I Wish to Pursue an MS Degree in Electrical Engineering :: Graduate Admissions Essays

I Wish to Pursue a MS Degree in Electrical Engineering  During my senior year at Purdue University, I settled on a choice that has affected the whole course of my instruction. While my cohorts were settling on unequivocal choices about their profession ways, I decided to execute a five-year plan of improvement and development for myself. I structured this arrangement so as to analyze different professions that I thought may intrigue me, just as to develop my capacities at that point. As I was achieving a BS degree in Electrical Engineering, I chose to concentrate principally on fields identified with the VLSI (Very Large-Scale Integrated) circuits region. My fundamental objectives were either to pick up work understanding or to facilitate my training by seeking after a MS degree in Electrical Engineering (MSEE). I saw a chance to both work and learn through work at Xilinx Inc. Working as an item engineer at an effective, cutting edge semiconductor organization has empowered me to use my specialized and relational abilities in new and test ing ways. The position has additionally permitted me to cooperate with a huge number of divisions including promoting, coordinated circuit (IC) structure, programming/CAD advancement, fabricating, dependability, bookkeeping, and deals. I along these lines have increased a variety of experience that stretched out past the boundaries of my own obligations. In the working environment, I depend vigorously upon the relational procedures I created as an instructor in a Purdue home corridor, just as the authoritative abilities I had obtained through holding different administration positions in social and building social orders. I have additionally developed an enthusiasm for high-innovation promoting that has kept on developing all through my profession.  My encounters with Xilinx have elevated my long for information in the VLSI field. Two months in the wake of joining the enterprise, I applied to a few low maintenance programs in the region that would permit me to gain a MSEE degree inside a few years. San Jose State appeared to be a perfect decision, for its night MSEE courses would permit me to seek after two autonomous, full-time positions simultaneously. The San Jose program has praised my Xilinx obligations well; both interest enormous degrees of vitality and eagerness while controlling me to my definitive objective a serious extent of instruction in VLSI sciences. The assets that I filled the two undertakings have harvested numerous increases. I have been elevated to a Product-Yield Engineering position inside Xilinx's Coarse Grain Static Memory (CGSM) Product Engineering division.

Literary Analysis of an Unseen Extract Essay

Abstract investigation of an inconspicuous concentrate: how does the writer draw in the peruser using scholarly gadgets in your given concentrate? The primary line † In nowhere†¦ † catches the perusers eye since it gets the peruser asking why this individual is in no place, It gives the peruser something to consider making diverse inclination and feelings towards the peruser. As you read on you are given the climates depiction â€Å"left behind its weak breezes, however the warmth singed and covered them† this shows how hot the nation is yet with a cool wind, this makes a significant distinctive effect on the peruser in light of the fact that it sets a less secretive scene to the main line. Close to the finish of the primary section the word desolation is utilized, this implies a snse of surrender is won in the setting as it says â€Å"A creepy quietness infests the forsakenness to the extent the eye can see. † this shows a significant strange and dreadful inclination towards the peruser, makes you need to peruse on the grounds that it baits you in with the doubt and anticipation. On the second page the environment is portrayed, making a stunning impact to the peruser which again draws the peruser to peruse on and discover more, the utilization of decriptive words that are utilized in such little sentences make a sensational impact. â€Å"†¦ uncovered of breath of seething fights, rises kabul, or rather whats left of it† this demonstrates a totally extraordinary side to Afghanistan to what we was hereing previously. Catching the perusers eye with point by point portrayal of the manner in which the environmental factors look, â€Å"Nothing will ever be the equivalent again† this shows a negative inclination that the peruser could feel compassion toward the characters in question and this could make the peruser need to peruse on the grounds that he/she will need to discover what befalls the characters. Inside this concentrate there is a ton of awful imagerey used to depict the charcters environmental factors â€Å"the ruin of the city dividers has spread in to the people groups souls† this is truly adverse and not exactly a wonderful thing to envision, to me this would maneuver me into perusing the book more since its so unequivocally composed that you can nearly envision everything about your head, much the same as your there as one of the characters. The sentiments that this concentrate makes the peruser feel are blended feelings for the most part very upsetting and negative however certainly gets the peruser to peruse on, makes you need to continue perusing since it grabs the peruser from all interruptions keepiing them legitimately centered around whats going to occur straightaway. There is a great deal of nature referrances in this concentrate whichâ could get the consideration of a peruser who for instance like nature. As I would like to think this concentrate s truly adept at catching the perusers eye through distinct language, It lays the right foundation and portrays pretty much everything about what's going on around the characters. This would be so intriguing to peruse on the grounds that you can envision yourself being there, feeling precisely what each character feels and sees.

Everything You Should Know About How to Write an Essay

Everything You Should Know About How to Write an Essay If you have been struggling with how to write an essay, then follow these techniques that will help you to write good essay writing. Choose your topic: Summary Choose your topic:Determine what type of essay you write:Research the topic:Collect relevant information:Read other people’s essays:Prepare a diagram of your ideas:Write an outline of your essay:Start with attractive title and introduction:Write the body of the essay:Always use easy and understandable language:Check your essay before giving submission:Search for expert help if needed:Summarize your essay:Need to pay attention:Conclusion: You need to have a topic before you get started working on your essay. Your essay topic may be given to you by your professor, or you may get to choose it yourself. If you have a assigned topic then you should think about the type of essay that you want to write. If you have not been assigned a topic, you have a little more work to do and select your topic. Determine what type of essay you write: Your essay may be a story, expository, or persuasive essay. You may also be writing a research paper. Its important to decide which type of essay youre writing before you get started. Sometimes the type of essay youre writing will be determined by an assignment. In this case, read the assignment sheet carefully. If you have any queries, talk to your instructor. Research the topic: You can search online, go to the library, search for an academic database, or read newspapers. Research can definitely give you a better understanding of the broader issue of your topic. This will also give you plenty of innovative ideas which you can apply on your assignment. Collect relevant information: You need to collect the information from the reliable sources. It can be anything, like your coursework books or the Internet as well. Read other people’s essays: Reading other people’s essays can help you to develop and build on your own essay writing style. Try to read a range of essays, including those of your peers and of academics. Read essays on a wide variety of subjects, not necessarily just those that you’re studying. Different type of essay might apply different kinds of arguments or styles. Prepare a diagram of your ideas: If you want to write a good essay, you must organize your thoughts and putting it to paper. You are able to see connections and links between ideas more clearly. To create a diagram, write your topic in the middle of your page. Draw three to five lines branching off from this topic and write down your main ideas at the ends of these lines. Draw more lines off these main ideas and include any thoughts you may have on these ideas. Write an outline of your essay: Make an outline of your essay to guide you through the writing process. Structure your outline as you will your essay, with an introduction, a body, and a conclusion. The more detail you put into your outline, the easier and more quickly you can write the essay. Start with attractive title and introduction: Your title and introduction make people want to read your essay. If your teacher is the audience, then, of course, your teacher will read the whole piece. Skip these words such as, This essay is about, The topic of this essay is or I will now show that. Write the body of the essay: The body of your essay explains or describes your topic. Each main idea that you wrote in your diagram will become a separate section within the body of your essay. Each body paragraph will have the same basic structure. You can start writing your essay by one of your main ideas as the introductory sentence. You need to write each of your supporting ideas and give detailed examples. Always use easy and understandable language: The language that you use should be simple and understandable. Try using easy and simple words and make the language more casual. Avoid using complex sentences as it might confuse your professor. Check your essay before giving submission: As soon as you complete your essay we give the advice to check it. Make sure that you dont miss anything. You can take second advice from a close friend. Sometimes you may not find any mistake your friend can help catch some of the mistakes. Also, check the spelling and grammar are the easiest mistakes to revise Search for expert help if needed: If you need an online essay writing help. You can also take the help of an expert. They complete your assignment within the deadline and give you 100% unique solution. Summarize your essay: The conclusion brings closure of the topic and gives overall ideas while providing a final perspective on your topic. If your title and first paragraph make the reader want to read your essay, then your last sentence makes the reader remember you. You must summarize your points and suggest ways in which your conclusion can be a larger sense. Need to pay attention: After writing your conclusion, you might think that you have completed your essay. It’s wrong. Before you consider this a finished work, you must pay attention to all the small details. Check the order of your paragraphs. Your strongest points should be the first and last paragraphs within the body, with the others details in the middle. You must double check instructions to ensure that your essay is in the desired format. Recheck your essay and see the sentence flow is smooth and add phrases to help connect thoughts or ideas. Conclusion: If you want to learn how to write an essay you need to follow these steps. We also recommend that you practice writing sample essays on various topics.

Human Rights And Community Development - 919 Words

An understanding and a commitment to fundamental human rights is also an important principle of community development. Human rights are important for community work in both the negative sense the protection of human rights and the positive sense the promotion of human rights (Ife, 1995). In the negative sense it is important that any community development project conform to the principles of basic human rights. Community structures should be established in such a way that they do not contravene these principles. For example, the right to meaningful work, the right to freedom of association and the right to freedom of expression need to be safeguarded. In the more positive sense the achievement of the ideals of the Universal Declaration of Human Rights ca be used as a goal for community development. The right to an adequate standard of living, the right to education, the right to participate in the cultural life of the community, the right to self-determination and the right of the fa mily to protection and assistance should be the focus for community development (Ife, 1995). In the case study, before Ela Bhatt done something there was no human right for women of Ahmedabad, female literacy rate is less than half for males because girls are much less likely to be sent to school. Their humanity is so minimally acknowledged that killing a wife in order to take another wife and get another dowry is one of the major sufferings addressed by the women’s movement. Ela Bhatt used humanShow MoreRelatedSocial Justice is Vital in Relationship to Social Policy705 Words   |  3 PagesSocial justice is extremely important particularly in relation to social policy, social work practice and community development as it seeks to alleviate oppression and relates to the suitable distribution of resources and services (Cheyne, OBrien, Belgrave, 2008). This form of justice is recognized as distributive justice as it is concerned with the fair distribution of all resources tha t are required for well-being and it seeks to ensure all people have equal opportunity and enjoyment of allRead MoreTheoretical Traditions and Community Development1383 Words   |  6 Pagesthey relate to the practice of community development. Social theory seeks to explain change in society, how it develops, what factors facilitate and inhibit it and what results from it. Social theory can be viewed as a set of tools which are used in constructing our own explanations of what is happening in the society around us (owlnet.rice.edu, 2010). Community development draws upon social theories to better understand the society around us. Community development is a structured interventionRead MoreHow Do the Principles of the United Nations Universal Declaration of Human Rights. Relate to the Saint Leo University Core Value of Community?997 Words   |  4 Pagesprinciples of the United Nations Universal Declaration of Human Rights relates to the Saint Leo Universities core value of community in a lot of different ways. Part of Saint Leo’ mission statement is to create a student-centered environment in which love of learning is of prime importance. Members of the community are expected to examine and express their own values, listen respectfully to and respond to the opinions of others, serve the community in which they live, welcome others into their livesRead MoreThe Construction Of A Dam And Its Impact On The Social, Political And Economic Life Of The Indigenous1740 Words   |  7 PagesThese articles discuss the construction of a dam’s project in Mapuche territories and its impact on the social, political and economic life of the indigenous community. The Mapuche people of Southern Chile have a long history and they were able to defend their independence despite many raids by giving many sacrifices. But a final defeat their on the hands of Chilean army forced them to be at the mercy of Chile’s government and then began a long and different fight for survival. They wer e forcefullyRead MoreReparation for the Non-Compensated Group in the District of Marowijne1691 Words   |  7 Pagescommando led by Ronnie Brunswijk and the Surinamese military team headed by Desi Bouterse, the human rights of the people who were living in the tribal communities in the district of Marowijne were consistently being violated. However a peace agreement had been signed in France Guiana in May 1992, the American Court of Human Rights sentenced the government of Suriname of committing actions against human rights and ordered the state to start an investigation to compensate the civilians of the massacreRead MoreDefinition Of Corporate Social Responsibility1007 Words   |  5 Pagesprinciple subjects, organizational governance, human rights, labour practices, the environment, fair operating practices, consumer issues, and community involvement and development. Although, not all issues belonging to these principles were addressed. The strongest attributes of the Rogers CS R definition supported by their 2013 CSR report are organizational governance, fair operating practices, consumer issues, community involvement and development, and the environment. The weaker attributes ofRead MoreDrinking Water : Human Right Or Commodity? Essay1683 Words   |  7 PagesDrinking Water: Human Right or Commodity? Water, like food, is a necessity for human life that is used for many purposes such as agricultural, industrial, and domestic systems. While water is a common element around the world not all of it is clean and able to be consumed or used by humans. With only a percentage of the world’s water being clean and the use of water increasing, the availability of water around the world has become a common issue in the developing and even the developed world. ThisRead MoreThe Curious Enlightenment Of Professor Caritat By Steven Lukes1283 Words   |  6 Pagesimportance of communities, this is evident in their laws that state an individual has to belong to a religious or ethnic community. †They also hold the belief that individual rights are not as important as the rights of the community.† (Joudry, 2015). Considering South Africa’s importance on human rights protection, these core beliefs of communitarian would clash and cause inconsistencies with South Africaâ₠¬â„¢s core beliefs. The United Nations High Commission of Human rights has stated that human rights is essentialRead MoreUnderstanding The Human Resource Management782 Words   |  4 PagesUnderstanding the human resource management theory is important to understanding the role that human resource management practices have in the volunteer mechanism. According to Armstrong (2010), Strategic Human Resource Management (SHRM) is â€Å"an approach to making decisions on the intentions and plans of the organisation in the shape of the programmes, policies and practices concerning the employment relationship, performance management, learning and development, resourcing, rewards and employee relationshipsRead MoreThe Participatory Rights Of Public Participation998 Words   |  4 Pagesparticipatory rights of public participation can be found ; at the national level in the constitutional guarantees of democratic states and in human rights instruments and a developing body of international environmental law relating to sustainable development at the international level . As regards participation, standards such as prior, informed consent (PIC) as identified by Nagakawa is being developed by the latter two bodies of international law . Bradlow and Chapman note that Human rights law variously

Maryland Colleges SAT Score Comparison for Admission

Cis11 Assessment 1 Free Essays

Safety Styles Pty Ltd Financial Information Ratios and Financial Data Profitability201020112012 Return on assets30. 2%31. 46%31. We will write a custom essay sample on Cis11 Assessment 1 or any similar topic only for you Order Now 48% Return on equity32. 62%34. 02%34. 07% Gross profit margin57. 55%57. 51%57. 93% Net profit margin16. 04%13. 90%14. 35% Efficiency Asset turnover (times)1. 882. 262. 19 Inventory turnover (days)95. 6290. 5595. 10 Accounts receivable turnover (days)50. 3742. 6645. 16 Liquidity Current ratio4. 124. 13. 91 Quick asset ratio2. 462. 452. 21 Capital Structure Gearing ratio2. 372. 62. 54 Safety Styles Pty Ltd Application Decision It would be my recommendation to grant Safety Styles their application for additional finance. Profitability: Safety Styles Pty Ltd has demonstrated in is able to generate and increase its profits as demonstrated through the healthy Gross and Net Profit Margins. It should be noted during this three year period Safety Styles Pty Ltd has maintained and increased the Gross Profit margin, Safety Styles Pty Ltd has also maintained a healthy Net Profit Margin. Although dropping slightly the second year they have managed to improve this in their third year increasing their overall profitability Safety Styles has also increased both its Return on Assets and Return on Equity, this demonstrates the ability of the company to efficiently make use of its assets and equity which ultimately reduces requirements for more funding and reduces cost making better use of what they currently have. Efficiency: Safety Styles Pty Ltd appears on average over the last three years to be improving its efficiency to make better use of their assets and turning over their inventory. Safety should also focus on this area and strive to improve their efficiency. Whilst the values may seem quiet higher their total sales amount has raised which may not be taken into account with averages. Safety Styles may need to revisit their inventory strategy as their turn over period is quite high; this would be a benefit for them in the long term by having quicker access to cash for investment in other assets. They should also pay attention to their Accounts Receivable Turnover and aim to reduce this. Liquidity: Whilst Safety Styles Current ratio and Quick asset ratio is declined they are both still very healthy numbers. Safety Styles non-current assets have been increasing annually. They may want to pay attention to reducing their inventory levels and accounts receivable to give them more cash and the opportunity to invest into non-current assets or reduce their liabilities as they currently has a low level of cash compared to inventory and accounts receivable. This will make the company more â€Å"liquid† in the short term. Safety Styles also has a very healthy quick asset ratio compared to the industry standard of 2. It should be noted that Safety Styles currently do not have a high level of liabilities and seem to be maintaining their levels of dent in relation to their assets Capital Structure: Safety Styles currently have a very low gearing ratio and are using retained earnings for most of their financing. External sources of financing will be a benefit to Safety Styles to help them grow and invest in additional non-current assets. Executive Summary Safety Styles appear to be utilizing their assets and equity very well currently to help produce their profit and maintain both healthy gross and net profit. If this is maintained they should be able to repay their long term liabilities and possibly improve their current asset liquidity. ? Appendix Formulas †¢Return on Assets = (Net profit before interest and taxation / Average total assets) x 100 †¢Return on Equity = (Net profit after tax and preference dividends / average ordinary shareholder’s funds) x 100 †¢Gross Profit Margin = (Gross profit / sales) x 100 Net Profit Margin = (Net profit before interest and taxation / sales) x 100 †¢Asset Turnover Ratio = ( Sales / Average Total Assets) †¢Inventory Turnover = (Average inventory / cost of sales) x 365 †¢Accounts Receivable Turnover = (Average accounts receivable / credit sales) x 365 †¢Current Ratio = (Current assets / current liabilities) †¢Quick Asset Ratio = (Current assets (exclu ding Inventory and prepayments) / current liabilities) †¢Gearing Ratio = (Long-term liabilities / share capital + reserves + long-term liabilities) x 100 Ratio definitions †¢Return on Assets The Return on Assets (ROA) demonstrates how effectively a company is using its assets to generate profit. The higher the ROA the better as the company is earning more off less investment †¢Return on Equity oThe Return on Equity (ROE) demonstrates the amount of net profit generated as a percentage of the shareholders equity. A higher ROE is better as it displays how much profit is generated based on shareholder investment. †¢Gross Profit Margin oThe Gross Profit Margin (GPM) is used to display the percentage difference between sales and the cost of sales before any other costs are factored in. A higher GPM is better as the company is making a higher profit off its sales †¢Net Profit Margin oThe Net Profit Margin (NPM) is used to display the net profit as a percentage of the revenue generated. A higher NPM is better as it indicates a more profitable company and how effective a company is at controlling its costs †¢Asset Turnover Ratio oThe Asset turnover Ratio (ATR) displays how well a business can use its assets in generating sales or revenue. A higher ATR is better as it demonstrates the amount of dollars generated by one dollar of the company’s assets †¢Inventory Turnover The Inventory Turnover formula display how often the company sells and replaces its inventory. A low Inventory turnover is preferred as this means cash is not being held in inventory, is producing more revenue and has access to an ongoing source of cash †¢Accounts Receivable Turnover oThe Accounts Receivable turnover displays the average settlement period (days) credit purchas ed are settled by the customer. A shorter average settlement period is preferred as this means funds are not tied up and can be †¢Current Ratio This ratio is compares a company’s current assets and current liabilities to measure the liquidity. A higher ratio is preferred as it generally means the business can meet their commitments †¢Quick Asset Ratio oThe Quick Asset Ratio (QAR) also known as the â€Å"Acid Test Ratio† measures if a company can meet its short term liabilities with its current assets less its inventory as you can’t always rely on inventory to be converted into cash quickly. A higher ratio means the company is in a better position †¢Gearing Ratio The Gearing Ratio (GR) measures how much capital is financed by long term finance. A high gearing ratio means a company will depend of long term loans, a low gearing ratio displays higher reliance on financing through equity investment. Typically a high level of gearing means a higher leve l of risk for the company. Ratio Calculations †¢Return on Assets o2010 – (647 / ((2122 + 2163) /2)) x 100 o2011 – (685 / ((2233 + 2122) /2)) x 100 o2012 – (712 / ((2291 + 2233) /2)) x 100 †¢Return on Equity o2010 – (585 / ((1774 + 1813) /2)) x 100 2011 – (619 / ((1865 + 1774) /2)) x 100 o2012 – (644 / ((1916 + 1865) /2)) x 100 †¢Gross Profit Margin o2010 – (2321 / 4033) x 100 o2011 – (2834 / 4928) x 100 o2012 – (2875 / 4963) x 100 †¢Net Profit Margin o2010 – (647 / 4033) x 100 o2011 – (685 / 4928) x 100 o2012 – (712 / 4963) x 100 †¢Asset Turnover Ratio o2010 – (4033 / ((2122 + 2163) / 2)) o2011 – (4928 / ((2233 + 2122) / 2)) o2012 – (4963 / ((2291 + 2233) / 2)) †¢Inventory Turnover o2010 – (((((216 + 175) + (223 + 283)) / 2) / 1712) x 365) o2011 – (((((235 + 298) + (223 + 283)) / 2) / 2094) X 365) 2012 – (((((235 + 298) + (230 + 325)) / 2) / 2088) X 365) †¢Accounts Receivable Turnover o2010 – ((((561 + 552) / 2) / 4033) x 365) o2011 – ((((561 + 591) / 2) / 4928) x 365) o2012 – ((((637 + 591) / 2) / 4963) x 365) †¢Current Ratio o2010 – (1257 / 305) o2011 – (1324 / 323) o2012 – (1272 / 325) †¢Quick Asset Ratio o2010 – (((1257 – (223 + 283)) / 305) o2011 – (((1324 – (235 + 298)) / 323) o2012 – (((1272 – (230 + 325)) / 325) †¢Gearing Ratio o2010 – (((43 / (70 + 1704 + 43)) x 100) o2011 – (((45 / (70 + 1795 + 45)) x 100) o2012 – (((50 / (70 + 1846+ 50)) x 100) How to cite Cis11 Assessment 1, Essay examples

Crisis Intervention and Suicide Prevention

Question: Discuss about the Crisis Intervention and Suicide Prevention. Answer: Introduction: Multiple studies have demonstrated that persons identified as gay, lesbian, bisexual, transsexual and intersexual (GLBTI) have greater vulnerability to various mental health issues in Australia (Australia Human Rights Commission, 2016). In particular, these individuals are most affected by anxiety, suicidal, and depression behaviours (Eisenberg Resnick, 2006; Johnson et al., 2013). Consequently, there is a considerable gap in addressing the psychological suffering of the GLBTI people, who incidentally experience excessively mental health problems than the general Australian population. According to Rosenstreich (2013) and Beyondblue (2014), the Australian government has not put in place adequate measures to address some of these predisposing factors to the negative mental health problems amongst the GLBTI. For instance, this category of the population continues to experience significant discriminating, isolation and social exclusion, reluctance to access assistance, and the failure of the common health approaches as well as prevention interventions that are inclusive of the GLBTI individuals and their needs. Barrett and Stephens (2012) observe that presently, the idea that treating each and every Australian the same is best practice is considered to be the single biggest barrier to change in GLBTI mental health. Moreover, recent studies reveal that this policy of equal treatment seems to reinforce the plight of the GLBTI mental health and thus, it is argued that the policy is not sufficient in addressing the problem. In this paper, the factors contributing to the GLBTI persons having high suicidal rates and one of the strategies that have been adopted to address these factors in Australia are discoursed. It is important to note that GLBTI young adults and teenagers have the highest suicidal attempts (Bagley Tremblay, 2000). According to Simone et al. (2011), this high suicidal rate is associated with institutionalized homophia and heterocentric cultures. Furthermore, studies have indicated that drug use and depression among the GLBTI people have both increased significantly after the passage of new laws that tend to discriminate them in the general populace, for example the illegalization of same-sex marriages. Ideally, in as much as such laws tend to reflect the social structure of the general population, these statutes end up alienating the GLBTI and consequently, pushing them to depression and drug use. Incidentally, a recent study has shown that the prevalence of suicidal thoughts, depression, and diagnosed anxiety amongst GLBTI in Australia is 25%, 47%, and 45% respectively (Smith et al., 2014). The researcher explicates that amongst the respondents that had previously reported of having expereinced discrimination, abuse, or harassment, 80% had considered harming themselves, 70% had already harmed themselves in one way or another, 37% had made a suicide attempt, and 81% had thought of committing suicide. Parenthetically, this empirical evidence demonstrates clearly that suicide behaviour amongst GLBTI is a significant problem that requires urgent intervention by the relevant stakeholders in mental health care, particularly the Australian government. Subsequently, studies have indicated that there are several factors that contribute to the high incidences of suicidal attempts and suicidal ideation amongst GLBTI people (King et al., 2008; Hatzenbuehler, 2011). Some of the identified factors include developmental stressors such as self-identifying, discrimination and prejudice, and isolation (Smith et al., 2003; Quinn, 2003). According to Nicholas and Howard (1998), self-identifying in early adulthood and adolescence has the potential of putting GLBI individuals at a greater risk for suicide attempt, substance abuse, and psychological difficulties. For instance, a study carried out by Smith et al. (2003) has indicated that same-sex attracted men in Australia that have not acted on their sexual desires have an increased psychological distress which may at times contribute to suicidal attempts and ideation. In another similar study, Meyer, Teyla and Schwartz (2014) establish that suicide attempts in GLBTI individuals often tend to occur more or less at the same time as the self-identifying stage. In contrast, discrimination and prejudice, according to McDaniel, Purcell, and D'Augelli (2011), may result in hostility, self-hatred, and shame, particularly as the individual internalizes homophobia. For instance, research reveals that bullied or victimized GLBTI students have two and half times potential of harming themselves as opposed to those not found in this category of the population (Liu Mustanski, 2012). In a recent Australian study, Symons et al. (2014) found out that the experience of homophobic bullying alongside low self-acceptance levels among gender diverse and same-sex students was predictive of anxiety, stress, and depression. Overall, the average levels of depression for the said students were found to have a moderate range whereas anxiety was reported to be in the moderate -severe range. On the other hand, the study revealed that stress was at mild-moderate levels. Moreover, the individuals recognized as gay indicated a higher sexual assault risk while those who had suffered physical assault were found to be having a higher risk of suicidal behaviour. Incidentally, the GLBTI people that reside in the rural areas have been found to be at an elevated risk of mental health problems as opposed to those found in the urban areas (Quinn, 2003). The researcher explicates that this increased risk is accompanied by a greater experience of homophobia and isolation as well as a declined sense of support and community services. In many occasions, suicide is significantly complex and problematic to predict. Nonetheless, as pointed out earlier, there are several environmental, psychosocial, and biochemical factors that are believed to have a close association with augmented risk. The Department of Health and Ageing (DoHA) (2007) elucidates that not all of the identified risk factors suffered by the GLBTI individuals may necessarily be linked to sexual identity and sexual orientation. Ideally, the issues of gender identity and sexual orientation may play a proximal and interrelate with several other risk factors, the majority of which are also typical to the people of Australia in general (Patel et al., 2007). According to Pitts et al. (2006), empirical evidence also reveal that alcohol consumption as well as other substance use among the GLBTI individuals tends to recur more at harmful levels as opposed to the Australian population in general. Accordingly, this trend may further increase the potential of the GLBTI people experiencing mental health problems, suicide, and self-harm. Multiple research typically highlight the differences in substance use based on identification as GLBTI and age, urban versus rural, scene/non-scene, and clubbers (Howard et al., 2006). In general, the GLBTI people use more substances than those in the general population. Besides experiencing most of the self-harm and suicide risk factors mentioned in the preceding discussion, the majority of researchers agree that social isolation continues to be among the most predominant risk factors for the GLBTI people (Williamson, 2000). Social scholars also point out that, in contrast to religious and racial minorities, GLBTI people do not usually share their minority statuses with their family because the majority of them generally have cisgender, heterosexual parents. Consequently, this isolation contributes to increased depression and eventual suicidal ideation and suicidal attempts. Incidentally, the government of Australia has in the recent years been more keen in mitigating the various risk factors associated with high suicidal incidences among the GLBTI than the general population by adopting and implementing various strategies (Suicide Prevention Australia (2009). One of the strategies that the government has implemented is the extensive use of the mainstream media, particularly the information communication technology (ICT) as a platform for GLBTI health promotion. The Australian government recognizes the Internet as an essential tool for reaching a large number of marginalized and otherwise traditionally difficult to reach groups in the country so far as the provision of government services such healthcare is concerened (Drabble, Keatley, Marcelle, 2003; Burns et al. (2007). Thus, to deliver important mental healthcare programs to the GLBTI communities, the government of Australia has made a significant investment in its ICT infrastructure, for example go vernment Websites. The Websites provide relevant content that enables the GLBTI communities to learn about the different ways they can manage their mental health as well as the information on how to access government support in mental health. Subsequently, research supports the theory that the GLBTI communities utilize the Internet as a main means of acquiring and learning more insights concerning gender identity and sexuality (Hegland Nelson, 2002). Moreover, the Internet also offers the GLBTI communities with an opportunity to interact with their peers through the active engagement in social networks and online communities, thereby overcoming the isolation risk factor. Hegland and Nelson (2002) observe that the positive self-esteem acquired from the experiences of online community engagement facilitate the GLBTI people, particularly the youth, to become confident during the coming out to both their families as well as friends and in search of offline assistance to encourage them in accepting their sexuality and gender identity issues. In more recent time, studies have also established the importance of online involvement to the older people, demonstrating that the elderly GLBTI could benefit significantly from the Internet support and intervention (Aguilar, Boerema Harrison, 2010). Overall, ICT provides a significant potential when it comes to suicide prevention and mental health promotion for GLBTI people who encounter considerable problems in accessing the relevant insights and support in the sphere of sexuality and gender identity because of stigmatization, including the sensitive of these challenges. In conclusion, it is clear from the preceding discourse that indeed, the individuals who identify as GLBTI have higher suicidal rates than the general Australian population. The various risk factors attributed to this situation include prejudice and isolation, and developmental stressors such as self-identifying. Accordingly, studies have established that in one way or another, these risk factors have the potential of influencing the mental health of GLBTI communities, including the emergence of suicide ideation and suicide attempts. To mitigate these risk factors, the Australian government has adopted the extensive use of ICT as one of the strategies to prevent GLBTI people from attempting suicide or developing suicidal ideation. The ICT infrastructure, for example the government websites, have focused on providing GLBTI individuals with the relevant information concerning their mental health and thus, encouraged the decline in suicide rates. References Aguilar, A., Boerema, C., Harrison, J. (2010). Meanings attributed by older adults to computer use. Journal of Occupational Science, 17(1), 27-33. Australia Human Rights Commission (2016). Face the facts: Lesbian, Gay, Bisexual, Trans and Intersex People | Australian Human Rights Commission. (2016). Humanrights.gov.au. Retrieved 24 August 2016, from https://www.humanrights.gov.au/face-facts-lesbian-gay-bisexual-trans-and-intersex-people Bagley, C., Tremblay, P. (2000). Elevated rates of suicidal behavior in gay, lesbian, and bisexual youth. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 21(3), 111. Barrett, C., Stephens, K. (2012). Beyond: We treat everyone the same. A report on the 2010 2011 program: How2 create a gay, lesbian, bisexual, transgender and intersex inclusive service. Melbourne, Australia: Gay and Lesbian Health Victoria Beyondblue. (2014). "Take Action" depression campaign for gay, bisexual and questioning men: Campaign overview. Melbourne, Australia: Beyondblue. Burns, J., Morey, C., Lagele, A., Mackenzie, A., Nicholas, J. (2007). Reach Out! Innovation in service delivery. Medical Journal of Australia, 187(7), S31-S34. Department of Health and Ageing (2007). Living is For Evryone (LIFE) Research and Evidence in Suicide Prevention. Canberra, Australia: Australian Government Department of Health and Ageing. Drabble, L., Keatley, J., Marcelle, G. (2003). Progress and opportunities in lesbian, gay, bisexual, and transgender health communications. Clinical Research and Regulatory Affairs, 20(2), 205-227. Eisenberg, M. E., Resnick, M. D. (2006). Suicidality among gay, lesbian and bisexual youth: The role of protective factors. Journal of adolescent health, 39(5), 662-668. Hatzenbuehler, M. L. (2011). The social environment and suicide attempts in lesbian, gay, and bisexual youth. Pediatrics, 127(5), 896-903. Hegland, J. E., Nelson, N. J. (2002). Cross-dressers in cyber-space: Exploring the Internet as a tool for expressing gendered identity. International Journal of Sexuality and Gender Studies, 7(2-3), 139-161. Howard, J., Arcuri, A., Aggleton, P., Ball, A., Mane, P. (2006). Drug use among same-sex attracted young people. Sex, drugs and young people: International perspectives, 101-119. Johnson, R. B., Oxendine, S., Taub, D. J., Robertson, J. (2013). Suicide prevention for LGBT students. New Directions for Student Services, 2013(141), 55-69. King, M., Semlyen, J., Tai, S. S., Killaspy, H., Osborn, D., Popelyuk, D., Nazareth, I. (2008). A systematic review of mental disorder, suicide, and deliberate self harm in lesbian, gay and bisexual people. BMC psychiatry, 8(1), 1. Liu, R. T., Mustanski, B. (2012). Suicidal Ideation and Self-Harm in Lesbian, Gay, Bisexual, and Transgender Youth. American Journal of Preventive Medicine, 42(3), 221-228. McDaniel, J. S., Purcell, D., D'Augelli, A. R. (2011). The relationship between sexual orientation and risk for suicide: Research findings and future directions for research and prevention. Suicide Life-Threatening Behavior, 31, 84-105. Meyer, I. H., Teylan, M., Schwartz, S. (2014). The Role of Helpà ¢Ã¢â€š ¬Ã‚ Seeking in Preventing Suicide Attempts among Lesbians, Gay Men, and Bisexuals. Suicide and Life-Threatening Behavior, e-publication. Nicholas, J., Howard, J. (1998). Better dead than gay? Depression, suicide ideation and attempt among a sample of gay and straight-identified males aged 18 to 24. Youth Studies Australia, 17, 28-33. Patel, V., Flisher, A. J., Hetrick, S., McGorry, P. (2007). Mental health of young people: a global public-health challenge. The Lancet, 369(9569), 1302-1313. Quinn, K. (2003). Rural suicide and same-sex attracted youth: Issues, Interventions, and implications for rural counsellors. Rural and Remote Health, 3, 1-6. Rosenstreich, G. (2013). LGBTI people mental health and suicide. Sydney: The National LGBTI Health Alliance. Simone, M. D., Mark, J., Appelbaum, M. D., Jonathan, S. (2011). Addressing the needs of older lesbian, gay, bisexual, and transgender adults. Clinical Geriatrics, 19(2), 38. Smith, A. M. A., Rissel, C. E., Richters, J., Grulich, A. E., de Visser, R. O. (2003). Sex in Australia: Sexual identity, sexual attraction and sexual experience among a representative sample of adults. Australian and New Zealand Journal of Public Health, 27, 138-145. Smith, E., Jones, T., Ward, R., Dixon, J., Mitchell, A., Hillier, L. (2014). From blues to rainbows: Mental health and wellbeing of gender diverse and transgender young people in Australia. Melbourne, Australia: Australian Research Centre in Sex, Health, and Society. Suicide Prevention Australia (2009). Position Statement: Suicide and Self-harm among Gay, Lesbian, Bisexual, and Transgender Communities. Leichardt, NSW. Symons, C., Borkoles, E., Andersen, M., Polman, R. (2014). The impact of homophobic bullying during sport and physical education participation on same sex attracted and gender questioning young Australians' depression and anxiety levels. Melbourne, Australia: Victoria University. Williamson, I. R. (2000). Internalized homophobia and health issues affecting lesbians and gay men. Health education research, 15(1), 97-107.

Chlorophyll lab report Essay Example

Chlorophyll lab report Paper The polar absorbent material in the column separated the different pigments by allowing the least polar molecules to travel through the column faster than the more polar molecules. The different pigment layers were collected, dried, and their weights were recorded. -carotene was the least polar molecule, and it traveled through the column faster than the chlorophyll. Chlorophyll-A was next to travel through the column followed by chlorophyll-B. Because chlorophyll-A is more polar than -carotene and less polar than chlorophyll-B, this observation is reasonable. Introduction -carotene is a yellow-orange pigment found primarily in fruits and vegetables. -carotene is a carotene that is effective in preventing sunburn in sun-sensitive people, reducing the risk of breast cancer and other diseases, preventing asthma attacks caused by exercise, as well as many other uses. Chlorophyll is the green, light-capturing pigment found in plants. Chlorophyll (like home in red blood cells) is an example of porphyry. In this experiment, chlorophyll and -carotene were isolated using the technique of column chromatography. Column chromatography is a method used to separate and purify components in a mixture. In gravity column chromatography (used in this experiment), a arterial glass column is packed with a polar absorbent and a solvent. Then the sample is allowed to pass through the column, which separates the different components. In this experiment, pigment components were dehydrated and extracted from spinach, and the extracts were passed through a glass column using column chromatography. The absorbent allowed some molecules to travel faster through the column. We will write a custom essay sample on Chlorophyll lab report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Chlorophyll lab report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Chlorophyll lab report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The separate bands were collected and recorded. Hypothesis This method will be successful in extracting chlorophyll and carotene pigments. Reaction/Experimental Setup List of Reagents Reagent Molar Mass(g/mol) Boiling Point(Celsius) Melting Point(Celsius) Density Safety Data acetone 58. 08 56 _ 95 0. 791 g/CM Highly flammable, irritant hexane 86. 18 68. 5 -96 0. 6548 g/ml Flammable, corrosive methanol 32. 04 64. 7 -97. 6 0. 7918 g/CM Anhydrous sodium sulfate 142. 04 1429 2. 664 Exposure would cause minor irritation Pre-Lab Questions There were no pre-lab questions for the experiment. Procedures Observations egg of spinach was placed in a 250-ml Erlenmeyer flask 0 150 ml of 100% ethanol was added D the mixture was stirred for 3 minutes C] the liquid was decanted into a 250-ml beaker D 50 ml of deceleration was added to the engaging spinach and stirred for 3 minutes O the mixture was filtered through a plug of glass wool into a 250-ml Erlenmeyer flask 50 ml of deceleration was added two more times and filtered 0 the deceleration extracts were combined O the deceleration extracts were poured into a separators funnel C] 50 ml of saturated Nasal was added and shaken C] the lower (deceleration) layer was collected in a flask C] Cacao was added and swirled D the solution was decanted into a beaker containing g of silica gel the solution was stored and allowed to dry 0 a glass column was obtained 0 a small plug of glass wool was shushed to the bottom 0 100 ml of hexane was added t] sand was poured in the top to form a 1 -CM layer on the glass wool a slurry of egg of sil ica and hexane was added to the column D the crude extract was added on top O the extract was eluted using hexane O the yellow -carotene was collected in a flask O the elution continued with a 1:1 mixture of hexane and ethyl acetate 0 chlorophyll-A and chlorophyll-B were collected in separate flasks 0 the pigments were covered, stored, and allowed to dry the total weight of the flasks were recorded 0 the dry pigment extracts were dissolved with deceleration 0 the extracts were oared into separate vials C] the flasks were re-weighed without the extracts C] the total weight of the pigment extracts were calculated and recorded Results The first band of pigment that was collected from the column was -carotene. The second band collected from the column was chlorophyll-A. Chlorophyll-B was the last band collected from the column. After each band was collected in separate flasks, they were allowed to dry and then weighed. The total weight of each pigment layer was recorded in the table bel ow. Pigment Ref Value Chlorophyll a 0. 61 Chlorophyll b 0. 52 Cartooned 0. 93 Oceanography 0. 37 Weight of Pigment Collected Chlorophyll-A Chlorophyll-B -carotene 0. 04 g 0. 05 g Discussion As a result of the absorbent (the silica slurry) being polar, different molecules were allowed to pass through the column at different rates. The different rates of the molecules cause the different pigments to be separated in bands along the column. The polar absorbent is attracted to polar substances, and it binds to these molecules, which slow them down in the column. The non-polar -carotene had weak interactions with the polar absorbent. Therefore, the -carotene band traveled very fast through the column, and this layer was collected first. The layer f chlorophyll-A was collected next. Chlorophyll-A is more polar than -carotene but less polar than chlorophyll-B. Therefore the chlorophyll-A band traveled slower than the -carotene, but faster than chlorophyll-B. Finally, chlorophyll- B is the most polar substance. The interactions were very strong with the polar absorbent, which caused this layer to travel very slowly down the column. The solvent (hexane) is used to affect the separation process. Hexane is a non- polar organic compound. Therefore, it does not interact at all with the polar absorbent. When the non-polar solvent is added to the top of the column, over he sample, the polar molecules are more attracted to the absorbent than the solvent. This causes the polar molecules to be left at the top of the column while the non-polar molecules travel down the column. This is what causes the molecules to separate in bands. In order to get the polar molecules to travel down the column, a more polar solvent (hexane and ethyl acetate mixture) would be used. Due to the fact that both -carotene and chlorophyll are both extremely sensitive to photochemical air oxidation, the solutions must be protected from excess light and air. The solvents used in this experiment are very flammable. Therefore, no flames can be used to speed up this process. Conclusion The two columns used in this experiment were successful in separating out the different pigments in the spinach that was provided. The TTL plate made the different pigments very clear to see under the UP light, and the iodine chamber re-enforced with the UP light was showing. From the TTL place was able to see carotenes, chlorophyll a, and chlorophyll b, oceanography, as well as some other pigments there were not listed in the lab book.

From Argonaut to Internaut

From Argonaut to Internaut From Argonaut to Internaut From Argonaut to Internaut By Maeve Maddox The combining form -naut gives English several words that convey a type of traveler. The Greek word for sailor was ÃŽ ½ÃŽ ±Ã Ãâ€žÃŽ ·Ãâ€š (nautes). Classical Latin mesonauta referred to a sailor â€Å"intermediate in rank between a rower and a steersman.† Classical Latin Argonauta referred to the sailors who traveled with Jason in the Argo (his ship). The earliest â€Å"naut word† in English is the noun Argonaut (1596): one of the legendary heroes who accompanied Jason in the Argo in his quest of the Golden Fleece. Because of their quest for gold, the US â€Å"forty-niners† (gold-seekers who went to California in 1849) were also referred to as argonauts. Here, with the date of their earliest citation in the OED, are some other â€Å"naut words† in English: aeronaut (1784) A person who makes balloon ascents or flies in a balloon, a balloonist. aquanaut (1881) An underwater ‘explorer’ or swimmer. astronaut (1928) A person who travels in space; especially a person who is (or has been) a crewmember on board a spacecraft or on a space mission. cosmonaut (1959) A traveler in outer space; an astronaut (especially a Russian space traveler). cybernaut (1965) A robot (1973) A computer user (1990) A person who interacts with a virtual reality environment using computer technology internaut (1992) A user of the Internet, especially a skilled or habitual one. Note: Internaut first shows on the Ngram Viewer in 1991 and leaps upward from there. In French, the word internaute is the equivalent of â€Å"internet user.† According to Wikipedia, English internaut â€Å"refers to operators or technically highly capable users of the Internet,† but internaut as a one-word option for â€Å"internet user† has its appeal. oceanaut (1962) Another word for aquanaut. If you are wondering why juggernaut is not in the list of â€Å"naut words,† here’s your answer. The naut in juggernaut is not the combining form that means sailor or traveler. It’s an accident of spelling. In Hindu religion, Jaggernaut is a title of Krishna. The title derives from Hindi Jagannath, â€Å"Lord of the world.† In an annual ceremony, a representation of this incarnation is carried in procession by an enormous vehicle. The ritual is especially associated with the town of Puri in India. According to legend, devotees there once allowed themselves to be crushed under the wheels of the cart in sacrifice. The word juggernaut is used figuratively to mean, â€Å"anything that demands blind devotion or merciless sacrifice and â€Å"a massive inexorable force or object that advances irresistibly and crushes whatever is in its path.† For example, Donald  Trump  is a  political juggernaut  with a carnival barkers draw.- Dallas News Game of Thrones: Can HBO’s Juggernaut Maintain Its Momentum?- The Fiscal Times. In the following examples, the word unstoppable is redundant: The big unstoppable juggernaut proved the inspiration for so many players- Independent (Ireland) At first glance the Argonaut High girls  basketball  team looks like an  unstoppable juggernaut.  Auburn Journal Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business Emails"Have" vs "Having" in Certain ExpressionsThe "Pied" in The Pied Piper

Determination of Nitrous oxide in gases Essay Example | Topics and Well Written Essays - 1500 words

Determination of Nitrous oxide in gases - Essay Example The paper is a comparative review of a few of the methods used in determination of nitrous oxide in gases. It has been concluded after a time, quality and cost-benefit analysis, that the use of passive diffusion sampling methods followed by thermal desorption and analysis with an EC-GC may be the optimal choice. Ambient air bag sampling- Personnel are fitted with air bags that passively collect fumes of nitrous oxide. The gas is absorbed in an appropriate sorbant material. An active sampling involves filling a sampling bag by means of a personal pump provided with a driving device or another equivalent method. The major disadvantage of the method being that the bags can get punctured and cannot be airlifted unless they are stored in pressurized cabins. Besides the potential for leakage is higher and leak checks using the soap bubble technique have to be performed. (US Govt. NIOSH documents-http://www.cdc.gov/niosh ) Passive dosimeter badges- Workers exposed to Nitrous oxide wear the badges and these absorb the vapour by diffusion principles. The minimum time for exposure is one hour and the maximum is 40 hours (one work day). Sampling capacity 560ppm-hrs, detection limit- 2ppm-hrs, sampling rate- 0.75ml/min, functions between 10%-80% relative humidity, accuracy (Max. Total Error) 25%, functional temperature limits are between 0C-50C (affect result by 5%). The major advantages are that, "no sampling pump is required... The major disadvantage is that badges have to be analysed within one week after the sample period for accuracy. Badges must be used before the expiration date and are usually more expensive than diffusion tubes (http://www.assaytech.com; http://www.labsafety.com) Passive diffusion tubes- Steel tubes packed with molecular sieves and caped with diffusive caps. It has been found that the method is valid for detecting Nitrous oxide between 25 and 1000ppm. The quantitative detection limit is at 2 g. Passive monitors work accurate between 60-90% RH at 25C and can measure concentrations as high as 500ppm for 8 hours. The NIOSH declares the method as, "adequate," for measuring Nitrous Oxide in air as the method is not bulky, does not involve liquids and does not require pre and post calibration. Some types of tubes can be stored in temperatures between 20C-25C for a period of 30 days. Sample recoveries in 30 days were found to be 10% compared to results in day 2. Recovery rates were found to be 98%-100% is varying concentrations. The one disadvantage is because of reliance on samples being tested at the vendor site (http://www.cdc.gov/niosh) Active diffusion tubes- The sample is collected filling a sampling bag by means of a personal pump provided with a driving device or another equivalent method. They consist of a pump that pulls a constant amount of air (usually in l/min), the molecular sieve and a clip for attaching the device onto the breathing zone. No change in results were noted under a Relative Humidity (RH) of 90% under 25 C. Recovery rates were found to be between 99%-100% in varying concentration. The advantage of the method is that it is usually more

BS in Law Enforcement Leadership Personal Statement - 6

BS in Law Enforcement Leadership - Personal Statement Example I was at all times determined to be the top student in my class, especially after having an opportunity to enroll in the program. I feel proud of myself, particularly after achieving my dream to complete the leadership mission as a capstone experience. My self-esteem has also improved a great deal, and I have so far learned how to appreciate myself and all the efforts that I have dedicated to achieving my goals. Having taken part in projects and discussions, I am confident that I am what most employers are looking for, as my contribution to my class teams has been exemplary. The online Accelerated Degree Program also presented me with the chance to embrace ethical perspectives. In my coursework, I was challenged to present essays and presentations that reflected the same. I was taught to be a critical and creative thinker especially in terms of cultural values, crime investigation, present-day policing and police administration as required of the course (PhilaUonline 1). Thanks to the course, I am capable of identifying the issues that surround law enforcement, then devise the best solutions towards the same. Relating this to my professional ability, I am confident that I am well baked to fit in the demanding field of law enforcement. I also term myself as more of a problem solver as opposed to problem initiator. Prior to my enrolment in the Accelerated Degree Program, I did not appreciate cultural diversity. This has now changed as I am now able to demonstrate my understanding of cultural differences and the importance of respecting those differences. Before, I would use words that were annoying to some cultures. After enrolling for the program, I avoid using such words, whether slang or not, as I realized the importance of appreciating people and their culture.  

Social And Emotional Development Of Children

Social And Emotional Development Of Children Social and emotional development underpins effective learning, positive behaviour and the judgements they make in and out of school. Schools need to be places where emotions are accepted as normal, unthreatening, discussed freely, expressed safely strategies and support are written in statements and policies. A successful strategy that has been introduced into schools is SEAL, SEAL stands for social, emotional aspects of learning, and this is a school programme that focuses on the development and the application of social and emotional skills. Not only does SEAL consider the needs of the children but also all that work in the setting, providing support for them to implement the strategies that it highlights. Its important in the early years that practitioners understand that children develop at different rates; emotionally others are more mature than others. This is a similar situation for social development children that dont have enough social experiences from a young age are less likely to be social in a classroom due to lack of confidence. The theorist Bowlby is most famous for his attachment theory he devised the term maternal deprivation (Bowlby, n.d.) this was because he believed that if children were separated from their mothers at young age then they would be psychology damaged (Squire, 2007) this supports the theory that without enough social attachment and experiences in the early stages of life then children are more likely to be unconfident in social situations and find it harder to adapting to school life. The EYFS believe that all children are ready to learn. The EYFS (2012, pp.2) states that Development is not an automatic process, however. It depends on each unique child having opportunities to interact with positive relationships and enabling environments being a unique child emphasises more on the fact that children do develop at different rates. So having relationships with people and being in a encouraging environment helps develop children socially and emotionally, this is why its essential practitioners and schools provide these are much as possible. It is proven that in the 21st century children are more likely to worry about family, school, friendships from two decades ago (Blake, 2007). This is a worrying result because most people have the view that childhood should be carefree and trouble free. Schools have more pressure now more than ever to ensure that children have a safe and worry free environment to learn in. Social development is promoted in all child care settings, teachers are using group tasks more and involving children as much as possible, if they realise that a child is withdrawn then action is taken to involve this child such as talking to them and introducing new provisions such as a buddy system at play times so children can always have someone to socialise with. However when it comes to emotional development, I havent seen many provisions put into place to support this, some schools introduce schemes such as emotion sticks in which the children place their name in the pot with the emotion that they are feelin g that day, this quickly faded out because the children forgot and the practitioners forgot to remind the children that they need to do this, circle time is a popular way that schools choose to support emotional development, this is very effective in the early years, unfortunately not every school use circle time often because they dont have time and it wont fit into their curriculum so its often put aside. One way in which some schools promote emotional and social development is interacting with the community in which they live in, this gives children the sense of belonging and a strong self-image, this in turn builds self-esteem, the higher their self-esteem is then the more confident the child will be, making the most of opportunities especially throughout the school, because they have already had the experience of being involved with the charity event or helping the elderly they will be more confident in the social aspect of new activities but also emotionally because they have more confidence in what they can do. The every child matters document supports this strategy, the ECM has a section titled make a positive contribution helping the community is part of this. There are several strategies that schools use to support emotional and social development, in order to keep these as effective as possible, the school need to review the strategies as often as needed to ensure that they are working, if a method isnt working then another is chosen and used in the school. This can be done by monitoring the children whilst they are taking part in the strategies to see how they are using them, if they are engaged and involving themselves in them then this is a good sign however if a couple of children dont feel comfortable or utilising the method as desired then a different approach may need to be taken. Reviewing the strategies every term is a good way to see how effective it is, another strategy can then be introduced in the next term, and once the method that is the most effective in the school for the pupils, teachers and parents then it can be used throughout the school, different age groups may also need different strategies, older childrens emotio nal and social developmental needs will be different to the early years, this needs to be taken in consideration when planning approaches. Some schools may end up with 2 or 3 different methods being used in the school. One of the most recent strategies that schools use to support emotional and social development is the healthy schools scheme. This was set up to promote healthy eating and exercise in schools, not only does this promote concentration in the classrooms but it involves children in activities organised by the school, the way in which the schools implement this strategy is up to them, some may decide to use Activate or Wake Up Shake Up in their school day or by introducing healthy snacks at break and lunch time. A Healthy  School  promotes  the  health  and  well ­being  of  its  pupils  and  staff through  a well-planned,  taught  curriculum  in  a  physical  and  emotional environment  that  promotes  learning  and  healthy  lifestyle  choices (Departement of Health, 2007) This strategy was more important than ever in 2012 due to the London Olympic Games, children wanted to be more active in and out of schools, so having sports days and Olympic challenges was an ideal way to promote healthy schools further. The walking and cycling provisions that some schools use, involve the children in the community as well as being sociable, this supports the emotional and social development of children. However not all schools provide strategies such as these, some schools dont have the funding whereas others dont see it as an important aspect of childrens learning. When the scheme was first introduced thousands of schools took it on board however as the years have passed its become increasingly difficult for schools to motivate themselves to continue the strategy. In order for healthy schools to once again be a priority for schools, new ways of promoting healthy eating and exercise need to be put into place, schools could involve the children in this process, this would also make the children more motivated to actually do the activities because they have had an input. If a child is constantly being told that they are unhe althy therefore they need to take part in the schools activities, then their self-esteem is going to get lower and lower which has a considerable effect on the childs emotional welfare, they will eventually have a negative view of themself, schools need to be aware of this and ensure that no child is told they are unhealthy or lazy, every child needs to take part in the scheme as much as possible. In contrast to the recent impact of healthy schools, there has been numerous research and discussion about gender roles. There is the ultimate question of, are girls born automatically liking pink and boys liking blue? There will never be an exact answer to this question some will say its to do with nature whereas others will say affected by nurture. When children first come into a setting, they may feel pressure to go and play with the construction area if they are a boy or immediately go into the role play area if they are a girl. This attitude is changing and children are becoming more confident in their own decisions as to where they should play, however some parents heavily promote girls playing with dolls and putting on makeup the same is for boys, parents may want their son to play football or rugby which are heavily male influenced. This goes against the various strategies that schools are implementing to help prevent children feeling as though they dont have an individual id entity, which affects their emotional understanding. Dowling (2012, pp.159) agrees with this point young children will only become confused if values at home and nursery are in direct opposition Every classroom should be gender neutral with pale walls, and pictures of girls and boys playing in the different areas of the classroom, providing activities that both girls and boys can play with for example not just providing colouring pages for girls but for boys as well. However even though this method is being implemented, the media still goes against a gender neutral environment, portraying women in Disney films as being helpless and in danger and having a dashing knight coming to save the day, this gives children the perception that women are weaker and less brave then men. However this attitude will almost never be changed, companies know what makes them money and if it means giving children mixed views about themselves then they will continue to do it. Its essential that schools co ntinue to use the action that they are taking to help prevent these views coming into schools. Not only is it important that classrooms are inclusive, the practitioners also need have an understanding and agreement about inclusion, in order to provide equal opportunities for every child (Beaty, 2006) One of the most effective provisions that schools have introduced is circle time. Jenny Mosley is the brains behind the whole school approach towards circle time. Good behaviour management is key when doing circle time, the children need to know the rules that surround circle time, its a trusting place where the children can communicate with each other and discussing issues that they feel are important and is also a great opportunity for children to socialise with the rest of the class. Circle time can also be used as a anti bullying technique, if children arent getting along in or out of the classroom then this strategy can be used to give the children the opportunity to talk about their issues, this also opens their eyes to the fact that they may of really upset the other children, providing emotional awareness that a childs actions may affect another child and they may not even know it. Circle time works best when its not done too often; having circle time every day would be borin g for the children and the teacher and would lose the desired effect. It provides opportunities to learn how to listen and respect others; its also an emotionally safe place for children to be in with trusting people and a comfortable environment. (Circle Time, n.d.) However because circle time is the most effective when its done regularly, it can be easy to forget the routine of circle time missing circle time several weeks in a row can effect children because they may have something specific they want to say in circle time and dont get the opportunity to say it because the teacher has forgotten about circle time, this can be easily resolved the children could be responsible for reminding the teacher about circle time, having a day activity planner in a visible place that consists of pictures and words so the children can see what they are doing also, is a good way to inform that circle time will be happening, reassuring the children. Circle time additionally provides important tim e for children and practitioners to develop a trusting and positive relationship; this is why circle time is especially important in the first couple of weeks of term. The professional relationship between parents and teachers is just as important, parents and carers need to know that their child is safe and happy in the setting, if a parent has concerns about their child then the teacher is the first person that they will go to, for example if a parent thinks that their child is being bullied by another child in the class then the teacher and parent can work together to think of techniques to use in order to stop this happening, circle time could be one of the strategies used. A method that was used in a school to promote the relationships between child and teacher and parent and teacher was stay and play. This occurred once a week and parents or relatives had the choice to join in on activities in the classroom, it would start off by the teacher explaining what the activities were for, how they linked in with the curriculum and what the parents could do to further encourage the learning at home, the stay and play session lasted for 45 minutes, th e teacher answered any questions that they were asked, and the children enjoyed playing with the various activities in the classroom with the support from parents and teachers. This was a very effective strategy used in this school, and they can continue to maintain the building relationships by having parent councils like the one in Bruce Grove Primary School, they found a parent council very effective it provided opportunities for parents to communicate with one another and have their input into how they wanted their children to learn. This continues the positive relationship between schools and parents/carers, its essential that there is constant communication because they both want the children to learn and develop to the best of their ability, when children see the positive relationship between their parents and their teacher, it makes them comfortable around the teacher. Not only is the relationships within school important but the environment is equally important, the EYFS approach to the unique child consists of positive relationships and an enabling environment. An environment that provides opportunities and exploration also needs to make the child feel safe and secure. These positive environments from the EYFS (2012, pp.2) explain that they need to have stimulating resources, relevant to all the childrens cultures and communities successfully combining play and learning especially in early years settings, this is important because then children will link learning with being fun. Not only do schools need to support children with their emotional and social development but they also need to support them to take risks and explore new environments, children learn the most effectively through personal experiences so promoting these gives children more confidence in their abilities and having a better perception of themself. Positive relationships and e nabling environments ensures learning and development. Observing, assessing and planning ensures that strategies work in the setting and meet the childrens individual needs. Each section of the EYFS document are individual however they are all underpinned by the basic factors to successfully support childrens social and emotional development. Every unique child needs positive relationships from every direction; parents, teachers and fellow peers. Enabling environments that are supportive and positive these together will equal to learning and development.

Quote of the mind Essay

Some people think that the mind is the brain or some other part or function of the body, but this is incorrect. The brain is a physical object that can be seen with the eyes and that can be photographed or operated on in surgery. The mind, on the other hand, is not a physical object. It cannot be seen with the eyes, nor can it be photographed or repaired by surgery. The brain, therefore, is not the mind but simply part of the body. There is nothing within the body that can be identified as being our mind because our body and mind are different entities. For example, sometimes when our body is relaxed and immobile, our mind can be very busy, darting from one object to another. This indicates that our body and mind are not the same entity. In Buddhist scriptures, our body is compared to a guest house and our mind to a guest dwelling within it. When we die, our mind leaves our body and goes to the next life, just like a guest leaving a guest house and going somewhere else. If the mind is not the brain, nor any other part of the body, what is it? It is a formless continuum that functions to perceive and understand objects. Because the mind is formless, or non-physical, by nature, it is not obstructed by physical objects. It is very important to be able to distinguish disturbed states of mind from peaceful states. As explained in the previous chapter, states of mind that disturb our inner peace, such as anger, jealousy, and desirous attachment, are called ‘delusions’; and these are the principal causes of all our suffering. We may think that our suffering is caused by other people, by poor material conditions, or by society, but in reality it all comes from our own deluded states of mind. The essence of spiritual practice is to reduce and eventually to eradicate altogether our delusions, and to replace them with permanent inner peace. This is the real meaning of our human life. The essential point of understanding the mind is that liberation from  suffering cannot be found outside the mind. Permanent liberation can be found only by purifying the mind. Therefore, if we want to become free from problems and attain lasting peace and happiness we need to increase our knowledge and understanding of the mind.

Dover Beach Theme Imagery and Sound Essay

In â€Å"Dover Beach,† Matthew Arnold creates a monologue that shows how perceptions can be misleading. The theme of illusion versus reality in â€Å"Dover Beach† reflects the speaker’s awareness of the incompatibility between what is perceived and what truly is real. Arnold conveys the theme of â€Å"Dover Beach† through three essential developments. First, he uses visual imagery. Second, he uses sound (aural) imagery. Third, he uses rhythm and metric. These mechanics alone do not explain why illusion and reality differ, but they do help to explain how Arnold sets up the poem to support the theme. The strongest support of the theme comes from its intense imagery which is scattered throughout â€Å"Dover Beach.† The most affecting image is the sea. The sea includes the visual imagery, used to express illusion, as well as the auditory imagery, used to express reality. The image is intensely drawn by Arnold to vividly see the faith disappearing from the speaker’s world. The image of darkness encompasses the speaker’s life just like the night wind pushes the clouds in to change a bright, calm sea into dark, â€Å"naked shingles.† The irony of â€Å"Dover Beach† lies in the contrasting elements of the troubled speaker and the calm sea with tranquil moonlight. For example, the moonlit cliffs of the first stanza appear again in the lines â€Å"for the world/Which lies before us like a land of dreams. The sea which begins calm and tranquil, becomes a roaring shore; with â€Å"naked shingles† and â€Å"night-wind† which in turn disrupts the speaker’s faith. The symbolism of the speaker’s faith, as well as light and dark, reinforce the theme of illusion versus reality. The illusionary quality of the sea infers how very shaky and insecure the speaker’s faith has become. In line 21, the speaker refers to the sea as a metaphoric â€Å"sea of faith.† This symbol represents the illusion of the speaker’s faith. The reality of his lack of faith becomes apparent in lines 25 through 28. The speaker explains on how that once great and calm sea of faith has turned into a roaring, dark, windy, dreary, and gravely bench. In reality, the speaker’s faith disappears with only darkness to replace it; a powerful symbol of disillusionment which sets the mood for the rest of the poem. In stanza 3, the simile â€Å"like the folds of a bright girdle furled† (Line 13) contrasts with â€Å"Vast edges drear/And naked shingles of the world† (Lines 27-28) The speaker’s problem also appears in the sounds of the words throughout the poem. The consonant quality of the g and the r in â€Å"grating roar† (line 9) takes on an auditory quality, whereas the previous stanza displayed visual qualities. The grating and roaring pebbles produce sound while the calm sea and glimmering French coast produce a visual effect. In line 13, the words â€Å"tremulous cadence slow† slows the reader with the sounds of the t, c, and s sounds. After stanza two, the third, fourth, and fifth stanzas alternate sounds (stanza three, first three lines of stanza four, last five lines of stanza four and stanza five). The smooth sounds of l in line 7, â€Å"long line,† and the f in line 23, â€Å"folds† and â€Å"furled,† point out the instances of illusion where the conflict of the illusion versus reality does not exist. In contrast, the rough sounds in line 28, â€Å"naked shingles of the world,† indicate the places w here reality not only exists, but where illusion cannot exist, and the speaker cannot escape his misery. The sounds of the words not only slow the speaker’s struggle, but also suggest the underlying motif of light and dark. The words â€Å"glimmer† and â€Å"gleam.† The ‘gl’ suggests light whereas the ‘ea’ suggest smallness. The ‘er’ suggests movement. All combined, the allusion is made to the idea of a small, moving light. This contrasts with the darkness of the later stanzas indicated by the words â€Å"darkling† and â€Å"night.† In the third stanza, the words â€Å"faith† and â€Å"bright† followed by â€Å"but† imply a loss of faith, â€Å"and in doing so associates darkness with loss of faith†. The lack of a pattern in the rhyme scheme reflects the speaker’s inner debate. The rhyme scheme of the first stanza consists of ABACD. The first and third lines rhyme, â€Å"to-night† and light,† but no other lines rhyme in the first stanza. The same instance occurs in t he second stanza’s rhyme scheme of BDCEFCGHG. Multiple lines do rhyme, but in no set pattern. This opposes the pattern of the iambic rhyme of the first stanza. A vivid description of the calm sea in the first eight lines allows a picture of the sea to unfold. The next six lines really stand out, especially the words â€Å"Listen,† â€Å"grating roar,† and â€Å"eternal note of sadness.† The distinction between the sight and sound imagery continues into the third stanza. Sophocles can hear the Aegean Sea, but cannot see it. He hears the purposelessness â€Å"of human misery,† but cannot see it because of the â€Å"turbid ebb and flow† of the sea. The allusion of Sophocles and the past  is replaced by the auditory image, â€Å"But now I only hear/ Its melancholy, long, withdrawing roar/ Retreating to the breath/ Of the night-wind, down the vast edges drear/ And naked shingles of the world† (Lines 24-28). There is a sense of sympathy. The words â€Å"tremulous cadence slow† and â€Å"eternal note of sadness† evokes a sense pity for the speaker whose struggle with illusion and reality seems to end in darkness and sadness. Not only will the speaker have to confront reality, but â€Å"beyond the ‘naked shingles’ the darkness continues, interrupted only by the confused alarms and fights and ringing conflicts of battle by night-the sounds of supreme futility† Arnold uses much alliteration and assonance in the poem as well. For example, in line 31, â€Å"To lie before us like a land of dreams†, repeating the letter L at the beginning of three words. Also, in line 4, â€Å"Gleams and is gone†¦Ã¢â‚¬  repeating the letter G. Arnold shows use of assonance in line 2, â€Å"tied/lies† and in line 31, â€Å"lie/like† The most important method in â€Å"Dover Beach† includes the rhythm and the meter of the lines and the stanzas of the poem. The sea/is calm/to-night. The gentle lively rhythm of the iamb mirrors the â€Å"ebb and flow† of the sea. The actual words of the first line manifest this idea to picture a calm sea gently lapping at the beach. The second line also reveals a calm sea. However, line 3 breaks the pattern and forces the reader to break his or her own rhythm. Line 3 includes: Upon/the straits,//on the French/Coast/the light. The line begins and ends with an iamb, but the middle is broken up. This is a foreshadow of the disorder to come. The fourth line breaks up even farther at the beginning, but the fifth line recovers the rhythm. Glimmering/and vast//out in/the tran/quil bay. The rhythm recovers by the end of the first stanza, but the original rhythm has not. The number of feet per line constantly increases from three to four and then to five, once again, a foreshadow of the upcoming struggle. The second stanza attempts to regain a pattern but the pattern disappears in line 7 only to reappear in line 8. The pattern of iambs continues through the stanza, but the number of feet per line never projects a pattern. In other words, by the use of a pattern in the rhythm and the lack of a pattern in the number of feet per line and the rhyme scheme, Arnold portrays an outwardly rhythmic and flowing poem with underlying confusion and trouble. The illusion of the rhythm masks  the reality of the struggle of the speaker. The auditory qualities of lines 9-14 set the tone for the rest of the poem. â€Å"LISten! yoU HEAR the GRATing ROar / of PEBbles which the WAves DRaw back, anD FLinG, / aT their return, UP the HIgh strand, / BEgin, anD ceASE, anD thEN agAIN beGIN, / with TREMulous CAdenCE SLOw, anD bring / the eterNAL noTe oF SADness IN.† Arnold’s â€Å"Dover Beach† applies technical qualities, symbolism, and imagery to reveal the theme of illusion versus reality. The emotional struggle of the speaker is supported by the rhythm and the meter, the lack of a consistent rhyme scheme, the figures of speech, the sound of the words, and the irony of the entire poem. The symbolism of the sea and the imagery of light and dark bring out the alternating visual and auditory qualities, which elaborate on illusion and reality, respectively, Arnold’s portrayal of one person’s battle with illusion and reality shows a complex view of humanity in a simple poem.

Hunters in the Snow Character Analysis of Tub Essay

â€Å"Tub’s Hardships† Being a man isn’t always easy, for most of their life they are taught to show no affection and to be tough in almost every situation. The tragedy of machismo is that a man is never quite man enough. â€Å"Hunters in the Snow†, by Tobias Wolff, three hunting buddies, Frank, Tub and Kenny, set out on a hunting trip together as they have done for years. Tub, who is over-weight, self-conscious and a good friend, shows some of his weaknesses, strengths and hardships that are sometimes placed on men in different situations. The protagonist, over-weight, Tub and his two hunting buddies, Frank and Kenny take off early one morning to the snowy mountains for a deer hunt. When they arrive and begin heading to the woods they near a†¦show more content†¦That’s the way I feel about it’† (39). Despite how manly Tub is supposed to be as a man, the two men have this special bond together and they show it. Tub then tells Frank, ‘†When I said that about my glands, that wasn’t true. The truth is I just shovel it in’† (40). Regardless being made fun of or picked on about Tub’s weight and clumsiness, Tub is yet a good listener and a great friend. Ironically, at the end of the story the two guys, Tub and Frank, are bonding and supporting each other at the diner they stop at to get warmed up before the hospital, even though their other friend Kenny is in the back of the truck dying. Frank tells Kenny, â€Å"’It wouldn’t hurt so much if you just stayed put. Now we’re going to the hospital. Got that? Say it—I’m going to the hospital’† (39). Once they leave the diner and are headed back towards the hospital, Tub turns back to Frank, â€Å"’I just pulled a real boner,† he said. What’s that? I left the directions on the table back there’† (39). A man having to be tough and to show no affection can sometimes take a toll on thei r physical self being, yet they can also still be somewhat sensitive to others emotions and feelings. In this short story by Tobias Wolff, â€Å"Hunters in the Snow†, Tub shows some situations of strength, weaknesses and hardships men endure as a friend orShow MoreRelatedThe Complex Idea Of Good And The Power Of Faith2037 Words   |  9 Pages27, 2016 GESM 110 12:30-1:50 TTh The Complex Idea of Good and the Power of Faith Violence, specifically with murder, is inherently morally wrong in the vast majority of cases. But through analysis of Judah Rosenthal in Woody Allen’s Crimes and Misdemeanors, Kenny and Tub in Tobias Wolff’s â€Å"Hunters in the Snow,† and the Grandma and The Misfit in Flannery O’Connor’s â€Å"A Good Man is Hard to Find,† the traditional sides of good and bad in a murder are blurred. One of the most important ideas seen throughoutRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesto Statistics and Data Analysis This page intentionally left blank Introduction to Statistics and Data Analysis Third Edition Roxy Peck California Polytechnic State University, San Luis Obispo Chris Olsen George Washington High School, Cedar Rapids, IA Jay Devore California Polytechnic State University, San Luis Obispo Australia †¢ Brazil †¢ Canada †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Introduction to Statistics and Data Analysis, Third Edition Roxy PeckRead MoreAutobilography of Zlatan Ibrahimovic116934 Words   |  468 Pagesfun instead and take care of my family. It was a great time, but it didn t last long. When we returned to Spain disaster struck. Not immediately, but slowly. Disaster was in the air. A light snowfall came. It was like the Spaniards had never seen snow before, and in our hood, in the hills above Barcelona, cars were smashing to the left and right, and Mino, the fat idiot - the wonderful fat idiot I should add if anyone would misunderstand me - froze like a dog in his summer shoes and light jacket