Psychology Essays (256 words) - Psychology, Psychoanalysis

Psychology Karen Horney was a Freudian analyst was studying dream interpretation and developed a better understanding of dream interpretation. In her process she incorporated many ideas of other psychologist to her own theories which included Freud's unconscious and early childhood. Freud had more emphasis on the on the manifest content while Horney focused on the latent content. Karen also believed that a crucial aspect to analysis, the transference- countertransference phenomenon and hot it can be appraised in the dream. However karen did believe that dreams are like the road to the unconscious like Freud did. Horney's holistic approach to the nature of human was more effective in the growth of a person toward totally maturity. This was a interesting fact to know because the word growth did not appear in any of Freud's writings and this was a crucial part. Karen believed that the dream is the best way of evaluating ones growth. Horney believed a dream consisted of many metaphors with und erlying meaning. This would help us understand one's internal conflicts. Also most analysts believe it is very important for the doctor patient relationship to be strong because it will be a more successful psychoanalysis. The interpretation of dream reflect the theory, value system, motivation and knowledge of the human personality. Unlike freud who felt that the dream had underlying wishes. While Horney say dreams as a more holistic expression of the patient's current conflicts. The Dream is a composite of symbols or metaphors the show struggles between fantasy or reality.

Whom Can I Pay to Write My Research Paper Online

Whom Can I Pay to Write My Research Paper Online Whom Can I Pay to Write My Research Paper Online? Crafting research papers can be monotonous especially if you are a college or university student. At times, one can easily get bored with doing the same routine on the regular basis. Apart from boredom, there are also other reasons why students may require paper writing assistance during their academic career. Whom can I pay to write my research paper online? students ask themselves this question when they are stuck with homework and need a viable option to meet the strict paper deadlines. There is a glory hour of online paper writing agencies. You need to be careful when selecting a paper writing agency and find one that is capable of assisting you with the needed writing assignment. How to Choose? A reliable paper writing organization is one that delivers papers to its clients on time. This all depends on the writers at a paper writing company. Our writers start working on your task as soon as they are assigned to it so that they can finish the order on time and have some spare time in case the customer needs a revision. To make sure the service is not going to fool you, open the website, overlook all the important points for you and see yourself that everything is clear and you do not have to worry that you will only waste your money. What about the Price? Research paper writing consists of collecting relevant data both from the field and from secondary sources. Students who study on a part-time basis have little time to commit to all these requirements hence can resort to expert writers to assist them with their researches. charges reasonably per paper their writers complete for students. The charges depend on the urgency of the paper, the academic level, and the number pages to be written. The company will also provide you with a free title and bibliography page. Don’t hesitate to make use of such services and try out the high-quality products. And if you are still not fully satisfied with the outcome, the writer assigned to your order will revise the delivered paper for free (if your revision instructions do not contradict the Revision Policy). How NOT to be Mistaken? You have to be careful choosing an online writing service, as it is quite easy to fall for frauds. Illegitimate paper writing websites are also a part of the online writing schemes. They pretend to offer cheap services. has been in the business for a long time having a lot of returning customers who have shared their experience in the testimonials section of our website. They will do everything possible to assist you in the best manner possible. Gaining experience in paper writing is a gradual process, and will provide you with original and plagiarism-free sample papers to help you with this tough process. Writers who have been in the business for a long time offer high-quality example papers at reasonable prices. ‘Who can write my research paper for me?’ you may ask yourself. Feel free to contact to hire a highly qualified research paper expert.

Compare and contrast the ethical issues concerned with due process v Essay

Compare and contrast the ethical issues concerned with due process v. street justice. in U.S - Essay Example On considering the ethics behind whether to implement 'due process' or 'street justice', it may be of ample relevance to point out inquisitively about up to what extent is one necessary over the other. By 'street justice', policing in the U.S. takes its origins out of the increasing urgency to develop a community-based politically decentralized institution to manage social regulation within communities that barely cope with keeping norms as urbanization progresses in them (Sykes). This is especially true during the early years when accredited justice institutions overlooked adequate fulfillment of tasks that the police was summoned over for complementary aid and allowed thereby to conduct informal procedures on peacekeeping to settle tolerable disputes at least. Since local governments admit imperfection and inefficiency or neglect on certain aspects that seem quite inevitable at times of facilitating criminal cases, police officers are hence granted the opportunity to exercises flex ible authority to apply measures they suppose may be suitable for a particular occasion. As this tradition proceeds so that American policemen fully recognize the functional worth of 'street justice', it readily yields for these law enforcers the thought of having broader options in performing their designated duties. More often than not, the idea of versatility with role naturally comes out as an initial impression that lasts as long as each police officer assumes that their overall job equates that of the judiciary system. Having a wider sense of responsibility in the process is remarkable, however, the risk of operating beyond the required control occurs at a stage of reasoning that locates community-based policing as more of a privilege. This way, there are cops who, reportedly, have become abusive of their profession to obtain favor which satisfies personal interests. The disadvantage of accruing potential greed or inclination to corrupt practice as from such eventually obscure s the sight of justice in achieving fair ends upon targeted goals with which the welfare of the innocent is the chief concern. On the other hand, subjecting moral issues under the 'rule of law' is known to be a classic organized way of evaluating which side deserves a specific portion of verdict. Though it is conventionally tedious to hold court proceedings, appeals and positions of each of the people involved are thoroughly examined, with scientific investigation in the process, and are judged accordingly in this setting in order that one is assured of fair and equal treatment with the rest during prosecution. Where evidences are adequately presented, an appreciable chance of attaining to just consequences duly deserved follows after the most reliable scrutiny by a number of lawfully educated individuals. Typically, a systematic means of arriving at righteous judgment is unquestionable for being objective by nature, but the harsh realities of officiating a correct yet rigid or aust ere punishment is unlikely translatable to a form which is rather compassionate and life-transforming for a culprit who might so profoundly hope to change and be wholly renewed apart from the former immoral character. Dr. J.M. Pollock further argues that by 'due process' in the 'rule of law', â€Å"

Two Icons of Renaissance Art Essay Example | Topics and Well Written Essays - 750 words

Two Icons of Renaissance Art - Essay Example While many renowned names involve in this artistic stream, there are few who hold their stands unmatched as the propagators of artistic cultures. Two of such names are Botticelli and Raphael who introduced and developed a personal insightful depiction of some contemporary concepts and universal portrayals. Two notable works of art from Botticelli and Raphael are The birth of Venus (Botticelli) and Mond Crucifixion (Raphael). Those two works of art are very much the representing pieces for their contemporary culture picking up classical foundations to mount with artistic rendering of subtle individual depictions. Heritage of classical ages During renaissance, new developments and imaginations of most artists had come out of the classical traditions of arts. Notably, modernism had not touched the world and breaking of rules was limited only up to the imaginations of artists. Thus, artist of earlier renaissance period opted to provide their insights to some traditional themes. Both The Birth of Venus and Mond crucifixion are grounded in deep Christian imagination of human conditions. As in The birth of Venus, the iconography does not entail a violation of themes dwelling in contemporary consciousness. Similarly, in Mond Crucifixion depiction of Jesus is portrayed as a calm figure even when crucified. Theological icons as Venus and Jesus had a very specific place in classical artistic culture. On the other hand church’s influences were quite dominant over artistic depictions till renaissance. However, during renaissance most of the painters and artists had been associated and were adorned by the church too. It is mostly the style, imaginative depiction of surrounding and use of different shades which had put those arts on steps ahead of the classical ages. Materials, Style and Colors As Botticelli belonged to an era when Oil paintings were not popularized up to an extent The birth of Venus was painted on tempera while Mond Crucifixion arrived at a time when popularity of oil paintings had overtook the use of tempera around whole Europe. Historically too, Oil paintings proved to be more facilitative compared to tempera. Tempera dries very fast and painters had to be very accurate in mixing the paint. Oil painting proved to be easier to use enhancing numerous opportunities to painters to use fast brushstrokes. Comparing The birth of Venus to Mond Crucifixion, the use of oil in the later provides much scope to paint the background while in The birth of Venus background is dissolved into sea with very keen strokes till the end which is quite essential in a tempera material. In both the paintings, use of colors and lights is straight away comparable as The birth of Venus provides a little fading effect towards the third dimension while Mond Crucifixion holds sharper colors and clearer lights to sustain with the aura of Jesus which is essentially to be preserved in the painting. The birth of Venus is visualized with the imaginative beauty of painter’s convictions to the relevant matter described by many earlier artists. Instead of the three Hours of Homer's hymn and Poliziano's poem, he shows us one fair nymph, in a white robe, embroidered with blue corn-flowers, springing lightly forward to offer Venus a pink mantle sown with daisies. In the laurel groves along the shore, we see a courtly allusion to the "Laurel who sheltered the

Managing Financial Resoures and Decisions 4. Answer 13 questions.No Assignment

Managing Financial Resoures and Decisions 4. Answer 13 questions.No more than 2500 words allowed - Assignment Example Issuing Equity is another smart option that can be used by the company. This involves issuing shares to investors at a price determined by the company and using them to raise finance for the equipment needed by the scientists Lease is when the other company or financing organization buys the equipment and let our company use it against monthly charges known as rentals. The benefit of this option is that the company will not have to bear the entire cost of equipment upfront and in case the company does not need equipment in the future it won’t have to pay the rental and will not have to invest huge amount into buying the product. Hire-Purchase is like a loan to the company. The difference here is that instead of lending you the money, the bank or other financial institution buys you an asset and charges a mark-up against this assets which is amortized by the monthly payments which includes payment of both principal and the mark-up. ... vidends are only paid in the profitable years, whereas in case of loans, lease and hire purchase interest has to be paid every period regardless of the fact the company makes a profit or loss. Hence obtaining credit loans, lease and hire purchase is burden on the company’s resources as creditors have a right to sell of company’s assets if they are not paid. Keeping in mind the company is young and does not have enough resources or plowed back profits, it is the best option for the company to raise finance by issuing equity. However, the company should make sure that it floats as much shares in the market so as they will not lose the control of the business or not third party investors will be able to collude to form a holding company. 1c) There will be a different set of requirements and documents that different funds providers will ask from the company before expending them a loan. Banks would ask for collateral and a business plan before deciding on whether it would l end the company or not. Bank would also ask for projected cash flows and income statement in order to make sure that the funds that the bank is obtaining are yielding the required return in order to pay the bank. Similarly, a bank would also ask for the balance sheet to make sure that in the event of default, the company has enough assets and the bank could sell them to recover its lending. Equity investors would want a prospectus which will have to be published in the newspaper. Other than equity investors would be interested in knowing the future plans of the company, the growth rate and name of directors and people running the company. Leasing company would need to know how long the company intends to use the assets, what will be the cash flow generation of the assets and what are the resources

Play Based Learning and Teaching

Play Based Learning and Teaching This essay debates play-based and formal approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay will begin by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay then moves on to look at the factors that are generally agreed to be important in successful learning, and the various models of ‘play-based’ and ‘formal’ learning as applied to these ages of children, within the context of the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcome s and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant: what is important is that children are taught, that children’s learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and that the teaching of children is attempted on as individual a basis as possible, given that children of this age all have individual learning needs, based on their specific developmental stage and other, external, factors that influence how well the child learns and how much motivation the child has to learn. In terms of what should be being taught at the Foundation Stage level, the document Curriculum Guidance for Foundation Stage (see DfEE, 2000) sets out six areas of learning that are intended to form the basis of Foundation Stage learning: communication, literacy and language; knowledge and understanding of the world; personal, social and emotional development; mathematical development; physical development and creative development (QCA, 2008). Each of these six areas of learning has a set of related early learning goals that the teacher should aim for completing, in terms of recording the child’s achievement on their Foundation Stage Profile (DfES, 2007). By Key Stage 1, children should have mastered all of the necessary early learning goals and should, through this, be enabled to begin the learning process that will take them through the programme of study as set out in the National Curriculum for Key Stage 1 right through to their National Curriculum Assessments (see DCSF, 2 007). Thus, from an early age, children have an extremely structured learning pathway, in terms of the learning outcomes that are desired under the current National Curriculum framework for Key Stage 1 children and due to the Foundation Stage Profiles that need to be filled out for every Foundation Stage level child (DfES, 2007). How this learning pathway is delivered to children, and how these learning outcomes are achieved is, however, not so rigid and teachers are free to deliver these learning outcomes in the way in which they see fit, although in most Government-run places of education in the UK, this is usually performed under the framework of dependence on previous models of success (i.e., the long-established routes for achieving learning outcomes in children). The different modes of learning are usually labelled ‘play-based’ and ‘formal’ but this, however, tends to ignore the fact that there are many modes of learning. As Vosniadou (2001) argues, children learn in many different ways, through active learning, social participation, meaningful activities, by relating new information to prior knowledge, through strategic thinking, by engaging in reflective thinking, by restructuring prior knowledge, through understanding, not simply memorisation, and through practice, amongst other methods, all of which are subject to individual developmental differences. Choosing the ‘correct’ method for learning (i.e., the method most likely to achieve the desired learning outcome) is usually a case of matching the method of learning to the individual child in terms of their abilities, thus fostering an atmosphere of motivated learning. This approach can, however, be difficult in classrooms with children of mixed abilities, leading to situations of frustration occurring in the bright children, who do not feel sufficiently challenged, and in the less able children, who feel they cannot cope with the things that are asked of them and is difficult when there are so many assessments to prepare children for. One of the skills, therefore, that a good Foundation Stage or Key Stage 1 teacher needs to possess is the ability to match a child’s ability to the best learning method for them in order to achieve the most efficient mode of learning for each and every child. This can, however, in practice be very difficult, with teachers at these levels being pressed for time and under pressure to deliver certain learning outcomes, with the development of the new Foundation Stage Profiles (see DfES, 2007 and QCA, 2008), for example, which have basically set a curriculum for Foundation Stage children and through the National C urriculum which begins at Key Stage 1 level. Bransford et al. (1999) argue that the design of learning environments, however that learning is presented to children, needs to be based on what needs to be taught, how this needs to be taught and on how the success of the learning approach is to be assessed. As Bransford et al. (1999) argue, different learning goals require different learning approaches, and different learning environments should be developed according to the degree to which these environments need to be learner-centred, knowledge-centred, assessment-centred or community-centred. For learning to be successful, three principles generally need to hold: i) that learning environments encourage children to be active, and thus effective, learners; ii) that learning environments encourage collaboration with other students and iii) that learning environments encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). Without such a learning environment, under whichever teaching regime (i..e, ‘pla y-based’ or ‘formal’), the child will fail to learn and the teacher will have failed that child (Bransford et al., 1999; Vosniadou, 2001). If the teacher decides to use child-initiated (‘play-based’) learning in the classroom, the three principles should hold. Child-initiated play should enable children to use resources in their correct manner within their correct settings and to behave in appropriate ways according to the particular setting and the role-play contexts that are being encouraged, whilst teaching them about responsibilities such as tidying up after themselves and sharing toys and spaces with other children (Vosniadou, 2001). As such, play-based learning can be a valuable learning tool but a tool that needs to be appropriately supported by teaching staff with adequate resources and support and systems in place for adequately monitoring, observing and recording how the children under their care play, and providing suggestions for modifications to their mode of play if their play is not responsible, for example, or is causing problems for other children under the teachers care (i.e., is accompanied by rowdy behaviour) (Vosniadou, 2001). Similarly, formal learning should be conducted on the basis of fostering the three principles, namely the encouragement of active learning, the encouragement of active sharing amongst children and the encouragement of meaningful tasks through authentic learning materials (see Vosniadou, 2001). In terms of the Foundation Stage Profiles and the National Curriculum Assessments for Key Stage 1 level children, it is perhaps seen as the easier option for teachers to use formal approaches to learning rather than play-based approaches, in terms of directing children’s learning in the ways that will fulfil the requirements of the assessments. Studies have shown that this is perhaps not the best way of fostering an atmosphere of motivation for learning, and such heavy slanting towards testing and fulfilling Curriculum ideals can actually actively de-motivate children, especially children so young as Foundation Stage and Key Stage 1 levels (Strand, 2002). Strand (2002) concluded that continuous assessments of children does little more than de-motivate those children who are not attaining good scores on such tests, does not encourage motivation to do better on subsequent tests, does not increase overall attainment year-on-year and, as such, does little more than put a massive administrative burden on teachers and schools. Whatever the teaching method employed, many research studies have shown that attainment at Key Stage 1 is more dependent on factors other than school organisation and teaching methods, because background factors (such as gender, age, socioeconomic status) lead to variations in individual possibilities for attainment, in terms of expectations and motivations for learning (Sammons et al., 1997). These findings seem to suggest that the actual teaching method is often unimportant in determining learning outcomes as other factors have far more of a hold over a child’s educational achievements than the particular teaching method that is employed in the classroom the child attends. It has long been known, for example, that parental input in to a child’s education can convert in to higher educational achievement, thought to be due to the fact that this encouragement enables and facilitates confidence, which then translates to higher educational achievement (see, for example, Ho over-Dempsey and Sander, 1995 and Christenson and Sheridan, 2001), not only for ‘able’ children but also for those children with special needs, be these gifted children or children with physical or mental disabilities affecting how they are able to learn (see Will, 1986). This essay has debated ‘play-based’ and ‘formal’ approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay began by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. It was concluded that, from an early age, children have an extremely structured learning pathway but that how this learning is delivered to them is, essentially, up to their teachers. The essay then moved on to look at the factors that are generally agreed to be important in successful learning, defining three principles for successful encouragement of learning and achievement of learning outcomes, namely that i) learning environments should encourage children to be active, and thus effective, learners; ii) that learning environments should encourage collaboration with other students and iii) that learning environments should encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). If these principles are followed, through whichever approach to teaching (i.e., ‘play-based’ or ‘formal’) and under whatever learning environment, then the child’s learning will be enabled to the maximum. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcomes (see Christenson and Sheridan, 2001) and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant. At these stages, and indeed throughout the child’s education, what is important is that the child’s own learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and, through this, that the teaching of children is attempted on as individual a basis as possible, tailoring the specific learning needs of the child to the specific learning outcomes that are desired. This is because children of this age all have individual learning needs, and preferred styles of learning, based on their specific developmental stage and other, external, factors that influence how well the chi ld learns and how much motivation the child has to learn (Bransford et al., 1999). A child’s learning should, ideally, be fitted to the style through which the child learns best (be this ‘play-based’ or ‘formal’), to facilitate the child’s learning: in this day and age, however, targets are more important than this fundamental truth, and so this is often not possible in the context of Government-run UK schools, which are more interested in testing than developing teaching plans suited to children’s individual learning needs. In this context, thus, more than ever before, parents have a shared responsibility to enable their child’s education. References Bransford, J.D. et al. (1999). How people learn: brain. Mind, experience and school. National Academic Press. Christenson, S.L. and Sheridan, S.M. (2001). Schools and families: creating essential connections for learning. DCSF (2007). National curriculum assessments at Key Stage 1 in England, 2007. DfEE (2000). Curriculum guidance for the foundation stage. Available from http://www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdf [Accessed 29th February 2008]. DfES (2007). Foundation stage eProfile. Available from http://schoolsportal.suffolkcc.gov.uk/schools/FSP/FSPUserGuideV25.pdf [Accessed 29th February 2008]. Hoover-Dempsey, K. and Sander, H.M. (1995). Parental involvement in children’s education: why does it make a difference? Teachers College Record 1995. Hutchin, V. (2003). Observing and assessing for the foundation stage profile. Hodder Murray. Kyriacou, C. (1997). Effective teaching in schools. Nelson Thornes Ltd. Vosniadou, S. (2001). How children learn. International Academy of Education. Educational Practice Series, Number 7. QCA (Qualifications and Curriculum Authority) (2008). Foundation stage profile assessment. Available from http://www.qca.org.uk/qca_11958.aspx [Accessed 29th February 2008]. Sammons, P. et al. (1997). Accounting for variations in pupil attainment at the end of Key Stage 1. British Educational Research Journal 23(4), pp.489-511. Strand, S. (2002). Pupil mobility, attainment and progress during Key Stage 1: a study in cautious interpretation. British Educational Research Journal 28(1), pp.63-78. Will, M.C. (1986). Educating children with learning problems: a shared responsibility. Exceptional Children Feb, pp. 411-415. Wood, E. and Atfield, J. (1996). Play, learning and the early childhood. Paul Chapman Publishing.

Description, Function, Attribution, and Analysis of a Red-figure Type B

The durability of clay has brought forth an immense abundance of Greek pottery, a craft mastered by Athenian artists. Archeologists have found hundreds of varieties in creation, shape, function, style, and artwork in Archaic vases. The museum has been blessed with one of these priceless artifacts; it is the duty of this establishment to accumulate as much data as possible surrounding the vase. In first identifying technique, dimensions, and condition, as well as describing shape, ornament, and figural scenery, one may then begin to analyze the vase. This serves the general purpose of understanding where the artifact stands in Greek culture and history. Through the examination and research of figural scenes, it is then possible to compare these to other scenes and styles of the same and other painters. Finally, one can then hypothesize where, why, and how this piece was used. The Athenian vase can be identified as a red-figure Type B Kylix. The height of the vase vacillates between 12.1 and 12.3 centimeters, and the diameter of the foot is roughly 12.5 centimeters. Whereas the diameter of the mouth varies between 33.1 and 33.5 centimeters, the diameter with handles is close to 41.5 centimeters. The vase is completely restored, a condition in which pieces on the body of the vase are glued back together. The bottom of the foot is decorated with subsidiary ornamentation, but the design cannot be distinguished due to the condition of the kylix. A reserved save band runs around the step of the foot. Beneath the artwork is subsidiary ornamentation in the style of circumscribed and horizontal palmettes. A reserved line lies where the lower body meets the stem. The body of the kylix joins into the stem without an abrupt junction, and the foot is convex in profile. Along the exterior, two handles curve upwards along opposite sides of the kylix. Both the upper surface and the inside of the handles are reserved, with the area of the body behind them. The single figural scene on the front body of the kylix roughly depicts a battle between centaurs and human characters. It also includes animal figures. Starting from the left, there is a bearded and mustached male centaur with long, pointed ears. Above the waist, his head and bare torso are human; below the waist, his buttocks, legs, and hooves resemble the body of a horse. He clenches a spear from behind in his left h... ...comparing the kylix with those of an earlier and later date, one can see that the Greeks were an extremely progressive culture that could make leaps and bounds in art in only a matter of two decades. Though the ideal Greek concept of hero depicts Heracles as impassive and undaunted in this kylix, Euripides suggests that the society also honored his grounded qualities like love, emotion, and sympathy. These conjectures are an important addition to current knowledge of ancient Greece as archeologists move towards further exciting discoveries. Alan H. Griffiths, â€Å"Centaurs†, Simon Hornblower and Antony Spawforth, 2003, The Oxford Classical Dictionary (Oxford: Oxford University Press), 309 J.D. Beazley, 1984, Attic Red Figure Vase Painters, Vol. 2 (New York: Hacker Art Books), 124-127 A.T. Clark, 2002, Understanding Greek Vases (Los Angeles: J Paul Getty Museum), 53 M.G. Kanowski, 1984, Containers of Classical Greece (New York: University of Queensland Press), 63-67 J. Boardman, 1975, Athenian Red Figure Vases, The Archaic Period (London: Thames and Hudson), 121, ill. 170 J. Falconer and T. Mannack, 2002, Corpus Vasorum Antiquorum (Oxford: Oxford University Press), 925, ill. 19

Human Nature Essay

Human nature is based on self-preservation and selfishness in both Rashomon by Ryunosuke Akutagawa and The Lottery by Shirley Jackson. In The Lottery human nature is selfish because they kill someone in the community for their own personal gain. Selfishness also has a negative effect in Rashomon due to the harmful extremes the servant takes to stay alive. The way human nature is portrayed in these two stories is sometimes similar to the way people act in real life. In Rashomon the servant turns into a thief for the purpose of staying alive. He knows better than to steal from a woman who is already poor and living amongst corpses but he steals from her anyway. He tries to justify his actions when he says â€Å"You won’t blame me, then, for taking your clothes. That’s what I have to do to keep from starving to death. † His words show that he knows what he is about to do is wrong, but stating his reasons for why he needs to do it makes him feel better. At the beginning of the story he has no intentions of becoming a thief. Soon he realizes how bad his conditions are, this weakens his morals and his first priority becomes survival. This shows that when it comes to staying alive people become selfish and less concerned with other humans well being. Humans will go to extreme measures to get what they need even if that involves harming others. This story uses a lot of animal imagery to show how people become violent and tend to forget their morals when it comes to survival, it becomes almost like â€Å"dog eat dog. † An example of this is when the woman is picking hair out of the corpses to make a wig in hopes of selling it for money; this behavior is animal like. Why is it that people resort to crimes and immoral acts before considering other options when it comes to survival? In The Lottery the community is selfish because they sacrifice someone so their crops will grow. They need their crops to flourish so they will not go hungry; this is a form of self-preservation. In real life we have laws to stop people from committing various crimes. In The Lottery there are no laws to stop them from acting like animals and stoning each other. The fact that we have laws proves that we have them because some people do not have morals or choose to ignore them in certain circumstances. Laws were created to keep communities in order and civilized. Self preservation makes people forget about the well-being of others and instead focus on themselves. We see this in The Lottery when it says, â€Å"Mrs. Delacroix picked up a rock so large she had to use both hands to lift it. † In the beginning of the story Mrs. Delacroix and Mrs. Hutchinson are friends but at the end of the story when it comes down to her crops flourishing or her friend; Mrs. Delacroix is selfish and stones Mrs. Hutchinson to death. This example shows people are selfish and put their own needs first. Another example of this is when Mrs. Hutchinson say’s â€Å"it’s not right, it isn’t fair†, she is not talking about the lottery she means it is not fair that she was chosen. She would have no problem stoning someone else to death so that she could live and her crops could flourish. Human nature is portrayed the same way in Rashomon and The Lottery. In both stories the people are selfish and harm other people to benefit themselves. In Rashomon he beats up a woman and steals her clothes so he can survive and in The Lottery the community kills Mrs. Hutchinson so their crops will flourish. Their reason for being so selfish is self-preservation. The servant doesn’t want to die so he steals from a woman who has less than him. The community in The Lottery needs food to survive so they take part in the lottery. In both stories the people act like animals because they have no laws or rules to stop them from doing so. The difference between these stories is that in Rashomon it is only two people acting immoral but in The Lottery a whole community is acting uncivilized. In both stories human nature is portrayed negatively. In comparing this to current times, I find that Hurricane Sandy brought out the worst and the best in people. I live in a waterfront community that was badly affected by the hurricane. Some people’s homes were destroyed or flooded but that didn’t stop people from robbing homes in my neighborhood. At night we had police driving around with spotlights checking on homes and properties. Some people chose to steal generators right off others driveways. News reports talked about opportunist who broke into damaged businesses and stole whatever they wanted. Criminals broke into flooded homes and took what little salvageable items were left. When faced with a problem people have the option to rise to the occasion or not too. Unfortunately more people choose not to. This is what makes human nature selfish for the most part. After reading the newspaper this morning stealing generators seems pretty insignificant. I came across a story I can’t seem to get past. The Sandy Hook elementary school shooting in Newton Connecticut. I cannot understand how someone could go into an elementary school and shoot innocent children for their own selfish reasons. I cannot comprehend how someone could kill his or her own mother over a petty argument and feel no guilt. It scares me to know we live in a generation where human nature is so selfish that sending your children to school has become dangerous. Because human nature is so selfish children at such a young age are exposed to so much hatred. No six or seven year old should have to watch their classmates die for no reason other than the killer was simply having a â€Å"bad day† and needed to take his anger out on someone. The one aspect from this story that shows me human nature is sometimes still selfless is Victoria Soto. Victoria hid her students in closets and other spaces so the killer could not find them. When the killer approached her classroom door and asked where her students were she replied the gym; she was then shot. Victoria Soto may not have been able to save herself but she saved an entire classroom of innocent children. It is sad that a horrific event like this needs to take place before human nature changes because for twenty-seven children it’s a day too late. In both Rashomon and The Lottery the people go to immoral extremes for selfish reasons. In The Lottery the community stones someone for their own personal gain. In Rashomon the servant harms a woman in worse conditions than him self for the means of survival. The way human nature is negatively portrayed in these two stories is unfortunately similar to the way people act in real life.

Heinz Goes On A Diet Case Example

Heinz Goes On A Diet Case Example Heinz Goes On A Diet Case – Case Study Example Heinz Goes on Diet Case The challenges Heinz faced, in meeting the capa needs, come because of the lack of parenting opportunities. He ought to focus on analyzing opportunities and estimating their significance. For example, a parent who is not an expert in manufacturing might not know that a business lacked excellent manufacturing skills. A parent without detailed knowledge of a business market may not be aware of the opportunity to combine sales forces. Therefore, choices must be evaluated in both strategic and economical terms and the strategic choice must be coherent with the overall strategy of the firm. The operational management options that Heinz has to put in place are aligning fresh food chains to the needs of the consumer, and develop a system that is responsive to changing consumer needs (Stevenson, 2012). In his case, both demand and supply are volatile. The perishable nature of products places a number of constraints in dealing with suboptimal demand and supply informa tion. The whole crop of carcasses are to be marketed. Developing creative solutions to the bundle of these three challenges create strategic options and new business opportunities for fresh food retailers and suppliers (Stevenson, 2012).The facility’s location, which addresses issues like the main operation’s location takes a major influence in this scenario. Once such decisions are taken, the organization has to live long with prospects and problems regarding the raw materials, supplies, labor, markets and all other resources (Stevenson, 2012). Additionally, marketing strategy, which includes customer profile products, services, markets volumes, and price structures should be taken into consideration. Choice of the region and the site is also an important factor to consider. This is because it affects transportation cost and long distance considering the nature of goods.ReferenceTop of FormStevenson, W. J. (2012).  Operations management: Theory and practice. New Yor k, N.Y: McGraw-Hill/Irwin.Bottom of Form1.

Expert Guide to the ACT Format What You Need to Know

Expert Guide to the ACT Format What You Need to Know SAT / ACT Prep Online Guides and Tips If you want to do well on the ACT, it’s not enough to just study test content. You have to know the test inside and out, including what questions to expect, what reading passages to anticipate, and what topic areas you’ll encounter the most. Being this familiar with the test will help you improve your score in a significant way - it’s much more effective than just focusing on test content. In this post, I’ll go over everything you need to know about how the ACT is written, including format, content, and question types. At the end, I’ll tell you exactly what you can do to successfully incorporate this knowledge into your ACT study plan. Why Is Familiarity With the ACT Format Helpful? The ACT is an incredibly predictable test. Although there have been a few recent changes, the test format has (in general) stayed pretty consistent over the past few decades. This works to your advantage for a few very important reasons: Familiarity with the test helps you focus on, and improve on, your weaknesses. The ACT is super predictable when it comes to test content and format, down to the number of questions that test a certain concept. If you’re familiar with the test format and structure as you study, you can narrow your focus to very specific question types and content areas that may be bringing down your score. It helps you improve your ACT strategy, which is just as important as preparing for test content. The ACT writes the test sections, questions, and answer choices in a very particular and consistent style. Familiarizing yourself with the basic structure and format of the ACT is like getting to know the test inside-out - if you can get inside the mind of a test writer, you’ll have a huge advantage on the test. The more experience you have with this style, the better you’ll be able to anticipate which answers are correct and incorrect on test day It helps you work on time management, an important part of succeeding on any standardized test. Knowing the general layout of the test, in addition to knowing what your own strengths and weaknesses are, is an integral part of ACT time management. If you can’t finish the questions on time, you won’t do well, no matter how well you know the material. Finally, the fewer surprises you encounter on test day, the better. When you know exactly what to expect when you take the ACT, you can focus on the most important part of the test: demonstrating what you know in order to get a great score. Knowing the test format and structure inside and out may help alleviate test-taking anxiety, a verycommon problem that impacts many students’ scores. The Basics: The Structure of the ACT The ACT has four mandatory multiple-choice sections which are always presented in the same order: (1) English, (2) Math, (3) Reading, and (4) Science. There’s also an optional (5) Writing section for a total of five test sections. The total test time without the Writing section is 2 hours and 55 minutes. The total test time with the Writing section is 3 hours and 35 minutes. Here’s what you can expect in terms of number of questions, time limit, time per question, and question type for each of the ACT sections: English Number of questions 75 Time limit 45 minutes Approximate time per question 36 seconds Question type Multiple choice with four answer choices Math Number of questions 60 Time limit 60 minutes Approximate time per question 1 minute Question type Multiple choice with five answer choices Reading Number of questions 40 Time limit 35 minutes Approximate time per question 52 seconds Question type Multiple choice with four answer choices Science Number of questions 40 Time limit 35 minutes Approximate time per question 52 seconds Question type Multiple choice with four answer choices Writing Number of questions 1 Time limit 40 minutes Approximate time per question 40 minutes Question type Essay prompt Content and Skills: What Does the ACT Test? The next step in familiarizing yourself with the ACT is knowing exactly what concepts, skills, and content will be tested on the exam. If you know what content will appear, and you know exactly how it will be tested, all of your bases will be covered (remember, the fewer the surprises on test day, the more you can focus on what’s important). The ACT is pretty transparent about test content. Here, I’ll go over what you’ll need to prepare for each section and what these sections will actually look like. English On this section you’ll be presented with passages. You’ll either have to choose the correct version of a sentence within the passage or will have to answer more broad questions about the construction of the passage itself (you’ll see a couple examples shortly). The ACT English section tends to heavily favor a few main grammar and style rules, and just lightly touches on the other minor ones. This means (unless you’re aiming for a very high score), you can focus primarily on these main rules as you prepare for the test. There are two main types of English questions: ones that test usage and/or mechanics, and ones that test rhetorical skills. Below you’ll find approximate breakdowns for the number of each question type you’ll see on the test. When it comes to Usage and Mechanics (about 40 out of a total of 75 questions), the main grammar rules tested on the ACT are: Correctly forming and joining sentences (20.5% of grammar questions) Correct use of commas, dashes, and colons (17.7% of grammar questions) Correctly using nonessential clauses and relative pronouns (9.6% of grammar questions) Correct verb tense and form (9.6% of grammar questions) When it comes to Rhetorical Skills (about 30 out of a total of 75 questions), the main rhetorical rules tested on the ACT are: Logical transitions (18% of rhetorical questions) Adding information (16.7% of rhetorical questions) Conciseness (15.5% of rhetorical questions) Replacing and re-wording information (15.5% of rhetorical questions) Most of the questions on ACT English test this content by asking you to choose the most correct version of a sentence within a passage - you’ll have to choose among four answer choices in this section. For example: A question where you choose the correct version of a sentence. Some questions are formatted a bit differently, and instead ask you about a passage as a whole. For example: For more information on this section, check out our ultimate ACT English prep guide. Math The math section is a little different from other ACT sections. Some math questions are stand-alone - they won’t be linked to any other questions in the section - whereas others are linked â€Å"sets.† You’ll have to choose from five multiple-choice responses instead of four (which obviously makes things more difficult). Math questions are also roughly arranged in order of difficulty. You can generally split the section into three zones: Questions 1-20: Easy Questions 21-40: Medium Questions 41-60: Hard Difficulty is determined by the amount of time you’ll need to solve a problem, the number of steps required, the number of math concepts you must employ, and the likelihood that you’ll be familiar with the material. Learn about how to take advantage of this organization of question by difficulty. Because they’re arranged by difficulty, these questions are also roughly arranged by content, with â€Å"easier† math concepts (i.e. ones you’ve spent more years studying) at the beginning of the section and â€Å"hard† concepts (i.e. ones you’re less familiar with) at the end. Generally, you’ll see more algebra questions toward the beginning and more geometry and trig toward the end of any ACT math section. Here’s a breakdown of the topics you’ll see on ACT math for a general overview: Pre-algebra: about 20-25% of questions Elementary algebra: about 15-20% of questions Intermediate algebra: about 15-20% of questions Coordinate geometry: about 15-20% of questions Plane geometry: about 20-25% of questions Trigonometry: about 5-10% of questions Read our more detailed guide to ACT math content for more information. Now, on to some examples. Most questions on this section are stand-alone questions, meaning they’re in no way related to any other question on the section. A stand-alone question may look like this: You might see some sets of math questions on the ACT where two or more questions are related to each other, or refer to the same figure. Here’s an example of what a prompt like that would look like: For more information on this section, check out our ultimate ACT math prep guide. Reading The ACT Reading test is made up of four different subsections. Each of these subsections has either one long passage or two shorter, paired passages. In this section, every question will ask you to respond to or interpret the passages. The Reading section will present you with one reading passage for each subsection, and the types of passages you’ll see will always be in the same order: Prose Fiction/Literary Narrative Social Science Humanities Natural Science The ACT tests this content with a variety of question types. Fortunately, we have a general idea of how often each question type shows up on the average Reading section - with this information, you can think more critically about question types that you may need to spend more time preparing. Here’s a typical section breakdown by question type: Question Type Average Number of Questions Percentage of Questions Big Picture 4 10% Little Detail 18 45% Vocabulary in Context 3 8% Development and Function 9 22% Inference 6 15% All Questions 40 100% The info above isn’t helpful if you can’t identify the sorts of questions you’ll see on the Reading section, right? Here are the main question types you’ll see on the English section, followed by examples: Big Picture - Deal with the main point of the passage or the narrator’s overall point of view. These types of questions require you to look at the passage holistically rather than focusing on one specific section. Little Picture/Detail - Ask about a small piece of factual information in a passage. They are the most straightforward questions because they’re so literal - you just have to find the correct information. Vocabulary in Context - Ask about the meaning of a word in the context of the passage. They may also reference something in the passage and ask you to choose a vocabulary word that best describes it. Development and Function - Ask about how a certain paragraph, sentence, or phrase functions in the context of the passage, how the argument in the passage was developed, or how the author structured the passage. Inference - Ask you to make inferences based on a logical extension of information found in a passage. Check out our guide to ACT Reading questions for more detailed information and examples. Science The ACT Science section consists of several â€Å"passages† where you’ll have to respond to short paragraphs, charts, graphs, tables, or some combination thereof - they’re not like the passages in the Reading section where you just respond to a wall of text. All of these passages are just different ways of presenting data for you to interpret. Because of the way the section is formatted, you’ll see sets of questions, like you sometimes see on Math, rather than stand-alone questions. The passages themselves may be on a variety of topics, including: Biology Chemistry Earth/space sciences Physics Just like with the Reading section, it’s not necessary for you to have specific background knowledge in these topic areas - you just need the skills to interpret the passages correctly. There are three main passage formats. Each format will present data in a different way - a set of multiple-choice questions after each passage will ask you to interpret and/or analyze this information. Here’s what to expect for each format: Format #1: Data Representation This format presents one or more sets of data in some sort of graphical representation. What you’re asked to do: understand, evaluate, and interpret information presented in graphs, tables, or charts Number of questions: About 15 (38% of total ACT Science questions) Here’s what a â€Å"passage† may look like in a Data Representation format: And here’s what a multiple-choice question may look like in response to the Data Representation format: Passage Format #2: Research Summaries This format presents the results of two or more experiments, usually with text in addition to graphs or charts. What you’re asked to do: understand, evaluate, and analyze one or more experiments Number of questions: About 18 (45% of total ACT Science questions) Here’s what a â€Å"passage† may look like in a Research Summaries format: Here’s what a multiple-choice question may look like in response to the Research Summaries format: Passage Format #3: Conflicting Viewpoints This format presents several different conflicting scientific hypotheses, usually in a text passage. What you’re asked to do: understand and evaluate conflicting viewpoints, theories, or hypotheses on a specific topic Number of questions: About 7 (17% of total ACT Science questions) Here’s what a â€Å"passage† may look like in a Conflicting Viewpoints format: Here’s what a multiple-choice question may look like in response to the Conflicting Viewpoints format: For more information and example questions on the ACT Science section, check out our ultimate prep guide. Writing The ACT Writing section is completely optional - that being said, I’d encourage you to do some research before deciding not to take it (as tempting as that may be)! Students have 40 minutes to plan, write, and edit an essay in response to one writing prompt. Prompts tend to address contemporary issues (e.g. the pros and cons of living in an increasingly automated society). So what exactly do these prompts look like? Well, students are provided with three diverse perspectives on a particular issue. After reading these perspectives, students are asked to develop their own take on the topic and explain the relationships between the original perspectives. Put simply, your jobs are to: Take a position on a topic (and defend it) Address all the diverse perspectives presented to you Explain the relationships between those three perspectives Here’s an example of what an ACT writing prompt looks like: Check out our complete guide to ACT writing and scoring for more information. Using ACT Formatting: How to Prep for the ACT Earlier in this post, I mentioned that familiarizing yourself with the ACT format can help you in a few important areas: Identifying your weaknesses Coming up with a strategic game plan Improving time management Alleviating stress that comes with surprises on test day Here, I’ll address exactly what you can do (in all four of these areas) to use knowledge of ACT format and structure to your advantage. Identify Your Weaknesses When you know exactly what will be tested on the ACT, and exactly how it will be tested, you can use your practice materials to hone in on sections, content areas, question types, and passage types that give you more trouble than others. This strategy only works if you invest a significant amount of time in working through and then analyzing ACT practice materials. Official ACT practice tests are the best for this - ideally, you’ll down under realistic testing conditions with an official practice test to get a baseline score. As you work through your practice material, keep careful track of where you’re losing points - doing a post-mortem on your work is the most important thing you can do to improve your score. I’d encourage you to set up a spreadsheet for easy mistake tracking. For each ACT practice section, for example, you’ll want to ask yourself: Which questions am I getting wrong? Which types of questions am I getting wrong? Do I lose more points on a particular type of passage? (E.g. perhaps Research Summary passages in ACT Science give you a hard time) Do I lose points at the end of a section because I run out of time? Do I lose points in a particular content/knowledge set area? (E.g. maybe you have trouble with absolute value in ACT math) Come Up With a Strategic Game Plan Once you have a better idea of where you need to improve, you can come up with an ACT study plan that’s catered to your weaknesses. If you have a baseline score, you’ll have a sense of how many points you’d like to bring your score up. Here’s a general guideline for how long you need to study based on your improvement goals: 0-1 ACT Composite Point Improvement: 10 hours 1-2 ACT Point Improvement: 20 hours 2-4 ACT Point Improvement: 40 hours 4-6 ACT Point Improvement: 80 hours 6-9 ACT Point Improvement: 150 hours+ Read more about putting together a study plan that works for you. Improve Time Management If you know what to expect on the ACT, you’ll be better able to work through the test on the fly. If you know what slows you down (e.g. a particular question type or content area) you can plan on doing speed drills during practice or skipping (and then returning) to those questions on the test. For example, reading passages - like the ones you’ll find in ACT Science and ACT Reading - tend to slow down a lot of students. If you know that this is a personal sore spot, you should read our guides to time management on ACT Science and ACT Reading. If you have an idea of what to expect, you’ll be that much better at navigating the stressful time limits of the test. Alleviate Stress Coming up against unexpected obstacles - especially when you’re in a time crunch - is pretty stressful for most people. By engaging in regular practice with official ACT prep materials, you’re doing yourself a huge favor by taking the stress of unexpected content and formatting out of the equation. For more info on alleviating stress, read our guide on what to expect and how to prepare for the ACT test day. What’s Next? Now that you have all this great information about the ACT and how it’s structured, you might be interested in learning more about some other logistical issues - like how it’s scored. Read first about the scoring system with our complete guide to ACT scores. Then, figure out what target score you should be aiming for. For expert tips, read our famous guide on how to get a perfect score on the ACT. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Teen pregnancy , planned parenthood ,and similar ideologies relevant Assignment

Teen pregnancy , planned parenthood ,and similar ideologies relevant today - Assignment Example Being ready for something prepares you mentally and emotionally to look forward to, but in the case of it being un-planned, mostly abortion and giving up for adoption are the consequences which result from anger, guilt and denial (Immell 98). From 1970’s to2002, teen pregnancy was the norm of the society. Early marriages, as a sign of self-esteem and prestige were practiced. However, advancement in education and its availability to women, led to a decrease in marriages and births worldwide. At this point it must be considered that modernization from 2008 onwards and concept of marriages in the current century is considered to be a burden and hasty owing to sex being practiced commonly resulting in pregnancies but the contraceptive methods and popularity of options for adoption and abortion has led to a decline in the birth rate. Certain facts regarding worldwide teen pregnancy have evolved and need attention in regard to its wide epidemic and resulting consequences to be understood clearly. The under developed and developing countries are at a higher risk of adolescent pregnancies, with about every year birth of 16 million babies. Girls aged between fifteen and nineteen are the most targeted victims. If we talk in terms of statistics, approximately three million of them go on to put their babies for adoption or un-safe abortions. However it must be noticed that birth itself in this age is dangerous to health and can even cause death. Teen pregnancy in fact is a leading cause of death for girls in ages 15-19. Premature, still births and infant deaths are 50% higher for babies born to teens than to adolescent mothers. Limited or sometimes un-available educational and employment prospects forces early marriages. Concept of children as workforce is still communal. Under-developed and developing poor countries are at a higher level of risk for promoting teen pregnancies as more than 14% of girls in such

Material Selection Case Study Essay Example | Topics and Well Written Essays - 2750 words

Material Selection Case Study - Essay Example The outcome is that presently golf clubs have been developed that perfectly suit each of the aforementioned groups. It is now even possible to customize the manufacturing of these kits to satisfy individual taste, preferences and financial strength. Golf manufacturers have been able to satisfy their customers, largely because of the wide array of materials available for use. Through research and development, new materials or new combinations of existing ones have been unearthed to develop even better fitted kits. A recent study by Peterson (2003) has revealed the extent to which technology and material selection for that matter, has contributed in boosting golfer player performance over the past 20 years. The author found, for example, that the average driving distance of median tour players has increased by 27.3 yards from 1993 to 2003.The improvement in performance was traced to better golf equipment developed for the game by manufacturers. This report reviews commonly used materials in manufacturing golf clubs. In doing so, it gives plausible reasons why and how they were incorporated as materials into golf clubs. The report concludes with the presentation of some possible materials that could be used in future for manufacturing these equipments. Golf clubs come in various shapes, sizes and colors... The shaft of a golf club measures about 89 to 115 centimeters in length and has a diameter of about 12 millimeters towards the grip end of the club. The most common way of classifying shafts is based on the extent to which they bend when swings of a player are applied to them. On the basis of how they withstand this pressure, they are described as either being stiff or soft. Stiffer shafts facilitate relatively faster swings than their softer counterparts for a given load applied. Generally, the stiffer the shaft, the greater it can potentially impart the ball when struck. However, if it is too stiff, a golfer may not be able to apply enough swing to it for its maximum effect to be manifested. In that case, it leads to a loss of distance coverage. This problem notwithstanding, stiffer shaft gives greater accuracy than their softer counterparts. Materials used for making shafts are steel, graphite fiber, a combination of steel and graphite, among others. The grip is the end of the shaft opposite to the head. It is commonly made from materials such as rubber, synthetic leather, or derivatives of these materials. The third component of a golf club is the club head. This is that part of the club that comes into direct contact with the ball when hit. A golf club head can be made from persimmon or maple wood, metal inpregrenated woods such as titanium or iron or steel woods, among others. 3.0 Materials used in manufacturing golf clubs As already mentioned, various materials are employed in the manufacturing golf clubs. These materials possess unique properties that aid the making of superior and easy to use golf clubs. This section takes a good look at these materials and highlights some