading in a painting of the Madonna and child with saints. In the schools of the Middle Ages, reading and writing were taught separately Some aristocratic women were taught to read but might not be able to write themselves. Some of the most famous women during the Middle Ages were able to read. One of the greatest queens ever to rule England was Eleanor of Aquitaine who could read but not write. She compensated for that by have people called scribes to write for her. During her reigns as the Queen of England and France, Eleanor was very concerned about the literacy of people living in Aquitaine . The famous poet Marie de France may have performed or presented her stories to the court of Eleanor and her second husband, Henry II. Marie wrote fables and lais for a living, and her stories became so popular during the Middle Ages that her works entertained both the French and English courts and were translated into many different languages. Throughout the Middle Ages, nuns were taught to read portions of the Bible, and many of them were able to write as well.

African Actions Essay

During the late 1800s, Africa was put under immense pressure by the European powers as they scrambled to take over African territory. They were shoved into a corner and had limited options of getting out. One thing they refused to do was give in to the elites that were trying to overcome them. Africa as a whole reacted in three ways; diplomatically- as in respectively declining the Europeans offer and not giving up their land, violently- by fighting with what little firearms they had against the extremely advanced guns their opponents had, and in desperation- seeing no other option and no better way to get out so reacting in ways that were unexpected like women fighting and believing in a saving spirit that could protect them. These tactics worked for some African nations better than others, but in most cases the nation was still taken over in the end. At the beginning of Europeans scramble for Africa, the chiefs of the different African nations felt that they could solve this whole situation diplomatically. Europe tried to just take over the African government easily and painlessly, but the African nations refused to just let them take over. The British government tried to administer a standardized form to all areas around the Niger River and for the Royal Niger Company. This form would ensure that Europe would have control of the lower Niger River. The form stated that â€Å"the Royal Niger Company bind themselves not to interfere with any of the native laws or customs of the country† (1). They say that they will stay out of all African affairs but they really did not. Because of this, an Ashanti leader responded by saying â€Å"I am pleased to announce that we have arrived at the conclusion that my kingdom of Ashanti will never commit itself to any such policy† (2). The Ashanti nation wants to stay friendly with the British, but they don’t want to be controlled by them. The Ethiopian nation responded very similarly and said, â€Å"Since the All-Powerful has protected Ethiopia up until now, I am hopeful that he will keep and enlarge it also in the future, and I do not think for a moment that He will divide Ethiopia amount the distant Powers† (3). Ethiopia felt they didn’t need any â€Å"extra protection† from Europe when they were already fully protected by their God. Both of these nations politely declined, yet that wouldn’t necessarily stop these distant powers from invading. Another common reaction to the European invasion was violence. When they African nations refused to let Europe invade easily, Europe took control and just invaded. Obviously, the Africans felt this unacceptable. For example, in South Africa, Africans were being treated like slaves and were beat by the Europeans. They rebelled and fought with all the machinery they had but were completely demolished. A veteran of this rebellion stated â€Å"We made many charges but each time we were defeated. But for the White men’s machine guns, it would have been different† (4). The Africans felt that if the British wouldn’t have had the advantage of their heavier artillery, that they would’ve had a chance in winning. Even in an area near the Congo River the Africans felt it unfair they didn’t have the same weaponry. One African chief said, â€Å"You think because you have guns you can take away our land and our possessions. You have sickness in your heads, for this is not justice† (9). In both situations, they were really bitter after their losses and knew they could’ve won if the playing field was even. In Ethiopia, they leveled the playing field by getting equal artillery with the Europeans. In the picture presented in document 5, it shows violent resistance and an epic battle over the land. Once both sides had equal equipment, the Africans actually won the battle and pushed Europe out of their lands. All these people refused to go down without a fight because their land was all they had. The last most common reaction was desperation. Africans were desperate and didn’t feel they had many options but they had to do everything they could to keep life as they knew it was. One option they turned to was having the women fight. When some of the chiefs of the Ashanti were scared to fight, the Ashanti Queen stated â€Å"If you the men of Ashanti will not go forward, then we will. We the women will† (6). They would do anything to keep their nation from being taken over, even if the men wouldn’t do it the women would. This shows true desperation because at that point in time women could rarely participate in anything governmental, especially fighting in war, but they were willing to do anything. The Africans tried to encourage all other African nations to fight back as well. They knew that there was a high probability that they would die, which was why most nations weren’t fighting back, but one leader of the Herero people said to another African leader that they should â€Å"Let us die fighting rather than die as a result of maltreatment, imprisonment, or some other calamity. Tell all the chiefs down there to rise and do battle† (7). They figured if they were going to die either way, they should go down honorably and fight for what’s right. It was their last resort, but they knew it was what they needed to do. They even got to such a point that they started to believe in anything that could help them win. A German military officer recorded that in East Africa, â€Å"The chiefs spread it amount their people that a spirit, living in the form of a snake, had given a magic medicine to a medicine man†¦The medicine would also give invulnerability, acting in such a way that enemy bullets would fall from their targets like raindrops† (8). The chiefs used whatever they could to get their people to believe that they could win this battle against the Europeans, for they were desperate and needed something to motivate their people into victory. The Africans were surprised at the major invasion that was unexpected, but they reacted in whatever way they could to keep their land from being taken over. Another document that could be helpful in understanding this situation more would be a document from the Europeans to the Africans trying to talk to them originally about the invasion and take over. It would help to know how the Europeans originally tried to peacefully talk to the Africans.

The African Americans Struggle Throughout Historys...

The cast. Slavery in the civil war and the African American struggle throughout history influences Beloved’s author throughout her works. Born in Lorain, Ohio on February 18, 1931, Chloe Anthony Wofford became one of the most influential and inspiring authors of the century. The second child of four, Chloe was extremely independent and eventually changed her name to Toni. After leaving home, she attended Howard University and Cornell University where she earned a Bachelor of Arts Degree in English and a Master of Arts Degree, respectively. Marrying Harold Morrison in 1958 brought great joy to Morrison, but they divorced in 1964. From that relationship, she was blessed with two beautiful children, Harold and Slade. She often uses her†¦show more content†¦Slavery and its effects drive Sethe and many other characters in Beloved to deteriorate as people. Even after fleeing their plantations, slaves did not feel as if they were liberated because of the way they were exploited while enslaved. Beloved’s characters demonstrate that ex-slaves must first own their identity before truly being free. Identity is a key component to a human’s survival, and the degrading force that slavery had on African Americans did not allow them to have love for their own being. Paul D, an ex-slave, explains that white owners could â€Å"dirty you so bad you couldn’t like yourself anymore,† which scarred many until their death (Morrison 295). When a person cannot love himself, it becomes very difficult for others to appreciate his life. Even mothers and fathers would become detested by their children over time because of their demeanor. The way in which whites treated slaves as if they were livestock became the way in which slaves regarded themselves. Sethe often has identity issues in Beloved and separates herself from her daughter and the black community in which she lives. Names are an essential part of one’s identity and white owners would have no emotional attachment to what they named their slaves. When owners gave names, they assigned them in a mocking or jeering manner. Cynthia Lyles-Scott explains, â€Å"Blacks receive dead patronyms from whites . . . names are